Stoichiometry Learning Circus

Frederick CarlisleFrederick CarlisleWhites Creek High SchoolWhites Creek High School

Biology/ChemistryBiology/Chemistrywfcarlisle@mnps.orgwfcarlisle@mnps.org

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Developer MaterialsDeveloper MaterialsBackgroundApplicationsImplementationOverviewResources & Credits

Student MaterialsStudent MaterialsIntroductionDiscovery Guide

Learning Circus Background

A Learning Circus creates a context for A Learning Circus creates a context for collaborative student inquiry. Stations are set collaborative student inquiry. Stations are set up around the classroom containing student up around the classroom containing student various activities including the following: various activities including the following:

A)A)S’more construction lab to demonstrate ratios and limiting S’more construction lab to demonstrate ratios and limiting reagentsreagents

B)B)Copper chloride-Aluminum small scale laboratory to address Copper chloride-Aluminum small scale laboratory to address limiting reagents within the context of chemical reactions limiting reagents within the context of chemical reactions

C)C)Standard Deviants video station to address stepwise problem Standard Deviants video station to address stepwise problem solving required for stoichiometry.solving required for stoichiometry.

D)D)Fire and Smoke demonstration to demonstrate macroscale Fire and Smoke demonstration to demonstrate macroscale stoichiometry.stoichiometry.At each station in the above Circus, students receive At each station in the above Circus, students receive instructions and guided reflection questions. Students rotate instructions and guided reflection questions. Students rotate and work at all stations simultaneously with the exception of and work at all stations simultaneously with the exception of station D which will be performed as class exercise.station D which will be performed as class exercise.

The above activities illustrate key concepts associated with The above activities illustrate key concepts associated with stoichiometry. stoichiometry. Developer

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Stoichimetry Learning Circus

Content Area Applications The Stoichiometry Learning Circus is appropriate The Stoichiometry Learning Circus is appropriate

for an active, discovery oriented, and student-for an active, discovery oriented, and student-centered learning environment. centered learning environment.

The students will discover concepts in The students will discover concepts in Stoichiometry through problem solving activities Stoichiometry through problem solving activities in a minds-on as well as hands-on manner. For in a minds-on as well as hands-on manner. For example, in the S’more lab students will be able to example, in the S’more lab students will be able to associate Stoichiometry with everyday concepts associate Stoichiometry with everyday concepts such as recipes. such as recipes.

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Learning CircusImplementation

1. Choose a topic and identify the student content standards to which the topic is aligned.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 2. Design an assessment that is closely tied to the standard that you are targeting. Build a corresponding rubric if appropriate.corresponding rubric if appropriate.

3. Select several activities that illustrate the major concepts associated with the topic.3. Select several activities that illustrate the major concepts associated with the topic.

4. Prepare Student Discovery Guides for each station. 4. Prepare Student Discovery Guides for each station.

5. Conduct and process the Learning Circus.5. Conduct and process the Learning Circus.

6. Assess student work.6. Assess student work.

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Stoichiometry Lesson Implementation

Topic: StoichiometryTopic: Stoichiometry

Standards: Standards:

CLE 3221.3.3  Explore the mathematics of chemical formulas and equations. 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 CLE 3102.1.2  Apply and adapt a variety of appropriate strategies to problem solving, including testing cases, estimation, and then checking induced solving, including testing cases, estimation, and then checking induced errors and the reasonableness of the solution.errors and the reasonableness of the solution.

Assessment measuring the ability to work with ratios , balancing Assessment measuring the ability to work with ratios , balancing equations, and identifying limiting reagents will be incorporated.equations, and identifying limiting reagents will be incorporated.

A)A) S’more construction lab to demonstrate ratios and S’more construction lab to demonstrate ratios and limiting reagentslimiting reagents

B)B) Copper chloride-Aluminum small scale laboratory to Copper chloride-Aluminum small scale laboratory to address limiting reagents within the context of chemical address limiting reagents within the context of chemical reactions reactions

C)C) Standard Deviants video station to address stepwise Standard Deviants video station to address stepwise problem solving required for stoichiometry. problem solving required for stoichiometry.

Student Discovery Guides will be placed at each activity Student Discovery Guides will be placed at each activity station for assessment.station for assessment.

OverviewOverview

STANDARDSSTANDARDSCLE 3221.3.3  Explore the CLE 3221.3.3  Explore the

mathematics of chemical mathematics of chemical formulas and equations. formulas and equations.

CLE 3221.3.2  Analyze chemical and CLE 3221.3.2  Analyze chemical and nuclear reactions. nuclear reactions.

..

ASSESSMENTASSESSMENTA carousel brainstorm A carousel brainstorm will be used to gain a will be used to gain a general idea of class general idea of class readiness for readiness for Stoichiometry.Stoichiometry.

Each discovery guide Each discovery guide will embed questions will embed questions designed to measure designed to measure foundational concepts foundational concepts required for required for stoichiometry. stoichiometry.

IMPLEMENTATIONIMPLEMENTATIONThe stoichiometry circus will serve The stoichiometry circus will serve as introduction to the learning as introduction to the learning strands associated with solving strands associated with solving stoichiometric relations .stoichiometric relations .

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Resources & Credits

LEARNING CIRCUS LEARNING CIRCUS REFERENCESREFERENCES

ExploratoriumSeton Hall UniversityShell Questacon

CREDITSCREDITS

SDS Chemistry Module 2: Elements & SDS Chemistry Module 2: Elements & EquationsEquations

http://www.amazingrust.com/http://www.amazingrust.com/Experiments/Experiments/background_knowledge/CuCl2.html background_knowledge/CuCl2.html

www.stemresources.com

Sir Author Conan Doyle’s Sir Author Conan Doyle’s A Study in A Study in ScarletScarlet

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Student Materials

IntroductionIntroduction

Discovery GuideDiscovery Guide

Stoichiometry Learning Circus:Introduction

StoichiometryStoichiometrySherlock Holmes, in Sir Arthur Sherlock Holmes, in Sir Arthur Conan Doyle’s Conan Doyle’s A Study in A Study in ScarletScarlet

““In solving a problem of this In solving a problem of this sort, the grand thing is to be sort, the grand thing is to be able to reason backward. This able to reason backward. This is a very useful is a very useful accomplishment, and a very accomplishment, and a very easy one, but people do not easy one, but people do not practice it much.” practice it much.”

• • Stoichiometry - The study of Stoichiometry - The study of quantities of materials consumed quantities of materials consumed and produced in chemical and produced in chemical reactionsreactions

Stoichiometry Learning Circus:

Stoichiometry Learning Circus Instructions: Student groups will rotate among three stations: S’mores, 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:Discovery Guide 2:Discovery Guide 3:

Discovery Guide

Station # 1 Discovery GuideEveryday Stoichiometry:

S’moresIntroduction:Introduction:

Have you ever made a recipe and found that you were low on one ingredient you needed? Could you still make the 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 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 reactantamount of product we must have enough of each reactant

  

Pre-Lab: Pre-Lab:

You will use this balanced equation in your calculations:You will use this balanced equation in your calculations:

  

2 Gc + 1 M + 4 Cp 2 Gc + 1 M + 4 Cp 1 Sm 1 Sm

  

Gc = Graham cracker Cp = Chocolate pieceGc = Graham cracker Cp = Chocolate piece

M = Marshmallow Sm = S’moreM = Marshmallow Sm = S’more

Introduction

Station # 1 Discovery GuideEveryday Stoichiometry:

S’moresAnswer each of the following questions based upon the Pre-Lab S’mores Equation.Answer each of the following questions based upon the Pre-Lab S’mores Equation.

1) What type of reaction does this equation represent?1) What type of reaction does this equation represent?

  

2) If each student is to make one S’more and I have 75 students, how much of each ingredient will I need? Show your work!2) If each student is to make one S’more and I have 75 students, how much of each ingredient will I need? Show your work!

Gc_________Gc_________

M_________M_________

Cp_________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 S’mores can I make? Show your 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 S’mores can I make? Show your work!work!

M_________M_________

Cp_________Cp_________

Sm_________Sm_________

Station # 1 Discovery GuideEveryday Stoichiometry: S’mores

The Grand S’more ExperimentThe Grand S’more ExperimentMaterials:Materials:

Bunsen burnerBunsen burner

Paper towelPaper towel

Wood splintWood splint

Graham cracker Graham cracker

MarshmallowMarshmallow

Chocolate Chocolate

  

Procedures:Procedures:– Obtain a paper towel, wood splint and the s’more ingredientsObtain a paper towel, wood splint and the s’more ingredients– Use a clean paper towel as a surface for your ingredients (Do not put on desk!)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.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. DON’T BURN IT!!Using wood splint, roast M over the Bunsen burner until golden brown. DON’T BURN IT!!– Quickly place it onto the 4 Cp and cover with the other Gc.Quickly place it onto the 4 Cp and cover with the other Gc.– Wait for loss of heat energy.Wait for loss of heat energy.– Eat the product and create a chemical decomposition reaction in you mouth.Eat the product and create a chemical decomposition reaction in you mouth.

Station # 2:Small Scale Small Scale Chemical Reactions – CuClChemical Reactions – CuCl2(aq)2(aq)+ +

AlAl(s)(s)

Introduction: Stoichiometry is the mathematical relationship that exists in a Stoichiometry is the mathematical relationship that exists in a balanced chemical equation. Stoichiometry allows us to relate concepts of balanced chemical equation. Stoichiometry allows us to relate concepts of moles, atoms, mass, volume in the context of a balanced chemical 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 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.and aluminum as a starting point for our study of stoichiometry.

Lab Instructions:Lab Instructions: 1) Place ten drops of 0.1 M CuCl1) Place ten drops of 0.1 M CuCl2 2 solution into test tube one. solution into test tube one.

– Add the precut piece of aluminum wire to the test tube. (The wire should 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 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!test tube in a cold water bath. This reaction is very fast!

– Make observations concerning the reaction you have just witnessed.Make observations concerning the reaction you have just witnessed.

2) Repeat step one substituting 0.5M CuCl2) Repeat step one substituting 0.5M CuCl2 2 in test tube two.in test tube two.

3) Repeat step one substituting 1.0M CuCl3) Repeat step one substituting 1.0M CuCl2 2 in test tube three.in test tube three. Introduction

Station # 2:Small Scale Chemical Small Scale Chemical Reactions – CuClReactions – CuCl2(aq)2(aq)+ Al+ Al(s)(s)

Pre-Lab Questions:

Aluminum reacts with aqueous copper (II) chloride to produce aluminum chloride and copper. Aluminum reacts with aqueous copper (II) chloride to produce aluminum chloride and copper.

1) Write a balanced chemical equation for the reaction listed above. 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?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: Post-Lab Questions:Lab observations and questions:

What color was the initial Copper chloride solution?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 What happened to the color of the solution once aluminum was added? What do you think accounts for the change in color you observed?observed?

Which of the test tubes has the largest apparent production of copper following reaction? What do you think accounts for the 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?difference in amounts of copper formed in each test tube?

Station #3-The Standard Deviants

1. View the podcast of the Standard Deviants Stoichiometry. As you view the video, find the answers to the following questions:

1) Upon which scientific law is stoichiometry based? 2) What different quantities can coefficients represent in a balanced chemical equation? 3) How is the concept of the mole ratio used in stoichiometric relationships?

1. A set of thoughtful and carefully scaffolded questions are an essential characteristic of an effective Discovery Guide.2. Make copies of this slide for each new Discovery Guide. 3. Place Discovery Guides in clear plastic sleeves so that they do not get damaged and can be reused.

Introduction

Station #4-Fire and Smoke-Macroscale

StoichiometryView 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