Lesson 8
Lesson 8
Lesson 8
Materials:
Limiting Reagents Lab; Aluminum and Copper (II) Chloride handout
Students writing utensils and scientific calculators
Materials outlines in lab handout (i.e. chemicals, scales, and beakers)
All required PPE (safety glasses, and gloves for CuCl2)
Cross-Curricular Competencies:
Developing Thinking: this lesson is a kind of culmination, for the practical application
of all the recent mathematical products that the students have been producing, or given
as exemplars during class. By creating a visual and having students consider what the
bi-product of all the math jargon looks like in-terms of the chemical reactions
discussed in place. We force forward the development of deeper cognition, specifically
having to do with the conceptualizing of moles versus mass being determinant of
reagents limiting effect.
Developing Identity and Interdependence: during this cooperative group work
activity, students will have the opportunity to develop their sense of both; identity in
that students who have natural leadership qualities have the chance to lead their group
members and assist as needed, and interdependence as students must work together to
ensure the successful completion of this inquiry in the designated time period.
Developing Literacies: literacies emphasized during this laboratory lesson include;
principally calculation literacy having to do with students developed understanding of
limiting reagents and percentage yields, oral and communicative literacy developed
through cooperative group work, written literacy in the completion of the lab handout,
and physical literacy through the hands-on completion of the inquiry task.
Developing Social Responsibility: students sense of social responsibility is developed
through this lesson with their furthered understanding of chemical handling and
disposal. The product of this reaction is an; oxidized, corrosive metal that needs to be
disposed of with care. In emphasizing to the students the environmental impacts of
simply flushing the product down the sink, as a teacher I am reinforcing the need to
break with the stereotypical dilution as the solution to pollution moniker.
Outcome(s):
PS20FC1 Predict products of the five basic types of chemical reactions and evaluate the
impact of these reactions on society and the environment. [DM, SI]
a. Observe and analyze synthesis, decomposition, combustion, singlereplacement and d
oublereplacement (including acid base neutralization) reactions. (S, K)
b. Represent synthesis, decomposition, combustion, singlereplacement and double-
replacement (including acid base neutralization) reactions using
atomic models, other manipulatives, skeleton equations, balanced
chemical equations and International Union of Pure and Applied Chemistry
(IUPAC) nomenclature. (S)
PS20FC2 Construct an understanding of the mole as a unit for measuring the amount
of substance. [DM, SI]
g. Calculate the molar mass of various molecular and ionic compounds. (S)
h. Perform molar conversions, including mass to mole, number of particles to
mole, volume to mole, concentration of a solution to mole and their
inverse operations, using the correct number of significant figures. (S)
PGP Goals:
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as social, intellectual, physical and spiritual
beings
4.3 the capacity to engage in program planning to shape lived curriculum that brings learner needs, subject
matter, and contextual variables together in developmentally appropriate, culturally responsive and meaningful
ways
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
The Limiting Reagents Lab; Aluminum and Coper (II) Chloride handout, functions in the
case of this lesson, as both; the assessment FOR (formative), and assessment OF
(summative) learning. The formal completion of this handout during the inquiry activity
by students as a means of; recording observations, completing stoichiometric
calculations, and developing deeper understanding of the concepts of limiting reagents,
as well as theoretical/percentage yields. Fulfills the formative (FOR) learning component
of the assessment process while students are developing deeper understanding through
assessment processes completed during the learning activity.
Adaptations/Differentiation:
- Some of the students in the class have heightened levels of anxiety, so group
work is not optimal for them. The adaptation could be made for these students to
complete the lab under the supervision of the teacher in a separate grouping,
making the handling of chemicals and completion of the experimental procedures
more structured.
- Differentiation for students that have greater difficulty with the conceptualization
of stoichiometry could be completed through the breakdown of each dimensional
analysis question into a stepwise process where students would be provided with
specific formulas for steps.
Closing of lesson:
The close of this lesson is a brief reinforcement by the teacher regarding students
required completion of the lab handout, for submission on a date to be determined. The
teacher should discuss; what is a limiting reagent? What do we mean when we say
theoretical yield? How do the actual yield of an experiment and the theoretically
calculated yield relate to one another mathematically? (~5 min)
Personal Reflection:
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