Quest 4: Preparing for a Performance Summative

Q4P1: All Hail the Freezing Point Discourse

Mrs. Roehm is going to do this with you as a whole class. The directions below are there if you were absent or if you didn't finish in the time provided in class. As long as you wrote down the annotations with the class, you can move forward to the next post.

Read the paragraph associated with "All Hail the Freezing Point" on the front of the Solutes and Boiling Points Page. Climb the Ladder of Discourse as you read. You need 1 Tweet, 1 Huh, 1 Found it, and 1 Discourse. Talk to the text RIGHT ON the Solutes and Boiling Points Paper! (Here is a notes page if you need a refresher on what the Ladder of Discourse is.)

YOU ARE JUST READING THE SOLUTES AND BOILING POINTS PARAGRAPH AT THIS POINT. (Just read the first paragraph on the page, DO NOT do the other paragraphs yet.)

Important Requirements:
1. Make sure your work is your own. If multiple people in the same group have the same Discourse, you will not be able to earn a S on the summative. You must do this work independently and they must be your own unique ideas!
2. You may not do a discourse that relates to Patterns or Cause and Effect.
3. For your "Found it!", you are looking for an explanation for WHY adding a solute lowers the freezing point.
4. For your Discourse, use words from a CCC bullet point (Please write the CCC and BP next to your Discourse)

Show Mrs. Roehm your annotations for a signature.

Q4P2: All Hail the Freezing Point Lab

Mrs. Roehm is going to do this with you as a whole class. The directions below are there if you were absent. There are videos of the lab so you can see what happened. Make sure you have the data we collected as a class in your data table. If you were absent, watch the videos and ask Mrs. Roehm for the data. If you were present and wrote down the data, click task complete.

Complete the procedure for the All Hail the Freezing Point Lab station.
Each group will require the following set up:

Procedure: READ THE ENTIRE PROCEDURE FIRST BEFORE STARTING! IF YOU DON'T UNDERSTAND THE PROCEDURE, ASK MRS. ROEHM BEFORE STARTING.

1. Cover the bottom of a beaker with a thin layer of salt to the bottom of a 100 mL beaker. Add a little bit of water to the bottom of a beaker; add just enough to cover the salt. Stir the solution to dissolve some of the salt.

2. In another beaker, add the same amount of water.

3. Fill two clean test tubes about 2/3 of the way with water. (Small test tubes; I use 10 mL tubes)

4. Place the test tubes in the beakers.

5. Fill each beaker to the top with crushed ice, but don't get any ice in the test tubes.

IMPORTANT: There must be ice on all sides of the test tube all the way to the top of the beaker. The test tube should be standing up in the middle of the beaker, NOT leaning up against the side.

6. Place a thermometer in each test tube.

7. Record the initial temperatures on your Summative Lab Document in Google Classroom.
8. Stir the mixture with the test tube once a minute for three minutes. If ice falls out when you stir, add it back to the beaker! After three minutes record the temperatures from each beaker.
It should look like this.....(FYI - THERE ARE MORE DIRECTIONS AFTER THE PICTURE)

9. Just for fun…Remove the test tube from the beaker and drop a small ice chip into the test tube.

Step nine should elicit a strong reaction! And, that sometimes it doesn't work perfectly. If dropping the ice chip into the test tube does not freeze the water instantaneously, try it again! Some groups of students might have to try this step 2 or 3 times. One tip that will help is that there needs to be ice surrounding the test tube at all times. Thus, if ice falls out during stirring or if the ice melts too much, you should add more ice. You do not need to record the temperatures again on your "re-tries" (only your first try do you record the temperatures), on your retries you are just trying to get the test tube to "flash" freeze. Moreover, you don't need to dump out the beaker with ice and salt with each attempt. If the ice chip doesn't cause this reaction, you only need to dump out the water in the test tube, get fresh water, and stir it in the salt/ice beaker for another few minutes. The timing is everything. You want to get the water just at the verge of freezing. If you don't wait enough time, nothing will happen. If you wait too long, the water in the test tube freezes before you even put in the ice chip. Step nine of the procedure is the exciting part of this lab station! Keep trying until you get it!

I included three different videos of Step 9 of the procedure. It can be tricky and can present itself differently in each instance. But, it is truly awesome when it happens!

Videos of Lab Working:

Example #1

Example #2

Example #3

Q4P3: All Hail the Freezing Point ABCDE

Go to Google Classroom and open up your Chemistry Performance Summative Assignment.

For this station, I have already written an ABCDE paragraph on the first and you simply need to fill in the blanks. Before beginning, make sure you have data (numbers) in your data table ("Figure A").

Use this Word Bank To Complete the Fill in the Blanks on the All Hail the Freezing Point Page (first page of the assignment). Hint: If there are two blanks in a row like ____ _____, that means that you would look for a two word phrase from the word bank (like boiling point).

It would also be very helpful if you fill in the blanks with a different color font than black. This will allow Mrs. Roehm to see the words you chose better.

Show Mrs. Roehm your completed response the first page of the GC assignment (All Hail the Freezing Point Paragraph).

Q4P4: All Hail the Freezing Point Discussion

In this quest you will be completing three discussions. At the end of the quest, you will be turning in ONE of the 3 discussions as your summative discussion. You will pick your best performance. So, this discussion could be summative if you choose to use it. That means you need to complete this discussion with your best effort!

Your Discussion Questions Are:

Question 1: Explain how this lab can prove that melting is an endothermic reaction.

Question 2: In the fill in the blank paragraph, which sentences represent the A, B, C, C, D, and E? Why do you think so?

The requirements for the discussion are:

- Use 2 sentence starters

- Refer to text once

- Refer to the CCCs once

- Repeat and rephrase once

- Build on others ideas once

- Refer to the real world once

Remember, the steps for your discussion are:

- Do a discussion prep of your choice, the format is your call!

- Record the discussion. Submit the link.

- Complete the Discussion Checklist.

Go to Google Classroom and complete the All Hail the Freezing Point Discussion.

Show Mrs. Roehm your completed discussion checklist to earn your signature.

Q4P5: Oh Boil The Pressure Discourse

THE WORK DONE IN THIS POST WILL BE COUNTED TOWARDS YOUR SUMMATIVE.

Read the paragraph associated with "Oh Boil, the Pressure" on the front of your Solutes and Boiling Points Paper (It's a physical paper.).

Climb the Ladder of Discourse to annotate your text (1 Tweet, 1 Huh, 1 Found it, 1 Discourse) as you read. Talk to the text RIGHT ON THE paper! I will be assessing your ability to connect to the Crosscutting Concepts.

Important Requirements:
1. Make sure your work is your own. If multiple people in the same group have the same Discourse, you will not be able to earn a S. You must do this work independently and they must be your own unique ideas!
2. You may not do a discourse that relates to Patterns or Cause and Effect.
3. You must do a discourse that relates to a different Crosscutting Concept than you did for the "All Hail the Freezing Point" station on the Solutes and Boiling Points paper.
4. For your "Found it!", you are looking for an explanation for why pressure affects boiling points.

Show Mrs. Roehm your completed Discourse for a signature. (She will not be giving feedback yet, just checking that you have it completed.)

Q4P6: Oh Boil The Pressure Lab

To complete the Oh Boil, the Pressure! Lab, follow the procedure below.

Procedure:
1.Wearing goggles, fill a beaker with 100 ml of water.

2.Place the beaker above a Bunsen burner with a thermometer in it.

The thermometer stays right in the beaker when it is over the burner!

3.When the beaker reaches 60 degrees Celsius, turn off the burner.

4. Wear gloves to remove the beaker from the heat.

5. Fill the syringe about half full of the 60 degree water. Remember that the beaker is still hot when you are doing this. MAKE SURE YOU DON'T GET A LOT OF AIR IN IT. Put the cap on the syringe (clay). Hold the syringe pointed down and prepare to pull up on the plunger. Make sure your hands are not covering the base of the syringe so that your group can watch what happens inside. Observe what occurs inside. Record what temperature water boils at below sea level pressure.
Even though the water is only at 60 degrees Celsius, it is boiling! This is like your bath water boiling!

Here is an explanation of what is occurring:
Most students know that the pressure inside the syringe is decreasing. However, they have a hard time understanding why it is decreasing. Often students say, To understand why it is decreasing, look at this diagram:

Notice that there are 5 gas molecules before and after. Because of the clay, no new gas molecules entered the syringe. That means the gas had to spread out to fill the new space created by pulling up the stopper. Thus, the pressure decreases.

No need to check in after this post

Q4P7: Oh Boil The Pressure ABCDE

Open up your Chemistry Performance Summative Lab Assignment from Google Classroom.

Fill in the temperature on the data table.

Complete the ABCDE paragraph that is explained on the 2nd page of the document (Oh Boil the Pressure Paragraph). For this ABCDE paragraph, I have listed what to write for each sentence. Each of the numbers below explains what to write for each sentence in the paragraph. Pay close attention to the Discussion! Make sure it uses words from the claim, words from the text, and words from about the lab materials. You can write the paragraph on right on the document, a lined sheet of paper, or type it in a google doc.

Assertion:
1. Write a relationship statement between pressure and boiling point. (As pressure decreases, _________)
Background:
2. Describe what the students did in the lab to prove this. (In the lab, the students.....)
Text Citation:
3. Cite a text that would provide further science information that helps you explain why/how air pressure affects boiling point normally (at sea level). In other words, explain why water boils at 100˚C at sea level pressure. Check your text on your Solutes and Boiling Points Paper for this. (According to __________, water boils at 100 C at sea level pressure because___________. At a lower pressure, the boiling point decreases because __________.)

Data Citation:
4. Cite the table and compare two data points with units naming BOTH VARIABLES. (According to Figure A, at sea level pressure, water boils at....while...)
Discussion:
5. Explain why in the lab the water was able to boil at a temperature below 100˚C in the syringe. (Connect the text to the data to the lab - this is your reasoning! Include words from the text, connect to the data (boiling points) and to the materials in the lab)
End:
7. Conclude your paragraph. Rephrase your claim. (In conclusion, decreasing air pressure.....).

Go show Mrs. Roehm your paragraph for feedback! Expect to have to make corrections. This is totally normal for your first ABCDE.

Q4P8: Oh Boil the Pressure Discussion

Your Discussion Questions Are:

1. Why did the pressure in the syringe decrease when the stopper was pulled up? Be sure to explain what happened to the molecules inside the syringe.

2. When we pulled up the stopper and the pressure was decreased, did the temperature of the water in the syringe change?

3. If you wanted to cook your pasta faster, which method would you use: add a solute or lower the pressure? Why?

The requirements for the discussion are:

- Use 2 sentence starters

- Refer to text once

- Refer to the CCCs once

- Repeat and rephrase once

- Build on others ideas once

- Refer to the real world once

Remember, the steps for your discussion are:

- Go to Google Classroom and open the Oh Boil the Pressure Discussion.

- Do a discussion prep of your choice, the format is your call!

- Record the discussion. Submit the link.

- Complete the Discussion Checklist.

Show Mrs. Roehm your completed discussion checklist to earn your signature.

Q4P9: Blow It Up With Butane

Now, repeat the entire process for the Blow it Up with Butane Lab.

1. Read the text and climb the Ladder of Discourse for the last paragraph on the back of the Solutes and Boiling Points Page (Endothermic Reactions/Blow it up With Butane Paragraph). The "Found it" is "What is an endothermic reaction?"

2. Read this background about Butane:

Butane is a substance that is flammable. One other cool property is that it has a really low boiling point. That means it boils at room temperature. So, it boils in the bag. The cool thing is that the bag feels ice cold even though it is boiling!

3. Ask Mrs. Roehm for the Butane. If you are absent, scroll to the bottom of this post to watch the videos and read the explanation Mrs. Roehm provides.

4. Open up your Chemistry Performance Summative Lab Assignment in Google Classroom. Write an ABCCDE paragraph to answer the question on the lab document - The Blow it Up With Butane Paragraph. If you would like to type your ABCCDE paragraph, you can type it in the assignment in Google Classroom. HINT: Your Endothermic Reactions/Blow it up with Butane Paragraph on the Solutes and Boiling Points Page is the text you will reference for your Text Citation.

5. Open this slide to see the discussion requirements. Follow the requirements to complete the discussion.

6. Complete the Discussion Checklist Assignment in Google Classroom.

Here is what the lab looked like:

There are so many cool things that happen in the bag. Even though it is boiling, the bag feels really cold! And, when students pinch the bag, the gas bubbles produced "pop" in their fingers. Last the zip lock back expands and "blows up"! As shown in the video below, this lab will elicit a lot of fun reactions from students!

While doing this lab, a student came up to me and asked if they could test to see if butane gas was more or less dense than air. She asked me for two balloons and tested! I love when students are curious about testing their ideas and making connections to science content that is not specifically addressed in this lesson.