General Chemistry 1

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Activity 1: An Introduction to Student Use of Hand-Held Whiteboards and Think-Pair-Compare Teaching Strategy

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Link

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We all live on the same planet. We all consume the same stuff. And that stuff had to be made from raw materials.

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What did others list? Using the dry erase marker color scheme below compare your list with other students matched with your marker color (blue find red, red find blue and so on).

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Q: What six raw materials did the author Ed Conway discuss in his book?

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Perhaps you may be interested in the books below.

General Chemistry 1

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Activity 2: The Periodic Table of Critical Minerals

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Let's learn about the organization of the periodic table in the context of critical minerals.

The objective of this activity is to identify some critical minerals listed in this graphic (hidden by white rectangle, far left) based on their location on the periodic table.

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Answer = element symbol + name

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Are we all on the same page? Let's find out.

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when prompted report out

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when prompted report out

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when prompted report out

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?????

???????

= period 4, group 13

when prompted report out

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In case you are interested…

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Give as handout or show on projector screen to entire class

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1.

2.

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3.

when prompted report out

General Chemistry 1

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Activity 3: Practice in Interpreting Density vs.-Atomic Number Charts

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where g = gram and cc = cubic centimeter (cm³) and 1cc = 1mL

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For the instructor. The following five slides (plus a periodic table) are close-up versions of density vs atomic number so it is easier to read the chart. I typically make a packet of all the charts and give to students to use for this activity as it is easier for them to read what is in front of them than it is to read what is on a projector screen.

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where g = gram and cc = cubic centimeter (cm³) and 1cc = 1mL

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where g = gram and cc = cubic centimeter (cm³) and 1cc = 1mL

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where g = gram and mL = milliliter

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where g = gram and cc = cubic centimeter (cm³) and 1cc = 1mL

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where g = gram and mL = milliliter

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when prompted report out

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On whiteboard compose the following table…

(Note to instructor: Or give printout to each student)

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Q: Based on the information provided for an unknown element and (perhaps) the density-atomic number charts, complete the table below.

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On whiteboard compose the following table…

(Note to instructor: Or give printout to each student)

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Q: Based on the information provided for an unknown element and (perhaps) the density-atomic number charts, complete the table below.

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On whiteboard compose the following table…

(Note to instructor: Or give printout to each student)

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Q: Based on the information provided for an unknown element and (perhaps) the density-atomic number charts, complete the table below.

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(Note to instructor: Or give printout to each student)

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On whiteboard compose the following table…

(Note to instructor: Or give printout to each student)

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Q: Based on the mass-volume graph below, what are the possible identities of the elements that are supported by the graphical relationship? See next slide

(Note to instructor: Or give printout to each student)

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https://www.iea.org/news/clean-energy-demand-for-critical-minerals-set-to-soar-as-the-world-pursues-net-zero-goals

See next slide for activity

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On whiteboard compose the following table…

(Note to instructor: Or give printout to each student)

wikipedia

General Chemistry 1

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Activity 4: Density Conceptual Questions

Both solid objects (shape = truncated cone) below are drawn to scale. C is comprised of the element found in group 14, period 3. D is comprised of the period 5, group 6 element.

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Q: Based on the evidence presented and any other additional information that you may be familiar with or have used previously, which choice below, if any, is true? Choice (8) = none of the choices; V = volume, d = density

Answer here

when prompted report out

Q: Which choice(s) below, if any, is (are) true?

The three objects below right are solid throughout. With respect to their masses, E = F = G.

A kiln-dried (KD) Douglas fir (a coniferous tree) stud is cut into varying lengths as shown below. Which choice(s), if any, is (are) true? m = mass, V = volume, d = density

A block of metal (identity: period 3, group 13) with a volume equal to 15cm³ is placed in a can with an overflow spout. The initial water level in the can is level with the spout's opening. When the metal block is carefully lowered into the liquid water, water is displaced and flows out the spout and into a graduated cylinder. The drawing below (not to scale) shows what is described. The resultant volume collected (labeled V_P3G13) is shown bottom right. See next slide for another visual description.

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The same procedure above is done with a 15cm³ block of different metal (identified as unknown). Answer the questions on the next two slides.

= water level in can initially

stack of books

period 3, group 13 metal

V_P3G13

volume water collected after block placed in can

V_P3G13

volume water collected after block placed in can

period 3, group 13 metal

water level in can initially before metal block lowered

V_unknown?

a. Does the 15cm³ block of unknown metal necessarily need to have the same dimensions as the 15cm³ block of P3G13 metal- YES or NO? Give a brief but thorough explanation for your answer. Compare your explanation to a classmates.

Use whiteboard to formulate your YES/NO argument

when prompted compare your answer and argument with another student

On whiteboard compose the following table…

(Note to instructor: Or give printout to each student)

b. The 15cm³ block of unknown metal weighs 170.1g. Complete the table below.

c. Which result for water displaced (1-3) is predicted when the unknown metal block is slowly lowered into the overflow can?

Result for P3G13

Possible results for unknown

(1)

(2)

(3)

Q: Is the density of a substance (solid, liquid, or gas) related to (dependent on) its temperature- YES or NO?

YES or NO

when prompted report out

Second…

Q: Is the density of a substance (solid, liquid, or gas) related to its temperature?

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If you answered YES, then on your whiteboard draw the predicted graphical relationship.

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If you answered NO, then on your whiteboard draw the predicted graphical relationship.

density

temperature

First, on your whiteboard draw the axes as shown below.

Third, when prompted, compare your YES (or NO) graph to a classmate who too answered the same as you.

increasing

increasing

Q: Are any of the density (y-axis)-temperature (x-axis) relationships below similar to yours- YES or NO? Discuss with your neighbor.

A visual, non-numerical way to represent increase/decrease

report out if prompted

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hanging in room

T_room = T_{water (in flask, left in photo)} = 22^OC = ~72^OF

water in this flask also initially at 22^OC

volumetric flask with water sitting on hot plate

water level

water level

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The hot plate is turned ON, set at a certain temperature (> 22^OC), and the water level monitored as the water temperature increases over time.

initial water level (black mark)

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initial water level (black mark) at T = 22^OC

water level at T > 22^OC

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Q: Based on the water in the flask at two different temperatures, which graph below represents the relationship between the water's density and the water's temperature range per the activity?

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Note: For an overwhelming number of materials, the indirect graphical relationship shown is representative of the density-temperature dependency behavior. There are always 'exceptions' to the general trend(s).

Q: When a substance warms (or cools*), does its mass ↑ (= increase), ↓ (= decrease), or stay the same (= remain constant = is conserved)?

Answer here

report out when prompted

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From the previous slide, when ΔT = [(+); warms = increases, ↑] or [(-); cools = decreases, ↓], Δm = 0 (m_final = m_initial; it's the same mass warmer as it is cooler). Mass is in the numerator in the density equation.

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From the water-in-the-flask activity, the liquid water volume increased as the liquid water warmed [ΔT = (+)]. Volume is in the denominator in the density equation.

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Q: Based on the previous slides and your experience in the world, which choice below is true? + = increase; - = decrease; 0 = no change

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Q: Choice 4 is correct. Pick any of the other five incorrect choices and offer an explanation why the choice is incorrect. Note: An incorrect choice may have multiple reasons for being wrong.

Compose your logic/thought(s)/argument(s) on the whiteboard.

Compare with other students when prompted by the instructor.

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For your birthday, your 102yr old grandmother gifts you a large chunk of a solid, silver-colored metal. Its shape is irregular and was given to her during the Great Depression of the 1930's. She thinks it is pure palladium but is not sure anymore as her memory has faded. The silver color does not allow for a discriminatory conclusion about the metal's identity as almost all metals and their alloys are silver-gray in color. The solid irregularly shaped metal chunk weighs 245.6g.

Q: If indeed the metal is pure palladium, what then is its predicted density?

predicted d_palladium

report out when prompted

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Q: If indeed the metal is pure palladium, what then is the predicted volume of water collected (in mL) when the 245.6g irregularly shaped chunk is slowly lowered into the overflow can below?

predicted V_{metal chunk}

report out when prompted

The volume of the 245.6g irregularly shaped metal is determined by liquid water volume displacement. The metal is slowly lowered into an overflow can until it is completely submerged. Displaced water flows into a graduated cylinder. The drawing to the right shows the total volume of water collected in the graduated cylinder. Cylinder markings are in mL.

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Q: Which choice below is your conclusion?

V_{water displaced}

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Complete the table below for your grandmother's unknown metal chunk.

report out when prompted

V_{water displaced} =

d_metal =

Q: Is your grandmother's unknown metal chunk actually palladium- YES or NO?

YES or NO?