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UKanTeach 5E Lesson Plan Author(s): Nicholas Jackson Team Member(s): Title of Lesson: Isotopes Dates lesson will be taught: October 7th and 9th Grade level: General Chemistry (Mostly Sophomores) Is this Teach 1 or Teach 2: Teach 1 Lesson Source/References: Subatomic Heavyweights and Isotopia Lessons from Living by Chemistry Essential Understanding/Big Ideas: We will set out to understand the world of isotopes. We want to know how isotopes are identified and how they are symbolized. This begins an entirely new way of thinking about atoms and how they are composed, what they are capable of. When students get done the world should seem just a little bit bigger and the possibilities a bit more endless for things out there for them to understand. Knowledge Packet Teach 1.xlsx Knowledge Package: Objectives: Students Will Be Able To: -Recognize an isotopic symbol and analyze the symbol to determine what information it holds -Define what an isotope is -Calculate relative abundance -Calculate average atomic mass -Distinguish which isotope is more abundant by analyzing their periodic table Aligning Assessments to Objectives: -Students will be given an isotopic symbol and asked to identify the number of protons neutrons and electrons -Students will literally define what an isotope is in a question on their summative assessment -Students will get relative abundance from average abundance -Using the aforementioned relative abundance, students will calculate average atomic mass -Students will be asked a question on a summative assessment that has not been directly discussed, but will hopefully be answerable using a slight extension of their new knowledge Standards: Include at least one in each category. NGSS Science and Engineering Practice Standard: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, which are surrounded by electrons. (HS-PS1-1) The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (HS-PS1-1),(HS-PS1-2) Accommodations: In some cases there may be peanut allergies which would obviously cause issues for some students. If that were the case I would adapt the lesson by having a back-up “element.” Other accommodations include ones for potential ELL students which we don’t have in this classroom, but in the event that we did have an ELL student I would attempt to put things in terms of symbols and numbers more than words. Given that the periodic table is roughly universal it shouldn’t be that difficult to accommodate ELL students. The main lab for the first day will be done in groups, in fact, everything will be done in groups which should hopefully assist low readers. Safety: Most generally, safety is assured by having control of the class as a whole. In this specific lesson there is not a lot that is particularly dangerous. Obviously we don’t want students eating candy that has touched table tops, or any of the surfaces in the room that may have ever had volatile chemicals on them. It will be necessary to stress this to the students. Equipment/Materials: Electronic mass balances (1 for each table) M&Ms in multiple varieties. (Almond, Peanut, Plain) Upon trial and error it is best to separate these so that students won’t be confused as to which is which Lesson 13 and Lesson 14 worksheets (1 of each for every student) Cups or vessels for the M&Ms Engagement: Estimated Time: _____10_____ What the teacher does AND how will the teacher direct students: (Directions) On Day 1 the teacher should instruct students to get out their phones after grouping them together and instruct the students to look for something interesting about isotopes. Upon finding an interesting fact the students should write their fact on the dry erase board (One from each group) On Day 2 much of the engage was spent apologizing for not ensuring that they learned as much as I wanted them to on the first day and going over again the things that we were working on. Probing Questions: Critical questions that will connect prior knowledge and create a “Need to know” 1. 2. 3. 4. Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions: What did we decide distinguishes 1. Likely answers include protons, place on one element from another? the periodic table, size, reactivity, some misconceptions might be that neutrons Given what we know establishes or electrons are what affect reactivity the identity of an atom, what is something that might distinguish 2. This will likely have lots of two different elements of the misconceptions. For certain someone same atom? will probably say, “electrons,” which I suppose is technically accurate as that So what do we call the elements would be an ion. We are looking for the with different numbers of answer, “neutrons.” neutrons? 3. Misconceptions will probably include Why should you care? “Ions,” if that comes up I will distinguish the difference between ions and isotopes. Eventually someone will hopefully come up with isotopes. 4. Hopefully people don’t already know too much about isotopes because I don’t want them to ruin the fun of the next part. Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to the next section of the lesson. Eventually people will stop answering the, “Who cares?” question and it will be time to move on. Exploration: Estimated Time: ____1 hr______ What the teacher does AND what the teacher will direct students to do: (Directions) The teacher will discuss the procedure for the lab. The teacher will instruct 1 student from each table or group to come up to get packets and M&M’s for the group. Probing Questions: Critical questions that will guide students to a “Common set of Experiences” 1. How are isotopes different from each other? 2. Where are atomic masses not whole numbers? What is a mass number? 3. How does this compare to actual isotopes? Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions: 1. Varying responses, hopefully we will all learn something interesting. 2. Misconceptions might be that we get nonwhole numbers because we are weighing these things and they all have non-whole masses. Realistically though it is because it is the mass of relative abundance in amu’s. On both days 1 and 2: The teacher should circulate around the room gauging understand, assisting where necessary and asking probing questions. Teacher Decision Point Assessment: Include a statement that helps the instructor decide when to move on to the next section of the lesson. On both days, I will be moving around the room and should be able to get a sense of when everyone has reached a stopping point. I may interject at times to attempt to keep everyone at similar stages. Explanation: Estimated Time: ____20______ What the teacher does AND what the teacher will direct students to do: (Directions) At this point we will come back together and discuss the important elements and things that the students absolutely MUST take away from the lesson. On Day 1 I will mostly be interested in knowing that they understand what an isotope is and that they have at least been introduced to the symbols that represent different isotopes. Explain that atoms of the same element have different number of neutrons and these are isotopes. Isotopes have a relative abundance in nature. Review the important terminology associated with the lab On day 2 we will go more in-depth on the symbol representation and we will discuss all of the information that can be gleaned from this representation. Discuss the graph of naturally occurring isotopes and ensure understanding and how to read the graph. Discuss the terms again especially atom, isotope, and element, and how to distinguish between them because that can be confusing. Inform the students of radioactivity. Teacher Decision Point Assessment: This will just flow naturally. Clarifying Questions: Critical questions that will help students “Clarify their Understanding” and introduce information related to the lesson concepts & vocabulary – check for understanding (formative assessment) What is an isotope? How are the atoms of an isotope different? How are they the same? What do you think the symbols mean? What is relative abundance? How are isotopes different? Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions: Hopefully by this point the students will understand that an isotope is simply an atom that has the same number of protons with a different number of neutrons. The question about the symbols will get a variety of different answers, but I think most will be on point, because it’s a bright class. Additionally it’s a class where the only people that answer are the ones who know the answers. Elaboration: Estimated Time: _____5_____ What the teacher does AND what the teacher will direct students to do: (Directions) The teacher will engage the class in open discussion about isotopes. This should be a time for reflection and review. This is an opportunity to allow students to leave with something to think about. For example revisiting the idea of radioactivity. Above all we should make sure that the students leave feeling smart. Let them walk away knowing that they learned at least one thing and that day is a success. In my case I tried diligently to get them to understand what an isotope is. Probing Questions: Critical questions that will help students “Extend or Apply” their newly acquired concepts/skills in new situations How would you write the symbol for Carbon-12, Carbon-14? Do you know what Carbon 14 is used for? How about Uranium 235? Why do you think that the atomic mass on the periodic table is close to a certain isotope based on what we did? Example with different number of electrons Expected Student Responses AND Misconceptions - think like a student to consider student responses INCLUDING misconceptions: Some people may still not understand the difference between atomic mass and mass number so I will clarify that. The atomic mass or “average atomic mass” that we see on the periodic table is the weighted average mass of all the naturally occurring isotopes of the elements whereas the mass numbers are the number of protons plus the number of neutrons. I’m not positive that introducing ions is a great idea as it might confuse everyone. I’ll have to think about that. Teacher Decision Point Assessment: Based on the amount of time that our activities took we will be lucky to even have 5 minutes for this discussion, but it is absolutely necessary that we make time to review and close up any loose ends before leaving class for the day. Evaluation: Estimated Time: ____10______ Critical questions that ask students to demonstrate their understanding of the lesson’s performance objectives. Formative Assessment Day 1: The formative assessment for day 1 will come through the lab that we will do. Through circulating around the room and pulling the class back together at certain times I’m able to assess understanding. Formative Assessment Day 2: On day 2 there will be worksheets to assess student’s understanding. Isotopia Best.docx Summative Assessment (at the end of Day 2): For summative assessment there are a series of exit questions that students will answer. Exit QuestionsName.docx Extension activities/Back up plans: In the lesson I did not have enough time to finish due in part to poor time management. Extra questions are available for those students which finish early. I gave students a sheet that could be used for review and understanding. Review information for Ms. Maez.docx CANDY-COATED ISOTOPES Name Introduction: The extremely small size of atoms makes it impossible to count them or determine their individual masses using direct means. The average atomic masses depend on the number and masses of the isotopes of an element. Isotopes are atoms of the same atomic number having different masses due to different numbers of neutrons. The atomic mass of an element is the weighted average of the masses of the isotopes of that element. The weighted average takes account both the mass and relative abundance of each isotope as it occurs in nature. Objectives: *Determine the average weight of each isotope of the fictitious element M&Mium. *Determine the relative abundance of isotopes of M&Mium. *Calculate from experimental data the atomic mass of M&Mium. Purpose: In this lab you will carry out experiments and perform the necessary calculations to determine the atomic mass of the fictitious element M&Mium. There are three different isotopes of M&Mium. As in real elements, these isotopes are collections of particles having different masses. Your job will be to obtain a sample of M&Mium and determine the relative abundance of each isotope and the mass of each type of particle. From the data you will calculate the weighted average mass, or atomic mass, of M&Mium. Unlike real isotopes, the individual isotopic particles of M&Mium differ slightly in mass, so you will determine the average mass of each isotopic particle. Then you can calculate the weighted average mass, or “atomic mass”, of M&Mium. Materials: A small sample of M&Mium Balance Procedure: Carry out the following steps and record your results in the table provided. 1. Mass all of the candies (disregard color/3 types: plain, peanut, and almond). 2. Count all of the candies of each different kind. 3. Divide the mass of each isotope (each candy type) by the number of each isotope to get the average mass of each isotope. 4. Divide the number of each isotope by the total number of particles (m&ms) and multiply by 100 to get the percentage abundance of each isotope. 5. Divide the percent abundance from Step 4 by 100 to get the relative abundance of each isotope. 6. Multiply the relative abundance from Step 5 by the average mass of each isotope to get the relative mass of each isotope. 7. Add the relative masses to get the average mass of all particles of M&Mium, the atomic mass. Experimental Data: Record your results in the table: Plain 1.Mass of each isotope 2.Number of each isotope 3.Average mass of each isotope 4.Percent of each isotope 5.Relative abundance of each isotope 6.Relative mass of each isotope 8. What is the atomic mass of M&Mium ( the total in 6)? Peanut Almond Total