Learning Artifacts 1& 2: 

Assessment: type- formative, for learning; exit question to be returned to them the next day with instructor feedback. 

 If you have 5mL of a 12M solution which is diluted to a new volume of 20mL. What is the new concentration of the solution? 

    Student response should mirror: 

M1V1=M2V2

(12M)(5mL)=M2(20mL)

(60moles) / (20mL)= 3M       

*This can be used this way because the mL units will cancel as well, converting to litres is acceptable to solve this.*

Lesson Plan

Date: March 22, 2020

Subject: Chemistry

Author: Tina Baldwin

Grade Level: 30

Time Duration: 1 hour

Overview of Lesson:

Perform an acid base titration and apply the titration formula to a real life situation that the students created.

Professional Growth Guide Goal(s):

Outcomes: CH30-EQ3

Observe and analyze phenomena related to acid-base reactions and equilibrium.

Indicators:

Perform acid-base titrations and relevant calculations for multiple ratios of [H⁺]/[H₃O⁺] to [OH-], including those for reactions that either reach the endpoint/equivalence point or represent over-titration. (S)

Cross Curricular Competencies:

–       Developing world literacies: Students have the ability to develop the experiment on their own, learning how the world works through their own manipulation of the chemicals.

–       Express understanding and communicate meaning using various literacies: Developing their writing and communication skills by having to discuss and make the connections between the theories explored in lecture styled classes and what they have explored in the experiment, then having to convey that information clearly and concisely in a report.

–       Engage in communicant thinking and dialogue:

They will be working in pairs or small groups to perform the experiment and thus having to work collaboratively to designate jobs and complete the experiment successfully and efficiently.  

Materials:

Chemicals: Hydrogen chloride (strong acid), Sodium hydroxide (strong base),

 Phenolphthalein (indicator)

Equipment: burettes, safety glasses, flasks, beakers

Lab report write up guidelines

Activities and Procedures:

• Overview/Agenda/Review/Introduction:

Review the formula and what each of the variables represent: titration formula, M1V1=M2V2.  

Perform the titration mixing the acid and the base until the indicator reveals the end point of the experiment, demonstrating what the students will do and to visually show them how titrations work and what they look like at equivalence points, end points and over titrated points; being shown how the indicators function.

• Subject Content and Teaching Strategies:

Have the students in groups or pairs complete the experiment, hands on and then the assignment which consists of calculations using the formula.

The students at this point will have seen all aspects of the experiment in theory of the chemical background in class teachings, as well as been shown in the beginning of class before they began and further as they complete the experiment on their own. They will then have the information from a real life scenario to apply to the formulas and theories they have been presented in class.

• Consolidation:

Make them discuss either verbally or in writing about why titrations are useful, and how it relates to the unit of equilibrium; relate to the relationship of neutralizations and how the acids and bases combine and react.

Assessment:

Each individual will hand in a personal lab report of observations, calculations, and discussion questions based on the meaning of the experiment and the theory of why the experiment proceeds in this manner, as well as discussing how the indicator works in the experiment.

Reflections on the lesson:

*Ideally this portion will be filled out after the class to be used in reference in the next round of lesson planning, however are good ways to evaluate yourself and how well the lab actually went. this gives room for future improvement on how to conduct a lab possibly more efficiently if necessary*

1)      How was this lesson effective/not effective?

2)      Suggestions for a future lesson of this type

3)      Changes made to the lesson while teaching

4)      What strategies could I use to reinforce this lesson?

(Ideas and/or suggestions from others)

Reasoning:

I chose to display an exit question style assessment as well as a lab for a potential Chemistry 30 class. In this I feel it is very valuable to have hands-on learning experience in chemistry so that the students have a real life experience with the subject. Chemistry in my opinion can become a class where it seems to be all in theories or some far off irrelevant topic hence my persistence in the value of chemistry labs. By completing a lab, students can see that these formulas and equations all exist in the real world and they work; they are useful things to learn and are applicable to the real world. Furthermore, my strong belief that knowledge will prove easier to retain if it serves a purpose or has a value in the students life. If the students can see how these chemical reactions happen, witness that this science is real in their world and used in some peoples everyday lifestyles, they may become more interested in it and potentially spark curiosity which leads to deeper knowledge on the outcomes being reached.

Furthermore, given that the knowledge required to complete the lab and the lab write up will be explained in a lecture prior to the lab taking place, the exit slip I believe is a beneficial moment for the student to see their understanding of the formula they will have to use in the lab. It offers a chance for students to test their understanding of the formula before they have to summatively use it and to give them one last opportunity to ask questions before it affects their grades. As well, not only for the students’ benefit, it is also for me as a teacher; if many of the students struggle with the exit slip that means that I probably need to reteach a part of the lecture that obviously did not resonate with the class. This gives me an opportunity to evaluate how well the class is understanding how I am presenting the topics and the potential they have of completing the outcomes before labs or exams. Overall its a good check in with everyone to be sure there is a mutual progress being made in the classroom with everyone learning to their fullest potential.