BTEC First Applied Science Lesson Plan
Balancing Equations
Lesson provided by Samantha Holyman
Background
At GCSE, most students are expected to balance equations
where all the formula and symbols are given, and the higher
achieving will be expected to generate the full symbol
equation, including balancing and state symbols. This
is often a sticking point for students as they do not
practise their balancing equations skills often,
and therefore lack confidence when it comes to
balancing equations in the classroom.
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Aims
• All students should be able to name the
reactants and products in a given symbol
equation.
• Most students should be able to explain why
a symbol equation must be balanced and be
able to balance simple symbol equations with
whole number stochiometric co-efficients.
• Some students should be able to generate their
own balanced symbol equations for a given simple
chemical reaction such as the combustion of a metal.
Equations,
slide 3
The Activity
To start with, ensure that students know the key terms which will be used in the lesson
by displaying slide 2 (free to download) from Boardworks BTEC First Applied Science,
1.3 Factors involved in the rate of chemical reactions, ‘Equations’ presentation. To extend
students, ask them to give a real chemical example for each word, e.g. for ‘reactant’ they
could say carbon or oxygen in the chemical reaction of the combustion of carbon.
Next, using slide 3 (free to download), demonstrate the combustion of sulfur flowers on a
deflagrating spoon in a gas jar of oxygen (Safety: oxygen is flammable and an oxidiser,
sulfur dioxide is produced and this is an irritant. The reaction should be carried out in a
fume cupboard). Then ask students to use molecular model kits to model what happens to
the atoms. Use this activity to show students that there are the same number of atoms in
the reactants as the products, they have just been re-arranged.
To develop the idea of balancing equations further, ask students to think in small groups
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BTEC FIrst Applied Science Lesson Plan
Balancing Equations
what happens when zinc reacts with hydrochloric
acid. If there is time, allow students to complete this
as a practical activity (Safety: zinc is an oxidiser,
hydrochloric acid is an irritant, splash-proof eye
protection must be worn). Again, use the molecular
model kits and show how to balance the number
of atoms on each side, going on to translate this
into a balanced symbol equation.
Now, using slide 4 (free to download), ask students
to work in pairs to balance the equations on the
slide; this allows students to support each other.
Then ask each group to come to the interactive board
and complete one of the equations on the flash slide.
Equations,
slide 4
Finally, use slide 5 (free to download) as a plenary to check
whether students can see which equations are balanced or not. Ask volunteers to drag the
equations to the balanced/unbalanced boxes on the interactive slide. Once the volunteer
has dragged the equation, ask another student if they think it is correct and why, before
selecting another student to continue the drag-and-drop activity.
This activity can be used for further formative assessment by asking individual students
to name the reactants and/or products in each example. For the equations that are not
balanced, ask more able students to balance them and share their method with the rest of
the class.
Taking it Further
For homework, ask students to complete balanced
symbol equations. For the most able, introduce the
idea of state symbols and ask them to add state
symbols to the balanced symbol equations that
they have completed during the lesson.
Outcomes
This kinaesthetic approach brings a rather dry,
but essential, subject skill to life. Students enjoy
working in teams and using the Boardworks
interactive activities, and this allows the more able
to support the less able in a productive manner.
Or
Boardworks Ltd
The Gallery
54 Marston Street
Oxford, OX4 1LF
d
r FREE Sampl
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Equations,
slide 5
sc
t: 0845 0 300 400
f: 0845 0 300 200
[email protected]
www.boardworks.co.uk