PRISM Presentation Day July 28 th , 2003

1. PRISM Presentation DayJuly 28th, 2003 Deb Schaefer ~ Sean Mo Melissa Beam ~ Amanda Thompson

2. Reasons to use PBL/ICBL • Develop Self-Directed Learning • Life long Learning • Contextual Learning • Integration between Disciplines • Critical Thinking • Interpersonal Skills/Teamwork • Self-Assessment • Retention of the topics • Learner Satisfaction

3. Case Outlines Case 1: “Spring Break Gone Wild” • 4 x 55 min sessions. 1 session per week for 4 weeks. • Addresses QCCs related to Scientific Measurement, Chemical reactions, Chemical Bonds, and the Concept of Mole (QCC 1.1, 4, 8, 9). • Session 1: Introduction to Dimensional analysis. Significant Figures • Session 2: Percent Composition • Session 3: Mole and Chemical Reactions • Session 4: Chemical Bonds Case 2: “Chattahoochee Fish Kill” • 4 x 55 min sessions in one week. • Addresses QCCs related to Classification of Matter (QCC 1.1, 4, 8, 9). • Session 1: Classification of Matter, Types of Mixtures • Session 2: Lab Safety • Session 3: Separation of Mixtures

4. Case Outlines Case 3: “Mystery Element” • 4 x 55 min sessions. 1 session per week for 3 weeks. • Addresses QCCs related to Scientific Measurement, Chemical reactions and the Arrangement of Electron and Periodic Properties (QCC 3.1, 4, 8.0, 16.1-16.5). • Session 1: Classification and Identification of Matter • Session 2: Flame Test • Session 3: Periodicity and Chemical Properties Case 4: “Don’t Be Fooled by the Rocks That I Got” • 2 x 55 min sessions in one week. • Addresses QCCs related to Chemical Bonding, Nomenclature and Formula (QCC 5.1-5.3, 6.1-6.3, 11.1-11.5, 15.1-15.2). • Session 1: Atomic Structure • Session 2: Chemical Bonding, Nomenclature and Formula

5. Case Outlines Case 5: “Saving Chilly Willy” • 3 x 55 min sessions. 1 session per week for 3 weeks. • Addresses QCCs related to Scientific Measurement, Chemical reactions and the Stoichiometry (QCC 1.1, 9.1-9.7. 16). • Session 1: Reactions and Equations • Session 2: Chemical Bonding, Nomenclature • Session 3: Stoichiometry

6. Case 1: “Spring Break Gone Wild” Unit 1: Introduction to Chemistry and Matter, Lab Safety Case 2: “Chattahoochee Fish Kill” Unit 2: Atomic Structure and the Mole Concept Case 3: “Mystery Element” Unit 3: The Arrangement of Electrons and Periodic Properties Case 4: “Don’t be fooled by rocks I got” Unit 4: Chemical Bonding. Nomenclature and Formula Case 5: “Saving Chilly Willy” Unit 5: Chemical Equations and Reactions Unit 6: Stoichiometry Case and Topics Case 1: “Spring Break Gone Wild”Unit 1: Introduction to Chemistry andMatter, Lab Safety Case 2: “Chattahoochee Fish Kill”Unit 2: Atomic Structure and the Mole Concept Case 3: “Mystery Element” Unit 3: The Arrangement of Electrons and Periodic Properties Case 4: “Don’t be fooled by rocks I got”Unit 4: Chemical Bonding. Nomenclature and Formula Case 5: “Saving Chilly Willy”Unit 5: Chemical Equations and Reactions Unit 6: Stoichiometry Case 1: “Spring Break Gone Wild” Unit 1: Introduction to Chemistry and Matter, Lab Safety Case 2: “Chattahoochee Fish Kill”Unit 2: Atomic Structure and the Mole Concept Case 3: “Mystery Element”Unit 3: The Arrangement of Electrons and Periodic Properties Case 4: “Don’t be fooled by rocks I got” Unit 4: Chemical Bonding. Nomenclature and Formula Case 5: “Saving Chilly Willy” Unit 5: Chemical Equations and Reactions Unit 6: Stoichiometry Case 1: “Spring Break Gone Wild” Unit 1: Introduction to Chemistry and Matter, Lab Safety Case 2: “Chattahoochee Fish Kill” Unit 2: Atomic Structure and the Mole Concept Case 3: “Mystery Element”Unit 3: The Arrangement of Electrons and Periodic Properties Case 4: “Don’t be fooled by rocks I got” Unit 4: Chemical Bonding. Nomenclature and Formula Case 5: “Saving Chilly Willy” Unit 5: Chemical Equations and Reactions Unit 6: Stoichiometry Case 1: “Spring Break Gone Wild” Unit 1: Introduction to Chemistry and Matter, Lab Safety Case 2: “Chattahoochee Fish Kill” Unit 2: Atomic Structure and the Mole Concept Case 3: “Mystery Element”Unit 3: The Arrangement of Electrons and Periodic Properties Case 4: “Don’t be fooled by rocks I got”Unit 4: Chemical Bonding. Nomenclature and Formula Case 5: “Saving Chilly Willy” Unit 5: Chemical Equations and Reactions Unit 6: Stoichiometry Case 1: “Spring Break Gone Wild” Unit 1: Introduction to Chemistry and Matter, Lab Safety Case 2: “Chattahoochee Fish Kill” Unit 2: Atomic Structure and the Mole Concept Case 3: “Mystery Element” Unit 3: The Arrangement of Electrons and Periodic Properties Case 4: “Don’t be fooled by rocks I got”Unit 4: Chemical Bonding. Nomenclature and Formula Case 5: “Saving Chilly Willy”Unit 5: Chemical Equations and Reactions Unit 6: Stoichiometry

7. Cases and Topics Cases First Semester Topics Cave Chemical Spill Diamonds Mystery Powder Ozone Measurement and Matter Atomic Structure and the Mole Arrangement of Electrons and Periodic Properties Chemical Bonding, Nomenclature, And Formulas Equations and Reactions Stoichiometry

8. Case Descriptions

9. Case Descriptions Continued

10. Case Study SCENE 1 About four hours into their hike, they realize they were about 1/2 of the way up Lookout Mountain. Pat, feeling proud of what they were able to accomplish, slowed down to appreciate their success for the day when he noticed through the treetops that the sky was beginning to darken. Just as he was noticing the sky he heard Preetha start to complain about how she was getting much colder. As Phil turned around to yell at Preetha to be quiet, the sky opened up and it began to pour on the foursome. Judy looked around and noticed a small entrance to a cave where they could be protected from the storm and figure out what they could do next. They decide to wait out the storm in the cave since they are so far away from their starting point. Shivering and tired, they huddle together and eat the food that Pat and Judy had brought. As they finish up their food, they hear a rumbling in the distance that begins to get louder and louder. Then within an instant…the cave is silent and pitch black! Learning Issues: 1. What is happening to the group? 2. Questions for characters? 3. What is crucial information?

11. Case Study SCENE 2 Immediately Pat takes out his flashlight and shines it around the cave. There appear to be no openings within the cave. Reality starts to hit Preetha and she begins to cry and freak out. She runs to the now covered entrance. She frantically starts to try and push her way out with no success. The others join in while she sits in the corner and whimpers, “That’s it, we’re trapped.” SCENE 3 Preetha then remembers she has her cell phone with her. “I’ll just call for help,” she proudly exclaims. Everyone breathes a sigh of relief because they now know help is not too far away. Preetha begins to scream…”NO, NO, NO!” She throws the cell phone down and collapses on the ground. Judy goes over to pick up the cell phone and realizes that there is no signal. Phil is becoming very uncomfortable and antsy. When he stands upright, the cave is just tall enough that his head hits the top. He looks at Preetha sprawled out on the ground and realizes that there is just enough room for her to fit. His nervousness starts to intensify when he notices Preetha in the corner gasping for air. Feeling the tension building, Pat rolls out his blanket so that he and Judy can sit down and formulate a plan. The blanket covers the length of the cave floor. (The blankets dimensions are 6’ by 5’.) Suddenly, Preetha squeals, "That’s it WE ARE ALL GOING TO DIE!” Learning Issues: 1. Dimensional Analysis. What is the dimension of the Cave? 2. What are some important things the trapped hikers must realize at this point?

12. Case Study SCENE 4 After 4 hours the amount of O2 left in the cave is 873.4L. Just as the group begins to give up hope…..Preetha’s cell phone rings! Tired out from all the stress, it takes the group a couple of seconds to figure out what was making the noise. Preetha answers her phone screaming, “HELLO, HELLO!” It’s the mountain rescue team. They and her mother have been trying to get in touch with the group since the storm blew in. Due to the global positioning satellite on her phone the rescue team can locate their position. “Preetha, calm down,” says Lt. Jordan. “We have located your position and we are only 50.0 miles away. But…” then her phone went dead! Rescue vehicles rate of speed is 11.00 miles/hr. Learning Issues: 1. Concept of Mole. 2. Scientific Measurements and Conversion. 3. What are other factors that contribute to the complexity of the problem?

13. Case Study SCENE 5 The hikers are ecstatic with the news that someone is coming to rescue them! All the tension escapes them and they are able to sit back and relax. Phil begin to make fun of how Preetha over reacted so early on in their predicament. Pat and Judy relax by making shadow puppets with the flashlight. They are all in good spirits again and having fun. A few hours pass when Judy notices the flashlight has become dim. Within an instant, the cave is black! Immediately the relaxed atmosphere changes to fear again. Phil becomes antsy and scared. He is a big man in close quarters and is terrified that he cannot see his surroundings. Phil stammers, “I can’t do this…I can’t sit in the dark until we are rescued!” Judy calmly tells Phil to relax. She remembers that Pat packed his butane lantern. They will simply light the lantern so that they would not be in the dark. Reaction of burning butane (C4H10): 2 C4H10 + 13 O2 ---> 8 CO2 + 10 H2O Mass of butane in the lantern = 250.0 g Burning time of lantern = 2.2 hours Molar Masses: CO2 = 44.0 g/mol, O2 = 32.0 g/mol. C4H10 = 58.0 g/mol Molar Volume of any gas = 22.4 L/mol Learning Issues: 1. Chemical Reactions 2. Stoichiometry 3. Concept of Mole 4. Percent Composition

14. Special Acknowledgement Science Education at Emory University Fulton School District (Milton High School) NSF for their support Dr. Jay Justice Dr. Pat Marstellar Dr. Preetha Ram Dr. Phil Gordon Mr. Jordan Rose Mr. P.J. Gallagher