COMMON TEACHING METHODS

From "Getting the Most out of Your AIDS/HIV Trainings"

East Bay AIDS Education Training Center
Revised from 1989 addition by Pat McCarthy, RN, MSN, 1992
Lecture

STRENGTHS:
- presents factual material in direct, logical manner
- contains experience which inspires
- stimulates thinking to open discussion
- useful for large groups
LIMITATIONS:
- experts are not always good teachers
- audience is passive
- learning is difficult to gauge
- communication in one way
PREPARATION:
- needs clear introduction and summary
- needs time and content limit to be effective
- should include examples, anecdotes
Lecture With Discussion

STRENGTHS:
- involves audience at least after the lecture
- audience can question, clarify & challenge
LIMITATIONS:
- time may limit discussion period
- quality is limited to quality of questions and discussion
PREPARATION:
- requires that questions be prepared prior to discussion
Panel of Experts

STRENGTHS:
- allows experts to present different opinions
- can provoke better discussion than a one person
discussion
- frequent change of speaker keeps attention from lagging
LIMITATIONS:
- experts may not be good speakers
- personalities may overshadow content
- subject may not be in logical order
PREPARATION:
- facilitator coordinates focus of panel, introduces and
summarizes
- briefs panel
Brainstorming
STRENGTHS:
- listening exercise that allows creative thinking for new
ideas
- encourages full participation because all ideas equally
recorded
- draws on group's knowledge and experience
- spirit of congeniality is created
- one idea can spark off other other ideas
LIMITATIONS:
- can be unfocused
- needs to be limited to 5 - 7 minutes
- people may have difficulty getting away from known
reality
- if not facilitated well, criticism and evaluation may occur
PREPARATION:
- facilitator selects issue
- must have some ideas if group needs to be stimulated
Videotapes

STRENGTHS:
- entertaining way of teaching content and raising issues
- keep group's attention
- looks professional
- stimulates discussion
LIMITATIONS:
- can raise too many issues to have a focused discussion
- discussion may not have full participation
- only as effective as following discussion
PREPARATION:
- need to set up equipment
- effective only if facilitator prepares questions to discuss
after the show
Class Discussion

STRENGTHS:
- pools ideas and experiences from group
- effective after a presentation, film or experience that
needs to be analyzed
- allows everyone to participate in an active process
LIMITATIONS:
- not practical with more that 20 people
- few people can dominate
- others may not participate
- is time consuming
- can get off the track
PREPARATION:
 - requires careful planning by facilitator to guide discussion
- requires question outline
Small Group Discussion

STRENGTHS:
- allows participation of everyone
- people often more comfortable in small groups
- can reach group consensus
LIMITATIONS:
- needs careful thought as to purpose of group
- groups may get side tracked
PREPARATION:
- needs to prepare specific tasks or questions for group to
answer
Case Studies

STRENGTHS:
- develops analytic and problem solving skills
- allows for exploration of solutions for complex issues
- allows student to apply new knowledge and skills
LIMITATIONS:
- people may not see relevance to own situation
- insufficient information can lead to inappropriate results
PREPARATION:
- case must be clearly defined in some cases
- case study must be prepared
Role Playing

STRENGTHS:
- introduces problem situation dramatically
- provides opportunity for people to assume roles of others
and thus appreciate another point of view
- allows for exploration of solutions
- provides opportunity to practice skills
LIMITATIONS:
- people may be too self-conscious
- not appropriate for large groups
- people may feel threatened
PREPARATION:
- trainer has to define problem situation and roles clearly
- trainer must give very clear instructions
Report-Back Sessions

STRENGTHS:
- allows for large group discussion of role plays, case
 studies, and small group exercise
- gives people a chance to reflect on experience
- each group takes responsibility for its operation
LIMITATIONS:
- can be repetitive if each small group says the same thing
PREPARATION:
- trainer has to prepare questions for groups to discuss
Worksheets/Surveys

STRENGTHS:
- allows people to thing for themselves without being
influences by others
- individual thoughts can then be shared in large group
LIMITATIONS:
- can be used only for short period of time
PREPARATION:
- facilitator has to prepare handouts
Index Card Exercise

STRENGTHS:
- opportunity to explore difficult and complex issues
LIMITATIONS:
- people may not do exercise
PREPARATION:
- facilitator must prepare questions
Guest Speaker

STRENGTHS:
- personalizes topic
- breaks down audience's stereotypes
LIMITATIONS:
- may not be a good speaker
PREPARATION:
- contact speakers and coordinate
- introduce speaker appropriately
Values Clarification Exercise

STRENGTHS:
- opportunity to explore values and beliefs
- allows people to discuss values in a safe environment
- gives structure to discussion
LIMITATION:
- people may not be honest
- people may be too self-conscious
PREPARATION:
 - facilitator must carefully prepare exercise
- must give clear instructions
- facilitator must prepare discussion questions

Chemistry Lesson Plans

• Chemical Changes- By doing the following demonstrations, students will gain

an understanding of how chemical reactions produce new substances.
• Chemistry- Students will understand Chemistry to be the study of stuff of
which the universe is composed. Also, student will understand that chemistry
examines the structure of matter, its properties, and the changes it undergoes.
• Crystals- The purpose of this lesson is to introduce the student to the effects of
the mixture of different components and also the effect of one chemical on
another.
• Determining Acids and Bases- To introduce acidity/alkalinity of substances
using an indicator to determine their differences and safety precautions in
handling of each.

1. Measuring Calories- To help students have an understanding of

energy in food by measuring the energy in calories.
2. Mixtures- Students will be able to test/experiment with several variables,
against a control, to observe the different rates that a solute (sugar) dissolves
in a solvent (water) to form a solution.
3. MTV no PTV- The introduction of Boyle's, Charles, and the universal gas
laws. To acquire a working knowledge of how the variables relate to each
other in the gas laws.
4. Mystery Powders- Students will learn about scientific procedure as well
physical and chemical reactions. This will be completed through their
exploration of mystery powders.
5. Needle through a Balloon- This activity is designed to help children
understand polymers and to experience the enjoyment of Science.
6. Periodic Table of Elements Games- Games based on the Periodic Table of
Elements.
7. pH- Students will learn how to test for pH and understand its relationships to
them and their environment.
8. "Ponder Chemistry" Lessons Index- 10 lessons.
9. Proteacher- 10 lessons.
10. Science is Fun- Shares the fun of science through home science activities,
demonstration shows, videos, and books. Information about these and other
science fun stuff is available here.
11. Science Spot- 4 easy lessons.
12. Supernova Chemistry- This lesson gives the student an opportunity to identify
elements by using spectroscopy and to relate this activity to astrophysics.
13. Trading Post- This page is designed for the free exchange of ideas, original
materials, and methodologies that you have developed/discovered to enhance
the teaching of chemistry in your classroom.
14. Visual Models of Solutions and Concentrations- The purpose of this project is
to give students a hands on model to work with which will demonstrate the
manner in which solutions are formed.
 Lesson Plan #:AELP-CHM0008

Chemical Changes

An Educator's Reference Desk Lesson Plan

Submitted by: JIM L. TORGERSON, NORTH SEVIER MIDDLE SCHOOL,

SALINA, UTAH
Endorsed by: These lesson plans are the result of the work of the teachers who have
attended the Columbia Education Center's Summer Workshop. CEC is a consortium
of teacher from 14 western states dedicated to improving the quality of education in
the rural, western, United States, and particularly the quality of math and science
Education. CEC uses Big Sky Telegraph as the hub of their telecommunications
network that allows the participating teachers to stay in contact with their trainers and
peers that they have met at the Workshops.

Date: May 1994

Grade Level(s): 6, 7, 8

Subject(s):

• Science/Chemistry

OVERVIEW: The students will compare different types of chemical

changes.

PURPOSE: By doing the following demonstrations, students will

gain an understanding of how chemical reactions produce new
substances.

OBJECTIVE(s): STUDENTS WILL BE ABLE TO:

 Tell what a chemical change is.

 List some of the chemical properties of common materials.
 Understand how chemical changes affect their lives.
 Be aware of some of the dangers of chemical changes.

BACKGROUND INFORMATION:
Chemical changes occur all the time in our daily lives. Chemical
change causes a new substance to be formed from two or more
different elements or compounds. Students need to have some
understanding of elements and compounds when you do these
experiments.

RESOURCES/MATERIALS:
You will need the following materials:
 1. iodine
2. alcohol
3. starch
4. iron nail
5. yeast
6. sugar
7. milk
8. vinegar
9. toast
10. toaster
11. hot plate
12. small sauce pan

I usually catch students interest by doing a demonstration that show

how explosive chemical changes can be. I put one half of an
alkaseltzer tablet in an old plastic 35 mm film container. Add a small
amount of water and put the lid on.

PLEASE MAKE SURE ALL STUDENTS ARE STANDING AWAY FROM

THIS DEMONSTRATION, ALSO DON'T PUT THE CONTAINER DIRECTLY
UNDER A LIGHT FIXTURE.

The following reaction will create some discussion. This is where I

discuss the dangers of chemicals and their reactions.

ACTIVITIES AND PROCEDURES: You may choose to do the

following as a class demonstration or if you choose you could have
each student do the reactions. I believe it would be important for
students to record observation and make some conclusions from
those observations when they are done.

IF YOU CHOOSE TO LET EACH STUDENT DO THESE EXPERIMENTS,

BE SURE THEY HAVE REVIEWED BASIC LAB SAFETY RULES. Listed
below are some examples of materials and chemical changes that
can be demonstrated with them. Discuss chemical changes
developed by you or the students during the experiments. Be sure
to discuss with the students how these chemical reactions affect
their lives during or right after the demonstrations and/or
experiments.

Add the following materials to each other to create the desired

chemical reaction:

Material Chemical Changes

1. iodine changes to brown in alcohol change to blue in starch

2. wood ashes make into potash, water released
3. toast burn until charcoal
4. iron rusting of iron with water
5. lime quick lime changes to slaked lime
 6. yeast forming of carbon dioxide in water
7. sugar heat changes to caramel
8. milk add vinegar to curdle

Resources: PHYSICAL SCIENCE TEXT BOOK, ENCYCLOPEDIA, ANY OTHER

RESOURCES THAT RELATE TO CHEMICAL CHANGES THAT ARE
AVAILABLE.

CROSS-CURRICULUM IDEAS:

HISTORY: Have students check any historically significant chemical

reactions and report them in class.

MATH: Have students calculate the time it takes for one Alka Seltzer
tablet to completely dissolve.

Lesson Plan #:AELP-CHM0026

Mixtures

An Educator's Reference Desk Lesson Plan

Author: Gary L. Wiggins; Cascade Elementary School, WA

Date: May 1994

Grade Level(s): 3, 4, 5

Subject(s):

• Science/Chemistry

OVERVIEW:

Variables affecting the rate of the dissolving of a substance (solute)

in water (solvent) are discussed and observed through
experimentation.

PURPOSE:

Students will be able to test/experiment with several variables,

against a control, to observe the different rates that a solute (sugar)
dissolves in a solvent (water) to form a solution.

OBJECTIVES:

1. Students will observe that movement of the solute in the solvent increases the
rate of dissolving, as compared to the control.
 2. Students will observe that the solute, when broken into smaller parts, will
dissolve in the solvent faster, as compared to the control.

RESOURCES/MATERIALS:

For each group: piece of paper, three clear drinking glasses, one
spoon, paper towel, three sugar cubes.

ACTIVITIES AND PROCEDURES:

Students form groups of three. Each member has a job--recorder,

"go-for," and taskmaster.

First, the recorder folds a piece of paper in half, from top to bottom.
The top half is used to record predictions, the bottom half is to
record observations. He then separates each half into thirds (rows).
The recorder folds the paper in half, left to right, then in half once
again (fourths) to obtain four columns. He writes the members'
names in the first column, in both top and bottom halves, one name
per row. At the top of the second column he writes "control." At the
top of the third column he writes "with motion." Finally, at the top of
the fourth column he may write "smaller pieces."

Secondly, the "go-for" obtains three clear glasses half-full of water

of the same temperature, three sugar cubes, spoon, and paper
towel. Taskmaster makes sure all procedures are followed. He may
do everything himself or delegate jobs to others. He is responsible
for quieting group members during teacher instruction.

Now, each group has before it a control (glass with sugar cube), a
motion glass (glass with sugar cube and spoon), and a small piece
glass (glass with broken sugar cube). Each student should make a
quick prediction as to what might happen when sugar is placed in
each glass simultaneously. The emphasis should be on the order to
which glass will have a solution first, second, and third. The recorder
should record these predictions. At the same time, the sugar should
be placed in the glasses and the movement glass should have
constant stirring until a clear solution is obtained. All should observe
and the recorder may then list the observations of each member. Of
course, there are other variables that students may want to try:
heat, heat and movement, pieces and movement, etc.

TYING IT ALL TOGETHER:

Students should be able to find ways to obtain mixtures more

rapidly from the exposure to the variables discussed and observed
in this lesson: from mixing frozen orange juice for breakfast, melting
things for mixtures in cooking (butter), stirring ingredients for
batters, to putting out a campfire (stirring the ashes with water).
The students may think of other everyday situations with mixtures
that may use the experimented variables.

May 1994

These lesson plans are the result of the work of the teachers who
have attended the Columbia Education Center's Summer Workshop.
CEC is a consortium of teacher from 14 western states dedicated to
improving the quality of education in the rural, western, United
States, and particularly the quality of math and science Education.
CEC uses Big Sky Telegraph as the hub of their telecommunications
network that allows the participating teachers to stay in contact
with their trainers and peers that they have met at the Workshops.

Lesson Plan #:AELP-CHM0030

MTV no PTV

An Educator's Reference Desk Lesson Plan

Author: David McDonald, Sidney High School, Sidney, MT 59270

Date: May 1994

These lesson plans are the result of the work of the teachers who
have attended the Columbia Education Center's Summer Workshop.
CEC is a consortium of teacher from 14 western states dedicated to
improving the quality of education in the rural, western, United
States, and particularly the quality of math and science Education.
CEC uses Big Sky Telegraph as the hub of their telecommunications
network that allows the participating teachers to stay in contact
with their trainers and peers that they have met at the Workshops.

Grade Level(s): 11, 12

Subject(s):

• Science/Chemistry

OVERVIEW: This is a high interest introduction to the gas laws.

Stressing the interdependents of the three variables; pressure,
temperature, and volume.

PURPOSE: The introduction of Boyle's, Charles, and the universal

gas laws. To acquire a working knowledge of how the variables
relate to each other in the gas laws.
OBJECTIVES: As a result of this activity, the student will:

1. Known the variables used in the universal gas law with appropriate units.
2. Qualitatively understand how the variables relate in Boyle's, Charles, and
the Universal Gas Laws.

RESOURCES/MATERIALS: balloon, paper bags, pop can, hot plate,

copper or plastic pipe, wood dowel, and tape.

ACTIVITIES AND PROCEDURES:

1. At the beginning of the class, ask the students what are the call letters for
their favorite TV station. Hopefully they will say --> MTV <-- . With this,
lead them into a discussion of the PRESSURES from their parents to watch
less MTV. How many parents get hot under the collar, a raise in body
TEMPERATURE that could be measured. At what VOLUME of the TV
sound do their parents start telling them "turn down the sound, I can't hear
myself think". As you are leading this discussion write down the following
words on the black board. PRESSURE, TEMPERATURE, VOLUME
2. Handout a balloon to each student. Have them blow it up and hold the
balloon. Now ask the students what affects, conditions or quantities are
involved in keeping the balloon as it is. They should note the words that are on
the board. As they mention each of the above variables get the students to state
a symbol to use for each and get a metric unit for each. To get the units for
pressure the students might have to go out to the parking lot and read the
metric units off of a car tire.
3. Hand out a tag board card (10 cm x 25 cm) and markers. Have each student
place the letters P T V in large letters on the card. Then put a pencil hole
through the center of each letter.
4. Show each of the following demo's and have students predict how each
variable will change. They will use the card and always place a pencil in the
variable that is constant. If the pressure of a gas is constant then the pencil will
be placed in the card through the hole in the P. Now if the temperature of the
gas goes up the card is pivoted on the pencil so that the temperature goes up.
One then sees that the volume of the gas goes up.
4a. Potato Gun (Boyle's Law) ------- T cnst, V up, P down

A potato gun is made from a copper or plastic pipe 9/16 inch

inner diameter and 36 to 40 inches long that has had one end
flared. For the copper pipe use a metal flaring tool, for the
plastic pipe file the inside of one end with a rat tail file. A ram
rod is made from a 1/2 inch wood dowel that is about 6 inches
longer that the pipe. Tape the dowel thickly about 4 inches
from the end. The tape acts as a hand guard.

To use the gun push the flared end of the pipe through a
potato. Now take the push rod and push the potato plug to the
other end of the pipe. Push the flared end of the pipe back
into the potato so that you have two plugs one on each end of
 the pipe. Using the ram rod push the second plug towards the
first plug.

The first plug will shoot out the end. (DO NOT AIM AT A
STUDENT) Ask the students which variable is held constant. --
temperature -- Have students place the pencil in the
temperature hole. Now ask which of the other two variables
you are changing. -- volume of the gas -- The students will
then take the card and move the volume down showing that
the volume is decreasing. The pressure of the gas is then
going up!

4b. Collapsing Pop Can --------------- V cnst, T down, P down

Place a pop can one a hot plate with a small amount of water
in the can. When there is steam coming out of the can using
gloves invert the can into a pan of cool water. The can will
collapse.

Ask the students which variable is held constant. -- volume ---

Have students place the pencil in the volume hole. Now ask
which of the other two variables you are changing. --
temperature of the gas -- The students will then take the card
and move the temperature down showing that the pressure of
the gas inside of the can is decreasing.

4c. Inverted Paper Bag Balance (Charles' Law) ---------P cnst, T up, V up

A balance is made where the balance pans are inverted paper

bags. A lit candle is placed below one of the bags. Ask
students which variable is held constant. -- pressure -- Have
students place the pencil in the pressure hole. Now ask which
of the other two variables you are changing. -- temperature of
the gas -- The students will then use the card to find that the
volume of the heated gas is increasing.

4d. There are many gas demo's that use can use the more that you can have
students do the better. Some are - exploding soap bubble, cartesian diver,
handboiler, determination of absolute zero, and open end thermometer.

TYING IT ALL TOGETHER: Have students (as homework) find two

examples of changing gases and using the PTV card find the
variable that is constant and determine the variables that will
change.

Lesson Plan #: AELP-CHM0200

 Mystery Powders
An Educator's Reference Desk Lesson Plan
Submitted by: Jenny Russell and Fred Maibach III
Email: jenrus@selway.umt.edu
School/University/Affiliation: University of Montana, Missoula

Date: December 16, 1999

Grade Level: 5

Subject(s):

• Science/Chemistry

Duration: Three 60-minute sessions

Description: Students will learn about chemical and physical

reactions through their investigation of several mystery powders.

Goals: Students will learn about scientific procedure as well

physical and chemical reactions. This will be completed through
their exploration of mystery powders.

Objectives: Students will be able to:

1. use touch, smell, sight, and hearing to hypothesize what they
think each unknown powder is.
2. work as a team to gather and record information.
3. recognize unique characteristics of each unknown powder.
4. complete each experiment in a safe and responsible manner.
5. explain the concept of change, both physical and chemical.

Materials:

• four unknown powders (sugar, salt, baking soda, and corn starch) in a plastic
bag labeled A-D (one per group)
• magnifying lenses
• plastic cups

Procedure:
Scientific Explanation:
How could we find the identity of an unknown powder? We can experiment using
different variables. These variables may include water, iodine, vinegar, a heat source,
a magnifying glass, and our senses, among others. We use these known resources to
identify unique characteristics of an unknown substance in order to come to a
conclusion about what each substance may be.

Focus Phase:
Instruct the students to fill out prediction sheets about what they
think each substance is. The students may explore using the
magnifying lens and four of their senses (touch, sight, smelling, and
hearing). Be sure to remind the students that they should never
taste an unknown substance, even if they think they know what it is.
After the directions have been given, hand out the four bags of
unknown powders (labeled A-D) to each group.

Challenge Phase:
How can we find the identity of an unknown powder? Remind
students of the importance of keeping the powders separate. Before
the students begin, again stress the importance of safety while
conducting their experiments. Model the procedure of the first
experiment for the class. They are to put three scoops of the
unknown powder into the plastic cup with the corresponding letter.
Also tell them that after each experiment they need to clean and
dry their materials thoroughly before starting the next experiment.
Pass out the first data recording sheet stressing the importance of
carefully following the directions. All of the directions for each
experiment are carefully laid out on each data recording sheet. After
the students have read the directions and made their hypothesis,
they need to raise their hand so the teachers can pass out the
materials. When a group has finished an experiment, they need to
raise their hand so the teacher can inspect their previous
experiment and give them the next data recording sheet. Move
around the room helping students with any questions that might
arise. When the students begin with the heat test, enforce the rule
that no student is allowed to leave their seat; the teacher will act as
a runner for the groups. Also remind students to wash their hands
and equipment after each experiment. Don't be afraid to model any
of the experiments for the students.

Concept Introduction Phase:

After the students have finished their investigation, call the class
together for a discussion of their findings. Create a data table on the
board including the powders, their properties, and their unique
characteristics. Have the students look at their data and answer
questions:

What happened when vinegar was added to the powders?

Did all of them have the same response?
What happened when iodine was added, etc.?
Why do you think this happened?
Were your initial predictions correct? How were they different?
What were the true identities of mystery powders A-D?
What clues did you use to find the correct answer?
What clues from your first guess made you think it was something it wasn't?
Introduce the concept of change. Acknowledge that all of the powders changed in
some way. Explain what indicators, chemical reactions, and solutions are. An
indicator is something that produces an observable physical change but still retains its
original form. Some of these changes may include the appearance or disappearance of
a color. Ask the students if any of the variables were indicators. If so, how do you
know? A chemical reaction occurs when the original substance changes form into a
new substance. For instance, a solid could turn into a liquid, a gas or vise versa. Some
clues to a chemical reaction may include bubbles, smoke, a strong smell, or a sizzling
sound. Ask the students if any of the powders went through a chemical reaction. How
do they know? What were the clues? A solution is when one substance mixes with
another and dissolves. Ask if anyone noticed any solutions during their experiment.
How do they know?

Concept Application:
Explain to students that they will be given a mystery mixture of at
least two powders. They need to test the mixture using the same
procedure as the previous experiments. Model the analysis of one
mystery mixture for the students. Pass out mystery mixture Z.
Instruct students to use the information they learned in previous
experiments to find out the composition of the mixture. They may
use any experiment(s) they want. Students also need to note what
kind of change took place in their experiments, if any. Students may
refer to the powder table on the board to help them in discovering
the characteristics of the mystery mixture.

Assessment: Evaluation will be based on the following: each

group's knowledge of the scientific method, observing how each
member of the group performs each step of the experiment, and the
data that students recorded. Points will also be given to groups who
share the work evenly, stay on task, and follow the safety
procedures. The primary assessment focus will be targeted towards
the group's analysis of the mystery mixture. This will be a
concluding task that will include all aspects of the previous
experiments.

Lesson Plan #:AELP-CHM0031

Needle Through a Balloon

An Educator's Reference Desk Lesson Plan

Submitted by: Agnes Simon, Greenfield School; Gilbert, AZ

Endorsed by: These lesson plans are the result of the work of the teachers who have
attended the Columbia Education Center's Summer Workshop. CEC is a consortium
of teacher from 14 western states dedicated to improving the quality of education in
the rural, western, United States, and particularly the quality of math and science
Education. CEC uses Big Sky Telegraph as the hub of their telecommunications
network that allows the participating teachers to stay in contact with their trainers and
peers that they have met at the Workshops.

Date: May 1994

Grade Level(s): 4, 5, 6

Subject(s):

• Science/Chemistry

OVERVIEW: This lesson can be utilized in a unit on Chemistry

specifically when discussing various molecules. One kind of
molecule is the polymer. This demonstration and/or hands-on
activity can allow children to experience the polymer.

PURPOSE:

This activity is designed to help children understand polymers and

to experience the enjoyment of Science.

OBJECTIVES:

Participants will be able to

1. insert a needle through a balloon

2. understand and explain polymers
3. explain why the needle can be inserted through a balloon

RESOURCES/MATERIALS:

balloon one of the following pointed objects: 30-35cm (12-14)

upholstery needle sharpened knitting needle bamboo skewer coat
hanger wire sharpened to a point a small amount of cooking oil
paper towel or cloth (optional)

ACTIVITIES AND PROCEDURES:

Time: Getting ready: None

Doing the activity: 15-20 minutes

Safety and Disposal: For personal safety, store the needle with the
point inserted in a cork when not in use. This also keeps the needle
point from becoming dull.

Procedure:

1. Inflate the balloon and tie it off. You might want to let a little air out of the
balloon before tying it off, so it will be easier to puncture the balloon without
breaking it. Make sure the balloon is not longer than the needle.
2. Dip the tip of the needle or bamboo skewer into the cooking oil. Alternatively,
use a paper towel or cloth to spread the oil along the entire length of the
needle.
 3. Using a gentle twisting motion, insert the needle into the nipple end of the
balloon, the end opposite the knot, where the balloon is thicker.
4. Continue pushing and twisting the needle until it emerges from the other side
close to the tied end. The balloon with not burst.
5. Pull the needle out slowly through the tied end. The balloon will slowly
deflate.
6. After the needle is out, jab the balloon sharply with the needle, It will pop.
7. Ask the students why the balloon did not pop when the needle went through it.
Tell them that the balloon is made of molecules (polymer chains) that stretch
and seal around the needle. When the balloon was jabbed the molecules did
not have time to stretch and surround the needle.

TYING IT ALL TOGETHER: This activity can be an introductory

activity or used as part of a series of lessons on polymers. Activities
that can be used before or after the balloon lesson are the Rubber
Band Stretch, Superballs (made from glue and borax ), and Glop
(made with cornstarch and water).

Lesson Plan #:AELP-CHM0035

pH

An Educator's Reference Desk Lesson Plan

Submitted by: JIM L. TORGERSON, NORTH SEVIER MIDDLE SCHOOL,

SALINA, UTAH
Endorsed by: These lesson plans are the result of the work of the teachers who have
attended the Columbia Education Center's Summer Workshop. CEC is a consortium
of teacher from 14 western states dedicated to improving the quality of education in
the rural, western, United States, and particularly the quality of math and science
Education. CEC uses Big Sky Telegraph as the hub of their telecommunications
network that allows the participating teachers to stay in contact with their trainers and
peers that they have met at the Workshops.

Date: May 1994

Grade Level(s): 6, 7, 8

Subject(s):

• Science/Chemistry

OVERVIEW: The students will be able show how pH affects their

lives.

PURPOSE: Students will learn how to test for pH and understand its
relationships to them and their environment.
OBJECTIVE(s): STUDENTS WILL BE ABLE TO:

1. Tell what pH is.

2. Draw and label a pH scale.
3. Tell what the pH of different items is.
4. Explain why its important to understand pH. (Dangers, etc.)

BACKGROUND INFORMATION AND MATERIALS:

pH is the symbol for the degree of acidity or alkalinity (base) of a

substance. pH also refers to the potential of hydrogen in a
substance. Have students draw and label the pH scale as you
discuss it.

pH scale l--l--l---l---l---l---l---l--l---l--l--l---l---l---l 0 1 2 3 4 5 6 7 8 9 10
11 12 13 14 ^ Acid (H3O+) Neutral Alkaline (Base, OH-)

As the hydronium ion H3O+ concentration increases the acid

concentration increases. For example: a pH reading of 1 is a
stronger acid than a pH reading of 6. As the hydroxide ion (OH-)
concentration increases the alkalinity increases. For example: a pH
reading of 12 is a stronger base than a pH reading of 8.5. pH
reading of 7 is neutral. The reaction of an acid with a base produces
salt and water. In neutralization, the properties of the acid and base
are lost as two neutral substances water and a salt are formed.

You will need the following materials:

1. beakers
2. litmus paper (I would recommend litmus paper that tests 1-12 and litmus paper
to test specific ranges- i.e. 1-3, 4-6, 6-8, 8-12).
3. paper towels
4. substance you would like to test. (i.e.: lemons, apples, vinegar, shampoo,
bananas, water, eggs, ocean water [if available], milk of magnesia, soap,
ammonia, etc.
IT IS VERY IMPORTANT THAT STUDENTS DO NOT BRING OR
WORK WITH ANY SUBSTANCES THAT COULD HARM THEM, SUCH
AS BATTERY ACIDS, DRAIN CLEANERS, ETC. REMEMBER A
STRONG BASE WILL BURN YOU JUST AS FAST AS A STRONG ACID.
PLEASE, PROTECT YOUR STUDENTS.
5. paper and pencil for notes.

RESOURCES:

PHYSICAL SCIENCE TEXT BOOK, CHEMISTRY TEXT BOOK,

ENCYCLOPEDIA, ANY OTHER RESOURCES THAT RELATE TO pH THAT
ARE AVAILABLE.

ACTIVITIES AND PROCEDURES:

Give each student several pieces of litmus paper that will test pH 1-
12. Also, several pieces of litmus paper that will test pH 6-8. The
other specific testing pH paper use under you direct supervision.
Each group of students should also have access to a pH color bar to
compare their exposed paper to after exposure.

Following is a list of substances that are easy to test in the class

room. Feel free to test any other substance you like as long as it is
safe to the students. Have students expose the material to the
litmus paper and take notes.

Substance pH 1. lemons 2.4 2. vinegar 2.9 3. apples 3.4 4. bananas

5.2 5. shampoo 5.7 (some shampoo differ from this) 6. water 6.8-7.2
7. eggs 7.8 8. ocean water 8.5(If you have any) 9. soap 10 10. milk
of magnesia 10.4 11. ammonia 11.2 12. etc. etc.

Have students do their tests and compare their results with book
charts that show pH. Discuss why there are some differences.
Students really have fun with this activity if you give them a little
freedom to test all different types of things.

MAKE SURE ALL SUBSTANCES BEING TESTED ARE SAFE FOR

STUDENTS TO HANDLE BEFORE THEY COME IN CONTACT WITH
THEM.

I have had students test everything from saliva to underarm sweat.

They really enjoy this part of the activity. It is really important to
discuss the possible dangers of exposure to strong acids or strong
base substances.

TYING IT ALL TOGETHER:

CROSS-CURRICULUM IDEAS:

Math: Have students graph the pH of several different substances.

English: Have students write an essay of how pH is used in their

everyday lives.

History: Check to see if there has been any accidents in the area
regarding strong acids or strong bases.

Element Names and

Symbols
Directions: In the following lesson you
will be asked to match a statement to
the element that it describes. The
element names will be used for the
answers. The correct answers will come
from the list of elements provided.
However the element list provided will
be in symbols only. You must know the
name that goes with the symbol to
answer correctly. A sense of humor is
also required to have any hope of
getting the correct answers.  After you
are done you go to the answer page by
clicking on the link at the bottom of the
page.

Teachers: You may want to provide

periodic tables or not depending on
your student’s knowledge of elemental
symbols. This is intended to be a fun
activity and is one that I have used as
part of an emergency lesson plan, since
it can be done at any time of the year.

Example:
Ba What you do with dead animals _________________

Ans. Barium (get it, bury 'em  ) I love this stuff!

Lesson:
The answers in the left column are not
in order with the statements.
H 1. Name of a girl ________________

N 2. What she got after the divorce ________________

Ni 3. Storage place for street cars ________________

Si 4. What some school courses do (not this one)

________________

Cu
5. Night rider for Helen of Troy ________________

He
6. Half of a dime ________________

B
7. The Lone Ranger’s horse ________________

I
8. Not fat ________________

Rh
9. A man who gives admission slips to traffic court
____________

Sb

10. Donnie and Marie ________________

Hg

11. Gin with water in it ________________

F

12. What I do when I am hungry ________________

Pd

13. Male of the Ganese tribe ________________

14. What torpedoed ships do ________________

Zn

15. Messenger of the gods ________________

Os

16. What he did to a bucking horse ________________

Ag

17. Big English theater (or theatre) ________________

Sn

18. What would be done to a wounded person

________________
Te

19. A crazy inmate ________________

Mn

20. Why she wears "My Sin" perfume ________________

If you are done, go to the answer page to check your answers.
I hope you had fun!

to return to "Ponder Chemistry" click here ->

Comments to: mgponder@lynchburg.net

Credits:

Being the teacher that I am I may, at times, use (steal)

things that I have seen before. Many of these descriptions
above come from a great friend and colleague, Eddie Powell.
If you think one of them is funny, it's mine, if not it's Eddie's.


Objective: To discover the periodic trends of certain

physical properties of elements related to their position on
the Periodic Table of Elements.

Background: The Periodic Table is arranged according

to the Periodic Law. The Periodic Law states that when
elements are arranged in order of increasing atomic
number, their physical and chemical properties show a
periodic pattern. Students can discover these patterns by
examining the changes in properties of elements on the
Periodic Table. The properties that will be examined in this
lesson are: atomic radius, first ionization energy, and
electronegativity. (definitions)

TEACHER NOTE: This lesson is designed for high school

chemistry students. The teacher may encourage the
students to take notes as they go through the questions
(they may become difficult to recall while switching back
and forth between pages).

Teachers may want to go to the "Teacher's Page" for this

lesson.
Lesson: In this exercise you will look at a few physical
properties of elements and how those properties are related
to their position on the Periodic Table. Analyze the data
found on the Periodic Table sites to answer the questions
listed below. When performing your activities, you may
return to this page by clicking on the Go to Lesson link.

Activities:
1. Explore some on-line periodic tables; click on each of the
links in the left frame.

2. Use the Cool Periodic Table link. For each of the first
three elements in rows 2 and 3 (Li, Be, B, then Na, Mg, Al)
find the Atomic Radius (click on the element symbol).

o What appears to be the trend in atomic radius as you move from

left to right in a row?
o What appears to be the trend in atomic radius as you move down a
column?
o Predict the change in atomic radius of the next elements in a row
(C, Si), then check those properties. Do they match your
predictions?
o Check the atomic radius of the next elements in the series (N,P).
How do they fit the predicted pattern?
o Is the pattern of atomic radius absolute or general (always true or
generally true)?

3. Repeat the same steps and questions, but look at the

property of first ionization energy and then repeat again for
electronegativity.

4. Consider all three of the properties that you have

examined.

o State the general trend for each property if you move from left to right
on the Periodic Table. Now, state the general trend from top to bottom.
o How do these properties show periodicity (periodic trends)?

5. Use the links given below to examine the same three

properties graphically.

6. View the line graph of atomic radius.

o What do the different colors show?

 o Can you see a pattern in the second period that is repeated in the third
period?
o How does this graph agree with your observations of atomic radius
made earlier?
o Why do the fourth and fifth periods have more dots and different
patterns?

7. Find the same type of graph for 1st ionization energy

(enthalpy) and electronegativity. Answer the same
questions for these graphs as you did for the atomic radii
graph.

8. Use the color-coded tables, atomic radius, 1st ionization

energy and electronegativity, to answer the questions
below.

o How does this show periodic trends of the selected property?

o Which method did you find most informative?
o Which method was easiest to see the general pattern and not get
confused by exceptions in that pattern?

to return to "Ponder Chemistry" click here ->

Dozens to Moles
Purpose: This lesson is an introduction to the concept of
the Mole and calculating conversions related to the mole.
The best analogy for understanding the mole is the dozen.
Students intuitively understand a dozen is equal to the
number 12, and that the weight (mass) of a dozen will
depend on what you have a dozen of. Students will therefore
start by calculating mass to dozen relationships and then
progress to mass to mole relationships.

Background: Students need to be familiar with the

conversion factor method of solving problems and understand
the importance of keeping track of the units in a calculation.

Procedures:
 1. Students should complete the "Calculating Dozens" section first. Be
sure to use the abbreviations for the balls provided. They are intended
to mimic element symbols and make the look of your calculations
similar to those you will do later with moles. If you are not sure how
to set up a problem review the conversion factor method and
example.
2. After completing the read the "Dozens to Moles" section.
3. Finally complete the "Mole Problems".

Calculating Dozens
Use the following equalities to calculate the
questions below:

1 doz. Basketballs (Bb) = 2.21 x 103 g

1 doz. Soccer balls (Sb) = 1.44 x 103 g

1 doz. Tennis balls (Tb) = 5.76 x 102 g

1 doz. Ping-Pong balls (Pb) = 2.94 x 101 g

Questions: (example)

1. What is the mass of 2.3 doz. soccer balls?

2. Given a mass of 5.00 x 104 g of tennis balls, how many

dozen tennis balls would you have?

3. 200 ping pong balls will have what mass?

4. 10.0 kg of basketballs is equal to how many basketballs?

5. A combiball is made of 1 basketball and 2 soccer balls.

What is the mass of 3.6 doz. combiballs (BbSb2)?
6. A bunchball (BbSbTb3Pb10) is made of 1 basketball, 1
soccer ball, 3 tennis balls, and 10 ping pong balls. If you had
a mass of 200. kg of bunchballs, how many dozen
bunchballs would you have?

Answers

Dozens to Moles

How many is a dozen? (obviously 1 dozen = 12)

How much does a dozen weigh? (also obviously it depends

on a dozen of what?)

A dozen is a number that has been given a name. The same

can be said for a mole. The only difference is that the
number defined as one mole is quite large.

1 mole = 6.022 x 1023

How many is a mole? (like 1 dozen = 12, 1 mole = 6.022 x

1023)

How much does a mole weigh? (like a dozen, the weight of a

mole depends on what it is a mole of)
Where do you find how much a mole of something weighs?

• The atomic mass given on the periodic table is not only the mass of
one atom of that element but it is also the mass (in grams) of 1 mole
of the atoms of that element.
• Therefore: the mass of one mole of Carbon atoms = 12.011
• Calculate the mass of one mole of the compound Ca(NO3)2

Ca = 40.08 g/mol x 1 = 40.08 g/mol

N = 14.007 g/mol x 2 = 28.014 g/mol

O = 15.999 g/mol x 6 = 95.994 g/mol

1 mole Ca(NO3)2 =164.09 g (rounded to correct

significant figures)

Mole Problems

1. Find the mass of 1.34 mol of CaCl2.

2. A bottle contains 45.3 g of KNO3. How many moles of KNO3 are in
the bottle?
3. How many molecules of H2O are in 0.583 mol of H2O?
4. Given 4.14 x 1023 formula units of Na2SO4. How many moles of
Na2SO4 would you have?
5. From the above problem, what mass of Na2SO4 would you have?
6. How many molecules of P2O5 are in 25.3 g of P2O5?