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Stoichiometry Learning Circus Frederick Carlisle Whites Creek High School

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Presentation on theme: "Stoichiometry Learning Circus Frederick Carlisle Whites Creek High School"— Presentation transcript:

1 Stoichiometry Learning Circus Frederick Carlisle Whites Creek High School Biology/Chemistrywfcarlisle@mnps.org

2 Developer Page Developer Materials Background Applications Implementation Overview Resources & Credits Resources & Credits Student Materials Introduction Discovery Guide Discovery Guide

3 Learning Circus Background A Learning Circus creates a context for collaborative student inquiry. Stations are set up around the classroom containing student various activities including the following: A Learning Circus creates a context for collaborative student inquiry. Stations are set up around the classroom containing student various activities including the following: A) Smore construction lab to demonstrate ratios and limiting reagents B) Copper chloride-Aluminum small scale laboratory to address limiting reagents within the context of chemical reactions C) Standard Deviants video station to address stepwise problem solving required for stoichiometry. D) Fire and Smoke demonstration to demonstrate macroscale stoichiometry. At each station in the above Circus, students receive instructions and guided reflection questions. Students rotate and work at all stations simultaneously with the exception of station D which will be performed as class exercise. The above activities illustrate key concepts associated with stoichiometry. Developer Page

4 Stoichimetry Learning Circus Content Area Applications The Stoichiometry Learning Circus is appropriate for an active, discovery oriented, and student-centered learning environment. The Stoichiometry Learning Circus is appropriate for an active, discovery oriented, and student-centered learning environment. The students will discover concepts in Stoichiometry through problem solving activities in a minds-on as well as hands-on manner. For example, in the Smore lab students will be able to associate Stoichiometry with everyday concepts such as recipes. Developer Page

5 Learning Circus Implementation 1. Choose a topic and identify the student content standards to which the topic is aligned. 2. Design an assessment that is closely tied to the standard that you are targeting. Build a corresponding rubric if appropriate. 3. Select several activities that illustrate the major concepts associated with the topic. 4. Prepare Student Discovery Guides for each station. 5. Conduct and process the Learning Circus. 6. Assess student work. Developer Page

6 Stoichiometry Lesson Implementation Topic: Stoichiometry Standards: CLE 3221.3.3 Explore the mathematics of chemical formulas and equations. CLE 3102.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including testing cases, estimation, and then checking induced errors and the reasonableness of the solution. Assessment measuring the ability to work with ratios, balancing equations, and identifying limiting reagents will be incorporated. A) Smore construction lab to demonstrate ratios and limiting reagents B) Copper chloride-Aluminum small scale laboratory to address limiting reagents within the context of chemical reactions C) Standard Deviants video station to address stepwise problem solving required for stoichiometry. Student Discovery Guides will be placed at each activity station for assessment.

7 Overview STANDARDS CLE 3221.3.3 Explore the mathematics of chemical formulas and equations. CLE 3221.3.2 Analyze chemical and nuclear reactions..ASSESSMENT A carousel brainstorm will be used to gain a general idea of class readiness for Stoichiometry. Each discovery guide will embed questions designed to measure foundational concepts required for stoichiometry. IMPLEMENTATION The stoichiometry circus will serve as introduction to the learning strands associated with solving stoichiometric relations. Developer Page

8 Resources & Credits LEARNING CIRCUS REFERENCES Exploratorium Seton Hall University Seton Hall University Shell Questacon Shell QuestaconCREDITS SDS Chemistry Module 2: Elements & Equations http://www.amazingrust.com/Experime nts/background_knowledge/CuCl2.htm l www.stemresources.com Sir Author Conan Doyles A Study in Scarlet Developer Page

9 Student Materials Introduction Discovery Guide Discovery Guide

10 Stoichiometry Learning Circus: Introduction Stoichiometry Sherlock Holmes, in Sir Arthur Conan Doyles A Study in Scarlet In solving a problem of this sort, the grand thing is to be able to reason backward. This is a very useful accomplishment, and a very easy one, but people do not practice it much. Stoichiometry - The study of quantities of materials consumed and produced in chemical reactions Stoichiometry - The study of quantities of materials consumed and produced in chemical reactions

11 Stoichiometry Learning Circus: Stoichiometry Learning Circus Instructions: Student groups will rotate among three stations: Smores, Standard Deviants video, and Small Scale Lab. Each station should require approximately 20 minutes. At the end of twenty minutes, students will rotate to the next station. Student Learning Goals/Expectations:Students will investigate the mathematics of chemical reactions to gain an understanding of mole ratios. Assessment: At each station, students will be challenged to apply concepts studied to their observations. Discovery Guide 1:Guide DiscoveryDiscovery Guide 2: DiscoveryDiscovery Guide 3: Discovery Guide

12 Station # 1 Discovery Guide Everyday Stoichiometry: Smores Introduction: Have you ever made a recipe and found that you were low on one ingredient you needed? Could you still make the recipe? How much could you make? The same situation exists for chemical reactions. In order to make the desired amount of product we must have enough of each reactant Pre-Lab: You will use this balanced equation in your calculations: 2 Gc + 1 M + 4 Cp 1 Sm Gc = Graham cracker Cp = Chocolate piece M = Marshmallow Sm = Smore Introduction

13 Station # 1 Discovery Guide Everyday Stoichiometry: Smores Answer each of the following questions based upon the Pre-Lab Smores Equation. 1) What type of reaction does this equation represent? 2) If each student is to make one Smore and I have 75 students, how much of each ingredient will I need? Show your work! Gc_________M_________Cp_________ 3)If I have 20 graham crackers, how many marshmallows and chocolate pieces will I need to use up all the graham crackers? How many Smores can I make? Show your work! M_________Cp_________Sm_________

14 Station # 1 Discovery Guide Everyday Stoichiometry: Smores The Grand Smore Experiment Materials: Bunsen burner Paper towel Wood splint Graham cracker MarshmallowChocolate Procedures: –Obtain a paper towel, wood splint and the smore ingredients –Use a clean paper towel as a surface for your ingredients (Do not put on desk!) –Break you Gc into 2 pieces and your chocolate into 4 pieces. Put Cp on 1 Gc. –Using wood splint, roast M over the Bunsen burner until golden brown. DONT BURN IT!! –Quickly place it onto the 4 Cp and cover with the other Gc. –Wait for loss of heat energy. –Eat the product and create a chemical decomposition reaction in you mouth.

15 Small Scale Chemical Reactions – CuCl 2(aq) + Al (s) Station # 2: Small Scale Chemical Reactions – CuCl 2(aq) + Al (s) Stoichiometry is the mathematical relationship that exists in a balanced chemical equation. Stoichiometry allows us to relate concepts of moles, atoms, mass, volume in the context of a balanced chemical equation. In this lab, we will be using the reaction of copper (II) chloride and aluminum as a starting point for our study of stoichiometry. Introduction: Stoichiometry is the mathematical relationship that exists in a balanced chemical equation. Stoichiometry allows us to relate concepts of moles, atoms, mass, volume in the context of a balanced chemical equation. In this lab, we will be using the reaction of copper (II) chloride and aluminum as a starting point for our study of stoichiometry. Lab Instructions: 1) Place ten drops of 0.1 M CuCl 2 solution into test tube one. –Add the precut piece of aluminum wire to the test tube. (The wire should be bent like a fish hook to hook over the top of the test tube.) Place the test tube in a cold water bath. This reaction is very fast! –Make observations concerning the reaction you have just witnessed. 2) Repeat step one substituting 0.5M CuCl 2 in test tube two. 3) Repeat step one substituting 1.0M CuCl 2 in test tube three. Introduction

16 Small Scale Chemical Reactions – CuCl 2(aq) + Al (s) Station # 2: Small Scale Chemical Reactions – CuCl 2(aq) + Al (s) Pre-Lab Questions: Aluminum reacts with aqueous copper (II) chloride to produce aluminum chloride and copper. 1) Write a balanced chemical equation for the reaction listed above. 2) Do you think the amount of reactant influences the amount of product produced? Why or why not? Post-Lab Questions:Lab observations and questions: What color was the initial Copper chloride solution? What happened to the color of the solution once aluminum was added? What do you think accounts for the change in color you observed? Which of the test tubes has the largest apparent production of copper following reaction? What do you think accounts for the difference in amounts of copper formed in each test tube?

17 Station #3-The Standard Deviants 1. 1. View the podcast of the Standard Deviants Stoichiometry. As you view the video, find the answers to the following questions: 1) 1) Upon which scientific law is stoichiometry based? 2) 2) What different quantities can coefficients represent in a balanced chemical equation? 3) 3) How is the concept of the mole ratio used in stoichiometric relationships? 1. 1. A set of thoughtful and carefully scaffolded questions are an essential characteristic of an effective Discovery Guide. 2. 2. Make copies of this slide for each new Discovery Guide. 3. 3. Place Discovery Guides in clear plastic sleeves so that they do not get damaged and can be reused. Introduction

18 Station #4-Fire and Smoke- Macroscale Stoichiometry View the podcast of the reaction which occurs between anhydrous copper (II) chloride and aluminum. As you view the video, reflect upon the correlation between your observations from station 2 and the video/teacher demonstration. Video courtesy of amazingrust.com


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