Lesson Plan Template s47

Lesson Plan Template

Author(s): Stephanie Murray Author Affiliation and Location: Meek Lab (e.g. Duke, Beaufort, NC) Department of Chemistry, UNC Chapel Hill Optional Author Website Optional Author Contact [email protected] Information (e.g. email) Introduction/Abstract to Lesson This lesson teaches students catalysis through a lab that allows students to Plan (max. 100 Words) observe differences in rate between catalyzed and uncatalyzed processes. It is Include aspects of the lesson that amenable to all chemistry classes as the lab does not use any chemicals and can are unique and innovative. be conducted in a normal classroom setting however still allows students to obtain and interpret rate data. Students practice identifying components of a chemical reaction as well as graphing rate data. List of Standards Addressed NC Chemistry Standard: Chm 3.3 Understand factors affecting rate of reaction and Common Core, NC Essential chemical equilibrium – Students explore the role of a catalyst in a reaction as well Science, Next Gen, etc. (This as review what they know about how energy affects reaction rate. should be list of all full standards NC Math Standard: Interpret linear models S-ID.7, S-ID.8, S-ID.9 – Students practice addressed by the lesson) constructing and interpreting graphs. Optional: Standards Mapping Grid NGSS Crosscutting Concepts: Patterns – Students must notice the trends they saw in the experiment in the other examples presented. Cause and Effect – Students must explain how the addition of a catalyst changed their reaction. Systems and System Models – Chemical reactions are systems. Students will explore multiple reactions in this lesson Stability and Change – Students explore how changing a system changes the stability of the system.

Learning Objectives using Compare the rates of a catalyzed reaction and an uncatalyzed reaction Measurable Verbs (what students Identify a catalyst in a reaction will be able to do) Construct rate curves using experimental data Distinguish between catalyzed and uncatalyzed reactions Collect rate data Propose methods for increasing the rate of the reaction Propose what makes a good catalyst Appropriate Grade Levels High School Chemistry (not AP) Could be adapted for 7th or 8th grade if topic is applicable and questions are adapted accordingly Group Size/# of students activities Work in groups of four students to conduct the activity. Remaining work can be are designed for completed as a class, in groups or individually. Setting (e.g. indoors, outdoors, Anywhere so long as there is enough room to conduct the activity without lab, etc.) students bumping into each other Approximate Time of Lesson 10 minutes for activity (Break down into 20-50 minute 15 minutes for introductory data analysis – helping students work through some periods) of the worksheet 25 minutes for teaching – whatever the teacher wants (lecture, more problems, etc.) Worksheet or lab report to be finished for homework Resources Needed for Students Strips of paper to make a paper chain (e.g. scissors, paper, pencils, glue, Cups/bowls/zip lock bags of various sizes labeled with the number of paper strips it etc.) can carry (no catalyst should be able to carry the entire number of paper strips provided). Scotch tape Stopwatch Graphing computer program, graphing calculator or graphing paper Resources Needed for Educators (e.g. blackboard, Powerpoint capabilities, etc.) Apps/Websites Needed

Lesson Activity (step by step Introduction description of activity) Over 100 years ago Wilhelm Ostwald received the Nobel Prize in Chemistry for his work on the catalysis and reaction rates. From catalytic converters that breakdown car exhaust into less harmful components to the Haber process which produces ammonia to the breakdown of ozone in the atmosphere, catalytic reactions are at work all around us.

Background This activity will introduce students to the effects a catalyst has on a reaction through the simulation of a catalyzed and uncatalyzed reaction. Students will construct paper chains first without a catalyst then with a catalyst, analyze the role that each component of the “reaction” played, collect rate data for this “reaction,” display the rate data graphically, and apply the understanding of catalysis obtained through this activity to chemical reactions.

Step by Step Activity Preparation: 1. Break students up into groups (preferably 4 students per group to insure that each student has a role in the activity, however larger groups can be used if necessary. Another option is to do one demonstration in front of the class). 2. Clear a pathway for each group from one side of the classroom to the other. Place a desk at the starting point and the end point for each group. 3. Assign the following roles to students in each group: a. Time keeper b. Counter c. Note Taker d. Chain builder 4. Provide each group with a stack of paper strips and a role of tape. Provide each student with a copy of the worksheet. The Activity: Students will be tasked with completing the longest paper chain that they can in 2 minutes. They will accomplish this via the following method: 1. The paper strips and tape must be placed upon the starting desk. The amount of paper strips used should be dependent on the length of the path taken and the time allowed for building. The chain should be able to be completely built in the time given with a catalyst but should not be able to be completed without the catalyst. 2. When the time keeper says go and starts the stop watch, the chain builder picks up the tape and a piece of paper and walks to the desk on the other side of the room. 3. When the chain builder gets there they can tape the ends of the paper together to make the first link in the chain and place it on the product desk. The chain builder can then walk back to the other side of the room (carrying the tape with them), pick up another piece of paper, and walk back to the desk where the chain is being built. They can then tape the next piece of paper onto the first link that they created. 4. The chain builder is to repeat this process as many times as possible in the allotted time to construct as long of a chain as they can. The following rules must be followed while building the chain. a. The builder is the only one that can build the chain. b. Only one piece of paper may be transported at a time. c. The builder must walk between desks, no running. 5. As the chain builder is constructing the chain, the counter will count the number of chain links in the chain every 20 seconds. This number will be communicated to the note taker who will keep track of the progress of the chain. 6. At the end of 2 minutes the final chain length is counted. 7. Take a minute to pause and let the class make observations about the process. Was it efficient? Can they think of a way to make it better? 8. Each group is then allowed to choose a catalyst to use for their second chain. Each catalyst has a number label that tells the students how many pieces of paper the catalyst can carry at once. 9. Students repeat the chain building process using their catalyst. 10. Students can only use one catalyst and the catalyst can carry the number of pieces of paper indicated on the catalyst. 11. The teacher can now choose how to work through the data with the class as a group or allow the students to work through it in their groups. The attached worksheet is designed so that students can work through it in groups and could be shortened if students will be led through it as a class.

Reflection/Assessment Students should hand in the completed worksheet. The teacher can decide which questions to use in the worksheet. Remaining questions can be used for quizzes or tests if desired.

Final Product/Assessment (e.g. The completed worksheet should be sufficient. The worksheet is very long and is quiz, blog, presentation, essay, designed for the teacher to choose what questions to use and which ones to etc.) leave out. Feedback Form for Teachers Please either use the SciRen portal or email feedback directly to [email protected]

Image References: Endothermic and Exothermic Reaction Plots: http://cipstrends.sdsu.edu/leps_site/target_ideas/u6.html

Part 2 Q 4: http://www.genome.ou.edu/3653/fall05_3653/3653-103105.html

Chemistry Connections 1c: http://mv.picse.net/fermentation/cheese-making/assessment-activities/assessment-one/

Michaelis-Menten Curve: https://wikispaces.psu.edu/download/attachments/48201949/image-3.jpg

Appendices:

Worksheet (student version and teacher version with notes)

The worksheet is designed for the teacher to pick and choose which questions they want to include in their lesson. It is too long to be completed in one class period or as one assignment. It can be either shortened to cover the concepts deemed important by the teacher or it can be broken down into multiple assignments (in class, homework, lab report, quiz, or as part of a test).

Lesson Extensions

Optional means of extending this activity.