AACA Science Education
Chemistry
Acetylene Headlights
Acetylene Headlights Teacher Guide
Chemical Bonding, Chemical Reactions, Stoichiometry
This guide is meant to supplement current lessons on chemical bonding, chemical reactions, and
stoichiometry. In addition to these lesson ideas, you are encouraged to take advantage of the
“Acetylene Headlights” Prezi Presentation and student worksheet posted on the AACA Science
Education wikipage.
Lesson Ideas & Demonstrations:
1) Have students define chemical & physical properties, then research and present the chemical and
physical properties of Acetylene.
Writing Extension: Why did it make sense for early car manufacturers to use Acetylene
for their headlights?
2) Require students to draw the Lewis Dot Structure for Acetylene (C2H2). Have them predict the
bond type based on the location of each element on the periodic table and explain their prediction.
3) Produce and ignite Acetylene gas:
~ Use a 250 mL side-arm flask, and add water to a depth of about 1-2 cm
~ Drop 1-2 small pieces of Calcium Carbide (CaC2) into the flask and cap with stopper
~ Allow reaction to take place for about 15 seconds
~ Light a wooden splint and hold it next to the side-arm of the flask
Caution: * Acetylene ignites very quickly
* Wear proper safety gear
* Stopper will be blown upward rapidly
4) Write out the combustion reaction for Acetylene
Writing Extension: Looking at the products of the combustion of Acetylene, why is the
combustion of any hydrocarbon (molecules containing carbon and
hydrogen) a topic of concern in environmental issues? What might
be some solutions to this problem?
AACA Science Education
Chemistry
Acetylene Headlights
5) Use car manufacturing as an example to introduce stoichiometry:
~ Write a “chemical equation” for the manufacturing of a car:
4 tires + 1 frame + 1 steering wheel + 2 side mirrors  1 car
~ Ask how man cars can be made out of 45 tires and 22 frames if other reactants are in
excess (adjust starting materials as necessary)
Writing Extension: How can the concept of stoichiometry influence or affect people in
their daily lives, even if they aren’t explicitly studying chemistry?
Standards Met Through Lesson Ideas & Prezi Presentation:
Next Generation Science Standards
HS-PS1-1 - Use the periodic table as a model to predict the relative properties of elements based on
the patterns of electrons in the outermost energy level of atoms.
HS-PS1-2 - Construct and revise an explanation for the outcome of a simple chemical reaction based
on the outermost electron states of atoms, trends in the periodic table, and knowledge of
the patterns of chemical properties.
HS-PS1-4 - Develop a model to illustrate that the release or absorption of energy from a chemical
reaction system depends upon the changes in total bond energy.
HS-PS1-7 - Use mathematical representations to support the claim that atoms, and therefore mass, are
conserved during a chemical reaction
Keystone Assessment Anchors
CHEM.A.1.1.1 - Classify physical or chemical changes within a system in terms of matter and/or
energy.
CHEM.A.1.1.4 - Relate the physical properties of matter to its atomic or molecular structure.
CHEM.A.1.1.5 - Apply a systematic set of rules (IUPAC) for naming compounds and writing
chemical formula (e.g., binary covalent, binary ionic, ionic compounds containing
polyatomic ions).
CHEM.A.2.2.2 - Predict characteristics of an atom or an ion based on its location on the periodic table
(e.g., number of valence electrons, potential types of bonds, reactivity).
AACA Science Education
Chemistry
Acetylene Headlights
CHEM.A.2.3.2 - Compare and/or predict the properties (e.g., electron affinity, ionization energy,
chemical reactivity, electronegativity, atomic radius) of selected elements by using
their locations on the periodic table and known trends.
CHEM.B.1.1.1 - Apply the mole concept to representative particles (e.g., counting, determining mass
of atoms, ions, molecules, and/or formula unit).
CHEM.B.1.3.1 - Explain how atoms combine to form compounds through ionic and covalent bonding.
CHEM.B.1.3.2 - Classify a bond as being polar covalent, non-polar covalent, or ionic.
CHEM.B.1.4.1 - Recognize and describe different types of models that can be used to illustrate the
bonds that hold atoms together in a compound (e.g., computer models, ball-and-stick
models, graphical models, solid-sphere models, structural formulas, skeletal
formulas, Lewis dot structures).
CHEM.B.1.4.2 – Utilize Lewis dot structures to predict the structure and bonding in simple
compounds.
CHEM.B.2.1.1- Describe the roles of limiting and excess reactants in chemical reactions.
CHEM.B.2.1.2 - Use stoichiometric relationships to calculate the amounts of reactants and products
involved in a chemical reaction.
CHEM.B.2.1.3 - Classify reactions as synthesis, decomposition, single replacement, double
replacement, or combustion.
CHEM.B.2.1.4 - Predict products of simple chemical reactions (e.g., synthesis, decomposition, single
replacement, double replacement, combustion).
CHEM.B.2.1.5 - Balance chemical equations by applying the Law of Conservation of Matter.
PA Voluntary Academic Standards for Science & Technology & Engineering Education
3.2.10.A1 - Predict properties of elements using trends of the periodic table
- Identify properties of matter that depend on sample size
3.2.10.A2 - Compare and contrast different bond types that result in the formation of molecules and
compounds.
3.2.10.A4 - Describe chemical reactions in terms of atomic rearrangement and/or electron transfer.
- Predict the amounts of products and reactants in a chemical reaction using mole
relationships.
- Explain the difference between endothermic and exothermic reactions.
AACA Science Education
Chemistry
Acetylene Headlights
3.2.10.A5 - Apply the mole concept to determine number of particles and molar mass for elements and
compounds.
3.2.C.A1 - Differentiate between physical properties and chemical properties.
- Explain the relationship of an element’s position on the periodic table to its atomic
number, ionization energy, electro-negativity, atomic size, and classification of elements.
- Use electro-negativity to explain the difference between polar and non-polar covalent
bonds.
3.2.C.A2 - Explain how atoms combine to form compounds through both ionic and covalent bonding.
- Draw Lewis dot structures for simple molecules and ionic compounds.
- Predict the chemical formulas for simple ionic and molecular compounds.
3.2.C.A4 - Balance chemical equation by applying the laws of conservation of mass.
- Classify chemical reactions as synthesis (combination), decomposition, single
displacement (replacement), double displacement, and combustion.
- Use stoichiometry to predict quantitative relationships in a chemical reaction.
3.2.C.B3 - Explain the difference between an endothermic process and an exothermic process.
3.3.10.A7 - Describe factors that contribute to global climate change.
PA Academic Standards for Environment & Ecology
4.1.12.E - Research solution addressing human impact on ecosystems over time.
PA Academic Standards for Mathematics
2.1.A1.C - Use ratio and proportion to model relationships between quantities
2.1.G.C - Use ratio and proportion to model relationships between quantities
PA Academic Standards for Science & Technology
3.1.10.B – Describe concepts of models as a way to predict and understand science and technology.
* Distinguish between different types of models and modeling techniques and apply
their appropriate use in specific applications (e.g. kinetic gas theory, DNA).
3.1.10.D – Apply scale as a way of relating concepts and ideas to one another by some measure.
* Apply dimensional analysis and scale as a ratio.
AACA Science Education
Chemistry
Acetylene Headlights
3.4.10.A – Explain concepts about the structure and properties of matter.
* Know that atoms are composed of even smaller sub-atomic structures whose
properties are measurable.
* Explain the formation of compounds and their resulting properties using bonding
theories (ionic and covalent).
* Recognize formulas for simple inorganic compounds.
* Describe various chemical reaction by applying the laws of conservation of mass and
energy.
3.4.10.B – Analyze energy sources and transfers of heat.
* Evaluate energy changes in chemical reactions.
3.4.12.A – Apply concepts about the structure and properties of matter.
* Apply rules of systematic nomenclature and formula writing to chemical substances.
PA Science Assessment Anchors & Eligible Content
S11.B.3.3.3 - Explain the environmental benefits and risks associated with human-made systems (e.g.,
integrated pest management, genetically engineered organisms, organic food
production).
S11.C.1.1.2 - Explain the relationship between the physical properties of a substance and its molecular
or atomic structure.
S11.C.1.1.3 - Explain the formation of compound (ionic and covalent) and their resulting properties
using bonding theories.
S11.C.2.2.1 - Explain the environmental impacts of energy use by various economic sectors (e.g.,
mining, logging, transportation) on environmental systems.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Grades 9-10 Students
4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a
table or chart) and translate information expressed visually or mathematically (e.g., in an equation)
into words.
AACA Science Education
Chemistry
Acetylene Headlights
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
Grades 9-10 Students
2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/experiments, or technical processes
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic
and convey a style appropriate to the discipline and context as well as the expertise of likely
readers.
4. Produce clear and coherent writing in which the development, organization , and style are
appropriate to task, purpose, and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.
7. Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
PA Academic Standards for Reading in Science and Technology
CC.3.5.9-10.A - Cite specific textual evidence to support analysis of science and technical texts,
attending to the precise details of explanations or descriptions.
CC.3.5.9-10.D - Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades
9-10 texts and topics.
PA Academic Standards for Writing in Science and Technical Subjects
CC.3.6.9-10.B - Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes
* Use precise language and domain-specific vocabulary to manage the
complexity of the topic and convey a style appropriate to the discipline and
context as well as the expertise of likely readers.
CC.3.6.9-10.F - Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.