11th Grade Chemistry

Ms. Abbas

11/20/2019 2nd Hour

Overview:

In this lesson, students will be exploring an introduction to chromatography. Alongside the polarity
content they have been learning in class, students will be able to take a hands-on approach to learning
how mixtures can separate in a physical matter. Students will be working in groups of 3 or 4 and each
group will be assigned one marker dye. Students will then follow the procedures provided in a handout
and record observations for their marker dye. Students will then share their observations with the class
and have a whole class discussion.

Learning Objective(s):

Students will be able to explore the basics of chromatography in order to separate mixtures

Students will be able to implement the techniques involved in paper chromatography

Students will be able to make observations to connect keywords such as polar and nonpolar to the results
of marker dye separation

5-Dimensions of Science Learning:

NGSS (list in bullet points)

Science Practices Cross-Cutting Concepts Disciplinary Core Ideas (include

PE)

Obtaining, evaluating, and • Patterns: Different PS1.A: Structure and

communicating information:
communicating scientific and
technical information (e.g.
about the process of
development and the design
and performance of a
proposed process or system) in
multiple formats (including
orally and textually) (HS-PS2-
6)
patterns may be Properties of Matter
observed at each of the • Each atom has a charged
scales at which a system substructure consisting of a
is studied and can nucleus, which is made of
provide evidence for protons and neutrons,
causality in explanations surrounded by electrons. (HS-
of phenomena (HS-PS- PS1-1)
1), (HS-PS1-3) • The periodic table orders
• Structure and elements horizontally by the
Function: Investigation number of protons in the
or designing new atom’s nucleus and places
systems or structures those with similar chemical
 requires a detailed
examination of the
properties of different
materials, the structures
of different components, •
and connections of
components to reveal its
function and/or solve a
problem
PS2.B: Types of Interactions
• Attraction and repulsion
properties in columns. The
repeating patterns of this table
reflect patterns of outer
electron states. (HS-PS1-1)
The structure and interactions
of matter at the bulk scale are
determined by electrical forces
within and between atoms.
(HS-PS1-3),(secondary to HS-
PS2-6)
between electric charges at the
atomic scale explain the
structure, properties, and
transformations of matter, as
well as the contact forces
between material
objects. (secondary to HS-
PS1-1),(secondary to HS-PS1-
3),(HS-PS2-6)
•

Students’ Interests and Identities (Explain how this lesson relates to students’ interest and identity; You
may choose to fill this in with a focal student in mind, or include more students in your class):

Interests Identities

• Students are able to work on a hands-on
activity to explore chromatography
• Students are able to work in small groups
to create their own observations regarding
their marker dye separation
• Students are able to use text/drawings to
discuss prior knowledge of key words
such as mixture, solvent, solute, solvent,
etc.

5E Instructional Framework

Identify which piece(s) of the 5E instructional framework you are targeting with this lesson plan and
provide your reasoning (1-2 sentences is fine).

Engage Students engage in a hands-on activity that allows them to be the scientists

Explore Students explore the newly introduced technique of chromatography (how it works)

Explain Students explain how the marker dye observations relate to mixtures, polar, and nonpolar concepts

Elaborate Students elaborate on their marker dye observations during small group and whole class discussion
Evaluate

Introduction and Warm-up
5 minutes
Students are introduced to the activities for
the day. They are also prompted with the
warm-up sheet that they will begin filling
out
Warm-Up Review and Power-point
15 minutes
We will write out the ideas/predictions that
students have regarding the warm-up on
the board. This will be expanded on once
the PowerPoint review begins. We will go
through the power-point relating
information to the warm-up. This power-
point will give an introduction to the
chromatography activity.
Chromatography Activity
20-25 minutes
Students will work in groups of 3 or 4.
Each group will be assigned a different
marker color. Students will follow the
procedures in the activity to separate the
marker dye. Observations will be written
while separation occurs.
Whole Class Discussion
10 minutes
We will go over the activity together.
Students will be able to share their
observations for the class to gather all the
Teacher will…
• Introduce the lesson for the day
• Give directions for the warm-up sheet
• Ask for clarifying questions
Students will…
• Begin thinking about the warm-up questions
• Ask clarifying questions
Teacher will…
• Begin warm-up review
• Write predictions/ideas for the warm-up questions on the board
• Begin reviewing the PowerPoint
• Introduce the chromatography activity
• Ask for potential clarifying questions throughout instruction
Students will…
• Engage in sharing out loud predictions/ideas for the warm-up activity
• Follow along with PowerPoint review
• Participate when questions are asked throughout the PowerPoint
• Ask clarifying questions along the way
Teacher will...
• Provide further instruction and set-up for chromatography activity
• Circulate room and assist students when needed
Students will...
• Work in their groups to set up the activity
• Follow the procedures to separate their marker dye
• Write observations while separation is occurring
• Ask clarifying questions when needed
Teacher will...
• Lead whole class discussion
• Prompt students to share their observations
• Facilitate discussion to reach activity conclusions
- “Is black ink a mixture? What colors did we see? Do we know why?”
- “Why do we think the colors separated as they did”
- “How can we relate this to polar/nonpolar attractions”
data. Students will be prompted to answer
the following questions on the worksheet.
We will discuss the results of the
experiment
Students will...
• Engage in whole class discussion
• Share out observations
• Participate in discussion in concluding activity

Teacher will...

Debrief/Concluding Statements • Provide final thoughts and conclusions about the activity
• Mention how this is important for other scientific investigations
Remainder of time if remaining Students will...
A simple wrap-up of what we did, why we
• Provide any last thoughts or questions that may be present
did it, and how this can be used in the
science world for aspects beyond marker
dye separation

Before Class (what do you need to think about/prepare before class):

• Finalize chromatography handout

• Finalize power-point that goes along with warm-up and activity
• Finalize warm-up worksheet
Resources Needed (what will you need to collect or create for this lesson):

• Activity materials (located in the classroom and set up by mentor teacher)

• Whiteboards and markers
• Projector for power-point display
•
Learning Plan:

Notes:

- Try to pass out warm-up or activity when they come in (have students pick it up on the way in)
- Make sure the PowerPoint will open (correct format) before class begins
- Give students time to go through activity and write observations

Differentiation:

Most of the differentiation I am able to implement in this activity deals with the warm-up activity.
Students are able to “describe” each of the following in any way they want (text or drawing): mixture,
solute, solvent, solution. Students are then prompted to provide their ideas/predictions to discuss with the
class.
Assessment:

This can be done through an exit ticket summarizing the main take-away points that the activity guided
students towards. (I did not create an exit ticket because I knew we would be short on time). Ideally, this
would allow a teacher to know whether or not students understood the main points of the activity and its
relation to class content that had been introduced in lessons prior.
 Chromatography Activity Warm-Up

Directions: Answer the following questions based on prior knowledge of the terms.

1. Define the term Mixture in your own words and/or illustration(s)

2. Define the following terms in your own words and/or illustration(s)

Solute Solvent Solution

 Chromatography Activity
In this activity you will use a technique called chromatography.

Pre-Activity Questions
1. What is Chromatography used for?
2. How does Chromatography work?

Materials
Rectangular piece of filter paper
250 mL beaker
Pencil
Ruler
Tape
Vinegar (1 mL)
Water
Markers ( Orange, Green, Brown, Black, Blue Purple)

Procedure
1. Use a pencil to draw a straight, horizontal line
about 1.5cm from one end of the piece of filter
Blue
paper. Write the color of your marker near the
top of the filter paper in pencil.
2. Use a marker to make a dot on the pencil line.
Allow the dot to dry and add more ink to the
same spot. Allow it to dry again and repeat this
process once more.
3. Pour 1mL vinegar into the beaker then add
water until the solution in the beaker is 50-60mL.
4. Place the filter paper into the beaker so the end with the ink spots is closest to the water
solution. Suspend the filter paper in the beaker from a pencil with a piece of tape so that
the end of the paper is in the solution but the dot is NOT (see diagram).
5. Allow time for the solution to travel up the paper. Remove the paper once the solution is
close to the top and allow time to dry (approximately 2 minutes).
6. Record your observations in the table below and repeat this procedure for each marker
color indicated.
Questions:
1. Indicate what colors appeared on the filter paper for each of the original dots? Record
this after you allow time for the solution to travel up the paper and have removed it to
dry.

Original Dot Color Color Separation Observations

Orange

Green

Brown

Black

Blue

Purple

2. Based on your observations of the chromatography results from your black ink spot, is
black ink a mixture? Explain; be sure to define the term mixture in your explanation.
3. Choose one of the colors above that is a mixture. Use the fact that the filter paper is
polar and the vinegar is less polar to describe the polarity of each of the components in
the mixture. (Hint: the most polar substance will be most strongly attracted to the
paper.)