1. Unit Portfolio Presentation Larry Sepulveda

2. Unit Summary Stoichiometry: The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to calculate the mass of products and reactants.

3. Target Content Standards a.) Students know how to describe chemical reactions by writing balanced equations. b.)Students know the quantity one mole is set by defining one mole of carbon 12 atoms to have a mass of exactly 12 grams. c.) Students know one mole equals 6.02x10 23 particles (atoms or molecules). d.) Students know how to determine the molar mass of a molecule from its chemical formula and a table of atomic masses and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at standard temperature and pressure. e.) Students know how to calculate the masses of reactants and products in a chemical reaction from the mass of one of the reactants or products and the relevant atomic masses. f.) Students know how to calculate percent yield in a chemical reaction.

4. Unit Objectives To help students learn:  How to use a chemical equation.  How to convert molecules into observed results.  How to find the accuracy of results.  How to use reasoning and math to interpret a problem.  The power and utility of the mole.  To discover opportunities in the chemical industries.

5. Curriculum-Framing Questions Essential Question 1: How can we as humans keep track of tiny invisible molecules?  Unit Question: What do you know about what your starting material? Content Questions: Is it an ion, molecule? Is it a solid, liquid, or gas? What is it's weight, volume, density?  Unit Question: What do you know about your finishing material? Content Questions: What is the state of matter? What is the weight of the products? How have the starting materials changed? Essential Question 2: How do you measure change that you can't see?  Unit Question: Is there a mathematical way to go from tiny to tangible? Content Questions: What does the periodic table tell us? How did Avogadro help bridge the gap from tiny to tangible?  Unit Question: If we can supposedly keep track of little molecules, how come the math doesn't agree with the experimental result? Content Questions: How do you account for error? What is percent yield?

6. Gauging Student Needs Assessment  Reason for Assessment To adjust the lesson to springboard from what students know already and find out what students have yet to learn.  What I need from my students A knowledge of their individual strengths and skills in a laboratory, including how to use a scale, weighing by difference, etc. There current knowledge of molecular structure and behavior, and finally, their knowledge of the industry.  What higher-order thinking skills are used? Laboratory and computer skills are required, as well as scientific writing.  How does this assessment contribute to the project? If students don’t know about dimension analysis and chemical applications, these issues can be addressed before the project begins.

7. Why Projects?  Projects help students understand how chemistry can be useful in their own lives, as well as being able to use higher-order thinking and 21 st century skills.  Students will become familiar with scientific writing styles to help prepare them for future endeavors such as law, business, and medical school.  Students will interact with other class members in order to help build a support system (the material can get tough).  Students will learn to use chemical software, plus electronic researching skills that are essential for college level learning.  Students will be able to explain abstract things in simple terms. You may find yourself saying (after the student explains it to you), “So that’s what a molecule is!”

8. Project Summary  Seven teams will be given different unnamed solid substances.  The teacher will demonstrate a reaction with each substance.  Each team will observe (write) results.  Class will watch a video (and receive a handout) about different industries that use a variety of possible chemical reactions.  Teams will have to determine their reactants and products based on collecting information and calculations as taught in content standards.  They will then be “hired” into that related industry, and be expected to reproduce the results.

9. Conclusion Inventorying molecular transfers is a part of most 21 st century industries, and a knowledge of how to measure chemical transfers can result in increased opportunities for higher career opportunities.