Chemistry Lesson Plan 2

Teachers Name: Chris Cicinelli Class Period Length: 50 minutes

Grade Level/Subject: 9th Grade Unit Time Frame: 3 days

Chemistry

Central Focus: 1. Have each student utilize the concepts and

Focus is on new chromatography terms with the goal
of establishing a strong understanding of basic
chromatography.
Standards
vocabulary from the chromatography lesson
and demonstrate proficiency through column
chromatography activity.

HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of
substances at the bulk scale to infer the strength of electrical forces between particles.
HS-PS2-6. Communicate scientific and technical information about why the molecular-level
structure is important in the functioning of designed materials.

Academic Language Functions, Vocabulary, and Discourse

Function: Discussion

Vocabulary:
Adsorption
Calibration Graph
Carrier Gas
Chromatogram
Chromatography
Column Chromatography
Desorption
Eluent
Flame Ionization Detector
Gas Chromatography
Gas-Liquid Chromatography
Gas-Solid Chromatography
High Performance Liquid Chromatography(HPLC)
Injection Port
Liquid Stationary Phase
Mobile Phase
Origin
Retention time
Rf Value
Sample Cell
Solid Stationary phase
Solvent
Solvent Front
Standards
Stationary Phase
 Thin-layer Chromatography

Discourse/syntax: Students will focus on basic chromatography using visuals and videos
to enhance lecture and assist in visualizing chemical separation concepts.

Materials list for activities:

- https://www.slideshare.net/namarta28/electrophoresis-10738757
- Video 1: https://www.youtube.com/watch?v=8Sq8k4_YYTQ
- Chromatography paper
- Permeant Marker (variety of colors)
- Water and Isopropyl Alcohol
- Plastic bowls
Safety Precautions: Use safety glasses when dispensing Isopropyl Alcohol, avoid ingestion
and exposure to eyes.

Learning Strategies/Experiences
Opening: (20 min) Begin the lesson with exploration of basic chromatography power point
lecture slides and introduce basic terminology and concepts.

Show video 1 outlining the theory and reinforce the concept of paper chromatography before
the paper chromatography activity (5 min)

Begin Paper Chromatography Activity (see below), students will be allowed to work on
discussion questions for the activity once they finish. All remaining questions will be
Homework. (20 min)

Closure: HW: Any questions not answered on the paper chromatography activity (some
students may be able to finish by the conclusion of the class period in which the HW is to
review main vocabulary terms (5 min)

Assessment/Evidence of Student Learning

Informal Assessments:

Use the opening of the class to engage students in questions and vocabulary from the
previous lesson. Try to identify any weak points in previous lesson vocabulary and
review before moving on to the next lesson.

Formal Assessments:

Use the paper chromatography activity as a check point to gauge student

comprehension. The discussion question will serve as an additional assessment point.

Adjustments for Diverse Learners

 Differentiation/Guided Supports:

Students who have Study lunch can use that time to preview the lesson and get a
head start on terms. Visual connections between the photos and videos will be
stressed with the vocabulary. Extra help and work with the paper chromatography
activity can take place during this time as well.

Accommodation/Adaptation (IEP/504):

For students with an IEP, additional help with the paper chromatography activity can
be done allowing for slower pacing for comprehension. Referring back to video and
allowing for time to pause as the student continues the activity will assist visual and
kinetic learning.

Homework and Extension Activities

- HW: Any questions not answered on the paper chromatography activity (some
students may be able to finish by the conclusion of the class period in which the HW is
to review main vocabulary terms

Resources/References:
https://quizlet.com
https://www.slideshare.net/namarta28/electrophoresis-10738757
https://www.youtube.com/watch?v=8Sq8k4_YYTQ

Paper Chromatography Activity:

Procedure:

1. Add a small dot using marker (choose any color) to a strip of chromatography paper 2 cm from
base of the plate.
2. Add marked chromatography paper to a cup and add water (approximately 100 ml)
3. Diffusion will drive the solvents movement upward interacting with the marker.
4. What do you observe?

5. After 5 minutes, measure the maximum distance travelled by the solvent and each different
pigment starting at the line drawn on the paper.

6. Calculate an Rf value for each color of pigment by using the formula:

Rf = Dp/Ds

* Dp is the distance traveled by the pigment

 * Ds is the distance traveled by the solvent

7. What does the Rf value tell you in this experiment?

8. Repeat this procedure starting at step 2, and use isopropyl alcohol instead of water.
9. Do you notice a different Rf value, if so, explain why.
Discussion questions

I. What were the two solvents used?

II. Black ink is more attracted to which solvent? How do you know?

III. What colors are present in black ink?

IV. What do these colors represent?

V. Why might the ability to separate solutions into their components be important to chemists?