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PROJECT-BASED LEARNING (PBL)
Planning Template
Name of Project:
Preparation and Application of Solutions/Concentration in a Biotech Lab
Duration (hrs):
CTE Course:
Agricultural Biotechnology 3
Grade Level:
10,11
Academic Course(s): Chemistry I
Teachers:
Petka
Emmert
Project-Based Learning Components
Project Idea:
Students will prepare solutions of Copper Sulfate in order to inhibit the growth of algae and blue-green algae.
Summary of the
In order to create known optimal inhibitory concentration of Copper Sulfate in water, students will use stock solutions
issue, challenge,
of higher concentrations mixed with water. They will then test the efficacy of this solution in preventing algal growth.
investigation,
scenario, or problem.
Driving Question:
The question that
both engages student
attention and focuses
their efforts.
Anchor Event/Project
Launch:
Introduction and/or
back- ground
information to set the
stage and generate
interest.
Solutions prepared in proper concentrations are an important part of chemistry. In this lab you will practice preparing
solutions of different concentrations. Environmental agencies use Copper Sulfate to control algal growth in water
systems. To effectively control algae growth, add enough Copper Sulfate to reach a concentration of 0.26 mg/ml. Too
much and we risk killing fish and other wildlife. Too little and algae grows. How can we create this balanced
concentration?
The amount of solute that is dissolved in a given quantity of solvent is expressed as the concentration of the solution. A
dilute solution contains only a small amount of solute in a given amount of solution. The unit chemists use most often
to describe concentration of solutions is molarity. The molarity, M, of a solution is the number of moles of solute per
one liter of solution.
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Inquiry & Innovation:
Discuss how the
project engages
students in innovative
research and thought
in each
curriculum area.
Process of
Investigation:
Develop student
guidelines for each
phase of project.
Introduction to concentration and dilution will occur by varying amounts of Kool-Aid mixed with a constant volume of
water. As more Kool-Aid is added the color will darken to indicate higher concentration. As water is added
concentration decreases, indicated by a loss of color.
1. Introduction and Team Planning:
Determine the uses of copper (II) sulfate pentahydrate, CuSO4 5H20 and copper (II) sulfate in the lab and in
environmental remediation.
Project Calendar
P:roject Teaching &
Learning Guide
2. Initial Research Phase - Gathering Information:
Students will answer the following questions
Project Management 1.
Log
What is the molar mass of copper (II) sulfate pentahydrate, CuSO4·5H2O?
(remember to include the mass of 5H2O)
2.
How many grams of copper (II) sulfate pentahydrate would be needed to prepare 100. mL of
a 0.50 M CuSO4·5H2O solution? Show your work.
3.
Calculate the volume of 0.50 M copper (II) sulfate solution, in mL, that must be diluted to
prepare 10.0 mL of a 0.25 M copper (II) sulfate solution. Show your work.
4.
Calculate the volume of 0.50 M copper (II) sulfate solution that must be diluted to prepare
10.0 mL of a 0.050 M copper (II) sulfate solution. Show your work.
3. Creation and Development of Initial Artifacts, Product(s), and/or Prototype(s):
PART A. Preparing a 0.10 M copper (II) sulfate solution in a volumetric flask.
1.
Using your answer from prelab question #2, weigh out the required amount of copper (II) sulfate in a clean, dry
weighing boat.
2.
Using a funnel, pour the dry solid into a 100-mL volumetric flask. Use the wash bottle to rinse any solid
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remaining on the weighing boat and transfer into a 100 mL volumetric flask. Add DI water to the flask until it is about
half full.
3.
Cap the flask and swirl it several times to dissolve ALL the solid. Do not shake the flask.
4.
Slowly add DI water until the water level is near the etched line on the neck of the flask. Add water drop-bydrop, until the bottom of the meniscus is on the etched line.
5.
Cap the flask and invert the flask gently 7 to 10 times. Do not shake the flask.
6.
Once the solution is thoroughly mixed, cap the flask to prevent contamination or evaporation. This is the 0.50 M
CuSO4 stock solution.
PART B. Preparing Diluted Solutions of a Given Molarity.
1.
Obtain 3 test tubes and place them into the test tube rack as test tubes 1, 2, & 3.
Pour 8-9 mL of your stock solution into a 10 mL graduated cylinder. Use a 1-mL pipet to add more stock solution
drop-by-drop until the bottom of the meniscus is on the 10 mL mark of the cylinder. Pour the measured 10.00 mL of the
stock solution into the 1st test tube.
2.
Using your answer from prelab question #3, add this amount of your stock solution to the 10-mL graduated
cylinder using the 1-mL pipet slowly until the bottom of the meniscus is on the mL mark of the cylinder that you need
from prelab question #3.
3.
Add DI water slowly, then drop-by-drop until the bottom of the meniscus is on the 10 mL mark of the cylinder.
Pour this new solution into the 2nd test tube.
This is 10.00 mL of a 0.25 M copper (II) sulfate solution.
4.
Using your answer from prelab question #4, add this amount of your stock solution to the 10-mL graduated
cylinder using the 1-mL pipet slowly until the bottom of the meniscus is on the mL mark of the cylinder that you need
from prelab question #4.
5.
Add DI water slowly, then drop-by-drop until the bottom of the meniscus is on the 10 mL mark of the cylinder.
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Pour this new solution into the 3rd test tube.
6.
This is 10.00 mL of a 0.050 M copper (II) sulfate solution.
Compare the color of the stock solution and each of the dilutions in test tubes 1-3.
Rank these solutions in order of color intensity from the deepest blue to the lightest blue.
7.
CLEAN UP:
After completing the data table, empty the test tubes into the sink with excess water.
Wash the test tubes and graduated cylinder with soap, water, and small test tube brushes.
Invert the test tubes and cylinder in the test tube rack so that they dry.
Wash the volumetric flask by adding a drop of soap and filling half-way with water.
Cover the end with your thumb, shake gently, empty, rinse, and repeat a few times without adding more soap.
Finally rinse the flask with water until all soap is gone then invert on the drying rack.
Wash the funnel with soap and water and invert on the drying rack.
Throw away the 1-mL plastic pipet and the plastic weighing boat.
1. Second Research Phase - Additional Information & Revision:
2. Final Presentation Development:
3. Publication of Product or Artifacts:
Collaboration:
Discuss collaboration
among colleagues in
teaching the project.
Teachers:
Discuss collaborative
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instructional
strategies utilized by
students.
Collaboration Rubric
Students:
Student Voice:
Describe how
students play a role
in project design and
implementation.
Major Products &
Performances:
Elaborate on
products; Discuss
publication and
presentation of
projects.
Products:
Publication/ Group:
Presentation
Presentation Rubric
Presentation
Audience
Class
:
School
Community
Individual:
Experts
Business/Community
Web
Other:
Instructional
Technology:
Select and discuss
the technologybased instructional
Webquests
Course Management System
Presentation Hardware
Blogs
Alternate Reality Games (ARGs)
RSS Feeds
Wikis
Simulation Software
Digital Video Tools
Social Network
Presentation Software
Digital Photography Tools
(Software or online)
(Software or online)
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options embedded in
the project.
Video Conferencing
Podcasts
Other:
Discussion:
Business/Communit
y Involvement:
Describe how
business partners
contribute to project
learning.
Project Standards
Topics of Study:
Main areas of
project
investigation.
Content Standards:
Those taught and
assessed in the
project:
CTE Performance Standards
Common Career Technical Core (CCTC) Standards
These standards will be released/August 201
Florida Next Generation Sunshine State Standards
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Common Core Standards
21st Century Skills:
Those taught and
assessed in the
project.
For descriptions
follow web links
LEARNING &
INNOVATION SKILLS
INFORMATION, MEDIA,
& TECHNOLOGY SKILLS
LIFE &
CAREER SKILLS
Creativity & Innovation
Information Literacy
Flexibility/Adaptability
Productivity/Accountability
Critical Thinking/Problem
Media Literacy
Initiative/Self
Leadership/Responsibility
Solving
Communication/Collaboratio
ICT Literacy
Direction
Social/Cross-Cultural
n
Project Assessment, Reflection, Feedback & Revision
Assessments:
Formative
Assessments
(During Project)
Summative
Assessments
(End of Project)
Quizzes/Tests
Practice Presentations
Journal/Learning Log
Notes
Preliminary Plans/Outlines/Prototypes
Checklists
Rough Drafts
Concept Maps
Online Tests/Exams
Other:
Written Product(s) w/ Rubric:
Other Product(s) or Performance(s) w/
Rubric:
Oral Presentation w/ Rubric
Peer Evaluation
Multiple Choice/Short Answer
Self-Evaluation
Essay Test
Other:
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Reflection
Methods:
Individual
Group
Journal/Learning Log
Focus Group
Whole Class Discussion
Fishbowl Discussion
Survey
Other:
Grades
Written Comments
Group Feedback
Peer Feedback
Individual Feedback
Self-Assessment
Whole Class
Feedback & Revision: Scaffolded
feedback and “check points”
should be routinely provided by
the teacher within the
collaborative instructional
process. Feedback can be based
on either teacher and/or peer
evaluations.
Copper sulfate (CuSO4·5H2O) application is recommended at the rate of
1 mg/L for the top 2 feet of the lake surface, where algal growth predominantly
occurs (figure 2). This amount is equivalent to 5.4 pounds per acre of lake
surface. For example, for a lake with 50 acres of surface area, 270 pounds of
copper sulfate should be used per application. The application rate should be
calculated on the basis of the top 2 feet of the lake surface, not on the basis of the entire
volume of the lake.
Note that 1 mg/L of copper sulfate expressed as CuSO4·5H2O is equivalent
to 0.26 mg/L as Cu2+. The literature indicates that a concentration of 0.05 to 0.10 mg/L as Cu2+ is effective in controlling blue-green algae in pure cultures
under laboratory conditions. This is equivalent to 0.2 to 0.4 mg/L as CuSO4
·5H2O. For field applications, however, concentrations of about 0.26 mg/L as
Cu2+ are generally suggested.
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