Taurai Chiku ACP

CHEM 1411: Group work form
Classification of Matter: Atoms
Group members (Print all names): ……………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………….
Assigned topic/question:

Response(s)

Group Leader…………………………………………………………….

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Group Presenter……………………………………………………….
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Participatory Learning: Part 1

COURSE: General chemistry (CHEM 1411)
Lesson Title: Classification of matter
Course Student Learning Outcome: Determine the basic nuclear and electronic structure of atoms

Learning Objectives (these should be the ones you wrote in Module 1):
1) By the end of the lesson students should know the composition of the atom (Knowledge)
2) By the end on the lesson students should be able to compare and contrast the properties of protons, neutrons and electron which makeup the atom
(Analysis)

Participatory Learning: Learner Activities Lesson Materials
Time Instructor Activities

10min Introduction on the classification of matter in terms of Students will be asked to give real life examples of uniform Powerpoint slides
10min purity and composition (homogeneous) mixtures, non-uniform (heterogeneous
15 min mixtures) and pure substances. Exercise is oral Powerpoint slides
15 min Classification of pure substances as either compounds Students will be asked to classify several substances as Student notebooks
or elements. Define atoms as the building blocks of ether elements or compounds. This is an individual written Periodic table
elements exercise. Students will grade each other’s work thereafter Worksheet handouts
Students are organized into groups of six and Students fill in the missing information on the worksheet Periodic table
assigned worksheets Handouts
Help group representatives present findings to the Each group’s representative presents before the class Periodic table
whole class Writing on the board

See Attached PPT

Notes

Low level (chemistry) courses like General Chemistry often involves a lot of introductory materials in terms of jargon, equations and conventions thus ‘lecturing”

becomes a common way of teaching. Student involved/oriented learning has been proved to be a more affective teaching method. This learning exercise was
formatted so as to move away from ‘lecturing’ and involve students by

1) having students show their understanding by participating in a simple exercise

2) fostering cooperation among students as they formulate their presentation
3) having students ‘lead’ ( and teach)part of the lecture as they present in front of their peers
4) building confidence among students as they showcase what their respective groups have formulated

Part 2

ORAL: ANSWERED INDIVIDUALLY

Students will be asked to give real life examples of uniform (homogeneous) mixtures, non-uniform (heterogeneous mixtures) and pure substances. Exercise is
oral

WRITTEN: ANSWERED INDIVIDUALLY

Students will be asked to classify the following substances as either elements or compounds.

Baking soda sulfur tantalum salt

Cesium diamond silica graphite

iodine lime manganese radon

WRITTEN/PRESENTATION: GROUP EXERCISE

Each group of for will determine the missing information as assigned. A group member will present to the class

Group Nuclide symbol Name protons neutrons electrons charge

1 Oxygen-18 0

2 15 16 -3

3 Iron -55 23

4 68 6

5 Sodium-23 10

6 9 19 0

7 31 39 +3

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Good Questions : encouraging higher level thinking

Student learning outcome: Determine the basic nuclear and electronic structure of atoms (CHEM 1411)
Lesson objectives:
1) By the end of the lesson students should describe the composition of the atom (Knowledge)
2) By the end on the lesson students should be able to compare and contrast the properties of protons, neutrons
and electron which makeup the atom (Analysis)
Questions
1) What subatomic particle number is unique for each element (Knowledge)
2) What is the relationship between the numbers of protons and electrons in any given atom (Comprehension)
3) Explain how life will be impacted if atoms were not mostly empty (Interpreting)
4) If you were to discover a new element today, propose an atomic composition for your discovery. Justify your
response. (Synthesis)

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General Chemistry Lab Report Rubric

Lab experiments are conducted in groups to ensure all students get usable data by the end of the session. The rubric
presented here assumes a student has usable data and the grade is assigned on the basis of how well that data was
used to generate a report.

Category Points
Organization
32 1 0
Title The report is
Objective The report clearly shows The report is not clearly missing some
Procedure sections
Data/Results the six major sections organized into the 6
No title
Discussion (title to conclusion) sections but all the Objective
irrelevant to
Conclusion pertinent information is experiment
No procedure
presented
All Results are
Title present missing
Errors in
Objective is clearly linked Objective not clearly significant figures

to experiment performed explained NO summary of
methodology and
All data and results Full procedure or Procedure is missing results
presented reference to lab manual information or no No result
All numbers have reference to lab manual comparison
correct significant All data and results are Some data/results are No mention of
figures presented missing sources of errors
Errors in significant figures Errors in significant
Discussion of figures No summary of
systematic and random Summary of methodology results
errors and results given Summary of Does not state if
methodology or results objective was
Comparison of all results presented achieved
to ‘knowns’ Comparison of some
Discussion of systematic results to knowns
or random errors Merely stating the
presence of systematic
Summary of all results and/or random errors
Summary of some of the
results
State is objective was
achieved

Total points: 20 18-20 16-17 14-15 Less than 14
Excellent Good Satisfactory Needs work
Points
Remark

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ACP Showca

Name:Tau
Discpline:

Date: 04-

ase Portfolio

urai Chiku
Chemistry
-15-2016

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OUTL

• Student Preparation Strategy
• BOPPPS lesson plan

• CAT
• Assessments
• Technology: Plickers

• Reflection

LINE

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Student prepar

Lecture overview

Deciding whether to
eat food that has

dropped to the floor
flowchart

ration strategy

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Significance/Relevance of topic

Purification or separation techniques
Determination and manipulation of stability of products
Reactions

Generating interest

Exposure to chemicals in the home
Pure chemicals as food

Pre-assessment oral questions

Common chemicals in the home
Common pure substances in the home

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BRID

Significance/relevance of topic
 Purification methods
Stability of substances
Reactions

Generating interest
Pure chemicals in the home
Pure chemicals as food

DGE

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OBJEC

Learning Objectives: By the end of t
• By the end of the lesson students s

atom (Knowledge)
• By the end on the lesson students

contrast the properties of protons,
makeup the atom (Analysis)

CTIVES

this lesson, students will be able to
should know the composition of the
s should be able to compare and
, neutrons and electron which

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PRE-ASSE

• Most introductions to the subject of matter usua
compounds as well as the existence of atoms in a
might focus on the precise definitions of terms as
matter and my pre-assessment quiz involves the

Quiz 1: Pre-lecture (with Plickers)
An atom is defined as
a) The smallest indivisible part of matter (eleme
b) The building block of all elements and compo
c) The smallest unit of an element that retains th
d) The smallest observable particle in an elemen
• The answer is c

ESSMENT

ally include discussions on mixtures, elements and
all matter. A possible preassessment question
ssociated with matter. The atom is central to all
definition of an atom.

ents and compounds)
ounds
he chemical characteristics of that element
nt

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PARTICIPATO

A combination of written/presented/oral responses from g

ORAL: ANSWERED INDIVIDUALLY

Students will be asked to give real life examples of uniform (h
mixtures) and pure substances. Exercise is oral

WRITTEN: ANSWERED INDIVIDUALLY

Students will be asked to classify the following substances as

Baking soda sulfur tantalu
Cesium diamond silica
iodine lime mangan

WRITTEN/PRESENTATION: GROUP EXERCISE

Each group of for will determine the missing information as a

Group Nuclide symbol Name p

1 Oxygen-18

21

3 Iron -55

46

5 Sodium-23

69

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ORY LESSON

groups/individuals

homogeneous) mixtures, non-uniform (heterogeneous

either elements or compounds.

um salt
nese graphite
radon

assigned. A group member will present to the class

protons neutrons electrons charge

15 16 0
-3

68 23
6

10 0
9 19

31 39 +3

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POST-ASS

The lesson content
 classification of matter (overview)
Stricture of atoms (in depth)

Learning objectives will be met if students ca

 What subatomic particle number is unique
 What is the relationship between the num

given atom (Comprehension)
 Explain how life will be impacted if atoms w
 If you were to discover a new element tod

your discovery. Justify your response. (Synth

SESSMENT

an address questions such as
e for each element (Knowledge)
mbers of protons and electrons in any
were not mostly empty (Interpreting)
day, propose an atomic composition for
hesis)

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SUMM

• Summarize content (classification o
• Restate significance/relevance
• Tie today’s lesson to the objectives

MARY

of matter and atomic structure)

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