hendricksen 503 final instructional design project

8/11/2019 Hendricksen 503 Final Instructional Design Project

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Instructional Design Project

Introduction to Stoichiometry

Arnst Hendricksen

EDTECH 503 Spring 13

5/10/2013


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Table of Contents

Synthesis Reflection Paper ....................................... Error! Bookmark not defined.1a. Stated learning goal ..................................................................................... 41b. Description of the audience ........................................................................... 4

1c. Rationale ....................................................... Error! Bookmark not defined.

2a1: Needs assessment survey ................................................................................ 42a2: Needs assessment datareport................................................................... 72b1: Learning context.......................................................................................... 72b2: Transfer context .......................................................................................... 7

2c: Description of the learners ....................................................................... 82d: Task analysis flow chart ........................................................................ 103a: Learning objectives ................................................................................ 123b: Objectives and assessment matrix table ............................................... 123c: ARCS Table ........................................................................................... 13

Part 4. Instructor Guide ..................................................................................... 155a: Learning materials....................................................................................... 18

5b: Assessment materials ............................................................................... 345c: Technology tool justification ........................................................................ 356a: Expert Review plan ..................................................................................... 356b: One-to-One evaluationplan ....................................................................... 356c: Small Group evaluation plan ....................................................................... 366d: Field Trial evaluation plan ........................................................................... 367a: Evaluation surveyor rubric ......................................................................... 377b: Report the results of the expert review ........................................................ 38

7c: Comments on Change ...................................................................................... 39

Part 8. AECT Standards Grid ............................................................................ 39


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Part 1 Topic

1a.After completing four 50 minute face to face class sessions, students will be able to perform

stoichiometric conversions from two given reactants.

1b.The learners are high school sophomores and juniors enrolled in general chemistry.

1c.I chose this topic because stoichiometry is a skill that carries through the entire second

semester of chemistry. It represents a substantial portion of the learning objectives in the gases,

energy, solutions and acids and bases units. It is vital for student to have a strong understanding

of this material if they are to be successful for the rest of the course.

This unit is also critical because it incorporates many of the learning targets that were

completed in the months leading up the unit. These include naming chemicals, writing equations,

balancing equations and mole conversions. This can be a very difficult topic if students did not

have success in the previous units.

I have chosen instructional methods for this unit that would be considered supplantive.

There are a number of reasons for this. First, student success depends on the amount of

retained chemistry knowledge from previous units. Those students that have had less retention

would struggle heavily without teacher guidance. Also, this unit is vital, but there is not much time

to complete all of the necessary tasks. Unfortunately, I simply do not have time to allow students

to complete this unit at their own pacing. As the instructor, I will drive the lessons, and also the

pacing.

Although this unit involves both procedure and principles, it will be classified solely as a

procedural lesson. I have chosen procedural because performing stoichiometry involves students

performing a series of steps in a specific order. Students will have to recognize when it is

necessary to perform stoichiometry. In future units, there will be occasions when it is appropriate

to use stoichiometry, but students will have to recognize when the time arrives. Fortunately, most

of the steps in this unit have already been learned by students, but there will be some students

that must relearn the material. Learning the steps of stoichiometry will focus on reteaching these

skills to struggling students. The most critical step of instruction will be teaching the students theorder of the steps. Once they know the order, they should be able to apply their preexisting

knowledge to begin to solve stoichiometric conversions. Finally, students will learn how to check

their work to determine if they have correctly completed the conversion. During this entire

process many opportunities for practice will be given to reinforce their learning during each critical

step.

Part 2 Analysis Report

2.a

2a1: Needs assessment surveyThe stoichiometry pretest is attached with a separate

document. This was given as a pencil and paper test the day before the stoichiometry unit

started. While it was mostly designed to determine the preexisting knowledge possessed bychemistry students, it also had a small component for students to self-analyze their own learning

in chemistry. The questions used to assess prior knowledge were short answer and

computational questions. Many of these questions required students to show the work used to

attain the answers. This is critical because it allowed me to pinpoint the exact strengths,

weaknesses and common misunderstandings of the students.


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The pretest was given to a chemistry class consisting of 19 students. The test itself was

a two sided paper test which the students wrote directly on. Please see the attached test to view

the formatting.

2a2: Needs assessment datareport

The results of the pretest were very helpful in finding the strengths and weaknesses of

my students. Each question was designed to assess a necessary skill for the upcoming unit, with

exception to the last few questions regarding student learning. Questions 1-3 were focused on

students ability to perform conversions and mathematics with fractions. 17 students got the first

question correct, 16 students got question two correct and all 19 students got the third question

correct. This tells me that my students have a firm grasp of the mathematics needed to perform

stoichiometric conversions. I find it interesting that they were able to perform dimensional

analysis at a higher rate than the first two questions because it is essentially the same thing. This

just tells me that there may some disconnect between math and science. 15 students got

question four correct, while 14 got question five correct. These two questions focused on the

ability to go from words to chemical symbols, which is an introductory component in the

stoichiometry unit. Questions 6 and 7 assessed student ability to write and balance equations.

Students showed a strong ability to balance, with all students getting question 6 correct. They

had a harder time with writing products as only 11 got it correct. This indicates that some

students will have to relearn this material for the next unit. Questions 8-10 assessed students

skills in performing mole calculations. They did well in finding molar mass with all 19 students

getting it correct. Students had a harder time with questions 9 and 10, with only 14 and 15

respectively getting them correct. This tells me that some extra time may need to be allocated to

performing mole calculations in the stoichiometry unit. Questions 11-13 assessed students on

stoichiometry, which they had not seen before. Questions 11 and 12 assessed their ability to find

a mole ratio. The results were encouraging as 7 and 4 respectively got these correct. This is

especially encouraging because this was not a multiple-choice test, there was little guessing

involved. Unfortunately, no one got question 13 correct. This was expected, though. After all, ifall the students already knew how to do a stoichiometry problem from start to end, why teach this

unit?

Finally, I used the last two questions to gauge which material the student enjoyed and

which activities were the most effective form them. The results were fairly unanimous when it

came to the activities, 10 answered group work, 7 said guided practice, one said labs and one

more said lecture. The answers for the topics were spread out a little more. 4 students answered

matter, 2 said light and electrons, 2 said ionic compounds, 5 said reactions and 6 said moles. In

terms of material, reactions and moles tend to be more mathematical and logic based, while

matter, light and electrons and ionic compounds are more conceptual based material. The

stoichiometry unit tends to be more in line with the mathematical and logical units. I will need to

find a way to address the needs of the students who have more interest in the conceptual

material.


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Question # Topic1 Multiplying Fractions2 Multiplying Fractions3 Factor Label Method4 Writing Formulas5 Writing Equations6 Balancing Equations7 Predicting Products8 Molar Mass

9 Gram to mole conversion10 Mole to gram Conversion11 Mole Ratios12 Mole Ratios13 Stoichiometry

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14 15

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1 2 3 4 5 6 7 8 9 10 11 12NumberofStudentswithCorrectA

nswer

Question #

Stoichiometry Pretest Results


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2b. Descript ion of the learning context

The lesson will occur in a chemistry classroom located in an2b1. Learning Context

affluent high school district in the western suburbs of Chicago, Il. The classroom is outfitted with

all OSHA mandated safety equipment, including eyewash stations, a chemical shower, fire

blankets, a fume hood and fire extinguisher. The room also contains 12 Windows desktopcomputers. These computers contain the Adobe suite, Microsoft office and Logger Pro probe and

graphing software. The room also is outfitted with temperature, salinity, voltage and pressure

probes that work to collect data on the desktops. In the front of the room there is an HD projector

and smartboard which interfaces with the instructors computers. All lectures and presentations

are given using the smartboard and smart software. Finally, the room is outfitted with a document

camera which can project images onto the smartboard with the projector.

In addition to all of the technology, this room contains all of the standard chemistry

equipment which includes scales, burners, running water and sinks, and a wide range of

glassware.

The learning will occur in two different classes, one starting at 8:30 am and the other

starting at 9:35am. The first class contains 19 students and the later class contains 24 students.

Students are seated in rows at individual desks. They are positioned so that they are looking

directly at the smartboard and the instructors desk. There are six lab tables positioned around

the outside of the room

Both courses will be taught by the same instructor, a 32 year old male with a degree in

chemistry and physics education. He has 10 years of experience teaching chemistry at varying

levels including honors and remedial formats. In addition to a bachelors degree in chemistry, the

instructor also possesses a masters degree in educational leadership.

The instructor is part of a PLC team consisting of four other chemistry teachers. They

meet once, on Mondays, for one hour to discuss the curriculum, assessments and learning

targets. This team is responsible for the current curriculum, which they have developed over the

course of four years working together. They have also chosen to use the Glencoe Chemistry:

Matter and Change text to supplement their instruction. Tests, labs, activities and lectures aredeveloped collaboratively for use by all the teachers in the PLC.

2b2: Transfer context

The likelihood of a student using stoichiometry outside of a chemistry class is very small,

but it is possible. If a student is performing a science experiment at home to produce some

unique product they would want to use the steps of stoichiometry to predict the outcome of the

reaction and how much product they could potentially produce. Obtaining the chemicals

themselves would be very difficult because chemicals are highly restricted for public use, but

there are some home experiment kits that are widely distributed and safe to use at home. It is not

recommended to perform chemistry experiments at home because the typical home does not

have the safety measures in place that a chemistry class or lab would have.Another place where students may use stoichiometry is if they have a position working

within a lab for either industrial chemical production or pharmaceutical production. In this case

they would need to determine how much of each ingredient they would need to form a specified

amount of product. Again, this would require the use of stoichiometry.

The final example where stoichiometry is used does not involve chemistry at all. Rather,

it incorporates cooking. Cooking follows a recipe, much like a reaction follows an equation.

Instead of mole ratios, the chef uses the amounts of ingredients as the ratio. As an example, if a


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Percentage of male and female chemistry students

Chemistry Student Demographic Groups , by percentage

70%

30% MaleFemale

72%

18%

5%5%

Caucasian

Hispanic

African American

Asian


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Specific Task Flowchart: Molar Mass Calculation


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Part 3. Planning

3a: Learning objectives

1. Given the name of a compound or element, learners will construct the correct chemical formula.2. Given a set of products and reactants, learners will construct an unbalanced chemical equation.3. Given an unbalanced chemical equation, learners will use coefficients balance a chemical

equation.4. Given a chemical formula and a periodic table, learners will calculate the molar mass of achemical.

5. Learners will convert quantities from grams to moles and vice versa.6. Learners will list what information must be obtained before being able to calculate anything in a

stoichiometry problem.7. Given a balanced chemical equation learners will identify the mole ratios between any 2 reactants

or products.8. Given a mole ratio, learners will write the ratio as a conversion factor.9. Given all the necessary information, learners will set up and solve a stoichiometry problem using

the factor-label method.10. Learners will calculate and round an answer to the appropriate number of significant figures in a

calculation.11. Learners will determine and label an answer with the appropriate unit.

3b: Objectives and assessment matrix table

Learning

Objective

Blooms Classification Format of

Assessment

Description of Test Form Sample Items

1 APPLICATION Paper and Pencil Short answer/constructed response

A chemical reaction occurs whenLead (II) Nitrate and Potassiumiodide react to form Lead (II)iodide and Potassium Nitrate.Write the chemical formula foreach reactant and product.


A chemical reaction occurs whenLead (II) Nitrate and Potassiumiodide react to form Lead (II)iodide and Potassium Nitrate.With the formulas of each reactantand product written, please

organize them into an unbalancedchemical equation.3 APPLICATION Paper and Pencil Short answer/

constructed responseUse coefficients to balance thereaction when Lead (II) Nitrate andPotassium iodide react to formLead (II) iodide and PotassiumNitrate.


Use a periodic table to determinethe molar amasses of lead(II)iodide and Potassium Iodide


Using the molar mass of lead (II)iodide, determine how many molesare in 175.0 g of lead (II) iodide.

6 KNOWLEDGE Paper and Pencil Short answer/constructed response

Please list all of the informationyou have that will enable you tocalculate how many grams of


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S1. Natural consequences

Forensic science stoichiometry assignment: Frame a stoichiometry problem in terms of forensicscience situation in which the students must act as a crime scene technician to solve a problem.Explain that stoichiometry can be used in this profession to solve crimes. SEE: Stoichiometryforensic science.pdf

S2. Positive consequences

Pretargets vs. post targets: Check for growth. Use the original learning target sheet that studentsmarked at the beginning of the unit to determine their strengths and weaknesses. Have themmark it in a different color to see where they have improved and where they could still improve.See: stoichiometry learning targets.doc

S3. Equity

Give students 15 minutes to complete 5 stoichiometry problems. When they finish the first onehave them bring it up to you to check. If it is correct allow them to work ahead, if it is wrong givethem some feedback and have them make changes. Have students continue to bring the firstproblem up to receive feedback until they get it correct.

Keller, J. M. (1987). The systematic process of motivational design.Performance & Instruction, 26(9/10),

1-8

Part 4 Instructor Guide

Introduction

Show students a 5g lump of steel wool. Place it on a scale so they can see that it has a mass of

5g. Tell them that you are going to burn the steel wool. Poll the class; ask them if they think the mass

will go up or down? Ask some students to offer predictions about the new mass will be. Record them on

the board. Tell them that you will make your guess and write it on a piece of paper, do not let them see

your guess. Use stoichiometry before class to calculate the mass of product you should get form burringthe steel wool and write on the sheet. Hide the paper in your pocket. Burn the steel wool. Take the

products and place them on the scale, it should match or be very close to your prediction. At this point

reveal your prediction to students. Explain to them how you used stoichiometry to solve the problem.

Hand out the unit learning targets for students. Go over them one by one and have the students

fill in the comfort levels for each target. Discuss which targets they should be familiar with and those

which they will struggle with. See: stoichiometry learning targets.doc

Cookie activity: Have students bring in a cookie recipe from home or one that they find on the

internet. It must have a list of ingredients and a final amount of cookies that will be produced. In class,

have the students use the principles of stoichiometry to calculate how much of each ingredient they would

need to create exactly enough cookies to feed everyone in the class. If possible, the instructor shouldbring in his or her own recipe and show students how to do it for one of the ingredients.

Body

Recall relevant prior knowledge or Stimulate recall of prior knowledge: Preknowledge review

sheet. Hand out the preknowledge worksheet to students; this sheet provides examples of all of the tasks

that they have already learned that they will need to recall to complete the stoichiometry process. They

should do this assignment on their own for homework. Provide the answers when they bring it back to


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school. Remind students that if they did not get all of the problems correct than they must review this

material quickly.

Lecture on the stoichiometry process: Begin by breaking the process down into each individual

step. Provide multiple examples of each individual step. Then, provide an entire example worked all the

way through. Be sure to select a simple example that involves very little decision making. If time permits,

provide some higher order examples. During the lecture have students fill in the graphic organizer thatwill help them with the process.

Focus Attention or Gain & Direct Attention: Jigsaw activity: Break students into small groups.

Assign the groups one of four tasks. Give them 5 minutes to answer their assigned question. Then, have

each group present the findings to the class. 1) When do I use stoichiometry? 2) Show each step

individually. 3) Create a flowchart of steps 4) How do I know if I did it correctly?

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies: Stoichiometry

modeling. Students will use models to initially discover the idea of mole ratios and how to use them. A

set of wooden ball and stick models is needed. Optimally students should work independently or in

groups of two. It may be beneficial to review this activity with the student after they have completed it to

ensure that they have acquired the concept of mole ratios.

Card game: Stoichiometry card game: Students will use a set of cards that represent the steps of

the stoichiometry process. They will read a series of six problems and use the cards to solve the

problems. Each card represents one step of the process. They must decide which card is appropriate

and when the right time s to use it. This works best individually, but may be done in small groups of two or

three.

CO2Lab: Students will determine how much carbon dioxide gas should be produced in a reaction

and then put it to the test by actually doing the chemical reaction.

Practice or Provide for and Guide Practice: Drill and practice, reveal answer key. Start with

easy, simple problems and eventually work towards harder problems with more complex steps. Start byhaving students work individually, but if they are having difficulty the instructor may pair students for

partner work.

Evaluate Feedback or Provide Feedback: Give students a one problem exit slip at the end of

class. Be sure to grade it and return it to them at the beginning of the next day. Take a minute to reveal

the answer key and discuss common errors.

Conclusion

Summarize and review or Provide summary and review: Have students list the steps of

stoichiometry on a sheet of paper. Then, they should crumple it up and throw it across the room. Each

student should pick up a new sheet. Ask them to read it and make corrections if needed. Then ask some

students to volunteer to read what their paper says. As a class, discuss and critique what is being read.

Talk about the positives and negatives of each. This would also be a good time hand out the real life

stoichiometry problems. See: Stoichiometry forensic science.pdf

Transfer learning or Enhance transfer: Provide a review guide to each student that includes

examples of each individual step and also some complete problems. The complete problems should

range from very simple to highly complex.


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\Part 5 Learner Content

5a. Learning Materials

Percent Yield of Carbon Dioxide

Purpose:

In this lab, you will react baking soda (NaHCO3) with vinegar (aqueous acetic acid, HC2H3O2). The

balanced equation for this reaction is:

3() + 232() 232() + 2() + 2()

Vigorous bubbling will occur. This is our evidence that carbon dioxide gas is being released.

How will you know when the reaction is over?

The goal is to determine how much carbon dioxide should theoretically be produced (using

stoichiometry), and compare it to how much was actually produced in our experiment. This comparison is

known as the percent yield:

100 =

Materials:

Equipment Chemicals150mL beaker100mL beakerStirring rodScoopula

Baking soda (NaHCO3)Vinegar (aqueous HC2H3O2)

Procedure:

1. Using a weigh boat, weigh out a little less than 4 grams of baking soda. Record the mass.

2. Weigh and record the mass of a 150mL beaker.

3. Carefully transfer ALL of the baking soda to the 150mL beaker.

4. Weigh and record the mass of a 100mL beaker.

5. Pour approximately50mL of vinegar into your 100mL beaker. Estimate it using the markings on

the beaker. Weigh and record.

6. While stirring, slowly pour the vinegar into the beaker with the baking soda.

7. Carefully observe the 100mL beaker after pouring out the vinegar and note your observations in

the Data and Observations section.

8. When the reaction is over, weigh the 150mL beaker containing the reaction contents.

9. Carefully observe the 150mL beaker containing the reaction contents and note your observations

in the Data and Observations section.


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Name: ______________________________________________ Partner(s):

__________________________________________ Per:_____

Data and Observations:

Mass of baking soda (g)

Mass of 150mL beaker (g)

Mass of 100mL beaker (g)

Mass of 100mL + vinegar (g)

Mass of 150mL + reaction contents (g)

Observations of 100mL beaker after pouring out vinegar:

Observations of 150mL beaker after reaction is over:

Actual Yield Calculations (SHOW ALL WORK):

1. Calculate the mass of the vinegar used.

2. Calculate the total mass of the baking soda and vinegar used. This is the total mass of your

reactants.

3. Calculate the mass of the reaction contents held in the 150mL beaker.

4. The Law of Conservation of Matter states that in a chemical reaction, matter can never be

created or destroyed. How should the total mass of your reactants compare to the total mass of

your products?

5. Compare the total mass of your reactants found in #2 to the mass of the products in the beaker at

the end of the reaction (#3). How do they compare?


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6. Your answer from #3 should be smaller than #2. Why does this make sense, given that one of

your products, CO2, was a gas?

7. Calculate the difference between your reactants and your products. This is the actual yield of

CO2produced.

Theoretical Yield Calculations (SHOW ALL WORK):

1. Using stoichiometry, determine the mass of carbon dioxide that should have been produced from

your mass of baking soda.

Given: Factor-Label Work:

Solving:

Ratio(s):

Percent Yield Calculation:

100 =

__ _________________x 100 =

Errors:

Your yield should be under 100%. This is expected and normal! Determine at least 3 sources of

experimental error to address why your yield was under 100%. Measurements and calculations are NOT

to be blamed! Think about your procedure and your observations.

Error Source #1:

Error Source #2:

Error Source #3:


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Mass-Mass and Mass-Mole Practice: SHOW ALL WORK and INCLUDE YOUR UNITS!

1) Given the following balanced equation:

2 KClO3---> 2 KCl + 3 O2

How many moles of O2can be produced by letting 12.00 moles of KClO3react?

2) Potassium metal reacts with chlorine gas to form potassium chloride.

Write the balanced reaction (remember your diatomics & to balance charges!):

How many grams of potassium chloride is produced from 2.50 g of potassium?

How many grams of potassium chloride is produced from 1.00 g of chlorine?

3) Given the following unbalancedequation:

___Na2O +___ H2O ---> ____NaOH

How many grams of NaOH is produced from 1200 grams of Na2O?

4) Given the following unbalanced equation:

___ Fe + ___S8---> ___FeS

What mass of iron is needed to react with 16.0 grams of sulfur?

How many grams of Iron II sulfide are produced?

5) Given the following balanced equation:

2 NaClO3---> 2 NaCl + 3 O2

12.00 moles of NaClO3will produce how many grams of O2?


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6) Given the following partial equation:

Cu + AgNO3--->

Predict the products & balance before you begin the problem!

Note: Cu will form a 2+ ion

How many moles of Cu are needed to form 3.50 moles of Ag?

7) The average human requires 120.0 grams of glucose (C6H12O6) per day. How many grams of CO2(inthe photosynthesis reaction) are required for this amount of glucose? The photosynthetic reaction is:6 CO2+ 6 H2O ---> C6H12O6+ 6 O2


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GOT IT! MAYBE? NO IDEA.

10 9 8 7 6 5 4 3 2 1 0Given the name of a compound or element,learners will construct the correct chemicalformula

10 9 8 7 6 5 4 3 2 1 0

Given a set of products and reactants, learnerswill construct an unbalanced chemical equation.

10 9 8 7 6 5 4 3 2 1 0Given an unbalanced chemical equation,learners will use coefficients balance a chemicalequation.

10 9 8 7 6 5 4 3 2 1 0Given a chemical formula and a periodic table,learners will calculate the molar mass of achemical.

10 9 8 7 6 5 4 3 2 1 0Learners will convert quantities from grams tomoles and vice versa.

10 9 8 7 6 5 4 3 2 1 0Learners will list what information must beobtained before being able to calculate anythingin a stoichiometry problem.

10 9 8 7 6 5 4 3 2 1 0

Given a balanced chemical equation learners will

identify the mole ratios between any 2 reactantsor products.

10 9 8 7 6 5 4 3 2 1 0Given a mole ratio, learners will write the ratio asa conversion factor.

10 9 8 7 6 5 4 3 2 1 0Given all the necessary information, learners willset up and solve a stoichiometry problem usingthe factor-label method.

10 9 8 7 6 5 4 3 2 1 0Learners will calculate and round an answer tothe appropriate number of significant figures in acalculation.

10 9 8 7 6 5 4 3 2 1 0Learners will determine and label an answer withthe appropriate unit.


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How many moles of silver (I) sulfide will be produced from a reaction of 0.98mol Ag and0.24mol S8?

13. 16 Ag (s) + S8(s) --> 8 Ag2S (s)How many grams of silver (I) sulfide will be produced from a reaction of 0.98g Ag and 0.24gS8?


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Stoichiometry Using Model Kits

Part 1: Chemical Equations

Build 1 model of H2O (2 yellow atoms attached to 1 red atom). Draw it (quickly) in the space below.

1. Looking at what youve built, can 1 molecule of H2O decompose (break apart) to produce 1complete molecule of H2and 1 complete molecule of O2? Why or why not?

2. Build another H2O model. Draw both H2O molecules below.

Using only the 2 molecules of H2O, how many complete molecules of H2 and O2can you make?

Draw what you built below.

3. Write the balanced equation for the decomposition of water to produce hydrogen and oxygengases. This should match what you built in #2!

4. Write the balanced equation out IN WORDS, describing how many molecules react and howmany molecules of each product are produced.


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5. If I have 4 molecules of water, how many molecules of H2will be produced? How manymolecules of O2?

6. While you have built models of molecules, we have learned that molecules and moles areproportional for every 1 molecule you build, it represents 1 MOLE of that substance. Write thebalanced equation out IN WORDS, describing how many MOLES react and how many MOLES ofeach product are produced.

7. If I have 4 MOLES of water, how many MOLES of H2and MOLES of O2will be produced?

8. If I need to produce 8 moles of oxygen gas, how many moles of water will I need to decompose?

Part 2: Mole Ratios

Build the models to represent the following reaction. Remember, the models you build represent MOLES!

Then, answer the questions:

N2+ 3H22NH3

Draw your models here:

N2

+

3H2

2NH3

1. What is the mole ratio of N2to H2?


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2. What is the mole ratio of H2to NH3?

3. What is the ratio of N2to NH3?

4. Build 2 N2models. If you have 2 moles of N2, how many moles of H2do you need to completelyreact with them? Build these.

Draw ALL of the N2and H2that youve built below:

5. From ONLYthe models you built in #4, build as many NH3 models as you can. How many couldyou build? Does this make sense based on your ratios above? Why or why not?

Draw ALL of the NH3models that youve built below:

Part 3: Limit ing Reactants

For the following questions, use the balanced equation below:

N2+ 3H22NH3

1. In order to react completely, what MOLE RATIO of N2to H2do you need?

2. Build 2 moles of N2and 7 moles of H2. Draw ALL of the N2and H2that youve built below:


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a. Do you have the perfect ratio of reactants?

b. Using just what youve built, build as many NH3 as you can. How many COMPLETE moles ofNH3can you make?

Draw ALL of the NH3models that youve built below:

Draw any unused models below:

c. What reactant ran out first?

This reactant is your limiting reactant. Why is it named that?

d. What reactant was left unused?

This reactant is your excess reactant. Why is it named that?

How many moles of the excess reactant were used?

How many moles of the excess reactant were leftover?

Do these quantities (used & leftover) make sense given the ratio of N2:H2 from the balanced

equation? Why or why not?


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Stoichiometry Card Game

You should have a deck of 16different cards. Please count them before you begin! Be sure to identify

the 6starter cards and the 10conversion factor (ratio) cards. Use the cards to help you set up the

factor-label work to answer the following stoichiometry questions.

Ammonia (NH3) burns in oxygen (O2) to produce water (H2O) and nitrogen (N2) according to the following

balanced chemical equation:

4 NH3(l) + 3 O2 (g) 2 N2(g) + 6 H2O (g)

1. How many grams of oxygen would be needed to react completely with 5.00g of ammonia?

Given:

Solving for:

Ratio(s) needed:

Factor-label work:

2. How many grams of ammonia must have reacted if 23.33g of nitrogen are produced?

Given:

Solving for:

Ratio(s) needed:

Factor-label work:

3. If 0.72g of oxygen is reacted with excess ammonia, how many grams of water can be produced?

Given:

Solving for:

Ratio(s) needed:

Factor-label work:

4. 10.5g of water were produced in the combustion of ammonia in oxygen. How many grams of

nitrogen must also have been produced?


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1) You are a forensic scientist. You are investigating a murder involving poison. The victim waspoisoned with a compound called di-chloro benzene whose formula is C6H4Cl2. Autopsy

results show that the victims body contained about 27.5 g of the poison, but the actual amountcould have been slightly higher due to tissue absorption. The main suspect is his wife,Suzanne, who works as a chemistry professor. Records show that she purchased 15 g of

benzene (C6H6) two days before the murder. Benzene is one of the compounds usedto make the poison, but she claims she was using it to make methyl benzene (C6H5CH3), aninnocuous compound, for use in her lab. Sheshows you the bottle of ethyl benzene she claims to have made. It contains 25 grams of methylbenzene.

Is she telling the truth? If you can show that it is possible to produce 25 g of methylbenzene from 15 grams of benzene, then she was telling the truth.

To produce di-chloro benzene, the reaction is: Cl2 + C6H6 C6H4Cl2 + H2

To produce ethyl benzene, the reaction is:CH4 +

C6H6 C6H5CH3 + H2After balancing reactions, use stoichiometry to solve this case. Be sure to show all your work and

explain whether the results show thewife to be innocent or a murder.

2) The Apollo 13 mission astronauts are running out of oxygen and need to get rid of theexcess carbon dioxide. You know that sodium hydroxide can remove carbon dioxide fromthe spacecraft cabin. The filter which they had been using is fully saturated and no longerworks. The astronauts have a 5 kg container of sodium hydroxide on the ship. : NaOH +

CO2

Na2CO3 +

H2O

The astronauts have 2 days left before they land on earth. You know that there are threeastronauts, and each astronaut emits roughly 500 g of carbon dioxide each day. Is there enoughsodium hydroxide in the cabin to cleanse the cabin air of the carbon dioxide, or are the astronauts

doomed? Again be sure to show all your work!

3) You are a pharmaceutical chemist. One day, while working you discover that a relatively simplecompound, calcium nitrate, seems to be preventing cancer in lab rats. You find. After manymore months of research, you design a drug that is synthesized using calcium nitrate. Themedical community praises your drug as a miracle. Your small drug company has beenasked to produce 15.0 kg of your new drug by the end of the year. It is very expensive to makeand your company has limited financial resources available to it in this time frame. You need todecide if your company can afford to make the drug.

The drug is so expensive because one of the reactants, calcium chloride, costs $40.00 per gram.The key reaction is: CaCl2 + NaNO3 Ca(NO3)2 + NaCl

The funds available to your company are $40,000.00 to run this reaction in the process. You will need

10.0 kg of calcium nitrate to makethe 15.0 kg of the final drug needed. Does your company have enough funds to produce thecalcium nitrate needed to make the required amount of the final drug? Or will your company haveto sell the rights to the drug to a more well-funded company?


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4) You are a NASCAR pit crew member. Your employer is leading the race with 20 laps togo. He just finished a pit stop and has 5.0 gallons of fuel are in the tank.

On the way out of the pits, he asks, Am I going to have enough fuel to finish the race or am Igoing to have to make another pit stop? You whip out your calculator and begin yourcalculations based on your knowledge of stoichiometry. Other information you know is::

The formula for the fuel is C5H12 and it undergoes a combustion reaction in the engine ofthe car. The car uses an average of 300.0 grams of oxygen for each lap. The fuel

has a density of0.70 kg/gal. Whatdo you tell thedriver?

This assignment was found at

http://jfendell.com/userfiles/09_Stoichiometry_Chapt._9/Stoich%20review%20sheet.pdf


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5b. Assessment Materials

Stoichiometry Unit Test

1) A chemical reaction occurs when Lead (II) Nitrate and Potassium iodide react to form Lead (II)

iodide and Potassium Nitrate. Write the chemical formula for each reactant and product.

2) A chemical reaction occurs when Lead (II) Nitrate and Potassium iodide react to form Lead (II)

iodide and Potassium Nitrate. With the formulas of each reactant and product written, please

organize them into an unbalanced chemical equation

3) Use coefficients to balance the reaction when Lead (II) Nitrate and Potassium iodide react to form

Lead (II) iodide and Potassium Nitrate.

4) Use a periodic table to determine the molar amasses of lead(II) iodide and Potassium Iodide

5) Using the molar mass of lead (II) iodide, determine how many moles are in 175.0 g of lead (II)iodide.

6) Please list all of the information you have that will enable you to calculate how many grams ofpotassium iodide will be needed to produce 175.0 g of lead (II) iodide.

7) Using the balanced chemical equation, please identify and write the mole ratio needed to convertform moles of lead (II) iodide to Potassium iodide.


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8) Please convert the mole ratio you identified into a conversion factor.

9) Please use factor label method and the factors you have identified to convert 175.0 g of lead (II)iodide to potassium iodide.

10) Use a calculator and your factor label set up to calculate the answer and round it to theappropriate number of significant figures.

11) Round your answer from 10 to the appropriate number of significant figures and label it with the

correct unit.

5c. Technology Tool Justi fication

None.

Part 6. Formative Evaluation PlanPart 6a. Expert Review plan

I will submit my materials to another chemistry teacher in my school that teaches honors and APchemistry. I chose this expert because she is not part of the regular chemistry team that will be

associated with the field trial of my stoichiometry unit. She also has a master's degree in chemistry and isconsidered by most within the department to have the most expertise in chemistry, and science ingeneral.

Part 6b. One to One evaluation plan

For the one to one evaluation process, I would select one chemistry class. From this class, I wouldchoose three students. I would pick one student with a high, average and low achievement history inchemistry. I would invite these students to come in to class either before or after school. I would presentthem the lectures and ask them to complete the activities for each lesson. This would have to occur overa period of three to four days. At the completion of each lesson, I would present the students with aquestionnaire, either a hard copy or a Google form would suffice. In this form I would ask probing

questions that would help to make the material more clear and effective in teaching the content. I wouldalso ask for suggestions from students in how they think the material could be improved for futurestudents.

1) Were the goals for this unit clearly stated?

2) Were the instructions easy to follow?

3) Did you have enough time to complete the activity?


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8) Will students find this lesson to be exciting or be motivated to learn the material?

9) Are there any other skills that students must have before beginning this unit?

10) Are the instructions for the activities clearly written and easy to follow for students?

11) Is the order of the activities logical and in the order most beneficial to students' learning?

12) What are the strong points of this unit?

13) What are the weaknesses of this unit?

14) What improvements would you suggest for this unit?

Part 7b. Report the results o f the expert review

1) Are the learning targets appropriate for students?

Yes, in my opin ion, these targets are approp riate for high school chemist ry students.2) Are the learning targets complete?

Yes, in fact, some of these targets are more relevant to previous unit s in the chemistr ycurriculum. I like how thorough you have been with your targets.

3) Are the instructions clearly written for another instructor to use this lesson?Yes, for an experienced teacher such as myself, these instructions are very clear. Youmay want to expand on the parts where lecture is included because newer teachers maynot know what to do for that part.

4) Can this unit be completed in four class periods?Probably not. You may want to expand this unit to five or six days

5) Does the post test accurately assess the learning targets for this unit?Yes, the questions are well wr itten.

6) Is there enough variety in the instructional methods chosen for this unit?

Yes, there is a lot or variety in this uni t. I think that is a strong point of the unit.7) Does this unit accurately address multiple learning styles?Yes, I think so. You may want to include some more district strategies such as CRISS orKagan cooperative learning.

8) Will students find this lesson to be exciting or be motivated to learn the material?For regular students, I dont know if we can get them to 100% buy in, but this lesson doesa good job of mixing it up and making it interesting for kids.

9) Are there any other skills that students must have before beginning this unit?NO, you have been very thorough in preparing this lesson.

10) Are the instructions for the activities clearly written and easy to follow for students?Yes, assuming that students w ill actually read the instructions, I think the labs andactivities provide strong i nstruction for your students.

11) Is the order of the activities logical and in the order most beneficial to students' learning?Definit ely, you have done a good job of scaffolding the assignments and lectures to buildon each activ ity.

12) What are the strong points of this unit?- very thorough- student friendly- good differentiation- clear instructions for the teacher

13) What are the weaknesses of this unit?- more guidance for the lectures- this may be better suited for 6 or more days


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4.0 (includes 4.0.1 & 4.0.3)

4.1 Project Management

4.2 Resource Management

4.3 Delivery System Management

4.4 Information Management

Standard 5: EVALUATION5.1 Problem Analysis X

5.2 Criterion-Referenced Measurement X ID Project

5.3 Formative and Summative Evaluation X ID Project

5.4 Long-Range Planning

COURSE GOALS & OBJECTIVESThe overall goal for the course is for each student to consider and use the systematic process ofinstructional design to create an instructional product. To achieve this goal, students will engage inactivities that promote reflective practice, emphasize realistic contexts, and employ a number of

communications technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with regard to factorsthat led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according to their use

4. Compare and contrast the major elements of three theories of learning as they relate toinstructional design

5. Define instructional design.

6. Define the word systematic as it relates to instructional design

7. Define learning and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term educational (or instructional) technology

9. Describe the major components of the instructional design process and the functions of models inthe design process

10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual,declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)

11. Build an instructional design product that integrates major aspects of the systematic process andmake this available on the web.

a. Describe the rationale for and processes associated with needs, learner, context, goal,and task analyses

i. Create and conduct various aspects of a front-end analysis


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ii. Identify methods and materials for communicating subject matter that arecontextually relevant

b. Describe the rationale for and processes associated with creating design documents(objectives, motivation, etc.)

i. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks

i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation ofinstructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diversebackgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructional products

14. Meet selected professional standards developed by the Association for EducationalCommunications and Technology

15. Use various technological tools for instructional and professional communication


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AECT STANDARDS (Applicab le to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, aninterdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners,including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development ofinteractive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers,video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application,video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualizedinstructional settings (e.g., practica, field experiences, training) that address the needs of alllearners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning andinstruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice andcontextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, andassessment measures.

1.3 Instruct ional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics andlearning situations.

1.3.b Identify at least one instructional model and demonstrate appropriate contextualizedapplication within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by thelearning situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learningsituation.

1.4 Learner Characteristics


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1.4.a Identify a broad range of observed and hypothetical learner characteristics for theirparticular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence the selection ofinstructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence the

implementation of instructional strategies.2.0 Development

2.0.1 Select appropriate media to produce effective learning environments using technologyresources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional andprofessional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for thedevelopment of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriatetechnological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness ofinstructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional andprofessional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productionsfor inclusion in the portfolio.

2.1 Print Technolog ies

2.1.3 Use presentation application software to produce presentations and supplementarymaterials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integratedapplication programs.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utili zation

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situationsspecified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in avariety of learning contexts.

3.3 Implementation and Inst itut ionalization3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in various learningcontexts.

3.3.3 Identify strategies to maintain use after initial adoption.


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4.0 Management

(none specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educationaltechnology (SMET) contexts (e.g., conduct needs assessments, identify and define problems,identify constraints, identify resources, define learner characteristics, define goals and objectivesin instructional systems design, media development and utilization, program management, andevaluation).

5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMETcontexts.

SMET = School Media & Educational Technologies

hendricksen 503 final instructional design project

Documents