Reflection: Balloon Stoichiometry - Section 4: Elaborate


I like to do lots of labs to engage students and get them excited for chemistry.  However, I have found that sometimes students just do the lab but are not actually learning the material. 

In order to help ensure that students are understanding the concepts within the lab it is crucial to continuously check for student understanding.  I do this by walking around the classroom and asking students questions. 

This movie shows an example of my doing this during the balloon lab.  I am asking questions about why the balloon blew up with the goal of having my students explain that the chemical reaction produced carbon dioxide.   This particular group had a hard time coming to this conclusion with answers ranging from "there was a chemical reaction" to "it produced hydrogen gas".  You will see how I lead them to seeing that it is carbon dioxide gas that is responsible for the balloon's expansion.

  Checking for Student Understanding
Loading resource...

Balloon Stoichiometry

Unit 4: Unit 5: Stoichiometry, Chemical Reactions, and First Semester Review
Lesson 3 of 7

Objective: Students will be able to calculate the percent yield of carbon dioxide in the chemical reaction between sodium bicarbonate and acetic acid using a calculated theoretical yield and actual yield from performing an experiment.

Big Idea: Stoichiometry allows chemists to determine the theoretical yield of a product. additionally after performing an experiment chemists can then calculate percent yield using the experimental value from the lab and the theoretical value from calculations.

  Print Lesson
11 teachers like this lesson
Science, Chemistry, stoichiometry, Chemical Reactions and Balancing, limiting reactant, excess reactant, percent yield, theoretical yield
  90 minutes
balloon lab
Similar Lessons
Balancing Chemical Equations
High School Chemistry » Stoichiometry
Big Idea: Atoms are not destroyed or created in chemical reactions; they are rearranged. This means that a reaction must have the same amount of atoms of each element on both sides of a chemical equation.
Springfield, MA
Environment: Urban
Keith  Wright
Chemical Reaction Equations--An Introduction
High School Chemistry » Chemical Reactions and Stoichiometry
Big Idea: Starting materials in scientific processes are called "reactants" and "products" are the result; reactants that run out limit the amount of product made, leftovers are called excess.
Los Angeles, CA
Environment: Urban
Emilie Hill
Is it chemical or physical?
High School Chemistry » Unit 5 Chemical Reactions
Big Idea: Demonstrations provide context for a lesson on physical or chemical change that helps students build their ability to make evidence-based arguments.
Palos Heights, IL
Environment: Suburban
Eric Girard
Something went wrong. See details for more info
Nothing to upload