TE 408: Field Lesson 1 Plan and Report

Name: Chris Behrens Mentor Teacher: XX Class and grade level: Chemistry, 11/12 Partner: XX School: Holt High School Date: 2/4/2014

Part I: Information about the Lesson or Unit

Topic: Stoichiometry Abstract
Converting between moles, mass, number of particles, and volume is an important topic in chemistry. It helps relate otherwise disparate physical properties, and links molecular and macroscopic descriptions. This lesson will go over how to convert between each quantity while anchoring moles as an island center. This should be accomplished through introductory class activities to get to know possibly new students better, a PowerPoint presentation, problem practice, and group work as part of the model-coach-fade sequence.

Part II: Clarifying Your Goals for the Topic

A. Big Ideas
In chemistry, many different physical relationships exist between variables such as moles, number of particles, mass, and volume. All of these properties are based on the fundamental idea that matter is made up of atoms of different elements. Matter can be understood in terms of the types of atoms present and the interactions both between and within them. The states (i.e., solid, liquid, gas, or plasma), properties (e.g., hardness, conductivity), and reactions (both physical and chemical) of matter can be described and predicted based on the types, interactions, and motions of the atoms within it (NGSS Framework 106). Converting between different measurements of matter is important in describing chemical reactions. Chemical reactions, which underlie so many observed phenomena in living and nonliving systems alike, conserve the number of atoms of each type but change their arrangement into molecules (106). With particular application to chemical reactions, these relationships are based on fundamental principles about the conservation of matter. Many substances react chemically with other substances to form new substances with different properties (109). However, the total number of each type of atom is conserved (does not change) in any chemical process, and thus mass does not change either (109).

B. Student Practices
When dealing with matter and its interactions, proper mathematical techniques are imperative for examining concepts in chemistry. Mathematics and computation can be powerful tools when brought to bear in a scientific investigation. Mathematics serves pragmatic functions as a tool

both a communicative function, as one of the languages of science, and a structural function, which allows for logical deduction. Mathematics enables ideas to be expressed in a precise form and enables the identification of new ideas about the physical world (NGSS Framework 64). Cross-cutting concepts also exist in terms of the relationships between quantities used in chemistry. Some of these applications vary tremendously in scale. Understanding scale requires some insight into measurement and an ability to think in terms of orders of magnitude (90). Expanding on this, The functioning of natural and built systems alike depends on the shapes and relationships of certain key parts as well as on the properties of the materials from which they are made. A sense of scale is necessary in order to know what properties and what aspects of shape or material are relevant at a particular magnitude or in investigating particular phenomenathat is, the selection of an appropriate scale depends on the question being asked (96.) For the quantities studied in this lesson, students should be able to recognize dimensional quantities and use appropriate units in scientific applications of mathematical formulas and graphs (65), and express relationships and quantities in appropriate mathematical or algorithmic forms for scientific modeling and investigations (65). This is part of a more general practice that students should use mathematical representations of phenomena to support claim. (HS-PS1 sheet based on HS-PS1-7.)

C. Performance Expectations for Student Learning

Performance Expectation NGSS Performance Expectation(s)
1. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. 2. Make connections between descriptions at the macroscopic level and what happens at the molecular level. Using mathematics and computational thinking (5) Using models (2b), constructing explanations (6) Using mathematics and computational thinking (5), using models (2b)

Associated NGSS Practice

Specific Lesson Objective(s)

1. Given an identity of a substance and one of the quantities amongst mass, moles, number of particles, and volume (for a gas at STP), convert amongst the other quantities. 2. 3.

Part III: Classroom Activities

A. Materials
Presentation materials (Overhead transparencies or PowerPoint presentations, etc): PowerPoint presentation Copied materials (Handouts, worksheets, tests, lab directions, etc.): Worksheets (see attached) Pages in textbook: Book:______________________ Pages:_______

Laboratory materials: For the teacher or the class as a whole: N/A For each laboratory station: N/A Other materials: Markers and/or colored pencils

B. Activities
1. Introduction (10-15 minutes) Because this lesson is being taught at the beginning of a new semester and it will be my first time working with some of the students, this portion will be longer than usual. 1. I will introduce myself and what my purpose for being here is. 2. I am going to have students tell me their names and a chemical element of their choosing that they want to be associated with for this class. This activity will have multiple purposes: a. It will help me learn names better b. It will give me an opportunity to interact with students in a non-lecture based setting c. Since students have some choice in this activity, this may help to keep them more engaged and motivated during the lesson 3. I am also going to pick a chemical element of my own at the start of this activity. 4. There will be only one student per element, so some students may need second or third choices. 5. Elements in all different states (solids, liquids, and gases) will be encouraged. 6. Students should also say why they chose the element that they did, even if their explanation is it has a cool name or something unscientific. 2. Main Teaching Activities (30-35 minutes) I will be basing this lesson off of some PowerPoint slides and worksheets from my mentor teacher. 1. Introduce the concept of a mole with a definition. 2. Introduce the Mole Island worksheet. Essentially what this does is it relates moles with number of particles (Avogadros number), volume (22.4 L at STP), and molar mass (1 mole = molar mass in grams of that substance.) 3. Present a brief PowerPoint that goes over how to convert between moles, mass, number of particles, and volume (for gases at STP.) Each direction should be covered. 4. We will go over three problems as a class on the Conversions worksheet (8-10.) 5. Each table will be given a blank sheet of paper and assigned either one of the problems from 12-14, or from 1-3 on the Mole-Mass conversion worksheet. They will write out the solution as a group. Ideally there should be six groups with 3-4 students apiece. 6. Each group will present their problem and how they went about solving it. 3. Conclusion (10 minutes) 1. Students will work on assessment questions. 2. Students can finish the Mole-Mass conversion worksheet.

Part IV: Assessment of Focus Students

A. Focus Objective
Given an identity of a substance and one of the quantities amongst mass, moles, number of particles, and volume (for a gas at STP), convert amongst the other quantities.

B. Developing Assessment Tasks

1. My assessment question: Skyler calculated that there were 42.0 g of N2 in a 67.2 L container at STP. Is he correct? Explain. 2. My mentor teachers assessment question: What is the mass of 3.47 mole of copper? 3. Field instructors assessment question: What is the percentage of hydrogen by mass in the compound C2H6? a. 20% b. 25% c. 33% d. 50% e. 75%

Part V: After the Lesson Report

A. Description of Changes in Your Plans
Based on feedback from field instructors and mentors, there were not many changes to my lesson plan only slight modifications. My field instructor recommended connecting the introduction to previous knowledge and to go over concepts related to the lesson before turning them loose with problem sets. My mentor teacher had me make minor edits on the PowerPoint presentation to correct any errors I had made in creating figures.

Mole Island

Group Work Questions

Note: I do not have copies of the posters available. 1. 2. 3. 4. 5. 6. What is the mass of 0.0743 mole of water? What is the mass of 64.2 L of ammonia (NH3) at STP? What is the mass of 8.91 x 1025 atoms of copper? How many moles are in 375 L of chlorine gas (Cl2) at STP? How many moles are in 57.9 g of palladium? How many molecules are in 75.4 g sulfur trioxide (SO3)?

Assessment Questions Key