PROJECT

1. PROJECT HYPOWER

2. This presentation will probably involve audience discussion, which will create action items. Use PowerPoint to keep track of these action items during your presentation • In Slide Show, click on the right mouse button • Select “Meeting Minder” • Select the “Action Items” tab • Type in action items as they come up • Click OK to dismiss this box • This will automatically create an Action Item slide at the end of your presentation with your points entered. HYPOWERED CHEMISTRY 4 A NEW AGE Stephenson High School Doris Goodley & Stephanie May Emory University Muhsinah Holmes & Leah Anderson

3. Outline • Incorporation of PBL in Chemistry • Syllabus • Content • Case 1: “Signed with a Kiss” • Lipstick Chromatography Lab • Cases in Progress • Case 2: “Muddy Waters” • Case 3: “I am Nora’s Medulla Oblongata” • Case 4: WebQuest: “Meeting of the Minds” • Summary

4. Incorporation of PBL in Chemistry Stephenson High School Fall 2003 General Chemistry Accelerated Chemistry • Units Covered By PBL • Matter-Properties and Changes • Structure of the Atom • The Mole

5. Syllabus • Objectives • To help students • Gain an appreciation of science as a process • Develop a conceptual framework for Chemistry • Prepare for the GHSGT • Textbook • Chemistry: Matter and Change • Glencoe, McGraw-Hill, 2002 • Overview • Students will: • Define matter and classify according to chemical and physical properties • Classify atoms according to atomic structure and use that understanding to predict bonding using their periodic table • Write formulas for compounds • Describe chemical reactions by using balanced equations • Derive relationships using the mole concept

6. Content in Brief • Chapter 1 Introduction to Chemistry • Chapter 2 Data Analysis • Chapter 3 Matter-Properties and Changes • PBL, ICBL • Chapter 4 Structure of the Atom • PBL, ICBL • Chapter 5 Electrons in the Atoms • Chapter 6 The Periodic Table and Periodic Law • Chapter 7 The Elements • Chapter 8 Ionic Compounds • Chapter 9 Covalent Compounds • Chapter 10 Chemical Reactions • Chapter 11 The Mole • PBL, ICBL

7. Chapter 3 Matter-Properties and Changes

8. Case One “Signed with a Kiss”

9. The Discovery… • Before third period, Marie goes to her locker to grab her chemistry book. She and Christopher have shared this locker for the last semester when they started going together • As she pushes Christopher’s geometry books aside, it falls to the floor and a note falls out. • “…can’t wait to see you again, baby. Last nite was so much fun! Call me on my cell after school today.” • Marie was already bugged out by the words of the note, but on top of that, the girl had the nerve to sign the note with nothing but a kiss!

10. The Plan • After school, Marie calls Mark for support. Between sobs, Marie explains to Mark, “I was so cold to Christopher after Chem class. I’m afraid he thinks I know about the note.” Mark reassures her, “Naw, he has no idea. • “Okay,” she says, “let’s continue with our plan.” • Just make sure you get a sample from each of those girls. Oh yeah, and make sure that you have plenty of nail polish remover. I think that will be the best solvent to separate the mixtures. When I come over tomorrow, I’ll bring the coffee filters.” • The next day, Marie and Mark meet up at her house to begin the investigation phase of their plan. • Begin lipstick chromatography lab

11. How to Catch Your Man Cheating! • Lipstick Chromatography Lab Protocol Materials: Chromatography paper or Coffee filters Scissors 3 different Lipsticks similar in shade, but different brands Acetone or Nail Polish remover with Acetone Beaker or Cup large enough for 3 strips of paper (about 500 ml)Tape Procedure: 1. The teacher has smeared samples of the lipstick from the note and each of the suspects onto filter paper. Each group will analyze one suspect or the sample from the note 3 times. 2. Carefully pour 10 ml of solvent into the beaker. 3. Place all three strips of paper into the beaker so that the paper touches the solvent, but that the level of the solvent does NOT reach the lipstick. 4. Secure the top of each paper strip to the beaker with tape if necessary to keep it from slipping. 5. After 15 minutes remove all the samples from the beaker and place the papers flat on the bench top. 6. Measure the distance the acetone traveled up each strip of paper. Also measure the distance each component moved up the paper. 7. Make a data table with average Rf value for each component in your lipstick sample.

12. Epilogue • After discovering that Christopher and her girl Muhsinah were not the friends she thought they were, Marie confronted them with the evidence. Christopher and Muhsinah were shocked at her use of chemistry to catch them. Marie recovered from the nasty breakup with Christopher with the help of Mark's comforting shoulder... ;) • This scene and laboratory protocol were adapted from, "Who's Lipstick?" in Crime Scene Investigations by Pam Walker and Elaine Wood, 1998. The images of the kiss and paper chromatograpy where found at http://www.ausetute.com.au/ chromato.html and http://www.consumerreports.com, respectively.

13. Learning Goals • The student will be able to: • identify the characteristics of a substance • utilize paper chromatography as a method of separating mixtures • contrast mixtures and substances • classify mixtures as homogeneous or heterogeneous • calculate the Rf factor for each component of a mixture separated on a chromatograph • Unit will include the following areas of knowledge: • principles of chromatography • solvent properties • techniques for separation of mixtures • properties of compounds • manipulation of measurement tools • scientific process skills • development of concept map • laboratory safety procedures

14. QCC’s & Standards • Georgia Standards and Quality Core Curriculum (QCC) ObjectivesStandard 1. Uses scientific process skills in laboratory or field investigations, including observation, classification, communication, metric measurement, prediction, inference, collecting and analyzing data.QCC 1.1 Designs and conducts a scientific experiment that identifies the problem, distinguishes manipulated, responding and controlled variables, collects, analyzes and communicates data, and makes valid inferences and conclusions.QCC 1.2 Evaluates procedures, data and conclusions to determine the scientific validity of research. Standard 2. Uses traditional reference materials to explore background and historical information regarding a scientific concept.QCC 2.1 Uses current technologies such as CD-ROM, Internet and on-line data search to explore current research related to a science concept. Standard 3. Learns and uses on a regular basis standard safety practices for laboratory or field investigations.QCC 3.1 Learns and uses safety procedures specific to an investigation or research activity.Standard 16. Given a mixture of liquids and/or solids, classifies the mixture as: homogeneous, heterogeneous, miscible, immiscible, or a colloid.QCC 16.2 Identifies factors that affect solubility of a substance and theories that explain the formation of solutions.

15. Case Two Muddy Waters

16. Case Highlights • While walking home from school, John and Cory discover a gooky stream of water behind StoneHenge Mall. The boys peer into the creek where the stream runs to and gasp at the putrid smell of garbage and gas in the air near the banks of the creek. • In chemistry class the next day during Mrs. Murphy’s lecture on mixtures, John and Corey are deep into a conversation about what they saw in the creek. Mrs. Murphy says, “Why don’t you all collect some samples from the creek for extra credit and we can figure out what’s causing these fish to go belly-up.” • Now that the three months have passed, the class has 6 samples of the creek water.

17. Epilogue • After discovering that the stream was clearly contaminated with a number of pollutants. Seriously high levels of oil were a common component shared by all of the samples. • After sending the oil samples to Emory University for analysis, the students received the data and decided it was time to take action against the businesses that used the products found in the creek samples.

18. Case Three I am Nora’s Medulla Oblongata

19. Introduction Avagadro’s Number and Molarity • As they loaded her into the ambulance, Nora lay on the stretcher, silent and non-responsive. How could the situation have gotten so out of control? • When I saw Nora after chemistry class on Friday, she was parading down the hall with a couple of her girls. As always, she was walking down the hall like she owned the place. Even though she had so much attitude, we all liked her. She was the life of a party and the class clown. • Hey Jayson!” she yelled down the hall. “Let’s get going right after last period today. I have to run an errand after school and before Tanya’s party.” • Had I have known how that night was going to go down, I would have taken her straight home after school that day. • When the paramedics arrived they asked me what she had taken. I wasn’t sure I should tell them, but they told me that they have antidotes to some drugs. I told them I thought it was heroin. But I didn’t know how much she took. The paramedic said they had an antagonist to block the effects of heroin, and if it hasn’t been too long and if she hadn’t taken too much, they could reverse the effects of the drug.

20. Chapter 11: The Mole • Implementation • End of First Semester • Resources • Moles and Molar Mass Moles and Molar Mass • How to Calculate Molar Mass How to Calculate Molar Masses

21. QCC’s • 2.1 Uses current technologies such as CD-ROM, Internet and on-line data search to explore current research related to a science concept. • 9.4 Defines the term mole and uses this concept to determine relative amounts of reactants and products in a given equation.9.5 Determines empirical formula of a compound from experimental data.9.6 Provides evidence from an experiment that a chemical reaction has occurred. 9.7 Determines experimentally the percentage by weight or volume of a compound.

22. Chapter 4 Structure of the Atom

23. Case Four Meeting of the Minds WebQuest

24. Attention Areas • History of Atomic Structure • WebQuest • Independent, Student Driven Activity • Student Assessments • Three levels • Timeline (Oral Presentation) • Scrapbook Containing Journal Article from the Era (Written Presentation) • Atomic Model (Visual Presentation)

25. The Concept Map

26. Learning Objectives • State who first came up with the idea of matter being composed of atoms. • Name the pseudoscience that dominated chemical history from about 400 B.C. to1500 A.D. • Name the first "chemist" (according to your text) and state what distinguished him as a real chemist. • State the law of conservation of mass and state who developed this theory. • State and explain the law of definite proportion and the law of multiple proportions. • State Dalton's atomic theory. • Define "atomic mass." • State who discovered the electron and how. • Describe Thomson's "plum pudding" model of the atom. • State who discovered the nucleus and how. • Describe Rutherford's nuclear model of the atom. • Describe neutrons, protons and electrons in terms of location, charge and mass. • State what determines the chemical properties of the elements. • Define "isotope" and explain how isotopes of the same element differ in terms of numbers of protons, neutrons and mass. • Use and interpret the correct notation for isotopes.

27. Standards & QCC’s • QCC: 1.2 Evaluates procedures, data and conclusions to determine the scientific validity of research. • Topic: Inquiry, Process and Problem Solving • Standard: Uses traditional reference materials to explore background and historical information regarding a scientific concept. • QCC: 2.1 Uses current technologies such as CD-ROM, Internet and on-line data search to explore current research related to a science concept. • Topic: Atomic Structure and Patterns of Reactivity • Standard: Describes the fundamental parts of the atom. • QCC: 5.1 Uses the periodic table to identify atomic number and mass.5.2 Relates relative position of elements on the periodic chart to period and group reactivity trends.5.3 Describes the relationships of ionization energy and electron affinity to atomic radius and describes the relationship of valence electrons to reactivity trends in the periodic table.

28. HYPOWERED CHEMISTRY 4 A NEW AGE Problem-based Objectives Mastered Work Independently Enthusiastic Realistic

29. ACKNOWLEDGEMENTS Stephenson High School DeKalb County School System Ken Townsel Joseph B. Justice, Jr. Pat Marsteller Preetha Ram Jordan Rose National Science Foundation, Award #DGE0231900