Title: ChemRUSTry!
Name: Ardelia Ford
Title of Lesson: ChemRUSTry!
Date of Lesson:
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Length of Lesson: Two Weeks
Description of Class: High School Chemistry
Source of Lesson: The extension came from this website: http://www.spartechsoftware.com/reeko/-Experiments/ExpSteelWoolGenerating-Heat.htm
TEKS Addressed:
(1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations; and
(B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.
(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to:
(A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;
(B) collect data and make measurements with precision;
(C) express and manipulate chemical quantities using scientific conventions and mathematical procedures such as dimensional analysis, scientific notation, and significant figures;
(D) organize, analyze, evaluate, make inferences, and predict trends from data; and
(E) communicate valid conclusions.
(10) Science concepts. The student knows common oxidation-reduction reactions. The student is expected to:
(A) identify oxidation-reduction processes; and
(B) demonstrate and document the effects of a corrosion process and evaluate the importance of electroplating metals.
The Lesson:
I. Overview
II.
Performance or Learner Outcomes:
Students will be able to:
Describe the rusting process.
Explain the difference between rusting and corrosion.
Discuss parameters that affect the rate of rusting.
III.
Resources, Materials, Supplies Needed
Computers with Internet connection
Nails or iron fillings
Salt
Water
Beakers
IV.
Supplementary Materials, Handouts
Five-E
Organization
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Teacher Does |
Student Does |
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Engage: Common/Unique game ItÕs basically a competition between the students and the teacher while it serves as a way to check the studentsÕ prior knowledge: The students will be split up into groups of approx. 4 students. ThereÕd be a topic (rust in this case); then IÕd ask each group to name a word thatÕs related to rust. If each group comes up with the same word, then the students get a point. If not, then the teacher gets a point. After a few rounds, whoever has the most points wins. |
Plays game. |
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Questions: Throughout the game, IÕd ask the students why they
picked certain words to see what they know about the rusting process. |
Expected Student
Response Students will answer questions based on level of
understanding. I.e. they may state that they picked oxygen and/or water
because they are needed for rust to occur. |
Evaluate
Give the students a list of words and have them find out how to connect them. (rust, oxygen, water, corrosion, iron, metals, oxidation, reduction, electrons, salt, chemicals, etc.) IÕd let the students know that it would be okay if they didnÕt know how to connect all of the words because theyÕd be re-doing the map after the lesson.
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Teacher Does |
Student Does |
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Explore: Students will discover the effects of different environments on rusting. The purpose of the activity would be to see if rusting occurs faster in different types of environments. (This would require the students to collaborate with other schools.) The following environments could be possible settings to use to explore the different amounts of time that it takes to rust material: Rainy, snowy, humid, salty, garage, chemicalsÉ (This list is not exhaustive. IÕm sure the students would probably be interested in exploring other types of environments as well.) Students will fill out a worksheet with their predictions of what the results will be along with an explanation of why. In the lab, the students could produce chemical and salty environments for rusting to occur; theyÕd just add those elements to water, add iron filings (or nails) and then allow the metal to rust. To explore rusting in a rainy and humid environment by placing a jar/beaker with a nail in it outside during those periods of time. WeÕd have to contact a school in a snowy environment (such as Alaska or the Northeast) to see if we could get them to collect data on rusting and the time that it takes. Afterward collecting the data, the students could present their findings to the class. |
Perform project. |
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Questions 1. Why do you think that rusting will occur
faster/slower if salt is added?(IÕd ask the same question for each of the
other environments being considered. |
Expected Student Response |
Evaluate
Ask students questions throughout the lesson. (verbal assessment)
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Teacher Does |
Student Does |
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Explain: Two days lecturing on rusting. While weÕre waiting for the results, we could also take a field trip to a mechanicÕs shop to look at different car parts and ask questions about different parts of the car that rusts and why. |
Takes notes. Students will formulate a list of questions to ask the mechanic(s). |
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Questions: What is rust? What is needed for rust to occur? Do all metals rust? |
Expected Student Response: |
Evaluate
Ask students to identify the muddiest point from the lectures.
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Teacher Does |
Student Does |
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Extension: Students could look at the effects of heat on rusting by completing the lesson on: http://www.spartechsoftware.com/reeko/-Experiments/ExpSteelWoolGenerating-Heat.htm |
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Questions: 1. Why do you think the temperature rose? 2. What role did the vinegar play in this experiment? 3. What is the chemical reaction for this experiment? |
Expected Student Response: |
Evaluate
Have the students re-do the concept map that was done after the engagement.
References: