Lesson three

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Lesson three

  1. 1. W540 Computers in the Curriculum Digital/Media LiteracyYour Name: Lauren ZoerhoffePortfolio URL: http://lzoerhoff.wix.com/eportfolioTitle Factors That Influence Reaction RatesOverview In this lesson, students will examine how temperature, concentration, surface area, and the presence of a catalyst affect the rate of a chemical reaction. They will use virtual simulations to discover what happens during a chemical reaction when these factors are manipulated. They will then work collaboratively to create a video demonstration that models a chemical reaction impacted by one of these factors. th thResources & This lesson is intended for a 9 -10 grade chemistry or integrated chemistry and physics (ICP)Preparation class. It is intended to be completed in three class sessions. Resources: Computer access for each student General lab equipment such as hot plates, stir plates, beakers, thermometers, mortar and pestles Access to chemicals (students will be directed to use safe and simple chemicals. For example: sodium bicarbonate, acetic acid, sodium chloride, hydrogen peroxide or any other safe chemicals available at school) Camcorders, smart phones with video, or mobile webcams Websites How Temperature and Concentration Affect Reaction Rates How Surface Area Affects Reaction Rates Mentor Mob Google Group Notes Document Quizlet Option 1 Quizlet Option 2 Video Demonstration Guidelines and Rubric Handout Preparation: Session 1- Prepare hydrogen peroxide catalyst demo; Prepare a Google doc with group notes giving editing rights to students Session 2- Requested chemicals and lab equipment should be set out for students; Mentor Mob account should be created that grants students editing rights Session 3- Create a quiz at the end of the playlist that assesses objectives and the content presented in the playlistTheory to Students will build digital literacy skills by working with virtual simulations, contributing to anPractice online learning playlist, and designing a video demonstration that will be published to the web. According to Heidi Jacobs in her book, Curriculum 21, “We should aggressively go out of our way to find better ways to help our learners demonstrate learning with the types of products and performances that match our time” (Jacobs, 2010, p.422). In this lesson, students are st demonstrating their learning in a 21 century way. Students are also working collaboratively in this lesson, and according to a study by Gallardo-Virgen and DeVillar, “Using collaborative groupings in the computer-integrated science classroom can result in academic gains greater
  2. 2. than those achieved by students working individually” (Gallardo-Virgen and DeVillar, 2011, p.287). Furthermore, this lesson gives students the opportunity to be creative and to design something that has a larger purpose and contribution. They will be designing a demonstration that will be published to the web for the purpose of helping their classmates and the public learn more about the rates of chemical reactions. According to Alan November in his book, Who Owns the Learning, “That is the goal that drives the Digital Learning Farm model; to create a culture of learning in which students feel autonomous, masterful, and purposeful” (November, 2012, p. 383).Standards Indiana State Standards: C.7.5 Explain how the rate of a reaction is qualitatively affected by changes in concentration, temperature, surface area, and the use of a catalyst ISTE NETS: 1c Use models and simulations to explore complex systems and issues 2a Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and mediaObjectives Upon successful completion of this lesson, students will be able to: Explain how the rate of a chemical reaction is impacted by temperature, concentration, and surface area Design a scientific experiment that will model the effect of temperature, concentration, or surface area on the rate of a chemical reaction Collaborate with a group to create a video demonstration that shows how either temperature, concentration, or surface area impacts the rate of a chemical reactionBuild Inquiry A demo will be performed to build inquiry. Students will compare the decomposition of hydrogen peroxide without a catalyst to the dehydration of hydrogen peroxide with detergent or potassium iodide as the catalyst. Students will conduct a discussion about what made the reaction take place more quickly and what other factors, besides a catalyst can make a reaction take place more quickly.Instructional Session OneDelivery Introduction (15 min.) 1. Show students hydrogen peroxide in a beaker and explain to them that when hydrogen peroxide decomposes, it produces water and oxygen. Write the chemical equation on the board. Ask students the following series of questions to stimulate discussion: -Is the hydrogen peroxide in the beaker decomposing? -What would happen if we left it out for a long period of time? -What might we do to accelerate this reaction? 2. Demonstrate the hydrogen peroxide decomposition reaction with a catalyst, and ask students the following series of questions to stimulate discussion: -What was different about the reaction that was just performed? -What were the products of this reaction? -How did the presence of the catalyst make the reaction happen more quickly? -What other factors might make the reaction occur more quickly? 3. Explain to students that the addition of a catalyst is one means by which a chemical reaction’s rate can be increased. This occurs by lowering the activation energy for the reaction. Other factors that can increase rate are concentration, surface area, and temperature. Content Reinforcement (15-20 min.) Direct students to the How Temperature and Concentration Affect Reaction Rates simulation and the How Surface Area Affects Reaction Rates simulation. Give them time to explore the simulations. Encourage them to think about how changing surface area, concentration and temperature impacts the activation energy, number of collisions, and overall rate of the
  3. 3. reaction. Direct them to make one contribution to the Google Group Notes Document. (Depending on the number of students it might be necessary to direct some students to make multiple contributions or have some students contribute multiple times to one of the questions) Application and Critical Thinking (15-20 min.) Divide students into groups of four (some might need three or five) and explain to them that with their group, they will be designing and creating a short video demonstration of one of the factors they just investigated. Assign or let students choose the factor they want to make their demonstration about (make sure every factor is covered by at least one group). Give each group the Video Demonstration Guidelines and Rubric Handout. Give them time with their group to do the following: -Choose the chemical reaction they will be performing in their demonstration -Design the demonstration -Make a list of the chemicals and equipment their demonstration requires **They should be able to give the teacher the list of equipment and chemicals they need by the end of session one so that the teacher can have them available for session two** Session Two Content Reinforcement (10 min.) Jigsaw: Arrange students in groups of three (some groups might need four) so that at least one student from each of the factors being studied (surface area, temperature, concentration) is in each group. Each student will act as the expert on their topic to recap to their group how their factor affects the rate of the reaction, the number of collisions, and the activation energy. Application and Critical Thinking (40 min.) Give students time with the group they are creating their video demonstration with to do the following: -Write a script for their demonstration -Determine roles for each group member -Rehearse -Determine when they will film their final video Homework: Students will have a designated time period (2-3 days recommended) to complete the assignment by filming their demonstration, editing their demonstration, and contributing their demonstration to the Mentor Mob playlist. They can film their demonstration in the science lab before or after school or at home if they are using safe, household chemicals. Session Three (to occur after the homework assignment listed above has been completed) Content Reinforcement (10 min.) Have students complete either Quizlet Option 1 or Quizlet Option 2 Application and Critical Thinking (25-30 min.) Have students view the final Mentor Mob learning playlist with all of the contributions from the video demonstrations. Closure (10-15 min.) Have students complete the Mentor Mob learning playlist quiz at the end of the playlist.Additional Catalyst Demo Guidelines
  4. 4. ResourcesAssessment Google Group Notes Document: Were students able to accurately answer the designated questions? Student responses can be reviewed to target specific students who had trouble conveying accurate information. Jigsaw: Were students comfortable presenting information about their topic to their group? Group interactions should be monitored during the jigsaw. Video Demonstration: How well did each group meet the criteria on the rubric? Mentor Mob Quiz: How well did students perform on the quiz? Which topics/questions are they still struggling with, if any? Results of the quiz can be viewed by logging into the Mentor Mob account.Extension Students read news article discussing a new enzyme that is improving the efficacy of current medicines. This article will stimulate a discussion about the importance of reaction rates in every day life.Citations Gallardo-Virgen, A., & DeVillar, R. A. (2011). Sharing, talking, and learning in the elementary school science classroom: Benefits of innovative design and collaborative learning in computer-integrated settings. Computers in the Schools,28(4), 278-290. Retrieved from http://ulib.iupui.edu/cgi-bin/proxy.pl?url=/docview/964190331?accountid=7398 Jacobs, H. H. (2010). Curriculum 21 essential education for a changing world. Alexandria, Va.: Association for Supervision and Curriculum Development. Kindle Edition. November, A. C. (2012). Who owns the learning?: preparing students for success in the digital age. Bloomington, IN: Solution Tree Press. Kindle Edition.

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