ACP Flipbook

USEFUL INFORMATION

This class includes a
lecture (75% of grade) and
a lab component (25% of
grade).

The text is Introductory
Chemistry by Zumdahl

- Available at the
bookstore with a
code for the on-line
homework.

The homework is worth
10% of your final grade

Check out the daily schedule
posted on D2L so you know when
things are due and what to expect
next in class and lab

Instructor Name: Dr. Timothy Bates There is also a lab manual
Office: HSB 202G you will need to pick up at
Office Hours: After the conclusion of class/lab or the bookstore.
by appointment.
E-mail: [email protected] Read the complete
syllabus which is posted
on D2L.

BOPPPS LESSON PLAN

COURSE: CHEM 1405

Lesson Title: Balancing a Chemical Equation

Bridge: Play a short you-tube video as an attention-getter to begin the lesson.
https://www.youtube.com/watch?v=2S6e11NBwiw

Bloom question: why do you think it is important to balance equations? (analysis)

Estimated time:10 min
Course Student Learning Outcome:

1. Apply the Law of Conservation of Mass to balance chemical equations and solve simple stoichiometry problems.

Learning Objectives:
1. By the end of this lesson, students will be able to state in simple terms what the law of conservation of mass means. (Understand)
2. By the end of this lesson, students will understand what coefficients in a chemical equation represent, and be able to determine what the correct
coefficients are to balance a simple chemical equation. (Evaluate, Apply)

Pre-Assessment:
Provide some reading questions on D2L for the chapter prior to the assignment and ask the students write down their answers/thoughts relating to the
questions as they read the assignment and bring them to class. We will have a work in our small groups of 4-5 in the class and compare with classmates how
we interpreted the reading. Then a full class discussion will follow.

Estimated time:10 Learner Activities Lesson Materials
Participatory Learning:


Time Instructor Activities

20m Conservation of mass and chemical eqns discussion Why isn’t it okay to change subscripts on compounds to

balance an equation? (evaluate).

If someone did change the subscripts on a compound to

balance an equation, how would this change the

interpretation of someone else who reads it? (evaluate)

20m Group work a and b Students work in their groups of 3-4

20m Work examples on board . Discussion of conservation If the law of conservation of mass didn’t apply, what effect

of mass. would this have on your life or would life even exist?

(synthesis)

20m Group work c and d Students work in their groups of 3-4

Post-assessment: Have the students complete the Reactions Cross-word puzzle on the D2L site as the technology component. There are 17 definitions or
concepts that are checked with this puzzle. They will hand them in as they leave.
Estimated time: 7 min
Summary: I would like to include the CAT of asking students to draw a Concept Map to illustrate the mental connections they make between the major concept
of the Law of Conservation of Mass, and the concept of balancing a chemical equation. This CAT would be applied toward the end of the lesson where these
concepts are discussed. While not graded, I would ask for them to be turned in as they leave class. They should be valuable to me to see how well students
are grasping the concepts and also to the students to encourage them to think of this type of problem in terms of real, tangible things.

Estimated time: 5 min

Attachments:

1. Power point slide show
2. Reactions cross-word puzzle

Tim Bates
Student Preparation Strategy
(get them to read the chapter!)

Student Learning Outcome - Apply the Law of Conservation of Mass to balance chemical equations and
solve simple stoichiometry problems

Assignment – Read Chapter 6, section 3 in the text.

Approach:
Provide some reading questions on D2L for the chapter prior to the assignment and ask the students
write down their answers/thoughts relating to the questions as they read the assignment. We will have a
work in our small groups of 4-5 in the next class and compare with classmates how we interpreted the
reading. Then a full class discussion will follow.

Question:
Why is it important to balance a chemical equation before performing an experiment where the reaction
will actually occur?
When we balance an equation, we use coefficients to do so. Do the coefficients tell us how much of each
reactant and product there are, or how many of each reactant and product? Explain the difference.

Lab Report : Lab Report Rubric

Teacher Name: Dr. Bates

Student Name: ________________________________________

CATEGORY 4 3 2 1

Appearance/Organizat Lab report is typed Lab report is neatly Lab report is neatly Lab report is

ion and uses headings and handwritten and uses written or typed, but handwritten and looks

subheadings to headings and formatting does not sloppy with cross-

visually organize the subheadings to help visually organize outs, multiple

material. visually organize the the material. erasures and/or tears

Procedures Procedures are listed Pmraotceerdiaulr.es are listed Procedures are listed aPnrodccerdeuarseess.do not

in clear steps. Each in a logical order, but but are not in a logical accurately list the

step is numbered and steps are not order or are difficult steps of the

is a complete numbered and/or are to follow. experiment.

sentence. not in complete

Materials All materials and Aselmntoesntcaelsl.materials Most of the materials Many materials are

setup used in the and the setupu used and the setup used in described inaccurately

experiment are clearly in the experiment are the experiment are OR are not described

and accurately clearly and accurately accurately described. at all.

described. described.

Question/Purpose The purpose of the lab The purpose of the lab The purpose of the lab The purpose of the lab

or the question to be or the question to be or the question to be or the question to be

answered during the answered during the answered during the answered during the

lab is clearly identified lab is identified, but is lab is partially lab is erroneous or

and stated. stated in a somewhat identified, and is irrelevant.

Experimental Design Experimental design is Euxnpceleraimr menatnanl edre.sign is Estxapterdimineantsaolmdeswighnatis Experimental design is

a well-constructed adequate to test the relevant to the not relevant to the

test of the stated hypothesis, but leaves hypothesis, but is not hypothesis.

hypothesis. some unanswered a complete test.

questions.

Analysis The relationship The relationship The relationship The relationship

between the variables between the variables between the variables between the variables

is discussed and is discussed and is discussed but no is not discussed.

trends/patterns trends/patterns patterns, trends or

logically analyzed. logically analyzed. predictions are made

Predictions are made based on the data.

Conclusion Conclusion includes Conclusion includes Conclusion includes No conclusion was
whether the findings what was learned included in the report
whether the findings supported the from the experiment. OR shows little effort
hypothesis and what
supported the was learned from the and reflection.
eRxeppeorritmilelunstt.rates an
hypothesis, possible accurate Report illustrates a Report illustrates
understanding of limited understanding inaccurate
sources of error, and most scientific of scientific concepts understanding of
concepts underlying underlying the lab. scientific concepts
Scientific Concepts Rwehpaotrwt aillsulsetararntesdan the lab.
underlying the lab.
accurate and

thorough

understanding of

scientific concepts

underlying the lab.

Date Created: Nov 02, 2016 01:07 pm (CDT)

Section 6.2

Chemical Equations

• Chemical reactions involve changing the ways atoms are
grouped.

• A chemical equation represents a chemical reaction.
 Reactants are shown to the left of the arrow.
 Products are shown to the right of the arrow.

Copyright © Cengage Learning. All rights reserved 1

Section 6.2

Chemical Equations

In a chemical reaction atoms are not created or
destroyed.

• All atoms present in the reactants must be
accounted for in the products.
 Same number of each type of atom on both
sides of the arrow.

Copyright © Cengage Learning. All rights reserved 2

Section 6.2 3

Chemical Equations
Balancing a Chemical Equation
• Unbalanced Equation:

• Balancing the Equation:

• The balanced equation:
CH4 + 2O2  CO2 + 2H2O

Copyright © Cengage Learning. All rights reserved

Section 6.3

Balancing Chemical Equations

Write the Balanced Equation for the Following Reactions:

a) zinc metal reacts with hydrochloric acid to produce
hydrogen gas and zinc chloride.

b) calcium oxide reacts with aluminum metal to
produce calcium metal and aluminum oxide.

c) lead (II) nitrate reacts with sodium sulfate to
produce sodium nitrate and lead (II) sulfate.

d) sodium phosphate and copper (II) sulfate react to
produce sodium sulfate and copper (II) phosphate.

Copyright © Cengage Learning. All rights reserved 4





1. In the following illustrations, balls of the same color represent atoms of the
same element. Which of the illustrations represents a valid chemical
transformation at the particulate level?

a.

b.

c.

2. When balancing chemical equations, beginning students are often tempted
to change the numbers within a formula (the subscripts). Why is this never
permitted?

3. Balance the following chemical equation.

FeO (s) + O2 (g)  Fe2O3 (s)

4. Which of the following statements about chemical equations are true?

a. When balancing a chemical equation, you can never change the
coefficient in front of a chemical formula.

b. The coefficients in a chemical equation refer to the number of grams of
reactants and products.

c. In a chemical equation, the reactants are on the right and the products
are on the left.

d. When balancing a chemical equation, you can never change the
subscripts of any chemical formula.

e. In chemical reactions, matter is neither created nor destroyed, so a
chemical equation must have the same number of atoms on both sides
of the equation.



ACP SHOW
PORTFOLI

TIMOTHY BATES
CHEMISTRY
NOVEMBER 17, 2016

WCASE
IO

TABLE OF CONTENTS

• Student Preparation Strategy – Get them t
• BOPPPS lesson

• Use a you-tube video as a Bridge
• Questions – use different levels of questio
• Technology - a cross-word puzzle is more
• CAT – a concept map will encourage stud

unrelated concepts

• Reflection – some take aways from ACP cl

to read the chapter!

ons from Blooms Taxonomy
e fun than a list of questions
dents to draw relationships among seemingly

lass

STUDENT PREPARATION

Assignment – Read Chapter 6, se

Approach
• Provide some reading questions on

assignment and ask the students wr
relating to the questions to be used

STRATEGY

ection 3 in the text.

n D2L for the chapter prior to the
rite down their answers/thoughts
d in a class discussion.

BOPPPS – BRIDGE

• Play a short you-tube video as an at

• https://www.youtube.com/watch?v=2S6e11

ttention-getter to begin the lesson.

1NBwiw

BOPPPS – OBJECTIVES

Student Learning Outcome - Apply the Law o
equations and solve simple stoichiometry pro
1. By the end of this lesson, students will be
conservation of mass means. (Understand)
2. By the end of this lesson, students will und
equation represent, and be able to determine
simple chemical equation. (Evaluate,Apply)

of Conservation of Mass to balance chemical
oblems.
able to state in simple terms what the law of

derstand what coefficients in a chemical
e what the correct coefficients are to balance a

BOPPPS- PRE-ASSESSMENT

Provide some reading questions
the assignment and ask the stud
answers/thoughts relating to th
assignment and bring them to c

T

s on D2L for the chapter prior to
dents write down their
he questions as they read the
class.

BOPPPS- PARTICIPATORY L

• Bloom questions: why do you think it is import
• Why isn’t it okay to change subscripts on compo
• If someone did change the subscripts on a com

change the interpretation of someone else who
• If the law of conservation of mass didn’t apply, w

life even exist? (synthesis)
• Technology - Reactions Cross-word puzzle on t
• CAT of asking students to draw a Concept Map

between the major concepts

LESSON

tant to balance equations? (analysis)
ounds to balance an equation? (evaluate).
mpound to balance an equation, how would this
o reads it? (evaluate)
what effect would this have on your life or would

the D2L site as the technology component.
p to illustrate the mental connections they make

BOPPPS- POST-ASSESSMEN

Have the students complete
puzzle on the D2L site as th

NT

e the Reactions Cross-Word
he technology component.

BOPPPS- SUMMARY

The students will each draw a Conce
connections they make between the L
concepts involed in balancing a chemi
them to think of this type of problem

ept Map CAT to illustrate the mental
Law of Conservation of Mass, and the
ical equation. The idea here is to get
m in terms of real, tangible things.

PERSONAL REFLECTION O

• Being fairly new to teaching, this cla
resources to me that I was not awa

• In particular, I intend to apply more
videos and games interspersed with
work of most chemistry classes sho

• Also it was great to get to interact
great variety of approaches to teach

ON MY ACP EXPERIENCE

ass has opened up a huge number of
are existed.
e technology to my classes. Things like
h the traditional lecture and group
ould really help to keep their attention!
with some of my peers and see the
hing.

Reflective Essay

Adjunct Certification Program

Timothy Bates

November 18, 2016

When I taught my first class after being out of academia for 25+
years, I was excited but also apprehensive. Excited because I would have
the opportunity to interact with college-age people on a daily basis. People
of that age tend to have a lot of energy and enthusiasm and are eager to
learn more about their world. Apprehensive because I had never taught
introductory level chemistry to an undergraduate audience and didn’t really
know how to approach it. Nevertheless, I applied to Lone Star College as an
adjunct professor to teach chemistry. I got a call from one of the other
campuses the week before classes were to start and was asked if I were still
interested. For this semester I asked sheepishly. Well of course! Long
story short, I was given a book and a badge and not a lot more and jumped
in head first.

Well it is several semesters later and I have become a lot more
organized in my lesson plans, materials etc. due in large part to the help of
the department heads and other staff. Nevertheless, I was sure there were
tools and approaches that were out there and could make me a more
effective instructor if only I could find them. In particular I wanted to
increase the amount of class time spent where the students are working on
problems in groups while I offer help. Probably not a fully flipped class but
something more like that. Also I really wanted to integrate more
technology into the class, such as short videos and animations, but also
maybe some sort of games related to the topics we cover in class. So when
I got the opportunity to enroll in the ACP course, I did so with the hope of
finding some of the resources. But also, I did so with the intent to find out
what other instructors are doing in their classes to engage students –
particularly millennials. While I have had a significant fraction of students

who are self-motivated towards being successful in my classes, there has
also been a significant fraction who are not. Sometimes I have succeeded
in motivating students from this last group, but not nearly often enough.
More than anything else I wanted from the ACP course was a way to
motivate more students to be successful in my Introductory Chemistry
classes.

There are a number of valuable things I take away from this course
that I believe will help me to achieve these goals. One is the idea of asking
questions from a number of different levels in order to encourage a deeper
understanding and deeper thinking as presented in the Bloom’s Taxonomy
system. I had heard of this but never in any detail until I read about it in
the course book, “McKeachie’s Teaching Tips”. We also discussed it quite a
bit in class. This makes a lot of sense to me and made me realize I was
focusing too much on the levels of Understanding and Applying and not
enough on the higher level thinking skills such as Evaluating and Creating.
Already I have begun integrating this into my classes.

Another valuable take-away from this course is knowledge of where
to find various technology aides and some practical experience in
manipulating these tools from on-line and into a format that can be
presented to a class. For example, I managed to find a great you-tube
video on balancing equations and to build a workable link that I can now
put into my future lesson plans. Putting in things like videos is useful as a
bridge to begin classes and I had never known how until now. Eighty
minutes of chemistry can sometimes get a little dry so I intend to mix things
up more in the future in order to keep students attention and to just make
things more fun.

There are a number of other takeaways from the course that I
believe will help me to be a more effective instructor. Some from class
discussions and others from the text. So overall I believe the course was
worthwhile and I am glad I took it. The challenge now it to apply the newly
learned methods and tools right away, see which ones work best for me
and then continue to improve on the applications.

The only thing that I would note that might make the course more
effective would be if it were more focused on science education. Since the
course if open to all disciplines, I realize this is not practical. But if sections
could be made for just science education, then more focus could be made
on those techniques and tools that are particularly effective in the sciences.
However, even with the open format, it has been valuable to me and I
believe it will make me a more effective instructor.