Hendricksen 503 Final Instructional Design Project
Hendricksen 503 Final Instructional Design Project
Introduction to Stoichiometry
Arnst Hendricksen
EDTECH 503 Spring 13
5/10/2013
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Table of Contents
Synthesis Reflection Paper ....................................... Error! Bookmark not defined.
1a. Stated learning goal ..................................................................................... 4
1b. Description of the audience ........................................................................... 4
1c. Rationale ....................................................... Error! Bookmark not defined.
2a1: Needs assessment survey ................................................................................ 4
2a2: Needs assessment data report................................................................... 7
2b1: Learning context.......................................................................................... 7
2b2: Transfer context .......................................................................................... 7
2c: Description of the learners ....................................................................... 8
2d: Task analysis flow chart ........................................................................ 10
3a: Learning objectives ................................................................................ 12
3b: Objectives and assessment matrix table ............................................... 12
3c: ARCS Table ........................................................................................... 13
Part 4. Instructor Guide ..................................................................................... 15
5a: Learning materials....................................................................................... 18
5b: Assessment materials ............................................................................... 34
5c: Technology tool justification ........................................................................ 35
6a: Expert Review plan ..................................................................................... 35
6b: One-to-One evaluation plan ....................................................................... 35
6c: Small Group evaluation plan ....................................................................... 36
6d: Field Trial evaluation plan ........................................................................... 36
7a: Evaluation survey or rubric ......................................................................... 37
7b: Report the results of the expert review ........................................................ 38
7c: Comments on Change ...................................................................................... 39
Part 8. AECT Standards Grid ............................................................................ 39
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Instructional design is like coaching a football team. They both have an ultimate goal, which is to
teach mastery. Coaching football involves crafting a plan that will prepare players for the big game.
Instructional design involves crafting a plan that leads to the big test. In both cases it will be evident if the
participants and instructors have met their goals. Both processes also involve a continuous feedback
loop. In football, the coaches constantly watch film. Form this film they can determine what strategies
have worked and which have foaled. Then, the next week they can change their approaches or activities
to strive for better results. The same goes of instructional design. The designer is never done; he or she
must continue to obtain information about the instructional plan to improve it for the future.
I have always taken the approach to design as a teacher, I never thought about making my plan
more accessible to other teachers. By taking the role of the designer it has made me more conscious of
how I phrase my instructions and approaches. I find myself stopping to consider if my colleagues would
understand what I am referring to as I design my lessons. I also never knew how systematic the design
approach could be. For example, taking the systematic approach to incorporating motivational strategies
was new to me. I have always wanted to do fun and cool activities the kids like, but I had never heard or
seen an ARCS table before. This will be very helpful in the future.
I know my school will be integrating a one to one initiative with ipads in the very near future.
Instructors will be required to use the ipads and create a curriculum that implements the ipad. As an
individual who is comfortable with technology I can imagine I will be asked to develop curriculum to help
my colleagues become proficient in using it and finding new innovative applications, as well. If I do have
to create training program for my colleagues, than I will be applying everything have learned about
instructional design as I create my new course.
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Part 1 Topic
1a. After completing four 50 minute face to face class sessions, students will be able to perform
stoichiometric conversions from two given reactants.
1b. The learners are high school sophomores and juniors enrolled in general chemistry.
1c. I chose this topic because stoichiometry is a skill that carries through the entire second
semester of chemistry. It represents a substantial portion of the learning objectives in the gases,
energy, solutions and acids and bases units. It is vital for student to have a strong understanding
of this material if they are to be successful for the rest of the course.
This unit is also critical because it incorporates many of the learning targets that were
completed in the months leading up the unit. These include naming chemicals, writing equations,
balancing equations and mole conversions. This can be a very difficult topic if students did not
have success in the previous units.
I have chosen instructional methods for this unit that would be considered supplantive.
There are a number of reasons for this. First, student success depends on the amount of
retained chemistry knowledge from previous units. Those students that have had less retention
would struggle heavily without teacher guidance. Also, this unit is vital, but there is not much time
to complete all of the necessary tasks. Unfortunately, I simply do not have time to allow students
to complete this unit at their own pacing. As the instructor, I will drive the lessons, and also the
pacing.
Although this unit involves both procedure and principles, it will be classified solely as a
procedural lesson. I have chosen procedural because performing stoichiometry involves students
performing a series of steps in a specific order. Students will have to recognize when it is
necessary to perform stoichiometry. In future units, there will be occasions when it is appropriate
to use stoichiometry, but students will have to recognize when the time arrives. Fortunately, most
of the steps in this unit have already been learned by students, but there will be some students
that must relearn the material. Learning the steps of stoichiometry will focus on reteaching these
skills to struggling students. The most critical step of instruction will be teaching the students the
order of the steps. Once they know the order, they should be able to apply their preexisting
knowledge to begin to solve stoichiometric conversions. Finally, students will learn how to check
their work to determine if they have correctly completed the conversion. During this entire
process many opportunities for practice will be given to reinforce their learning during each critical
step.
Part 2 Anal ysi s Report
2.a
2a1: Needs assessment survey The stoichiometry pretest is attached with a separate
document. This was given as a pencil and paper test the day before the stoichiometry unit
started. While it was mostly designed to determine the preexisting knowledge possessed by
chemistry students, it also had a small component for students to self-analyze their own learning
in chemistry. The questions used to assess prior knowledge were short answer and
computational questions. Many of these questions required students to show the work used to
attain the answers. This is critical because it allowed me to pinpoint the exact strengths,
weaknesses and common misunderstandings of the students.
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The pretest was given to a chemistry class consisting of 19 students. The test itself was
a two sided paper test which the students wrote directly on. Please see the attached test to view
the formatting.
2a2: Needs assessment data report
The results of the pretest were very helpful in finding the strengths and weaknesses of
my students. Each question was designed to assess a necessary skill for the upcoming unit, with
exception to the last few questions regarding student learning. Questions 1-3 were focused on
students ability to perform conversions and mathematics with fractions. 17 students got the first
question correct, 16 students got question two correct and all 19 students got the third question
correct. This tells me that my students have a firm grasp of the mathematics needed to perform
stoichiometric conversions. I find it interesting that they were able to perform dimensional
analysis at a higher rate than the first two questions because it is essentially the same thing. This
just tells me that there may some disconnect between math and science. 15 students got
question four correct, while 14 got question five correct. These two questions focused on the
ability to go from words to chemical symbols, which is an introductory component in the
stoichiometry unit. Questions 6 and 7 assessed student ability to write and balance equations.
Students showed a strong ability to balance, with all students getting question 6 correct. They
had a harder time with writing products as only 11 got it correct. This indicates that some
students will have to relearn this material for the next unit. Questions 8-10 assessed students
skills in performing mole calculations. They did well in finding molar mass with all 19 students
getting it correct. Students had a harder time with questions 9 and 10, with only 14 and 15
respectively getting them correct. This tells me that some extra time may need to be allocated to
performing mole calculations in the stoichiometry unit. Questions 11-13 assessed students on
stoichiometry, which they had not seen before. Questions 11 and 12 assessed their ability to find
a mole ratio. The results were encouraging as 7 and 4 respectively got these correct. This is
especially encouraging because this was not a multiple-choice test, there was little guessing
involved. Unfortunately, no one got question 13 correct. This was expected, though. After all, if
all the students already knew how to do a stoichiometry problem from start to end, why teach this
unit?
Finally, I used the last two questions to gauge which material the student enjoyed and
which activities were the most effective form them. The results were fairly unanimous when it
came to the activities, 10 answered group work, 7 said guided practice, one said labs and one
more said lecture. The answers for the topics were spread out a little more. 4 students answered
matter, 2 said light and electrons, 2 said ionic compounds, 5 said reactions and 6 said moles. In
terms of material, reactions and moles tend to be more mathematical and logic based, while
matter, light and electrons and ionic compounds are more conceptual based material. The
stoichiometry unit tends to be more in line with the mathematical and logical units. I will need to
find a way to address the needs of the students who have more interest in the conceptual
material.
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Question # Topic
1 Multiplying Fractions
2 Multiplying Fractions
3 Factor Label Method
4 Writing Formulas
5 Writing Equations
6 Balancing Equations
7 Predicting Products
8 Molar Mass
9 Gram to mole conversion
10 Mole to gram Conversion
11 Mole Ratios
12 Mole Ratios
13 Stoichiometry
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Stoichiometry Pretest Results
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2b. Description of the l earning context
The lesson will occur in a chemistry classroom located in an 2b1. Learning Context
affluent high school district in the western suburbs of Chicago, Il. The classroom is outfitted with
all OSHA mandated safety equipment, including eyewash stations, a chemical shower, fire
blankets, a fume hood and fire extinguisher. The room also contains 12 Windows desktop
computers. These computers contain the Adobe suite, Microsoft office and Logger Pro probe and
graphing software. The room also is outfitted with temperature, salinity, voltage and pressure
probes that work to collect data on the desktops. In the front of the room there is an HD projector
and smartboard which interfaces with the instructors computers. All lectures and presentations
are given using the smartboard and smart software. Finally, the room is outfitted with a document
camera which can project images onto the smartboard with the projector.
In addition to all of the technology, this room contains all of the standard chemistry
equipment which includes scales, burners, running water and sinks, and a wide range of
glassware.
The learning will occur in two different classes, one starting at 8:30 am and the other
starting at 9:35am. The first class contains 19 students and the later class contains 24 students.
Students are seated in rows at individual desks. They are positioned so that they are looking
directly at the smartboard and the instructors desk. There are six lab tables positioned around
the outside of the room
Both courses will be taught by the same instructor, a 32 year old male with a degree in
chemistry and physics education. He has 10 years of experience teaching chemistry at varying
levels including honors and remedial formats. In addition to a bachelors degree in chemistry, the
instructor also possesses a masters degree in educational leadership.
The instructor is part of a PLC team consisting of four other chemistry teachers. They
meet once, on Mondays, for one hour to discuss the curriculum, assessments and learning
targets. This team is responsible for the current curriculum, which they have developed over the
course of four years working together. They have also chosen to use the Glencoe Chemistry:
Matter and Change text to supplement their instruction. Tests, labs, activities and lectures are
developed collaboratively for use by all the teachers in the PLC.
2b2: Transfer context
The likelihood of a student using stoichiometry outside of a chemistry class is very small,
but it is possible. If a student is performing a science experiment at home to produce some
unique product they would want to use the steps of stoichiometry to predict the outcome of the
reaction and how much product they could potentially produce. Obtaining the chemicals
themselves would be very difficult because chemicals are highly restricted for public use, but
there are some home experiment kits that are widely distributed and safe to use at home. It is not
recommended to perform chemistry experiments at home because the typical home does not
have the safety measures in place that a chemistry class or lab would have.
Another place where students may use stoichiometry is if they have a position working
within a lab for either industrial chemical production or pharmaceutical production. In this case
they would need to determine how much of each ingredient they would need to form a specified
amount of product. Again, this would require the use of stoichiometry.
The final example where stoichiometry is used does not involve chemistry at all. Rather,
it incorporates cooking. Cooking follows a recipe, much like a reaction follows an equation.
Instead of mole ratios, the chef uses the amounts of ingredients as the ratio. As an example, if a
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recipe makes 50 cookies, but a chef needs 150 cookies, they could use the principles of
stoichiometry to determine how he or she would need to scale up the amounts of each ingredient
according to the recipe. While this is not the chemistry form of stoichiometry the principles are
exactly the same. This is the most relevant example because at one time or another , everyone
tries cooking.
2c. Description of the learners
Of the students being taught the stoichiometry lesson, 13 are female and 31 are male.
Within this group 31 are Caucasian, 8 Hispanic, 2 African American and 2 Asian. The course
consists of 15 juniors and 28 sophomores. Traditionally, chemistry has been a junior level
course, but the district has gradually changed the structure of the science curriculum so it will
eventually be a sophomore only course. There are two students with 504 plans and one with an
IEP. These plans require preferential seating and extended time on assignments and
assessments. As it stands today, seven students are failing one or more courses, including
chemistry. Within this group, there are three that have chronic deans contact for issues such as
insubordination, truancy and electronic device use.
The overall mix of students is very unique in the chemistry classroom. Within the same
boundaries there are multimillion dollar homes and government housing. Within one class there
can be students that are incredibly wealthy and those that are on free or reduced lunch. With this
in mind, there are many different ability levels and beliefs held about school. Some students
have never had a positive experience in school and others expect to get perfect scores on
everything they turn in. Some students have time to get all of their work done at home with the
help of a parent or tutor, while other students go work or have to babysit siblings all night long
and may never get to their homework. So, it is impossible to generalize the type of student that
would be receiving the stoichiometry lesson. Rather, it can be said that the instructor should
expect a wide range of beliefs and abilities when it comes to school.
Before the students come into chemistry they must have passed biology with a D or
better. They also must have passed algebra and be concurrently registered in geometry. These
requirements are in place to help ensure that students have some scientific knowledge and
mathematical ability before they reach chemistry, although this is not always the case. The
chemistry pretest helped to determine where the classes were in terms of the necessary skills to
complete stoichiometry. Students were very strong in performing math conversions. They were
able to multiply fractions and do factor label method with accuracy. They did reasonably well in
mole calculations and naming. They needed some extra help in predicting products, though.
This is a skill they have yet to be taught. This tells me that they will need some extra guidance
when they are faced with predicting reaction products during the stoichiometry lesson.
Expectedly, they struggled with stoichiometry. It was noted that a handful of students were able
to find mole ratios on the pretest.
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Percentage of male and female chemi stry students
Chemistry Student Demographic Groups, by percentage
70%
30%
Male
Female
72%
18%
5%
5%
Caucasian
Hispanic
African American
Asian
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2d: Task anal ysis flow chart
Overall Learning Task Flowchart
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Specific Task Flowchart: Molar Mass Calculation
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Part 3. Planning
3a: Learning objectives
1. Given the name of a compound or element, learners will construct the correct chemical formula.
2. Given a set of products and reactants, learners will construct an unbalanced chemical equation.
3. Given an unbalanced chemical equation, learners will use coefficients balance a chemical
equation.
4. Given a chemical formula and a periodic table, learners will calculate the molar mass of a
chemical.
5. Learners will convert quantities from grams to moles and vice versa.
6. Learners will list what information must be obtained before being able to calculate anything in a
stoichiometry problem.
7. Given a balanced chemical equation learners will identify the mole ratios between any 2 reactants
or products.
8. Given a mole ratio, learners will write the ratio as a conversion factor.
9. Given all the necessary information, learners will set up and solve a stoichiometry problem using
the factor-label method.
10. Learners will calculate and round an answer to the appropriate number of significant figures in a
calculation.
11. Learners will determine and label an answer with the appropriate unit.
3b: Objectives and assessment matri x table
Learning
Objective
Blooms Classification Format of
Assessment
Description of Test Form Sample Items
1 APPLICATION Paper and Pencil Short answer/
constructed response
A chemical reaction occurs when
Lead (II) Nitrate and Potassium
iodide react to form Lead (II)
iodide and Potassium Nitrate.
Write the chemical formula for
each reactant and product.
2 APPLICATION Paper and Pencil Short answer/
constructed response
A chemical reaction occurs when
Lead (II) Nitrate and Potassium
iodide react to form Lead (II)
iodide and Potassium Nitrate.
With the formulas of each reactant
and product written, please
organize them into an unbalanced
chemical equation.
3 APPLICATION Paper and Pencil Short answer/
constructed response
Use coefficients to balance the
reaction when Lead (II) Nitrate and
Potassium iodide react to form
Lead (II) iodide and Potassium
Nitrate.
4 APPLICATION Paper and Pencil Short answer/
constructed response
Use a periodic table to determine
the molar amasses of lead(II)
iodide and Potassium Iodide
5 APPLICATION Paper and Pencil Short answer/
constructed response
Using the molar mass of lead (II)
iodide, determine how many moles
are in 175.0 g of lead (II) iodide.
6 KNOWLEDGE Paper and Pencil Short answer/
constructed response
Please list all of the information
you have that will enable you to
calculate how many grams of
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3c: ARCS Table
ATTENTION
A.1 Perceptual Arousal
Show a clip from Breaking Bad (This can be done at the teachers discretion based on his or her
knowledge of the students' backgrounds and maturity levels.) Explain the Mr. White uses
stoichiometry to determine how much of each chemical he needs to react and how much product
he will produce. Explain that this is the same for any person working to create a chemical product
like medicine, cleaning agents, weaponized chemicals or anything else they can imagine. An
example can be found here: https://www.youtube.com/watch?v=1bUfjR4zooM
A2. Inquiry Arousal
Burning iron prediction demo. Show students a 5g lump of steel wool. Place it on a
scale so they can see that it has a mass of 5g. Tell them that you are going to burn the
steel wool. Poll the class; ask them if they think the mass will go up or down? Ask some
students to offer predictions about the new mass will be. Record them on the board. Tell
them that you will make your guess and write it on a piece of paper, do not let them see
your guess. Use stoichiometry before class to calculate the mass of product you should
get form burning the steel wool and write on the sheet. Hide the paper in your pocket.
Burn the steel wool. Take the products and place them on the scale, it should match or
be very close to your prediction. At this point reveal your prediction to students. Explain
to them how you used stoichiometry to solve the problem.
A3. Vari ability
potassium iodide will be needed to
produce 175.0 g of lead (II) iodide.
7 COMPREHENSION Paper and Pencil Short answer/
constructed response
Using the balanced chemical
equation, please identify and write
the mole ratio needed to convert
form moles of lead (II) iodide to
Potassium iodide.
8 COMPREHENSION Paper and Pencil Short answer/
constructed response
Please convert the mole ratio you
identified into a conversion factor.
9 APPLICATION Paper and Pencil Short answer/
constructed response
Please use factor label method
and the factors you have identified
to convert 175.0 g of lead (II)
iodide to potassium iodide.
10 COMPREHENSION Paper and Pencil Short answer/
constructed response
Use a calculator and your factor
label set up to calculate the
answer and round it to the
appropriate number of significant
figures.
11 COMPREHENSION Paper and Pencil Short answer/
constructed response
Label you answer with the
appropriate units.
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Stoichiometry with models: Students will use models to initially discover the idea of mole ratios
and how to use them. A set of wooden ball and stick models is needed. Optimally students
should work independently or in groups of two. It may be beneficial to review this activity with the
student after they have completed it to ensure that they have acquired the concept of mole ratios.
RELEVANCE
R1. Goal orientation
Go through list of required skills and learning targets ahead of time. Have students identify which
skills they are strong, weak and neutral at. See: stoichiometry learning targets.doc
R2. Motive matching
Baking soda lab: Students will determine how much carbon dioxide gas should be produced in a
reaction and then put it to the test by actually doing the chemical reaction. A complete list of
materials and lab instruction can be seen in eh document: Percent Yield of Carbon Dioxide
Lab.doc
R3. Fami liarity
Cookie recipe: Have students bring in a cookie recipe form how or one that they find on the
internet. It must have a list of ingredients and a final amount of cookies that will be produced. In
class, have the students use the principles of stoichiometry to calculate how much of each
ingredient they would need to create exactly enough cookies to feed everyone in the class. If
possible, the instructor should bring in his or her own recipe and show students how to do it for
one of the ingredients.
CONFIDENCE
C1. Learning requirements
Present the step by step method of stoichiometry in lecture format. Provides examples of each
step. Then, work through a simple example from start to end. Provide students with a graphic
organizer to help them remember each step. See: Stoich Thought Process FlowChart
COMPLETED.pdf
C2. Success opportunities
Stoichiometry card game: Students will use a set of cards that represent the steps of the
stoichiometry process. They will read a series of six problems and use the cards to solve the
problems. Each card represents one step of the process. They must decide which card is
appropriate and when the right time s to use it. See the attached files STOCIHIOMETRY WITH
MASS CARD GAME.doc and STOICHIOMETRY CARDS.pptx
C3. Personal control
Drill and practice, reveal answer key. Start with easy, simple problems and eventually work
towards harder problems with more complex steps. Start by having students work individually,
but if they are having difficulty the instructor may pair students for partner work.
SATISFACTION
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S1. Natural consequences
Forensic science stoichiometry assignment: Frame a stoichiometry problem in terms of forensic
science situation in which the students must act as a crime scene technician to solve a problem.
Explain that stoichiometry can be used in this profession to solve crimes. SEE: Stoichiometry
forensic science.pdf
S2. Positive consequences
Pretargets vs. post targets: Check for growth. Use the original learning target sheet that students
marked at the beginning of the unit to determine their strengths and weaknesses. Have them
mark it in a different color to see where they have improved and where they could still improve.
See: stoichiometry learning targets.doc
S3. Equity
Give students 15 minutes to complete 5 stoichiometry problems. When they finish the first one
have them bring it up to you to check. If it is correct allow them to work ahead, if it is wrong give
them some feedback and have them make changes. Have students continue to bring the first
problem up to receive feedback until they get it correct.
Keller, J . M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10),
1-8
Part 4 Instructor Guide
Introduction
Show students a 5g lump of steel wool. Place it on a scale so they can see that it has a mass of
5g. Tell them that you are going to burn the steel wool. Poll the class; ask them if they think the mass
will go up or down? Ask some students to offer predictions about the new mass will be. Record them on
the board. Tell them that you will make your guess and write it on a piece of paper, do not let them see
your guess. Use stoichiometry before class to calculate the mass of product you should get form burring
the steel wool and write on the sheet. Hide the paper in your pocket. Burn the steel wool. Take the
products and place them on the scale, it should match or be very close to your prediction. At this point
reveal your prediction to students. Explain to them how you used stoichiometry to solve the problem.
Hand out the unit learning targets for students. Go over them one by one and have the students
fill in the comfort levels for each target. Discuss which targets they should be familiar with and those
which they will struggle with. See: stoichiometry learning targets.doc
Cookie activity: Have students bring in a cookie recipe from home or one that they find on the
internet. It must have a list of ingredients and a final amount of cookies that will be produced. In class,
have the students use the principles of stoichiometry to calculate how much of each ingredient they would
need to create exactly enough cookies to feed everyone in the class. If possible, the instructor should
bring in his or her own recipe and show students how to do it for one of the ingredients.
Body
Recall relevant prior knowledge or Stimulate recall of prior knowledge: Preknowledge review
sheet. Hand out the preknowledge worksheet to students; this sheet provides examples of all of the tasks
that they have already learned that they will need to recall to complete the stoichiometry process. They
should do this assignment on their own for homework. Provide the answers when they bring it back to
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school. Remind students that if they did not get all of the problems correct than they must review this
material quickly.
Lecture on the stoichiometry process: Begin by breaking the process down into each individual
step. Provide multiple examples of each individual step. Then, provide an entire example worked all the
way through. Be sure to select a simple example that involves very little decision making. If time permits,
provide some higher order examples. During the lecture have students fill in the graphic organizer that
will help them with the process.
Focus Attention or Gain & Direct Attention: J igsaw activity: Break students into small groups.
Assign the groups one of four tasks. Give them 5 minutes to answer their assigned question. Then, have
each group present the findings to the class. 1) When do I use stoichiometry? 2) Show each step
individually. 3) Create a flowchart of steps 4) How do I know if I did it correctly?
Employ Learning Strategies or Guide or Prompt Use of Learning Strategies: Stoichiometry
modeling. Students will use models to initially discover the idea of mole ratios and how to use them. A
set of wooden ball and stick models is needed. Optimally students should work independently or in
groups of two. It may be beneficial to review this activity with the student after they have completed it to
ensure that they have acquired the concept of mole ratios.
Card game: Stoichiometry card game: Students will use a set of cards that represent the steps of
the stoichiometry process. They will read a series of six problems and use the cards to solve the
problems. Each card represents one step of the process. They must decide which card is appropriate
and when the right time s to use it. This works best individually, but may be done in small groups of two or
three.
CO
2
Lab: Students will determine how much carbon dioxide gas should be produced in a reaction
and then put it to the test by actually doing the chemical reaction.
Practice or Provide for and Guide Practice: Drill and practice, reveal answer key. Start with
easy, simple problems and eventually work towards harder problems with more complex steps. Start by
having students work individually, but if they are having difficulty the instructor may pair students for
partner work.
Evaluate Feedback or Provide Feedback: Give students a one problem exit slip at the end of
class. Be sure to grade it and return it to them at the beginning of the next day. Take a minute to reveal
the answer key and discuss common errors.
Conclusion
Summarize and review or Provide summary and review: Have students list the steps of
stoichiometry on a sheet of paper. Then, they should crumple it up and throw it across the room. Each
student should pick up a new sheet. Ask them to read it and make corrections if needed. Then ask some
students to volunteer to read what their paper says. As a class, discuss and critique what is being read.
Talk about the positives and negatives of each. This would also be a good time hand out the real life
stoichiometry problems. See: Stoichiometry forensic science.pdf
Transfer learning or Enhance transfer: Provide a review guide to each student that includes
examples of each individual step and also some complete problems. The complete problems should
range from very simple to highly complex.
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Remotivate and Close or Provide Remediation and Closure: Go over learning targets again.
Circle the new levels of understanding. Ask students Did you improve on all of your targets? If not,
which do you need help on?
Assess Learning or Conduct Assessment Evaluate: Take test
Feedback and Seek Remediation or Provide Feedback and Remediation: Hand back the graded
assessment. Go over the answers and solutions with the class. Inform students that they may retake the
test for a better score. In order to take advantage of this opportunity they must schedule a time to meet
with the instructor to go over the test one on one. They must also attend another review session. Then,
they can retake the test. The score earned on the test will be the score kept on record for the
stoichiometry unit.
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\Part 5 Learner Content
5a. Learning Materials
Percent Yield of Carbon Dioxide
Purpose:
In this lab, you will react baking soda (NaHCO
3
) with vinegar (aqueous acetic acid, HC
2
H
3
O
2
). The
balanced equation for this reaction is:
3
() +
2
2
()
2
2
() +
2
() +
2
()
Vigorous bubbling will occur. This is our evidence that carbon dioxide gas is being released.
How will you know when the reaction is over?
The goal is to determine how much carbon dioxide should theoretically be produced (using
stoichiometry), and compare it to how much was actually produced in our experiment. This comparison is
known as the percent yield:
100 =
Materials:
Equipment Chemicals
150mL beaker
100mL beaker
Stirring rod
Scoopula
Baking soda (NaHCO
3
)
Vinegar (aqueous HC
2
H
3
O
2
)
Procedure:
1. Using a weigh boat, weigh out a little less than 4 grams of baking soda. Record the mass.
2. Weigh and record the mass of a 150mL beaker.
3. Carefully transfer ALL of the baking soda to the 150mL beaker.
4. Weigh and record the mass of a 100mL beaker.
5. Pour approximately 50mL of vinegar into your 100mL beaker. Estimate it using the markings on
the beaker. Weigh and record.
6. While stirring, slowly pour the vinegar into the beaker with the baking soda.
7. Carefully observe the 100mL beaker after pouring out the vinegar and note your observations in
the Data and Observations section.
8. When the reaction is over, weigh the 150mL beaker containing the reaction contents.
9. Carefully observe the 150mL beaker containing the reaction contents and note your observations
in the Data and Observations section.
19
Name: ______________________________________________ Partner(s):
__________________________________________ Per:_____
Data and Observations:
Mass of baking soda (g)
Mass of 150mL beaker (g)
Mass of 100mL beaker (g)
Mass of 100mL +vinegar (g)
Mass of 150mL +reaction contents (g)
Observations of 100mL beaker after pouring out vinegar:
Observations of 150mL beaker after reaction is over:
Actual Yield Calcul ations (SHOW ALL WORK):
1. Calculate the mass of the vinegar used.
2. Calculate the total mass of the baking soda and vinegar used. This is the total mass of your
reactants.
3. Calculate the mass of the reaction contents held in the 150mL beaker.
4. The Law of Conservation of Matter states that in a chemical reaction, matter can never be
created or destroyed. How should the total mass of your reactants compare to the total mass of
your products?
5. Compare the total mass of your reactants found in #2 to the mass of the products in the beaker at
the end of the reaction (#3). How do they compare?
20
6. Your answer from #3 should be smaller than #2. Why does this make sense, given that one of
your products, CO
2
, was a gas?
7. Calculate the difference between your reactants and your products. This is the actual yield of
CO
2
produced.
Theoretical Yield Calcul ations (SHOW ALL WORK):
1. Using stoichiometry, determine the mass of carbon dioxide that should have been produced from
your mass of baking soda.
Given: Factor-Label Work:
Solving:
Ratio(s):
Percent Yield Calcul ation:
100 =
__ _________________ x 100 =
Errors:
Your yield should be under 100%. This is expected and normal! Determine at least 3 sources of
experimental error to address why your yield was under 100%. Measurements and calculations are NOT
to be blamed! Think about your procedure and your observations.
Error Source #1:
Error Source #2:
Error Source #3:
21
Mass-Mass and Mass-Mole Practice: SHOW ALL WORK and INCLUDE YOUR UNITS!
1) Given the following balanced equation:
2 KClO
3
--->2 KCl +3 O
2
How many moles of O
2
can be produced by letting 12.00 moles of KClO
3
react?
2) Potassium metal reacts with chlorine gas to form potassium chloride.
Write the balanced reaction (remember your diatomics & to balance charges!):
How many grams of potassium chloride is produced from 2.50 g of potassium?
How many grams of potassium chloride is produced from 1.00 g of chlorine?
3) Given the following unbalanced equation:
___Na
2
O +___ H
2
O --->____NaOH
How many grams of NaOH is produced from 1200 grams of Na
2
O?
4) Given the following unbalanced equation:
___ Fe +___S
8
--->___FeS
What mass of iron is needed to react with 16.0 grams of sulfur?
How many grams of Iron II sulfide are produced?
5) Given the following balanced equation:
2 NaClO
3
--->2 NaCl +3 O
2
12.00 moles of NaClO
3
will produce how many grams of O
2
?
22
6) Given the following partial equation:
Cu +AgNO
3
--->
Predi ct the products & balance before you begin the problem!
Note: Cu will form a 2+ ion
How many moles of Cu are needed to form 3.50 moles of Ag?
7) The average human requires 120.0 grams of glucose (C
6
H
12
O
6
) per day. How many grams of CO
2
(in
the photosynthesis reaction) are required for this amount of glucose? The photosynthetic reaction is:
6 CO
2
+6 H
2
O --->C
6
H
12
O
6
+6 O
2
23
GOT IT! MAYBE? NO IDEA.
10 9 8 7 6 5 4 3 2 1 0
Given the name of a compound or element,
learners will construct the correct chemical
formula
10 9 8 7 6 5 4 3 2 1 0
Given a set of products and reactants, learners
will construct an unbalanced chemical equation.
10 9 8 7 6 5 4 3 2 1 0
Given an unbalanced chemical equation,
learners will use coefficients balance a chemical
equation.
10 9 8 7 6 5 4 3 2 1 0
Given a chemical formula and a periodic table,
learners will calculate the molar mass of a
chemical.
10 9 8 7 6 5 4 3 2 1 0
Learners will convert quantities from grams to
moles and vice versa.
10 9 8 7 6 5 4 3 2 1 0
Learners will list what information must be
obtained before being able to calculate anything
in a stoichiometry problem.
10 9 8 7 6 5 4 3 2 1 0
Given a balanced chemical equation learners will
identify the mole ratios between any 2 reactants
or products.
10 9 8 7 6 5 4 3 2 1 0
Given a mole ratio, learners will write the ratio as
a conversion factor.
10 9 8 7 6 5 4 3 2 1 0
Given all the necessary information, learners will
set up and solve a stoichiometry problem using
the factor-label method.
10 9 8 7 6 5 4 3 2 1 0
Learners will calculate and round an answer to
the appropriate number of significant figures in a
calculation.
10 9 8 7 6 5 4 3 2 1 0
Learners will determine and label an answer with
the appropriate unit.
24
Stoichiometry Review
Complete each probl em. Show all work. Label answers with the correct unit and use significant
figures whenever possibl e.
1. What is the formula for silver nitrate?
2. Find the molar mass of Al
2
(SO
4
)
3
3. Write the equation for magnesium metal reacting with gaseous oxygen to form solid
magnesium oxide.
4. Balance the following equation:
CaCl
2
+ Li LiCl + Ca
5. Predict the products of :
Al + O
2
6. 2Na+ Cl
2
2NaCl
Find the mole ratio between sodium metal and chlorine gas in the above equation
7. How many moles are in 15.4g of MgCl
2
?
8. How many grams are in 0.75moles of H
2
O?
9. CaCl
2
(aq) +NH
4
CO
3
(aq) -->2NH
4
Cl(aq) +CaCO
3
(s)
How many moles of solid calcium carbonate are produced from 3.51 moles of CaCl
2
and
excess NH
4
CO
3
?
10. 2KClO
3
(s) -->2KCl (s) +3O
2
(g)
How many moles of potassium chlorate are needed to produce 4.09g of O
2
?
11. 2NaOH (aq) +H
2
SO
4
(aq) -->2H
2
O (l) +Na
2
SO
4
(aq)
How many grams of aqueous sulfuric acid are needed to produce 10.0g of H
2
O, if NaOH is
excess?
12. 16 Ag(s) +S
8
(s) -->8 Ag
2
S (s)
25
How many moles of silver (I) sulfide will be produced from a reaction of 0.98mol Ag and
0.24mol S
8
?
13. 16 Ag (s) +S
8
(s) -->8 Ag
2
S (s)
How many grams of silver (I) sulfide will be produced from a reaction of 0.98g Ag and 0.24g
S
8
?
26
Stoichiometry Using Model Kits
Part 1: Chemi cal Equations
Build 1 model of H
2
O (2 yellow atoms attached to 1 red atom). Draw it (quickly) in the space below.
1. Looking at what youve built, can 1 molecule of H
2
O decompose (break apart) to produce 1
complete molecule of H
2
and 1 complete molecule of O
2
? Why or why not?
2. Build another H
2
O model. Draw both H
2
O molecules below.
Using only the 2 molecules of H
2
O, how many complete molecules of H
2
and O
2
can you make?
Draw what you built below.
3. Write the balanced equation for the decomposition of water to produce hydrogen and oxygen
gases. This should match what you built in #2!
4. Write the balanced equation out IN WORDS, describing how many molecules react and how
many molecules of each product are produced.
27
5. If I have 4 molecules of water, how many molecules of H
2
will be produced? How many
molecules of O
2
?
6. While you have built models of molecules, we have learned that molecules and moles are
proportional for every 1 molecule you build, it represents 1 MOLE of that substance. Write the
balanced equation out IN WORDS, describing how many MOLES react and how many MOLES of
each product are produced.
7. If I have 4 MOLES of water, how many MOLES of H
2
and MOLES of O
2
will be produced?
8. If I need to produce 8 moles of oxygen gas, how many moles of water will I need to decompose?
Part 2: Mole Ratios
Build the models to represent the following reaction. Remember, the models you build represent MOLES!
Then, answer the questions:
N
2
+3H
2
2NH
3
Draw your models here:
N
2
+
3H
2
2NH
3
1. What is the mole ratio of N
2
to H
2
?
28
2. What is the mole ratio of H
2
to NH
3
?
3. What is the ratio of N
2
to NH
3
?
4. Build 2 N
2
models. If you have 2 moles of N
2
, how many moles of H
2
do you need to completely
react with them? Build these.
Draw ALL of the N
2
and H
2
that youve built below:
5. From ONLY the models you built in #4, build as many NH
3
models as you can. How many could
you build? Does this make sense based on your ratios above? Why or why not?
Draw ALL of the NH
3
models that youve built below:
Part 3: Limiting Reactants
For the following questions, use the balanced equation below:
N
2
+3H
2
2NH
3
1. In order to react completely, what MOLE RATIO of N
2
to H
2
do you need?
2. Build 2 moles of N
2
and 7 moles of H
2
. Draw ALL of the N
2
and H
2
that youve built below:
29
a. Do you have the perfect ratio of reactants?
b. Using just what youve built, build as many NH
3
as you can.
How many COMPLETE moles of
NH
3
can you make?
Draw ALL of the NH
3
models that youve built below:
Draw any unused models below:
c. What reactant ran out first?
This reactant is your limiting reactant. Why is it named that?
d. What reactant was left unused?
This reactant is your excess reactant. Why i s it named that?
How many moles of the excess reactant were used?
How many moles of the excess reactant were leftover?
Do these quantities (used & leftover) make sense given the ratio of N
2
:H
2
from the balanced
equation? Why or why not?
30
Stoichiometry Card Game
You should have a deck of 16 different cards. Please count them before you begin! Be sure to identify
the 6 starter cards and the 10 conversion factor (ratio) cards. Use the cards to help you set up the
factor-label work to answer the following stoichiometry questions.
Ammonia (NH
3
) burns in oxygen (O
2
) to produce water (H
2
O) and nitrogen (N
2
) according to the following
balanced chemical equation:
4 NH
3
(l) + 3 O
2
(g) 2 N
2
(g) + 6 H
2
O (g)
1. How many grams of oxygen would be needed to react completely with 5.00g of ammonia?
Given:
Solving for:
Ratio(s) needed:
Factor-label work:
2. How many grams of ammonia must have reacted if 23.33g of nitrogen are produced?
Given:
Solving for:
Ratio(s) needed:
Factor-label work:
3. If 0.72g of oxygen is reacted with excess ammonia, how many grams of water can be produced?
Given:
Solving for:
Ratio(s) needed:
Factor-label work:
4. 10.5g of water were produced in the combustion of ammonia in oxygen. How many grams of
nitrogen must also have been produced?
31
Given:
Solving for:
Ratio(s) needed:
Factor-label work:
5. How many grams of water can be produced from 4.17 g of ammonia reacting with excess
oxygen?
Given:
Solving for:
Ratio(s) needed:
Factor-label work:
6. What mass of nitrogen will be produced if 170g of oxygen react with excess ammonia?
Given:
Solving for:
Ratio(s) needed:
Factor-label work:
32
1) You are a forensic scientist. You are investigating a murder involving poison. The victim was
poisoned with a compound called di-chloro benzene whose formula is C
6
H
4
Cl
2
. Autopsy
results show that the victims body contained about 27.5 g of the poison, but the actual amount
could have been slightly higher due to tissue absorption. The main suspect is his wife,
Suzanne, who works as a chemistry professor. Records show that she purchased 15 g of
benzene (C
6
H
6
) two days before the murder. Benzene is one of the compounds used
to make the poison, but she claims she was using it to make methyl benzene (C
6
H
5
CH
3
), an
innocuous compound, for use in her lab. She
shows you the bottle of ethyl benzene she claims to have made. It contains 25 grams of methyl
benzene.
Is she telling the truth? If you can show that it is possible to produce 25 g of methyl
benzene from 15 grams of benzene, then she was telling the truth.
To produce di-chloro benzene, the reaction is: Cl
2
+ C
6
H
6
C
6
H
4
Cl
2
+ H
2
To produce ethyl benzene, the reaction is:
CH
4
+
C
6
H
6
C
6
H
5
CH
3
+ H
2
After balancing reactions, use stoichiometry to solve this case. Be sure to show all your work and
explain whether the results show the wife to be innocent or a murder.
2) The Apollo 13 mission astronauts are running out of oxygen and need to get rid of the
excess carbon dioxide. You know that sodium hydroxide can remove carbon dioxide from
the spacecraft cabin. The filter which they had been using is fully saturated and no longer
works. The astronauts have a 5 kg container of sodium hydroxide on the ship. : NaOH +
CO
2
Na
2
CO
3
+
H
2
O
The astronauts have 2 days left before they land on earth. You know that there are three
astronauts, and each astronaut emits roughly 500 g of carbon dioxide each day. Is there enough
sodium hydroxide in the cabin to cleanse the cabin air of the carbon dioxide, or are the astronauts
doomed? Again be sure to show all your work!
3) You are a pharmaceutical chemist. One day, while working you discover that a relatively simple
compound, calcium nitrate, seems to be preventing cancer in lab rats. You find. After many
more months of research, you design a drug that is synthesized using calcium nitrate. The
medical community praises your drug as a miracle. Your small drug company has been
asked to produce 15.0 kg of your new drug by the end of the year. It is very expensive to make
and your company has limited financial resources available to it in this time frame. You need to
decide if your company can afford to make the drug.
The drug is so expensive because one of the reactants, calcium chloride, costs $40.00 per gram.
The key reaction is: CaCl
2
+ NaNO
3
Ca(NO
3
)
2
+ NaCl
The funds available to your company are $40,000.00 to run this reaction in the process. You will need
10.0 kg of calcium nitrate to make
the 15.0 kg of the final drug needed. Does your company have enough funds to produce the
calcium nitrate needed to make the required amount of the final drug? Or will your company have
to sell the rights to the drug to a more well-funded company?
33
4) You are a NASCAR pit crew member. Your employer is leading the race with 20 laps to
go. He just finished a pit stop and has 5.0 gallons of fuel are in the tank.
On the way out of the pits, he asks, Am I going to have enough fuel to finish the race or am I
going to have to make another pit stop? You whip out your calculator and begin your
calculations based on your knowledge of stoichiometry. Other information you know is::
The formula for the fuel is C
5
H
12
and it undergoes a combustion reaction in the engine of
the car.
The car uses an average of 300.0 grams of oxygen for each lap.
The fuel
has a density of
0.70 kg/gal. What
do you tell the
driver?
This assignment was found at
http://jfendell.com/userfiles/09_Stoichiometry_Chapt._9/Stoich%20review%20sheet.pdf
34
5b. Assessment Material s
Stoichiometry Unit Test
1) A chemical reaction occurs when Lead (II) Nitrate and Potassium iodide react to form Lead (II)
iodide and Potassium Nitrate. Write the chemical formula for each reactant and product.
2) A chemical reaction occurs when Lead (II) Nitrate and Potassium iodide react to form Lead (II)
iodide and Potassium Nitrate. With the formulas of each reactant and product written, please
organize them into an unbalanced chemical equation
3) Use coefficients to balance the reaction when Lead (II) Nitrate and Potassium iodide react to form
Lead (II) iodide and Potassium Nitrate.
4) Use a periodic table to determine the molar amasses of lead(II) iodide and Potassium Iodide
5) Using the molar mass of lead (II) iodide, determine how many moles are in 175.0 g of lead (II)
iodide.
6) Please list all of the information you have that will enable you to calculate how many grams of
potassium iodide will be needed to produce 175.0 g of lead (II) iodide.
7) Using the balanced chemical equation, please identify and write the mole ratio needed to convert
form moles of lead (II) iodide to Potassium iodide.
35
8) Please convert the mole ratio you identified into a conversion factor.
9) Please use factor label method and the factors you have identified to convert 175.0 g of lead (II)
iodide to potassium iodide.
10) Use a calculator and your factor label set up to calculate the answer and round it to the
appropriate number of significant figures.
11) Round your answer from 10 to the appropriate number of significant figures and label it with the
correct unit.
5c. Technology Tool Justification
None.
Part 6. Formative Evaluati on Plan
Part 6a. Expert Review plan
I will submit my materials to another chemistry teacher in my school that teaches honors and AP
chemistry. I chose this expert because she is not part of the regular chemistry team that will be
associated with the field trial of my stoichiometry unit. She also has a master's degree in chemistry and is
considered by most within the department to have the most expertise in chemistry, and science in
general.
Part 6b. One to One evaluation plan
For the one to one evaluation process, I would select one chemistry class. From this class, I would
choose three students. I would pick one student with a high, average and low achievement history in
chemistry. I would invite these students to come in to class either before or after school. I would present
them the lectures and ask them to complete the activities for each lesson. This would have to occur over
a period of three to four days. At the completion of each lesson, I would present the students with a
questionnaire, either a hard copy or a Google form would suffice. In this form I would ask probing
questions that would help to make the material more clear and effective in teaching the content. I would
also ask for suggestions from students in how they think the material could be improved for future
students.
1) Were the goals for this unit clearly stated?
2) Were the instructions easy to follow?
3) Did you have enough time to complete the activity?
36
4) Was the material presented in a way that was interesting to you?
5) How could the material be made more exciting?
6) How could the material be presented in a way that makes more sense to you?
7) Is there another way to write the assessment questions that make more sense to you?
Part 6c. Smal l Group eval uation plan
Once the one to one evaluation is over, I would pick a different chemistry class. I would use the revised
materials as the actual stoichiometry unit for this class. All of the other chemistry classes would continue
to use the original stoichiometry lessons. I would begin by giving ALL chemistry classes a stoichiometry
pretest that assessed the prerequisite skills needed for the unit, as well as the new skills that would be
taught. This would be done to get base line data so the original and new stoichiometry lessons could be
compared. In the event that the instructor teaches only one chemistry class comparing classes would not
be possible. At the end of the stoichiometry unit a post test would be administered to determine student
growth in stoichiometry skills. Chemistry classes and stoichiometry lessons could be compared to
determine if the new curriculum is effective. Students will also be given a hard copy questionnaire or
Google form to provide insight into the classes opinions on the new material. Important questions to ask:
1) Did you find the material and activities interesting?
2) Was the material easy to understand?
3) Did the instruction adequately prepare you for the post test?
4) Do you feel you improved from the pretest to posttest?
5) Did you have the necessary pre-skills to be successful in this unit? If not what skills did you need to
improve upon?
6) Were you provided enough time to learn all the material?
7) How could the material be made more exciting for you?
8) How could the material be presented in a way that makes more sense to you?
9) Is there another way to write the assessment questions that make more sense to you?
Part 6d. Field Trial evaluation plan
Finally, once the small group trial was complete, I would revise the material and use it for each chemistry
class in the high school for the following year. I would administer the same pre and post tests used in
the small group trial. This time the data would be more accurate due to the larger sample size. At the
conclusion of the unit, the same questionnaire used in the small group trial would also be administered to
the students. In addition to collecting feedback from students, some feedback from the instructors would
be necessary. I would give them a journal to keep track of observations, questions and other concerns
they may have about the unit. During the unit I would also encourage teachers to observe one another to
see how the activities and lectures were playing out. I would encourage teachers to record what they saw
37
and to share this with their colleagues. At the conclusion of the unit, I would give each teacher a
questionnaire to collect their feedback and suggestions for the unit. Important questions:
1) Was there a sufficient amount of time to complete the unit?
2) Were the instructions for the instructor clearly written and easy to follow?
3) Were students motivated during the unit?
4) Were the learning targets appropriate for the students?
5) Did the pre and post test accurately assess the students abilities?
6) Did you have access to all of the materials and equipment needed to teach this unit?
7) Did you have enough professional training and preparation to teach this unit?
8) Is there any content missing from this unit? If so, what?
9) Can any of the activities be improved upon? If so, how?
10) Can the pre and post tests be improved upon? If so, how?
11) What were the strengths of this unit?
12) If you have any other comments or concerns please list them here.
After filling out the questionnaires, I would host a meeting with all the instructors to review how the unit
went and go over the student pre and post test data, questionnaire data and peer observations.
Part 7. Formative Evaluati on Report
Part 7a. Evaluation survey
Questions:
1) Are the learning targets appropriate for students?
2) Are the learning targets complete?
3) Are the instructions clearly written for another instructor to use this lesson?
4) Can this unit be completed in four class periods?
5) Does the post test accurately assess the learning targets for this unit?
6) Is there enough variety in the instructional methods chosen for this unit?
7) Does this unit accurately address multiple learning styles?
38
8) Will students find this lesson to be exciting or be motivated to learn the material?
9) Are there any other skills that students must have before beginning this unit?
10) Are the instructions for the activities clearly written and easy to follow for students?
11) Is the order of the activities logical and in the order most beneficial to students' learning?
12) What are the strong points of this unit?
13) What are the weaknesses of this unit?
14) What improvements would you suggest for this unit?
Part 7b. Report the results of the expert review
1) Are the learning targets appropriate for students?
Yes, in my opinion, these targets are appropri ate for high school chemi stry students.
2) Are the learning targets complete?
Yes, in fact, some of these targets are more relevant to previous units in the chemistry
curri culum. I like how thorough you have been with your targets.
3) Are the instructions clearly written for another instructor to use this lesson?
Yes, for an experienced teacher such as myself, these instructions are very clear. You
may want to expand on the parts where lecture is i ncluded because newer teachers may
not know what to do for that part.
4) Can this unit be completed in four class periods?
Probabl y not. You may want to expand this unit to five or six days
5) Does the post test accurately assess the learning targets for this unit?
Yes, the questions are well written.
6) Is there enough variety in the instructional methods chosen for this unit?
Yes, there is a lot or vari ety in thi s unit. I think that is a strong point of the unit.
7) Does this unit accurately address multiple learning styles?
Yes, I think so. You may want to include some more district strategies such as CRISS or
Kagan cooperative learni ng.
8) Will students find this lesson to be exciting or be motivated to learn the material?
For regul ar students, I dont know if we can get them to 100% buy in, but thi s lesson does
a good job of mixing it up and making it interesting for kids.
9) Are there any other skills that students must have before beginning this unit?
NO, you have been very thorough in preparing this lesson.
10) Are the instructions for the activities clearly written and easy to follow for students?
Yes, assuming that students will actuall y read the i nstructions, I think the labs and
activities provide strong i nstruction for your students.
11) Is the order of the activities logical and in the order most beneficial to students' learning?
Definitel y, you have done a good job of scaffolding the assignments and l ectures to build
on each activity.
12) What are the strong points of this unit?
- very thorough
- student friendl y
- good differentiation
- clear instructions for the teacher
13) What are the weaknesses of this unit?
- more guidance for the l ectures
- this may be better suited for 6 or more days
39
14)What improvements would you suggest for this unit?
Add a component for l ecture and extend the unit a few days
Part 7c. Comments on Change
I had some reservations about the length of this unit myself. I may in the future see if I can accomplish it
in 4 days, but based on the expert and my own concerns, it probably isnt likely.
I had considered making some modifications to the lecture portion of this unit. I decided against it
because anyone that teaches chemistry in Illinois must have a degree in chemistry and can be
considered an expert. Therefore, they can make their own decision on how best to deliver the material in
lecture. For this reason, I will leave the lecture portion open for interpretation.
Part 8. AECT Standards Grid
Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and Technology
(AECT), and used in the accreditation process established by the National Council for Accreditation of
Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the
standards correspond to the numbers next to the course tasks show on the list of assignments. Not all
standards are addressed explicitly through student work.
Assignments meeting standard in whole or part
Standard 1: DESIGN
1.1 Instructional Systems Design (ISD) X
ID Project
1.1.1 Analyzing X
ID Project; ID Case Analysis
1.1.2 Designing X
ID Project
1.1.3 Developing X
ID Project
1.1.4 Implementing X
ID Project
1.1.5 Evaluating X
Selected Discussion Forums; ID Project
1.2 Message Design
1.3 Instructional Strategies X
ID Project
1.4 Learner Characteristics X
ID Project
Standard 2: DEVELOPMENT
2.0 (includes 2.0.1 to 2.0.8) X
ID Project
2.1 Print Technologies X
Reading Quiz; ID Project
2.2 Audiovisual Technologies
2.3 Computer-Based Technologies X
(all assignments)
2.4 Integrated Technologies
Standard 3: UTILIZATION
3.0 (includes 3.0.1 & 3.0.2)
3.1 Media Utilization X (all assignments)
3.2 Diffusion of Innovations
3.3 Implementation and
Institutionalization
X ID Project
3.4 Policies and Regulations
Standard 4: MANAGEMENT
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4.0 (includes 4.0.1 & 4.0.3)
4.1 Project Management
4.2 Resource Management
4.3 Delivery System Management
4.4 Information Management
Standard 5: EVALUATION
5.1 Problem Analysis X
5.2 Criterion-Referenced Measurement X
ID Project
5.3 Formative and Summative Evaluation X
ID Project
5.4 Long-Range Planning
COURSE GOALS & OBJECTIVES
The overall goal for the course is for each student to consider and use the systematic process of
instructional design to create an instructional product. To achieve this goal, students will engage in
activities that promote reflective practice, emphasize realistic contexts, and employ a number of
communications technologies. Following the course, students will be able to:
1. Discuss the historical development of the practice of instructional design with regard to factors
that led to its development and the rationale for its use
2. Describe at least two reasons why instructional design models are useful
3. Identify at least six instructional design models and classify them according to their use
4. Compare and contrast the major elements of three theories of learning as they relate to
instructional design
5. Define instructional design.
6. Define the word systematic as it relates to instructional design
7. Define learning and synthesize its definition with the practice of instructional design
8. Relate the design of instruction to the term educational (or instructional) technology
9. Describe the major components of the instructional design process and the functions of models in
the design process
10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual,
declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor)
11. Build an instructional design product that integrates major aspects of the systematic process and
make this available on the web.
a. Describe the rationale for and processes associated with needs, learner, context, goal,
and task analyses
i. Create and conduct various aspects of a front-end analysis
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ii. Identify methods and materials for communicating subject matter that are
contextually relevant
b. Describe the rationale for and processes associated with creating design documents
(objectives, motivation, etc.)
i. Construct clear instructional goals and objectives
ii. Develop a motivational design for a specific instructional task
iii. Develop assessments that accurately measure performance objectives
c. Select and implement instructional strategies for selected learning tasks
i. Select appropriate media tools that support instructional design decisions
d. Describe the rationale and processes associated with the formative evaluation of
instructional products
i. Create a plan for formative evaluation
12. Identify and use technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.
13. Apply state and national content standards to the development of instructional products
14. Meet selected professional standards developed by the Association for Educational
Communications and Technology
15. Use various technological tools for instructional and professional communication
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AECT STANDARDS (Appl icable to EDTECH 503)
1.0 Design
1.1 Instructional Systems Design
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.b Identify a variety of instructional systems design models and apply at least one model.
1.1.1 Analyzing
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.1.b Analyze instructional tasks, content, and context.
1.1.2 Designing
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an
interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners,
including appropriate accommodations for learners with special needs.
1.1.2.d Incorporate contemporary instructional technology processes in the development of
interactive lessons that promote student learning.
1.1.3 Developing
1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers,
video, projection).
1.1.3.b Demonstrate personal skill development with at least one: computer authoring application,
video tool, or electronic communication application.
1.1.4 Implementing
1.1.4.a Use instructional plans and materials which they have produced in contextualized
instructional settings (e.g., practica, field experiences, training) that address the needs of all
learners, including appropriate accommodations for learners with special needs.
1.1.5 Evaluating
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and
instruction.
1.1.5.b Demonstrate the use of formative and summative evaluation within practice and
contextualized field experiences.
1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and
assessment measures.
1.3 Instructional Strategies
1.3.a Select instructional strategies appropriate for a variety of learner characteristics and
learning situations.
1.3.b Identify at least one instructional model and demonstrate appropriate contextualized
application within practice and field experiences.
1.3.c Analyze their selection of instructional strategies and/or models as influenced by the
learning situation, nature of the specific content, and type of learner objective.
1.3.d Select motivational strategies appropriate for the target learners, task, and learning
situation.
1.4 Learner Characteri stics
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1.4.a Identify a broad range of observed and hypothetical learner characteristics for their
particular area(s) of preparation.
1.4.b Describe and/or document specific learner characteristics which influence the selection of
instructional strategies.
1.4.c Describe and/or document specific learner characteristics which influence the
implementation of instructional strategies.
2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology
resources.
2.0.2 Use appropriate analog and digital productivity tools to develop instructional and
professional products.
2.0.3 Apply instructional design principles to select appropriate technological tools for the
development of instructional and professional products.
2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate
technological tools and to the development of instructional and professional products.
2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of
instructional and professional products.
2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and
professional products.
2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions
for inclusion in the portfolio.
2.1 Print Technologies
2.1.3 Use presentation application software to produce presentations and supplementary
materials for instructional and professional purposes.
2.1.4 Produce instructional and professional products using various aspects of integrated
application programs.
2.3 Computer-Based Technologies
2.3.2 Design, produce, and use digital information with computer-based technologies.
3.0 Utilization
3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations
specified in the instructional design process.
3.1.2 Use educational communications and instructional technology (SMETS) resources in a
variety of learning contexts.
3.3 Impl ementation and Institutionalization
3.3.1 Use appropriate instructional materials and strategies in various learning contexts.
3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning
contexts.
3.3.3 Identify strategies to maintain use after initial adoption.
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4.0 Management
(none specifically addressed in 503)
5.0 Evaluation
5.1 Problem Anal ysis
5.1.1 Identify and apply problem analysis skills in appropriate school media and educational
technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems,
identify constraints, identify resources, define learner characteristics, define goals and objectives
in instructional systems design, media development and utilization, program management, and
evaluation).
5.2 Criterion-referenced Measurement
5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.
5.3 Formative and Summative Evaluation
5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET
contexts.
SMET = School Media & Educational Technologies