Behavior Objectives / Sample Assessments

Tom Davidson A00364863 Assignment # 3

Instructional Plan Report

1 & 2. Revisions:

I edited the analysis report to match the respective contexts. I had some confusion between the two, but I believe that I fixed the problem. I also eliminated the extra boxes of entry behaviors that I had broken down too far. I will attach the analysis report at the end of this paper. I also drastically changed the goal statement to match the three-part objective.

1 Tom Davidson A00364863 Assignment # 3

3 &4. Behavior Objectives / Sample Assessments

Sub Skill Performance Objective Sample Assessment 1. Find molar mass of an 1. Given a periodic table 1. element locate the molar mass of a What is the molar mass of given element 100% of the Cl? time. 2. Calculate the molar mass 2. Given a periodic table 2. of a compound. and a calculator calculate Calculate the molar mass of the molar mass of a NaCl. compound 100% of the time. Calculate the molar mass of KNO3. 2.1 Break empirical formula 2.1. Given five empirical 2.1. Break the following into elemental compounds. formulas break them into empirical formulas into individual types and their respective elemental number of elements four out types and numbers. of five times correctly. H2SO4

KNO3 2.2. Multiply the molar 2.2. Given five empirical 2.2. Break the following masses by their respective formulas multiply the molar empirical formulas into number of elements. masses of the elements by their respective elemental their respective numbers types and numbers multiply and types of elements four their respective numbers by times correctly. their molar mass.

H2SO4 2.3. Add the calculated 2.3. Given five empirical 2.3. Add the masses values together to find formulas add their together. molar mass. calculated masses together four out of five times 20 g + 48 g correctly. 3. Create proportions of the 3. Given a periodic table 3. molar mass of compounds. and a calculator calculate Write the proportion the molar mass of a representing the molar mass compound, and write it as a of KNO3. proportion 100% of the time. 4. Distinguish between a 4. From memory distinguish 4. mole to grams problem, and between a mole to grams What are the units in the a gram to moles problem. problem, and a grams to answer of the following mole problem. 100 % of the problems? time.

Sub Skill Performance Objective Sample Assessment Calculate how many grams are in 2 moles of hydrogen.

Calculate how many moles are in 180 g of glucose.

5. Solve gram to moles 5. Given a periodic table 5. problem. and a calculator solve gram How many moles are in to moles problems correctly 350 g of NaCl? 80% of the time. 5.1. Write down given 5.1. See objective 3. 5.1. See objective 3. proportions including units. 5.2. Determine the desired 5.2. See objective 4. 5.2. See objective 4. units in the answer. 5.3. Set up proportions. 5.3. See objective 3. 5.3. See objective 3. 5.4. Check that units cancel 5.4. See objective 4. 5.4. See objective 4. out such that only the desired units are left. 5.5. Do the calculations 5.5. See objective 2.3. 5.5. See objective 2.3. 5.6. Record the answer 5.6. See objective 2.3. 5.6. See objective 2.3. including the desired units. 6. Solve mole to grams 6. Given a periodic table 6. problems. and a calculator solve mole How many grams are in 3.2 to grams problems correctly moles of Fe? 80% of the time. How many grams are in 2.3 moles of FeCl3?

Terminal Objective: Terminal Objective: Terminal Objective:

Given a periodic table and a Given a periodic table and a How many moles are in are calculator students will be calculator students will be in 78 g of HNO3? able to calculate the number able to calculate the number of moles in a given mass of of moles in a given mass of How many grams are in 3.2 an element, or calculate the an element, or calculate the moles of Fe? number of grams in a given number of grams in a given number of moles. number of moles 80% of the time. 5. Instructional Sequence

1. Find the molar mass of an element. 2. Find the molar mass of a compound. 3. Place molar mass in proportions. 4. Distinguish what unit is desired in the answer. 5. Solve problem for the proper unit.

6. Pre-Instruction Activities

Motivation is difficult for this area of chemistry. Students have a great resistance to math. I motivate them by explaining that the math that they will be using will be very basic, and that I will do the best that I can to teach them the process, so that they will be able to do these problems with ease. I will also give them a real world example of these types of problems. In Brigham City there is an AutoLiv production plant. Many of these students have parents and siblings that work there. AutoLiv produces airbags for cars.

When an airbag deploys it is extremely important that just the right amount of gas is produced so that the bag will inflate fully but not explode. For this they use Nitrogen- diazide, a very reactive compound. At AutoLiv they use stoichiometry to calculate the exact amount of reactants needed to produce the right amount of gas. Students find this example interesting and can see its application in their lives. As I work through this example I will demonstrate the terminal objective and tell them that this is what they will be doing. Throughout the example I will instill into them confidence in their ability to solve these types of problems. They will be skeptical, but as they work through the example with me and enter the numbers in their own calculator, they will trust in their ability to do these problems and be rewarded in their ability to solve difficult problems. I will finally state to them that the entry behaviors of math are expected and that any student deficient in these skills will need to visit with me before or after school.

7 & 8. Information and Examples

Objective #1, “Finding the Molar mass of an Element” Content Presentation Content: Students will be guided through paper based instruction to use their periodic table to locate the molar mass of an element. They will be given a periodic table as part of the paper instruction. The presentation will guide them to find the given element box on the periodic table and to find the larger of the two numbers given. This will be the mass of the given element. See example.

Examples: What is the molar mass of Ne?

Students would locate the element box for Neon and find the larger number. In this case it is 20. This would be the molar mass of Neon.

Student Participation: Practice items: In the instruction the students will be presented the material discussed above and will be asked to answer sets of practice problems such as the following.

Using your periodic table find the molar mass of the following elements. 1. He 2. Mg 3. Br 4. Na 5. Al Feedback: Feedback would be provided as a self check at the end of this section. Students would check their work and be able to see where they made mistakes. Objective #2, “Calculate the molar mass of a compound.” Content Presentation Content: Students will be guided through paper based instruction to use their periodic table and a calculator to calculate the molar mass of a compound. The presentation will guide them to find the molar mass of the elements as in objective 1, and to multiply those masses by the number of each respective element in the compound, and finally to add those numbers together to get the total mass of the compound.

Examples: Calculate the molar mass of CuSO4.

Students will find the molar mass of Cu, S, and O. They are respectively 63.5 grams, 32 grams, and 16 grams. The next step will be to multiply the mass of O by four since there are four of them in the compound. Finally they would add all of these numbers together.

Student Participation: Practice items: Calculate the molar mass of the following compounds. 1. H2O 2. NaCl 3. CuSO4 4. C6H12O6 5. HgO

Feedback: Students will be able to check their answers in their paper instruction. The first problem would be worked out completely like the above example, and the other three will just show the answer. The students will be able to follow the same steps for each problem, so there is no reason to work out all five problems. As the students go along there will be guides to help them avoid common problems and easy mistakes. Objective #3, “Create proportions” Content Presentation Content: The students will now take the molar masses that they just found and put them into proportion format. The students will be directed to take the molar masses that they just found and now include the unit of grams per mole, grams/mole. They will be shown that this unit in and of itself is a proportion, and that all they need to do is to write the number that they just found with grams on top and moles on the bottom. These proportions will be used later to solve the stoichiometric problems.

Examples: Give the proportion for the molar mass of CuSO4. Students will calculate the molar mass as they did before only this time they will include the unit g/mole as the proportion.

Student Participation:

Practice items: Find the molar mass of the following compounds and give their molar masses in proportion format. 1. H2O 2. NaCl 3. CuSO4 4. C6H12O6 5. HgO

Feedback: Students will be able to check their answers in their paper instruction. The first problem would be worked out completely like the above example, and the other three will just show the answer. The students will be able to follow the same steps for each problem, so there is no reason to work out all five problems. As the students go along there will be guides to help them avoid common problems and easy mistakes.

Objective #4, “Determine the desired unit in the answer.” Content Presentation Content: Students will be taught problem reading skills that will help them determine what the desired unit in the answer.

Examples: What unit is desired for the answer in the following problems?

How many grams are in 5 moles of Fe?

The students would read the problem and see that it asks them to solve for grams so they would indicate grams as the answer to the above question. The students would not be required to solve this problem.

Student Participation: Practice items: What is the desired unit for the following problems? 1. How many grams are in 5 moles of Fe? 2. How many grams are in 7 moles of Cl? 3. How many moles are in 50 grams of HCl?

Feedback: As mentioned before the students will only get feedback by doing self checks as they check their work as they go along. This step is generally an easy step for the students and one that can give them a bit of confidence.

Objective #5, “Solve grams to moles problems” This is the terminal objective.

Content Presentation Content: The students will take the proportion that they just created and use it to solve the problems. The students will be instructed to place the value that was given them in the problem and to place it in the top left of a picket fence. (A picket fence is a tool that the students have already used in this class. It would be considered an entry behavior that will not be tested or taught.) They would then orientate the proportion so that they eliminated the undesired unit and isolated the desired unit. Then they will use their calculator to solve the problem. (The math and calculator skills are also entry behaviors that will not be tested.)

Examples: How many moles are in 135 grams of HCl? Students will put all the steps together to solve this problem.

Student Participation: Practice items: 1. How many moles are in 54 grams of PbO? 2. How many moles are in 76 grams of KCl? 3. How many moles are in 765 grams of NaCl?

Feedback:

Students will be able to check their answers in their paper instruction. The first problem would be worked out completely like the above example, and the other two will just show the answer. The students will be able to follow the same steps for each problem, so there is no reason to work out all five problems. As the students go along there will be guides to help them avoid common problems and easy mistakes.

Objective #6, “Solve moles to grams problems” This is the Terminal objective. Content Presentation: Content: The students will take the proportion that they just created and use it to solve the problems. The students will be instructed to place the value that was given them in the problem and to place it in the top left of a picket fence. (A picket fence is a tool that the students have already used in this class. It would be considered an entry behavior that will not be tested or taught.) They would then orientate the proportion so that they eliminated the undesired unit and isolated the desired unit. Then they will use their calculator to solve the problem. (The math and calculator skills are also entry behaviors that will not be tested.)

Examples: How many grams are in 3.7 moles of HCl? Students will put all the steps together to solve this problem.

Practice items: 1. How many grams are in 54 moles of PbO? 2. How many grams are in 76 moles of KCl? 3. How many grams are in 765 moles of NaCl?

Feedback: Students will be able to check their answers in their paper instruction. The first problem would be worked out completely like the above example, and the other two will just show the answer. The students will be able to follow the same steps for each problem, so there is no reason to work out all five problems. As the students go along there will be guides to help them avoid common problems and easy mistakes.

9. Terminal Objective

The terminal objective will be taught as the students complete objectives five and

six. (See above for the examples, how it will be taught, and for the practice items.) The

students will see and work through at least 5 examples of how to complete the terminal

objective. The summary of the information will be done while the students work through

the final example before they are to solve their final problems.

10 & 11. Pre-Test

I will not be using a pretest. This material is completely new to these students. A

pretest would only cause the students’ motivation to decrease and would cause the

students to actually perform lower on the final exam. The math skills required for this

instruction will have been used often in this class before, thus I will have the prerequisite

knowledge about my students’ skills from those activities.

Concentration Test

(For the next 30 minutes - Concentrate!)

You may use a periodic table and a calculator in this test. Write your answers on a separate piece of paper.

How many moles are in 28 grams of Na2SO3?

1. How would this problem be set-up?

A. 28 g mole B. 126 g 126 g mole 28 g

C. 126 g 1 mole D. 28 g 126 g 28 g mole

2. What is the correct answer?

A. .45 moles B. .2 moles C. 4.5 moles D. 3528 moles

Calculate the molar mass of each of the following compounds:

3. NaIO3

4. C6H6

5. Mg(NO3)2

Calculate the number of grams, or the number of moles, in each of the following:

6. moles in 700 g of NaCl

7. grams in 0.1 mole of Al2(SO4)3

8. grams in 5.5 moles of NaHCO3

11. Reflection

As usual, for me this was a difficult experience. It was difficult for me to make the distinction between the examples section and the practice/feedback section. I hope that I made the right decisions. I also struggled with the question of whether to include my sub-steps in the performance objectives section. The textbook said that we had to make a decision as to whether we broke them down or not. I did but I am not directly testing the sub-steps or the entry behaviors so I am not sure if I needed to. Overall this was a very time intensive step in the process, but it did deepen my understanding of the instructional design process.

Revised Analysis Report

Instructional Goal Statement

Given a periodic table and a calculator students will be able to calculate the number of moles or grams in a stoichiometric problem correctly four out of five times.

Goal Analysis with subordinate skills

Learner Analysis

Information Data Sources Learner Characteristics Categories This The students doing this instruction will know Entry Behaviors information was basic mathematical operations such as derived from multiplication and division and know how to

observation and transfer that to paper. They will be able to use a interviews with scientific calculator and need to have a basic Chemistry understanding of the organization of the students at Box periodic table and its respective parts. They Elder High also need reading skills and to be able to reason School. scientifically.

This instruction will be the first time that these Prior Knowledge of students are introduced to the concept of Topic area stoichiometry. They have never heard of it, but will have done similar types of problems in their math classes. They have prior knowledge of the skills that will be required of them. They have had extensive training in the use of the periodic table, they have had experiences with multiplication and division, and have had experiences solving for an unknown variable

Information Data Sources Learner Characteristics Categories

Attitudes towards This Unfortunately this is an area of chemistry that Content and information was students have a predetermined bad attitude Potential Delivery derived from about. This is the math of chemistry and as System observation and soon as the word math comes out of your

interviews with mouth some students will shut down. This is Chemistry staved off by using the term stoichiometry. students at Box This is a term that they have never used, and Elder High that some think will be cool to know something School. that sounds that hard. The students interviewed seem to think that these just looked like really hard story problems, so were worried that they would not get it. The delivery of these materials did not seem to cause any attitude problems. Students are used to learning from handouts and other text based materials. The students did mention that they would rather learn this in a live classroom setting than a handout in case there were any questions. After much discussion the students did feel that this was important to them if they wanted to continue with any science course at the college level.

Motivation for This is somewhat linked to the attitude problem Instruction (ARCS) addressed above. The students are not excited to learn because it is math, but do have moderate motivation when they are told the usefulness of stoichiometry in their future science class experiences and its importance for the upcoming test. Overall, the motivation of the chemistry students at this school is very high. These students and the ones interviewed are generally motivated to work hard and obtain high marks in their classes.

Educational and This Learners in this class are the highest level Ability levels information was science students at Box Elder High School. derived from They are students that will be going on to a observation and four year university, and are students that are in interviews with the class because they want to be. Their Chemistry abilities are right on target for this instruction. students at Box These students must have taken and passed

Elder High Algebra II before they enroll in the class. This School. gives them the math foundation they will need. Information Data Sources The studentsPerformance interviewed site werecharacteristics given problems Categories containing the mathematical operations needed to solve the stoichiometry problems and were Managerial or Data obtained able to completeStudents willthem obtain easily. both intrinsic and supervisor support through observation, extrinsic rewards in this instruction and and interviews of in the classroom. They will be rewarded sample students with a good mark on their test and will General Learning Studentsalso as mentionedbe satisfied before internally would when like they this Preferences instructionare ableto be to face solve to facedifficult or somehow problems. more interactiveThese than problems that of the will paper be practiced based stand every alone version.day for weeks, with many opportunities for in class and out of class support. The main instruction will be done in about one hour’s time, but the continuing support will be through Attitudes towards The studentspractice interviewed in homework said problemsthey have and a very Training positivepretest attitude reviews. towards me and the way that I Organization teach. I feel the students of the class would also have a positive view of me as a teacher and trainer. Physical aspects of Data obtained Students will be getting this instruction the site through observation through paper based instruction in a Thisof the facilities and well lit classroom with tables for two Group informationresources ofwas BEHSThis is astudents fairly homogenous at Box Elder group High asSchool. far as Characteristic derived from race, education level, and interest in the topics. observation and These students have been together in the same interviews with school for five years already, and have Chemistry phenomenal teamwork abilities. I have been students at Box around these students for two years by the time Elder High that they take chemistry, and have observed School. that they are very hard workers that want good marks, but also seem to want to know new things. I feel that this group will be able to master these skills and find ways in their lives to use them outside of the classroom. This will be a fairly large class, 30-35 students per class is typical.

Analysis of Performance Context

Data obtained Social aspects of the through observation, The students will be in a classroom site and interviews of with other students. sample students

Relevance of skills to Data obtained The ability to solve stoichiometric work place / through observation, problems is an integral part of advanced classroom interviews of sample chemistry. The rest of the course will students and be based on the assumption that the professionals in the students know how to solve these medicine and problems. The laboratories that the engineering fields, students will be doing from this time and through personal forth will assume an understanding of experience. stoichiometry. It is extremely important that the students learn these skills and be able to apply them in the lab, in the class and on the test. Stoichiometry is also an integral part of college chemistry and physics. Any student that plans to pursue a degree in any science field will have to have these skills. Students will be shown the links to other sciences and careers as the instruction moves to a more complex level that this individual instruction does not show.