Day 2 - Learning Activity Lesson Plan

Kleier – Chemistry 3 (Special Topics)

Gas Chromatography as an Identification Method

Objective: Students will be able to identify an unknown substance using a Gas Chromatograph,
accessing calibration curves using relevant spectrographic databases and comparing
experimental results against accepted values.

NJ Science Standards
 NJ 5.1.12A3: use Scientific principles and theories to
build and refine standards for data collection, posing
controls, and presenting evidence
 NJ 5.1.12D.2: Represent ideas using literal
representations, such as graphs, tables, journals,
concept maps, and diagrams.
 NJ 5.2.8A.5: Identify unknown substances based on
data regarding their physical and chemical properties
 NJ 5.2.12.A5: Describe the process by which solutes
dissolve in solvents.
 NJ 5.2.6.B1: Compare the properties of reactants with
the properties of the products when two or more
substances are combined and react chemically.
 NJ 5.2.P.B.1: Explore changes in liquids and solids
when substances are combined, heated, or cooled
 NJ 5.2.12.B.3: Balance chemical equations by applying
the law of conservation of mass.

Materials: GC Instrument (4x), Groups of 5, samples of pure liquids (acetone, 2-Butanone, 2-hexanone, 4-methyle-
2-pentanone, 2-pentanone), 3 vials of unknown 3 component mixtures, Lab Worksheet

Essential Question:

*Do Now Activity: How do the unique chemical properties of a substance allow the
identification of a compound within a mixture? (answered on index card)

*Exit Question: (same index card) – same question however specific to GC and
identification of the specific chemical property. Include one additional experimental method
which uses a similar chemical property.

Learning Activity & Instructional Method

Students will engage in independent learning facilitated through an initial guided activity.
Student will be responsible for the development of calibration curves, comparison to accepted
curves based from teacher results and averaged against accepted value data.

Performance Task

Students will utilize the worksheet “Using a Gas Chromatograph: Identifying Unknown
Compounds. (See attached, ref: Vernier Website, http://www2.vernier.com/sample_labs/GC-
MINI-01-Using_a_GC.doc accessed 3/7/2011)

Students must have completed pre-lab write-up in lab notebook and receive check on pre-lab
exercise with discussion of hypothesis to be included in formal report.

Students will share experimental data in order to develop class results section.
Formative Assessment

Do Now Activity(DNA) will provide one of the formative assessment opportunity through
informal discussion of student answers. Second opportunity will be informal discussion during
homework check on pre-lab exercise and the formal assessment of understanding based on
answers. There will be an additional opportunity during group discussion of pre-lab results and
demonstration of a two phase mixture with liquids of known boiling points (water/alcohol).
Students will turn in index cards as a participation grade and evaluation of student understanding
and ability to continue to next task. The final formative assessment is the worksheet which will
be completed as a homework assignment, reflected the next day through class discussion and
finally modified through the final formal report.

Homework:

Complete Post Lab worksheet. Begin Formal Report which will include the sequence of GC-
Identifying Mixtures, Quantifying Mixtures, and Verification of Esterification. See Gas
Chromatography Formal lab Expectations handed out last week for the Formal Report Grading
Rubric.
***End of Lesson***
Reflection:

Lab activity directly correlates with desired results by addressing students learning in the areas of
spectrographic analysis, substance identification and experimental procedures. These desired
results are expressed in the areas of student knowledge, ability and as the topic for essential
questions.

This lesson identifies and drives home one of the essential questions of chemical properties and
their use for substance identification. The students are asked to reflect on this based on their
current knowledge and then asked to evaluate how knowledge changed by the end of the lab
session. This lesson addresses the second bulleted essential question through the use as a DNA
and as an Exit Card. The student will also exhibit the knowledge of analytical techniques and
chemical databases by execution of a GC lab series of which this activity is one.

WHERETO Elements that are Addressed:

(W): Help the students know Where the Unit is going and What is expected, Help the teacher
Know Where the students are coming from. This aspect is covered because this document and
the associated documents(expectations and other lab activities not included in assignment)
provide students a framework and places the assignment in context to the larger objective. It
allows the teacher to make on the spot changes to the lesson by informal evaluation of the do
now and the pre-lab assignment.

(H) The hook is the essential question which draws them into the lesson and lays the foundation
on which the lab activity builds upon and holds their interest throughout the lesson. They are
actively involved in the learning experience through the guided practice opportunity.

(E) Students are equipped to explore the concept and apply knowledge to answering specific
questions. They are provided the means to find success and link analytical techniques with their
overall objective to develop biodiesel. The lab series, although not fully explored in this specific
activity allows them to connect the various aspects of instrumental analysis with substance
identification and verification in an authentic manner.

(R) The use of the do now/exit card strategy allows students to develop an idea, practice with the
theory and then revise the idea and reflect on the change in their understanding.