Problem-Based Learning Unit

Julia DiOrio
Subject Area: Chemistry
Grade: 11th-12th
Duration: ~5-8 days
VA SOLs:
CH.1 The student will investigate and understand that experiments in which variables are
measured, analyzed, and evaluated produce observations and verifiable data. Key concepts
include:
a) designated laboratory techniques;
b) safe use of chemicals and equipment;
d) manipulation of multiple variables, using repeated trials;
e) accurate recording, organization, and analysis of data through repeated trials;
f) mathematical and procedural error analysis;
g) mathematical manipulations including SI units, scientific notation, linear
equations, graphing, ratio and proportion, significant digits, and dimensional
analysis;
h) use of appropriate technology including computers, graphing calculators, and
probeware, for gathering data, communicating results, and using simulations to
model concepts;
i) construction and defense of a scientific viewpoint
CH.3 The student will investigate and understand how conservation of energy and matter is
expressed in chemical formulas and balanced equations. Key concepts include:
d) bonding types;
CH.4 The student will investigate and understand that chemical quantities are based on molar
relationships. Key concepts include:
d) acid/base theory; strong electrolytes, weak electrolytes, and nonelectrolytes;
dissociation and ionization; pH and pOH; and the titration process.
CH.5 The student will investigate and understand that the phases of matter are explained by
kinetic theory and forces of attraction between particles. Key concepts include:
d) phase changes;
e) molar heats of fusion and vaporization;

PBL Unit Overview

TOPIC
Analytical Chemistry
THEME
Use of analytical techniques to assess physical and chemical properties
SCENARIO
The Charlottesville Police Department conducted a search of the local home of a suspected
criminal and discovered an unidentified white powder. In accordance with their investigation
protocol, detectives have sent the powder to your analytical lab for analysis. Your job is to
identify the unknown chemical and report back to the CPD with your identification and
potential hazards.
PROBLEM QUESTION
How can we identify the unknown compound?
STUDENT ROLE
Scientist in an analytical lab
CULMINATING ACTIVITY
Create a formal report to send the CPD that outlines your experimental procedure, results, an
explanation of your reasoning, and the potential hazards of the identified compound.

Question Map

How can we identify the unknown

compound?
What physical properties are
necessary to identify an unknown
compound?

What do
melting point
and boiling
point reveal
about the
unknown?
SOL5b,e
How can we
measure
melting/boiling
point?
SOL5b,e

How do we
know if the
compound
forms
electrolytes
when
dissolved?
SOL4d

What chemical properties are

necessary to identify an
unknown compound?

If the unknown
is an ionic
compound, how
can we identify
the metal ion?
SOL3d

How can we
measure the
pH of a
substance?
SOL4d

If the unknown
is a covalent
compound, what
analytical
techniques can
we use to learn
more? SOL3d

What does
pH indicate?
SOL4d

Is the sample
pure?

Where can I find

information to
compare against
my measurements
and observations?

How would
impurities
affect
accuracy?
SOL1e

How is an MSDS
organized?
SOL1b

Unit Background
Julia DiOrio
Subject Area: Chemistry
Grade: 11th-12th
Duration: ~5-8 days
VA SOLs
CH.1 The student will investigate and understand that experiments in which variables are
measured, analyzed, and evaluated produce observations and verifiable data. Key concepts
include:
a) designated laboratory techniques;
b) safe use of chemicals and equipment;
d) manipulation of multiple variables, using repeated trials;
e) accurate recording, organization, and analysis of data through repeated trials;
f) mathematical and procedural error analysis;
g) mathematical manipulations including SI units, scientific notation, linear
equations, graphing, ratio and proportion, significant digits, and dimensional
analysis;
h) use of appropriate technology including computers, graphing calculators, and
probeware, for gathering data, communicating results, and using simulations to
model concepts;
i) construction and defense of a scientific viewpoint
CH.3 The student will investigate and understand how conservation of energy and matter is
expressed in chemical formulas and balanced equations. Key concepts include:
d) bonding types;
CH.4 The student will investigate and understand that chemical quantities are based on molar
relationships. Key concepts include:
d) acid/base theory; strong electrolytes, weak electrolytes, and nonelectrolytes;
dissociation and ionization; pH and pOH; and the titration process.
CH.5 The student will investigate and understand that the phases of matter are explained by
kinetic theory and forces of attraction between particles. Key concepts include:
d) phase changes;
e) molar heats of fusion and vaporization;
This PBL Unit serves as a synthesis major chemistry concepts in combination with significant
emphasis on the nature of science. Provided an unknown powder, students will need to decide
what properties are important for identification and how to go about gathering data on those
properties. Students must pull information from acid-base theory, phase changes, and bonding
types to successfully identify their unknown. For this unit, students will work in small lab groups
to plan and enact experiments. Each group will be given a different unknown so that no data may
be shared between groups. As it would be unreasonable to expect high school students to identify
an unknown with none of the advanced analytical instruments available to analytical chemists,
students will work with a list of potential compounds to identify their unknown. Although
experimentation will be conducted together, the final formal report will be completed
individually. As this is a lab-oriented unit and students will have the option to develop their own

experimental procedure, there will not be a specified lesson plan each day. Instead, time will be
allotted t for planning, experimentation, and data analysis as well as peer-reviews of reports
before submission, an estimated length of 5-8 90-minute class meetings. Students will need
approval of their experimental plan before they begin experimentation for the instructor
determine safety protocols and to obtain necessary material.
KUDs
The student will know:
The difference between chemical and physical properties
Where to find information on an MSDS
The relation between melting/boiling point and bond strength
The effect of sample impurity on accuracy
Electrolytes conduct electricity when dissolved, and the strength of conduction indicates
a strength of the electrolyte
The student will understand:
No single test can identify a compound, and scientists must carefully plan multiple ways
to analyze samples.
In order to conduct a viable investigation, scientists must be precise, accurate, and safe.
Professional scientific writing, like a lab report, gives scientists a common language to
explain the details of their experiments.
The student will be able to:
Measure melting and boiling point
Use a pH indicator or electronic pH probe to measure the pH of a sample
Conduct a flame test
Write a formal lab report including statistics and data analysis
Level 3 Questions
What do melting point and boiling point reveal about the unknown? SOL5b,e
o How can we measure melting/boiling point? SOL5b,e
How do we know if the compound forms electrolytes when dissolved? SOL4d
If the unknown is an ionic compound, how can we identify the metal ion? SOL3d
If the unknown is a covalent compound, what analytical techniques can we use to learn
more? SOL3d
How can we measure the pH of a substance? SOL4d
o What does pH indicate? SOL4d
How would impurities affect accuracy? SOL1e
How is an MSDS organized? SOL1b
Lesson Outline
Lesson 1: Students will be introduced to the scenario and essential problem. Students will spend
the entire class meeting researching the problem and coming up with an experimental plan.
What do melting point and boiling point reveal about the unknown? SOL5b,e
What does pH indicate? SOL4d
How is an MSDS organized? SOL1b

Lessons 3-5: According to their approved experimental plan, three class meetings will be set
aside for open investigation. During these lab days, students will perform experiments, collect
data, and repeat trials if possible.
How can we measure melting/boiling point? SOL5b,e
How do we know if the compound forms electrolytes when dissolved? SOL4d
If the unknown is an ionic compound, how can we identify the metal ion? SOL3d
If the unknown is a covalent compound, what analytical techniques can we use to learn
more? SOL3d
How can we measure the pH of a substance? SOL4d
Lessons 6: Students will continue to work in their groups to perform data analysis and interpret
their data.
How would impurities affect accuracy? SOL1e
Lesson 7-8: Students will individually work on writing a lab report and perform a peer review
before submitting their work.
How is an MSDS organized? SOL1b
Suggested Resources
Flinn MSDS Search: http://www.flinnsci.com/msds-search.aspx
Example Identification Flow-Chart from Ind. State:
http://carbon.indstate.edu/inlow/LabManuals/ID%20of%20Unknowns.pdf
Flame Test Information: http://www.chemguide.co.uk/inorganic/group1/flametests.html
Assessments
Formative Assessments:
Everyday of this unit, students will be writing a journal entry explaining what they did,
why they did it, and what they learned. This journal will help students organize their thoughts as
they move further into the problem. Halfway through the unit, it would be beneficial for the
instructor to collect these journals, and provide feedback to the class on reoccurring
misconceptions or insightful ideas while groups still have change to make adjustments.
At specified checkpoints, like when groups must gain approval for their experimental
plan, the instructor will have the opportunity to provide explicit feedback on group ideas. But as
an informal formative assessment, the instructor will be freely circulating as students work,
providing guidance and feedback to push students in the right direction.
Summative Assessment:
Students will create a formal lab report including cover page, abstract, introduction,
materials & methods, results, discussion, and conclusion sections outlining what data they
collected, how they conducted an experiment to conduct it, the scientific reasoning behind their
choices, their final identification, and error analysis. This final report synthesizes every part of
this problem-based learning unit from planning to data analysis and covers important concepts of
the nature of science. Experimentation will occur in groups, but the formal reports will be
completed individually, allowing the instructor to assess every students understanding and
progress towards the learning objectives. Cooperation in groups will be assessed by peer reviews
and instructor observations.

Team Action Plan Worksheet

The Charlottesville Police Department conducted a search of the local home of a
suspected criminal and discovered an unidentified white powder. In accordance with their
investigation protocol, detectives have sent the powder to your analytical lab for analysis. Your
job is to identify the unknown chemical and report back to the CPD with your identification and
potential hazards.
Essential Question: How can we identify the unknown compound?

What do we know?

What do we need to
know?

Where or how will

we find out?

Who is responsible?