Avital Stopnicki
What curriculum expectations does this lab meet?
C2. investigate different types of chemical reactions;
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C3.1 identify various types of chemical reactions, including synthesis, decomposition, single
displacement, double displacement, and combustion
D2.5 calculate the corresponding mass, or quantity in moles or molecules, for any given reactant
or product in a balanced chemical equation as well as for any other reactant or product in the
chemical reaction [AI]
D2.7 conduct an inquiry to determine the actual yield, theoretical yield, and percentage yield of
the products of a chemical reaction (e.g., a chemical reaction between steel wool and copper(II)
sulfate solution), assess the effectiveness of the procedure, and suggest sources of experimental
error [PR, AI]
What safety instructions would you give students before/during and after the lab?
Before:
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Refresh student awareness of proper safe lab techniques related to the experimental procedure
they will be following.
Discuss the dangers of looking at the burning magnesium strip directly. Do not look at the
magnesium as it is burning because it generates white light and it is mixed with UV light.
Discuss the location of specific safety items that the students should be aware of prior to their
performing the experiment. (eg. Fire equipment)
Assess how equipment and materials are to be distributed in order to avoid congestion and
reduce potential discipline problems, including pieces of magnesium strips cut and ready, to be
prepared by teacher prior to lab.
Discuss with students a specific completion time so there is enough time for clean up and proper
disposal of chemicals.
Read procedures thoroughly with students and demonstrate if necessary
On day of Lab, remind students to:
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Behave responsibly in the lab all the times
Tie long hair back (working with Bunsen burners)
Wear Safety goggles and ensure no loose articles (clothing)
Be very careful while handling hot objects and remember to use the crucible tongs
Remember to Stop Face and Listen (when necessary)
Do not weigh objects until they have completely cooled down
Be as precise and accurate as possible in measurements to obtain optimal results.
During Lab Remind students to:
 Be very careful while handling hot objects and remember to use the crucible tongs (repeated)
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Be as precise and accurate as possible in measurements to obtain optimal results. (repeat)
What prior knowledge do you need to be able to lead the lab?
Students must be able:
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to name chemical compounds and balance chemical equations
identify types of chemical reactions
to calculate percent yield of a product and work with mass ratios/mole ratios
Use the lab equipment as required for the lab.
.
What is the purpose of the lab? Is it to introduce a concept? Reinforce? Lab skills? etc.
To determine the percent composition by mass of a product and whether compounds have a constant
or variable composition
The purpose of this lab would be to reinforce concepts learned about naming chemical compounds and
their formulas, types of chemical reactions and stoichiometry of chemical reactions. This can also be
used as an introduction the Law of conservation of mass and Law of constant composition. Students will
also be testing their lab skills in proper use of materials and methodology, they will be using a
purification method - which may be a new introduced skill - safety procedures, making observations
(qualitative and quantitative analysis) and inferences (based on prior knowledge).
How will you assess this lab? (Please make specific reference to KICA)
I would assess this as a formal lab report, and collect the pre-lab prior to the
experiment.
LAB REPORT RUBRIC
Lab Title: ___________________________ Due Date: _________________
Name: ________________
Lab Report Section � Level 1 � Level 2 � Level 3 � Level 4 Comment
Hypothesis (TI)
0.5
1.0
1.5
2.0
(correctness, wording)
Materials C
0.5
1.0
1.5
2.0
(No extras, all present)
Procedure
C
0.5
Observations
(Data Table)
(C) (data table)
2.0
Error Analysis
A
0.5
Conclusions (assessment of
hypothesis, how well do results support
1.0
2.0
3.0
3.0
4.0
5.0
1.0
1.5
2.0
expectations of purpose and design)
(A)
0.5
1.0
General Format, Completeness,
Neatness
C
0.5
1.0
Pre-Lab Questions:
1.5
2.0
2.0
3.0
1 (KU 2marks) ______
2 (KU 3marks) _______
3 (KU 1marks) ______
4 (TI 2marks) ______
5 (TI 3marks) ______
6 (TI 2marks) _______
7 (C 4marks) _______ (flowchart)
Analysis Questions:
1 (TI 2marks) _______
2 (A 2marks) _______
3 (A 4marks) _______
4 (A 2marks) _______
5 (A 2marks) _______
6 (TI 2marks) _______
Total: KU:
/6 TI:
/13 A:
/14 C:
/17
How could you modify this lab for enriched students? students with IEPs? ELL? etc.
For ELL and IEP: Providing a page of definitions can be the first step, making sure they understand all the
terms used to describe procedures, as well as provide procedures using images; eg. Match image with
equipment. Provide more support during the pre-lab questions, prior to the lab to ensure they
understand the purpose of the lab and all procedures (this can be done simultaneously for IEP`s as well).
You might place ELL students strategically in lab groups that will be supportive, maybe with other
students that speak the language of the English language learner. The teacher can demonstrate to the
students the procedures that are outlined. For the ELL and IEP student, allow them more time to
complete their lab report, giving them feedback on their pre-lab. It would be wise to also place an IEP
student strategically in a lab group that would be supportive of their needs and be able to help them
understand the lab. If necessary, have an educational assistant support the needs of the students with
the IEP’s.
For the enriched student: Instead of simply giving them the lab with procedures, set it up as a problem
where they have to plan and initiate their own experiment along with procedures. This requires more
thinking and inquiry as well as application. I found an example based on the lab from page 212 in the
McGraw Hill textbook “Determining the Empirical Formula of Magnesium Oxide”. Here is an example to
introduce to students (find complete document here):
https://docs.google.com/viewer?a=v&q=cache:m-WEZQzsvfEJ:oise-is-chemistry-20112012.wikispaces.com/file/view/2b_Wet%2BLab_Determining%2Bthe%2BEmpirical%2BFormula%2Bof%2
BMgO_Student.doc+SCH3U+Chemistry+Laboratory:+Determining+the+Empirical+Formula+of+Magnesiu
m+Oxide&hl=en&gl=ca&pid=bl&srcid=ADGEESjjVeK9OJbhLyBVi3_WUTWPkKEavLQNNpInC2upEMEUzC
meyCaHHH0NoV3JglVzuwJaD7VjMoZIIa0y4t2hc1Nx17VrqxVOdE7cdde4lfaaO4XReNI_PhNz7eAdEwtEqak
DAmFS&sig=AHIEtbSQ56fkhCjYxFUcTIiGGVO9ahy13w):
THE PROBLEM
o Research has found that more and more high school students at *Insert School Name* are
consuming highly acidic foods and drinks (E.g. carbonated beverages) that are causing an increased
incidence of ulcers. In fact, so many students are developing ulcers that pharmaceutical companies
are struggling to keep up with demands for antacid medications.
THE SOLUTION
o The team: The Grade 11 class from *Insert School Name*
o The motto: We don’t get ulcers. We give them.
o The mission: Develop and test a protocol for making high quantities of the antacid, magnesium
oxide, or MgO(s).
o The task: Imagine that you are a lab technician at the pharmaceutical company, Merck Frosst. Due
to high demands, the company has procured large amounts of solid magnesium metal, Mg(s) and
needs to convert it to MgO(s) in the most efficient way possible. You are responsible for developing,
testing, and analyzing a protocol for making MgO that you can propose to the Merck Frosst CEO,
Kenneth Frazier.
This is a much more exciting task that can stimulate the mind of the enriched student. There is a more
creative and challenging element to introducing the lab in this way.
What will the students gain from participating in this activity?
Students will see how relationships in chemical reactions can be described quantitatively, this is done
through measurements before the reaction and after reaction. Students will gain a better understanding
of how chemical reactions can be assessed by applying concepts such as the mole, molar mass and
empirical formula. Students develop more strategies for solving calculation questions through the prelab and analysis sections of the activity. Students will gain new experiences in the lab improving on their
lab technique and analysis skills. Completing the full activity, students have the opportunity to make
connections between the results obtained in the lab and the theory taught in class.