STEPHENSON HIGH SCHOOL TEAM I FALL IMPLEMENTATION PLAN
Leah Anderson, Stephanie May
Signed With a Kiss
A girl discovers her boyfriend is cheating, but with whom? Students investigate several
suspects’ lipstick using chromatography.
QCC’s, student products, and student learning issue research pages listed below.
Implementation:
2 regular chemistry classes: 3rd and 4th Periods (10:30 am-1:30 pm) for 2+ days
during the unit on mixtures. Each class divided into 3 groups.
Tues 9/16/03
Session 1 in groups
Introduction to PBL methods
Scenes 1-3
Develop list of learning issues for research as homework
Wed 9/17/03
Session 2 in groups
Handout scenes 4-5
Introduce Rf calculation
Thurs 9/18/03
Session 3 in groups
Calculate Rf given set of chromatographs
Discuss learning issues
Proceed through epilogue
Assign assessment project, due 9/26/03
Further, Dr. May plans to use the case with her other chemistry classes in the
weeks following their exam on the chapter on matter including mixtures.
I am Nora’s Medulla Oblongata
A heroin overdose leads students to investigate the number of molecules of the drug
binding to receptors in the brain. This exploration leads students to the concept of the
mole.
QCC’s, student products, and student learning issue research pages listed below.
Implementation:
2 regular chemistry classes: 3rd and 4th Periods (10:30 am-1:30 pm) for 3+ days
during the unit on moles. Each class divided into 3 groups.
Tues Dec or Jan
Session 1 in groups
Review PBL methods
Scenes 1-3
Develop list of learning issues for research as homework
Thurs Dec or Jan
Session 2 in groups
Discuss learning issues
Scene 4
Research in classroom if time permits
Tues Dec or Jan
Session 3 in groups
Discuss learning issues
Proceed through epilogue
Assign assessment project, due Thurs
Thurs Dec or Jan
Session 4 in groups
Groups work to assemble molecule with materials requested
Present molecule to the rest of the class
Meeting of the Minds: Atomic Theory WebQuest
Several prominent scientists of history are accused of practicing pseudoscience. Accusers
state that the scientists’ work, while it lead to the current theory and is the basis of the
periodic table and how we classify all elements, is false. Students must defend these
scientists’ theories in front of the Grand Science Counsel.
QCC’s, student products, and student learning issue research pages listed below.
Implementation:
2 regular chemistry classes: 3rd and 4th Periods (10:30 am-1:30 pm) for 3+ days
during the unit on atomic structure. This timing is tentative since we need to
check on computer room availability. We may only work with the 4th period class
if computer time is a problem. Each class divided into 6 groups of 4-5 students.
Tues Oct 7
Session 1 in groups in the computer lab
Thurs Oct 9
Session 2 in groups in the computer lab
Tues Oct 14
Session 3 in groups in the computer lab
Thurs Oct 16
Session 4 in groups in the classroom
Presentations
STEPHENSON HIGH SCHOOL TEAM II FALL IMPLEMENTATION PLAN
Muhsinah Holmes, Doris Goodley
Signed With a Kiss
A girl discovers her boyfriend is cheating, but with whom? Students investigate several
suspects’ lipstick using chromatography.
QCC’s, student products, and student learning issue research pages listed below.
Implementation:
Two Advanced Chemistry Classes: 4th and 6th periods for 2+ days during the unit
on mixtures. Each class divided into 3-4 groups.
Fri 9/26/03
Session 1 in groups
Introduction to PBL methods
Scenes 1-3
Develop list of learning issues for research as homework
Mon 9/29/03
Session 2 in groups
Handout scenes 4-5
Introduce Rf calculation
Tues 9/30/03
Session 3 in groups
Calculate Rf given set of chromatographs
Discuss learning issues
Proceed through epilogue
Assign assessment project, due 10/3/03
I am Nora’s Medulla Oblongata
A heroin overdose leads students to investigate the number of molecules of the drug
binding to receptors in the brain. This exploration leads students to the concept of the
mole.
QCC’s, student products, and student learning issue research pages listed below.
Implementation:
Monday December 1, 2003: Scenes 1-3
Tuesday, December 2, 2003: Computer Lab Time
Wednesday, December 3, 2003: Scene 4, Discussion of Learning Issues,
Introduction of Student Project: Building a Molecule/Writing a Rhyme
Monday, December 8, 2003: Epilogue, Student Presentations
This PBL will be the first for many of Mrs. Goodley’s students. Before we only
used the PBL with the Advanced Chemistry classes but this time we hope to
implement this case in the General Chemistry classes as well. Therefore, this
PBL will be taught to periods 2nd-6th, each class being 55 minutes. I expect the
PBL to take 3 class periods in small groups followed by a large group discussion
at the end and 1 class period in the computer lab for research. Each group will be
no larger then 6 students and we will have no more than 5 groups per class. This
case will be facilitated primarily by Mrs. Goodley, as a rotating facilitator.
Muhsinah will be there to help during the introduction of the scenes 1-3 and for
the epilogue and student presentations.
Meeting of the Minds: Atomic Theory WebQuest
Several prominent scientists of history are accused of practicing pseudoscience. Accusers
state that the scientists’ work, while it lead to the current theory and is the basis of the
periodic table and how we classify all elements, is false. Students must defend these
scientists’ theories in front of the Grand Science Counsel.
QCC’s, student products, and student learning issue research pages listed below.
Implementation:
Two Advanced Chemistry classes: 4th (12:05 pm-1:05 pm) and 6th Periods (2:10
pm-3:10 pm) for 5 days during the unit on atomic structure. We will be utilizing
the computer lab when necessary for student research time. By the time this
ICBL is introduced we should have 2 new computers in our room, making a total
of 4. There is also a TV screen that is connected to the computer and the class
can go through the Quest together. 4th Period has only 18 students and 6th has 26
students allowing for 3 and 4 groups respectively.
Signed with a Kiss Learning Issue Research Pages
Upon finishing the first day of the case, each member of the group will commit to
researching a number of learning issues. It’s very important that each group member do
his/her best work researching the issues so that the whole group will master all the
learning issues it has identified.
For each of your issues, please prepare a report including:
1. A description of the issue. What are you trying to learn?
2. A thorough list of the resources you used while researching your issue. Please
include a critical explanation of why you found the resource to be trustworthy or
not. For example, list several websites you tried in order to understand the issue.
For each website, explain why you found it helpful or useless. Would you
recommend the website to other students for help in understanding the issue? Is
the author of the information you are reading qualified to make such statements?
Remember to give a critical explanation for each resource you use during your
thorough research of the issue.
3. A concluding paragraph that will fully explain the issue to others who didn’t do
the research but who must understand the issue. It is your job to teach the others
in your group what you learned by doing your research.
Here is a list of a few websites that you may find useful in doing your research. You are
not in any way limited to these few sites. Further, you may not find what you are looking
for in any of the pages below. Also, don’t forget about your Chemistry Textbook and
other print resources!

Chromatography lab protocol with very good background reading:
http://www.phys.virginia.edu/Education/outreach/8thgradesol/Chromatography.ht
m

Properties of mixtures and explanation of chromatography theory and uses:
http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/M/Mixtures.html

Chemistry is everywhere! Some lipstick chemistry explained:
http://www.dit.ie/DIT/science/chemistry/rsccomp/competition01/hawkesclancy/b
edroom/lipstick.html

Chemical composition of lipstick:
http://antoine.frostburg.edu/chem/senese/101/consumer/faq/lipstickcomposition.shtml

An article from discover magazine discusses Egyptian cosmetic chemistry:
http://www.findarticles.com/m1511/9_20/55553385/p1/article.jhtml

The Danish Environmental Protection agency has a very interesting and
interactive website designed around common things in a teenager’s room. It’s
designed for European students, but if you can put up with British English, it’s
well worth a visit: http://www.chemicaldays.dk/big/
GA QCC’s addressed in Signed with a Kiss:
Mixtures:
Standard 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.
Student products for assessment:
1. Each student will produce a brief report about each learning issue they researched.
See the learning issue report hand out. These reports will be used to directly
assess how the student evaluates data and research.
2. Each student will do the Rf calculations on a triplicate set of chromatographs,
demonstrating that they know how to apply formulas and interpret data. See the
chromatograph pages and the narrative for session two.
3. Finally, each student will write a magazine article that teaches the reader how to
use a mixture separation technique to solve a real-life problem. See the
explanation and rubric on the final page of the narrative.
I am Nora’s Medulla Oblongata Learning Issue Research Pages
Upon finishing the first day of the case, each member of the group will commit to
researching a number of learning issues. It’s very important that each group member do
his/her best work researching the issues so that the whole group will master all the
learning issues it has identified.
For each of your issues, please prepare a report including:
4. A description of the issue. What are you trying to learn?
5. A thorough list of the resources you used while researching your issue. Please
include a critical explanation of why you found the resource to be trustworthy or
not. For example, list several websites you tried in order to understand the issue.
For each website, explain why you found it helpful or useless. Would you
recommend the website to other students for help in understanding the issue? Is
the author of the information you are reading qualified to make such statements?
Remember to give a critical explanation for each resource you use during your
thorough research of the issue.
6. A concluding paragraph that will fully explain the issue to others who didn’t do
the research but who must understand the issue. It is your job to teach the others
in your group what you learned by doing your research.
Here is a list of a few resources that you may find useful in doing your research. You are
not in any way limited to these few suggestions.
Web resources:

PBS Frontline: Heroin in the Brain:
http://www.pbs.org/wgbh/pages/frontline/shows/heroin/brain/

Advanced Psychopharmacology class notes:
http://www.humboldt.edu/~morgan/opii_s03.htm

Narconon of Southern California:
http://www.drug-overdose.com/heroin.htm

American Medical Student Association:
http://www.amsa.org/resource/natlinit/heroin.cfm

Chemical Heritage Foundation relates the discovery of aspirin and heroin:
http://www.chemheritage.org/EducationalServices/pharm/asp/asp80.htm

The Society for Neuroscience publication, “Brain Facts” can be found at:
http://web.sfn.org/content/Publications/BrainFacts/

Elmhurst College Drug Chemistry:
http://www.elmhurst.edu/~chm/vchembook/674narcotic.html

Naloxone information data sheet:
http://www.medsafe.govt.nz/profs/Datasheet/n/Naloxonehydrochlorideinj.
htm
Print Resources:

Brain Facts published by the Society for Neuroscience can be ordered in
hard copy.

Glencoe Chemistry Text: Matter and Change
o Chapter 11: The Mole. This chapter will help with equations to
calculate the number of molecules in a given mass and vice-versa.
o Chapter 22: Hydrocarbons. This chapter explains molecular
structures of organic molecules (line structures, etc.).
GA QCC’s addressed in I am Nora’s Medulla Oblongata:

2.1: Uses current technologies such as CD-ROM, Internet and on-line data search
to explore current research related to a science concept.

5.1: Uses the periodic table to identify atomic number and mass.

5.2: Relates relative position of elements on the periodic table to period and group
reactivity trends.

8: Writes formulas for and names a variety of compounds.

17: Uses the structure of methane as a model structure to draw configurations of,
and name, representative classes of organic compounds. Discusses the solubility
properties of such compounds.

17.1: Describes the applications of organic compounds to modern industry, such
as the pharmaceuticals and plastics industries.
Student products for assessment:
4. Each student will produce a brief report about each learning issue they researched.
See the learning issue report hand out. These reports will be used to directly
assess how the student evaluates data and research.
5. Each group will submit a report about the molecule they will build, including a
sketch of the molecular structure, the molecular formula, and the calculations
leading to the materials requested in moles (for example, 19 carbon atoms is 3.15
x 10-23 moles of carbon).
6. Finally, each group will present their molecular model to the class. They will
describe why they picked this molecule to build, the components, and chemical
features of the molecule.