Lesson Plan Title: Limiting Reagent and Percentage Yield Lab Aluminum with

Copper (II) Chloride

Date: 03/21/17
Subject: Physical Science 20 Grade: 11
Topic(s): Calculations of; limiting reagent, theoretical, and percentage yield.
Essential Question: How is it as scientists, we can determine what
component of a chemical reaction will limit the extent to which a reaction occurs?

Materials:
Limiting Reagents Lab; Aluminum and Copper (II) Chloride handout
Students writing utensils and scientific calculators
Materials outlines in lab handout (i.e. chemicals, scales, and beakers)
All required PPE (safety glasses, and gloves for CuCl2)

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
During the completion of this lesson, students will need to be able to complete the
laboratory equivalent of a single replacement reaction between aluminum metal, and
copper (II) chloride, in solution. They will need to utilize proper lab safety practices and
chemical handling procedures detailed in earlier lessons (and classes), as well as work
collaboratively together to, as a group, achieve the desired outcomes. They will need to
understand what a limiting reagent is, and how the effects of a reactant being limiting,
changes the overall production of the reaction under observation. They will need to rely
on their prior knowledge of stoichiometric calculations including; mass-molar
conversions, molar mass calculations, and molar ratio appropriation. All of this will
culminate in their detailed completion of the lab handout, which is to be handed in at a
later determined date for assessment/evaluation.

Broad Areas of Learning:

Lifelong Learners: by engaging students in lab oriented, inquiry learning, we are
pushing them to strive for a deeper level of understanding through the hands-on
practical application of their knowledge from the previous class instruction. Their work
in this lab with; chemical reactivity, measurement, and the introduction to mathematical
concepts as a determinant in reactivity characterization rather than size. Is a means by
which to deepen their understanding as they move forward into further chemical
sciences classroom, and being to establish an intuitive and inquisitive cognition about
the reactions they see in their environment.
Sense of Self, Community, and Place: in the completion of this lesson as a group
activity, students must again work together to ensure; their safety and the safety of
others, the continued academic success of all group members, and the continuity of the
classroom environment, especially within a laboratory setting. Students are becoming
more connected to their classroom environments through the hands-on practice of what
they have perceived unto this point as only direct instruction of the mathematical
principles of chemistry.

Cross-Curricular Competencies:
Developing Thinking: this lesson is a kind of culmination, for the practical application
of all the recent mathematical products that the students have been producing, or given
as exemplars during class. By creating a visual and having students consider what the
bi-product of all the math jargon looks like in-terms of the chemical reactions
discussed in place. We force forward the development of deeper cognition, specifically
having to do with the conceptualizing of moles versus mass being determinant of
reagents limiting effect.
Developing Identity and Interdependence: during this cooperative group work
activity, students will have the opportunity to develop their sense of both; identity in
that students who have natural leadership qualities have the chance to lead their group
members and assist as needed, and interdependence as students must work together to
ensure the successful completion of this inquiry in the designated time period.
Developing Literacies: literacies emphasized during this laboratory lesson include;
principally calculation literacy having to do with students developed understanding of
limiting reagents and percentage yields, oral and communicative literacy developed
through cooperative group work, written literacy in the completion of the lab handout,
and physical literacy through the hands-on completion of the inquiry task.
Developing Social Responsibility: students sense of social responsibility is developed
through this lesson with their furthered understanding of chemical handling and
disposal. The product of this reaction is an; oxidized, corrosive metal that needs to be
disposed of with care. In emphasizing to the students the environmental impacts of
simply flushing the product down the sink, as a teacher I am reinforcing the need to
break with the stereotypical dilution as the solution to pollution moniker.

Outcome(s):
PS20FC1 Predict products of the five basic types of chemical reactions and evaluate the
impact of these reactions on society and the environment. [DM, SI]
a. Observe and analyze synthesis, decomposition, combustion, singlereplacement and d
oublereplacement (including acid base neutralization) reactions. (S, K)
b. Represent synthesis, decomposition, combustion, singlereplacement and double-
replacement (including acid base neutralization) reactions using
atomic models, other manipulatives, skeleton equations, balanced
chemical equations and International Union of Pure and Applied Chemistry
(IUPAC) nomenclature. (S)

PS20FC2 Construct an understanding of the mole as a unit for measuring the amount
of substance. [DM, SI]
g. Calculate the molar mass of various molecular and ionic compounds. (S)
h. Perform molar conversions, including mass to mole, number of particles to
mole, volume to mole, concentration of a solution to mole and their
inverse operations, using the correct number of significant figures. (S)

PS20FC3 Use stoichiometry to determine the relative amounts

of substances consumed and produced in chemical reactions. [SI]
a. Pose questions about how to determine the amount of material required
to produce a finished product. (S)
b. Determine the relative numbers of moles of each substance in a variety of
chemical reactions using balanced chemical equations. (K, S)
d. Perform stoichiometric calculations to predict the outcomes (e.g.,
concentration, mass, volume, number of particles and energy transferred)
of chemical reactions, using the correct units and correct number of
significant figures. (S)
e. Design and carry out experiments to support stoichiometric hypotheses
using appropriate instruments to collect data accurately and precisely. (S, A)
g. Determine the limiting and excess reagents in a variety of chemical
reactions through stoichiometric calculations and experimentation. (S, K)
h. Compare the theoretical and actual yield for a variety of chemical reactions
by calculating the percent yield. (S, K)

PGP Goals:
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation
3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as social, intellectual, physical and spiritual
beings
4.3 the capacity to engage in program planning to shape lived curriculum that brings learner needs, subject
matter, and contextual variables together in developmentally appropriate, culturally responsive and meaningful
ways

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
The Limiting Reagents Lab; Aluminum and Coper (II) Chloride handout, functions in the
case of this lesson, as both; the assessment FOR (formative), and assessment OF
(summative) learning. The formal completion of this handout during the inquiry activity
by students as a means of; recording observations, completing stoichiometric
calculations, and developing deeper understanding of the concepts of limiting reagents,
as well as theoretical/percentage yields. Fulfills the formative (FOR) learning component
of the assessment process while students are developing deeper understanding through
assessment processes completed during the learning activity.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.
The Limiting Reagents Lab; Aluminum and Coper (II) Chloride handout, functions in the
case of this lesson, as both; the assessment FOR (formative), and assessment OF
(summative) learning. The summative component of this assessment piece, is the
students submission for evaluation at upon completion of the lesson (or later as
determined by their regular teacher, in partnership with myself). By evaluating students
completion OF learning, we are gauging how far they have come in the development of
the most difficult mathematical concepts they will face in this unit, as well as providing
necessitated feedback to us as instructors, about where, if at all we need to go back and
re-teach particularly confusing sections and/or applications.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (~5-10

min)
The motivational set completed during this lesson is a simple instructor lead discussion,
as an introduction to the lab handout which should be administered immediately at the
beginning of the lesson. Students have rigorously been over the concepts of calculating
excess and limiting reagents through stoichiometry this past week. So, the want for this
motivational set, is to go through the procedural materials on the handout and start
students on the road to thinking about practical applications of reagent limitation. I will
also introduce the formula for calculating percent yield which is the next step that
students are working toward.

Main Procedures/Strategies: (~100-105 min over two days)

- Students will be grouped off into fours or fives using a flexible grouping strategy
(i.e. numbering all students 1-4), and designated a station to work out of from
around the classroom (~5 min)
- Students will be given the remainder of the first day of the lesson for the
completion of the described lab activity in the handout. They should be advised of
the additional time given the next day for completion of the assigned calculation
questions meaning that the most vital component of the first day is completion of
the experiment. (~45-50 min end of day one)
- Starting the second day, student will be given a work period to reflect on an
answer the questions from the previous days lab in their groups. Should students
have been missing from the first days lab, they will be tasked with the
individual/group (if there is more than one) completion of the lab under teacher
supervision while all other students progress with the write-up. (~40 min)
- During a period of teacher lead instruction, students will work through a
collaborative discussion on the lab question having to do with percent yield.
Students should be advised that they can attempt this question on their own
before-hand. Discussion should center around how we can determine both the
actual yield if given a percentage of recovery, as well as how we can determine
percentage recovery if we were to weigh out an actual yield. (~10-15 min)

Adaptations/Differentiation:
- Some of the students in the class have heightened levels of anxiety, so group
work is not optimal for them. The adaptation could be made for these students to
complete the lab under the supervision of the teacher in a separate grouping,
making the handling of chemicals and completion of the experimental procedures
more structured.
- Differentiation for students that have greater difficulty with the conceptualization
of stoichiometry could be completed through the breakdown of each dimensional
analysis question into a stepwise process where students would be provided with
specific formulas for steps.

Closing of lesson:
The close of this lesson is a brief reinforcement by the teacher regarding students
required completion of the lab handout, for submission on a date to be determined. The
teacher should discuss; what is a limiting reagent? What do we mean when we say
theoretical yield? How do the actual yield of an experiment and the theoretically
calculated yield relate to one another mathematically? (~5 min)

Personal Reflection:

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)