Transforming the General Chemistry Laboratory - Justin Carmel, Joseph Ward, Amy Pollock, Lynmarie Posey, & Melanie Cooper - CREATE for STEM ...
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Transforming the General Chemistry Laboratory Justin Carmel, Joseph Ward, Amy Pollock, Lynmarie Posey, & Melanie Cooper Acknowledgements: The CEM 161 & 162 TAs
CEM 161 & 162 at Michigan State
§ Large enrollment General Chemistry lab
§ CEM 161: ~1350
§ CEM 162: ~400
§ 3 hours/week
§ Not explicitly linked to lecture (141/142)
§ Co-enrollment not necessary
§ 161 fulfills a laboratory requirement
2Before Transformation:
8. Add 15 mL of 6.0M sulfuric acid to convert the copper(II) oxide into
copper(II) sulfate.
9. Add 2.5 g 30-mesh zinc metal all at once, stir until colorless, then decant
the supernatant
10. Add 5 mL distilled water and 10 mL conc. hydrochloric acid. This
removes any unused zinc.
11. When visible reaction has ceased, warm the solution without boiling to
ensure completion. When no further gas evolves, remove from hot plate
and wash with three 5 mL portions of distilled water. Decant the wash
water after each washing.
Grading Area
Table 1: Weighing Data
Comple6on
and
performance
/2
Mass
of
copper
metal
at
the
start
g
Yield
and
appearance
of
product
/4
Mass
of
copper
metal
at
the
end
g
Explana6on
of
observa6ons
/4
Percent
copper
recovered
%
Total
/10
What are the students gaining from this?
Hunter, P. W. W., Pollock, A. M., & Knoespel, S. L. (2012) Chemistry in the Laboratory 161 (5th ed.) 3How did we change the labs?
§ “Adapting and Adopting”
§ Built on existing transformed lab curriculum,
Cooperative Chemistry
§ Created new investigations unique to MSU
§ NRC Framework for K-12 Education
§ Focus on Scientific Practices
§ Coherence for Practices across General
Chemistry “sequence” (CEM 141/142/161/162)
Cooper, M. M. (2012). Cooperative Chemistry Laboratory Manual (5th ed.)
National Research Council (2012). A Framework for K-12 Education: Practices, Crosscutting Concepts, and Core Ideas. 48 Scientific Practices
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations and designing solutions
7. Engaging in argumentation from evidence
8. Obtaining, evaluating, and communicating
information
National Research Council (2012). A Framework for K-12 Education: Practices, Crosscutting Concepts, and Core Ideas.
5Comparison of Prompts
Before Transformation After Transformation
§ Add… § Determine the relationship…
§ Fill... § Create...
§ Swirl... § Design...
§ Mix... § Identify...
§ Calculate... § Discover…
§ Weigh... § Devise...
§ Assemble... § Synthesize...
§ Measure... § Research…
§ Monitor... § Prepare...
§ Clean and dry... § Communicate...
6After Transformation:
Scenario:
You work for a discount beverage company that produces no-brand versions of
popular sodas and fruit drinks. Your current project is to use the seven (7)
allowed Food, Drug, and Cosmetic (FD&C) food colorings to mimic the color
profile of a popular name brand beverage.
For this project you will be provided a commercial, artificially colored beverage
to analyze. Your beverage will contain more than one FD&C food dye.
Tasks for successfully completing the project:
1. Experimentally determine the relationship between the color of a
compound and the wavelength of light absorbed.
2. Experimentally determine the relationship between the amount of light
absorbed and the concentration of the colored species in solution.
3. Experimentally determine both the identity and concentration of the food
dyes present in the beverage.
4. Create 100 mL of a sample solution with the correct color profile to
compare side-by side with the name brand beverage.
7Scaffolding Questions and Practices
Planning and Carrying Out Investigations
Week 2 Organizational Questions:
How will you determine which dyes are present in the
beverage that you have chosen to analyze?
How will you determine the concentration of each dye
present in the beverage?
8Scaffolding Questions and Practices
Analyzing and Interpreting Data
Week 3 Organizational Questions:
Using the data from Week 2, outline a procedure for
quantitatively preparing a solution that has the same
concentration of dyes as your original beverage. You
cannot just mix dyes together until it looks right.
What data can you collect from your prepared solution to
demonstrate that your formulation mimics the ratio of dyes
in the original beverage?
9Examples of Student Work
10Examples of Student Work
11Examples of Student Work
12Examples of Student Work
13Assessing the Transformation
§ Quantitative Assessment
§ Cognitive and Affective Domain
• Meaningful Learning in the Laboratory Instrument (MLLI)
• Confidence as Scientist (CaS)
§ Course Grades
§ Qualitative Assessment
§ Impact of teaching on TAs
§ Do students “feel like a scientist”?
§ Future Work: Development of assessment items
for the Scientific Practices
Galloway, K. R. & Bretz, S. L. (2015). Journal of Chemical Education, 92(7), 1149-1158.
Chemers, M. M., et al (2011). Journal of Social Issues, 67(3), 469-491. 14Questions?
15Scaffolding Questions and Practices
Obtain, Evaluate and Communicate Information
1. Research and outline three possible synthesis
reactions for your compound. Give the chemical
reactions
2. Which reaction is best? What criteria are you
using? (safety? cost? environmental impact?)
Discuss each criterion you use.
16Scaffolding Questions and Practices
Develop and Use Models
The environmental group is also concerned with
the products you will be using to make their soaps
and has asked you to test properties of the starting
materials. Draw the structures of a generic oil,
and predict its solubility in different solvents. Be
sure to explain your predictions.
17CEM 161: Identification and Synthesis of an
Unknown Ionic Compound
Scenario:
Your group is working as analytical chemistry interns with the MSU Office of
Environmental Health and Safety (EHS). EHS is responsible for the collection and
disposal of all chemical waste on campus.
Today, an unidentified white compound was discovered in one of the teaching labs, and
your team has been called in to assist with the identification of the compound. Since your
team is responsible for safe disposal of the compound, you will also need to determine as
many of its physical and chemical properties as possible. EHS does not want to mix it
with other waste that could create a potentially dangerous reaction that might produce
toxic products.
Tasks for successfully completing the project:
§ Identify the unknown compound.
§ Discover as many chemical and physical properties of the compound as you can.
§ Devise two syntheses of the compound, and compare them for cost effectiveness,
safety and potential yield of compound.
§ Synthesize the compound using the better of the two possible methods.
18CEM 161: Plastics Separation and
Identification
Scenario:
The word “plastic” represents a multitude of materials used in everyday life, from the
rubber tires on your car to the polycarbonate lenses in your sunglasses. Due to the
extremely slow natural degradation of most plastics, considerable effort has been made
to develop recycling programs across the planet to reuse the plastics as much as
possible. To make recycling easier for consumers, most places (including MSU) have a
single bin for collecting recyclable plastics. However, to be properly recycled, the plastics
must be separated based upon their chemical structure. Fortunately, the molecular
structure of plastics determines their physical properties, such as density. Density
differences can be used as a basis for sorting plastics on large scale for recycling.
Tasks for successfully completing the project:
§ Devise and execute a separation scheme for the plastic samples.
§ Investigate plastic samples with IR Spectroscopy
§ Use IR Spectroscopy to further separate the plastic samples
19CEM 162: Soaps and Detergents
Scenario:
There has been another oil tanker accident. Hundreds of birds have been covered with oil, so the
local environmental group has decided to help. This group, to save money, has decided to make their
own soap. The problem is the only recipe they have uses lard, animal fat, to make the soap. They,
being the animal lovers that they are, would like an alternative.
It is your job to develop other types of soaps and detergents for this environmental group to use on the
birds. The environmental group, being all for the environment, has requested that you test the soaps,
detergents, and wastes from the processes of making the soaps and detergents for environmental
impact. We have included their recipe for making the soap, and a well-known recipe for making
detergents.
This is the second oil spill to hit the region in the past 100 years. There are horrific tales passed down
about a scummy slime that was left on everything after the first oil spill was cleaned. Many suspect
water contaminants were the cause of the scum. So the environmental group has asked that you also
check their sources of fresh water, which come from a local pond and a well, to see if you can
determine the cause and find a way to prevent scum buildup.
Tasks for successfully completing the project:
§ Test the solubility of fats, oils, soaps, and detergents.
§ Compare the desirable properties of each soap and detergent.
§ Examine environmental impact of soaps, detergents, and respective wastewater.
§ Determine what is causing the scum after washing, and devise a solution for the
problem.
§ Decide which soap or detergent is the best for this group.
20CEM 162: Investigation of Kidney Stones:
Formation and Dissolution
Scenario:
A kidney stone is a urologic disorder that is caused by the formation of a precipitate when
some soluble ions present in blood and urine react. It is estimated that there were 2.7
million hospitals visits and more than 600,000 emergency room visits in 2000 due to this
disease. Scientists have found evidence of kidney stones in a 7,000-year-old Egyptian
mummy, and it is still a problem in our times being one of the most common disorders of
the urinary tract.
In order to improve the quality of life for their patients, your team has been assigned by
The Kidney Stone Center of the Rocky Mountains to investigate the formation of kidney
stones and to suggest ways to dissolve and prevent them.
Tasks for successfully completing the project:
§ Research the chemical composition of kidney stones. Numerous sites on the Internet
and some chemistry textbooks are valuable sources of information.
§ Identify the major inorganic compounds present in kidney stones.
§ Prepare artificial kidney stones in a mini-scale laboratory.
§ Investigate different methods of dissolving the artificial kidney stones.
§ Based on the results of the experiment propose a strategy to prevent kidney stone
formation. 21You can also read
