Student Name: Julia DiOrio

Subject: Advanced Chemistry

Topic: Separation Techniques
Grade Level: 10th -11th
School and CI Name: Monticello High School, Jennifer Peairs
Date of Lesson Enactment: Thurs. Oct 18+20, 2016
Duration: 2 class periods (~140 min)
Essential Questions: How can knowledge of separation techniques be applied to separate a mixture into its
individual parts?
Virginia Standards of Learning (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;
c) proper response to emergency situations;
d) manipulation of multiple variables
i) construction and defense of a scientific viewpoint; and
j) the use of current applications to reinforce chemistry concepts.
CH.2 The student will investigate and understand that the placement of elements on the periodic table is a
function of their atomic structure. The periodic table is a tool used for the investigations of
h) chemical and physical properties
Objectives:
Students will know
The process of designing a scientific experiment and writing procedures.
Techniques for experimentation involve the identification and the proper use of chemicals, the
description of equipment, and the recommended statewide framework for high school laboratory safety.
The various techniques for separation of mixtures including filtration, evaporation, distillation,
chromatography, centrifugation, and decanting.
Students will understand
The choice of separation technique depends on the physical properties of the components to be
separated.
Students will be able to
Identify the physical properties of the components in a mixture.
Demonstrate safe laboratory practices, procedures, and techniques.
Demonstrate the following basic lab techniques: filtering, using
chromatography, and lighting a gas burner.
Design and perform controlled experiments to test predictions
Summarize knowledge gained through gathering and appropriate processing of data in a report that
documents background, objective(s), data collection, data analysis and conclusions.
Materials/Resources:
Components of mixture: sand, salt (NaCl), and iron fillings
Equipment for separation: funnel, filter paper, magnets, beakers, Bunsen burner, and any other
equipment pre-approved by instructor according to student brainstorming (*full list of available
equipment provided in lesson PowerPoint*)
Separation Challenge Assignment (Google Doc)
Safety
The chemicals used in this lab are common household products with no safety concerns.
With fragile glassware in use, it is important for students to have closed toe shoes and goggles on at all
times in lab to avoid injury.

This is the first time students will have access to fire in the lab, presenting risks for personal burn
injuries as well as explosions if gas valves are not properly closed. Additionally, metal and glassware
will be very hot in lab with no visible indication of temperature differences.

Procedures:
Lesson Segment
& Time Est.
Introduction /
Demo
~ 10 min

Materials
Bunsen
Burner
Personal
Safety
Equipment
PowerPoint

Brainstorming
~ 60 min

PowerPoint
Laptop with
Prelab
Assignment

Instructional Sequence
The lesson will begin with a
demonstration by the instructor showing
the proper technique for lighting a
Bunsen Burner. On this day, the
instructor will intentionally wear some
articles of clothing inappropriate for lab
(i.e. a scarf, hair down, etc.) and begin by
asking students what needs to be done
before entering lab.
EA: Remove scarf, tie hair back, put on
goggles, etc.
Once ready for lab, the instructor will
show a PowerPoint slide listing the steps
to lighting a Bunsen burner and
demonstrate the technique pointing out
where valves are located and providing
cautionary warnings about safety along
the way.
- Nothing flammable nearby
- Adjust flame height to equipment
rather than equipment to flame
height
- Do not leave gas flowing into
room
The instructor will provide instructions
projected on the board for accessing the
separation challenge assignment through
google docs and sharing with each other
and the instructor. The goal for separation
will be explained along with the
challenge of being limited to 40
minutes to complete procedures.
A list of available equipment will be
projected on the board as groups spend
the rest of the class completing prelab
questions and creating procedure for the
challenge that will occur next class
period.
The instructor will make special note of
pieces of equipment missing that limit
choices for separation (no condenser
means no distillation) and information on
the reality of lab as far as what pieces of
equipment can and cannot be used for
certain purposes (i.e. a utility clamp
cannot hold a beaker).
Between classes, the instructor will
review procedures on Google Drive and

Teacher (T) / Student (S)

Actions
T: perform demonstration,
model correct lab safety
S: Provide recommendations
for safety wear, observe/take
notes on technique for lighting
burner, asking questions for
clarification

T: provide instructions, explain

challenge, display list of
available equipment and point
out important pieces left off,
provide electronic feedback on
student work
S: Listen and ask questions on
goals and purpose of the
challenge, work in groups to
write procedure

Revisions
~ 5 min

Lab Challenge
40 min

Laptop with
Prelab
Assignment

Prelab
Assignment
(printed
procedures)
Lab
materials
listed
Personal
Safety
Equipment

Clean up
5 min
Closure/LabWrite Up
~ 10 min

Conclusion
Assignment

provide comments for revisions and

improvements.
At the beginning of the next class,
students will sit in their groups and take
five minutes to make any changes to their
lab procedure to get final approval from
the instructor.
Each group will take one lab station and
collect the materials listed in their
materials section. Once every student has
the necessary personal safety wear, the
clock will start for 40 minutes (projected
on the board as a countdown). In this
time, students will follow their
procedures using only the materials they
requested. The instructor will be
monitoring the class to answer questions
and ensure safety (especially with Bunsen
burners).
Once the timer ends, students will have
five minutes to take pictures of their final
separation and clean up.
With group work concluded, students will
have time in class to start writing a 2-3
paragraph conclusion summary
answering the following questions:
- Were you successful in
separating the components?
- Did the components look pure?
- What were some difficulties with
your procedure?
- What would you do differently if
you were to perform the
experiment again?

T: clarify comments for

students
S: make revisions to procedure
according to feedback
T: Provide instructions for lab,
check for personal safety,
monitor class for safety with
fire and glassware, assist
students in lab technique
S: Follow procedure for
separation, be cautious in lab
and adhere to safety rules, stop
work when timer ends and
clean up appropriately

T: circulate classroom
answering questions as needed
S: working independently on
post-lab conclusion
assignment, asking questions
for clarification as needed

Assessment:
Assessment will occur on the group and individual level. Groups will be assessed through the completion and
correctness of the prelab assignment. Individuals will be assessed according to their final conclusions
assignment. Rubrics for both assignments are included. The total assignment will be graded out of 30 points (3
points simply for completing the lab) with opportunities for three extra credit points.
Prelab Assignment Rubric

Conclusion Assignment Rubric

Closure:
The separation challenge will come to an end with the instructor reviewing how the activity was structured
similar to a formal lab report, just like what real scientists use to publish. After experimentation is finished,
scientists provide their results and a discussion on the successfulness of the experiment and room for future
research and improvement. Students will complete a conclusion assignment answering similar questions.
Accommodations for individual differences:
Content/Process:
Advanced classes will have a greater focus on creating an appropriate procedure with allowance for
more generality in steps (i.e. referring to using a filter funnel rather than describing the exact set up of
the ring stand with a utility clamp). This comes with more flexibility in limiting students to the
materials originally listed on their prelab. Students will be allowed to go back and take what they need,
but they will be required to list what equipment was added in lab. On the other hand, honors classes will
have much higher standards for detailed procedures and will be strictly limited to the materials listed.
Product:
Advanced classes are expected to complete a post-lab conclusion assignment that simplifies the results,
discussion, and conclusion sections of a lab report. Honors classes are given a template to follow to
complete a full formal lab report containing purpose, introduction, materials, procedure, results,
discussion, and conclusion sections.

Behavioral and organizational strategies: What behaviors will you model or discuss with students? What do
you want to remember about organizing the lesson and materials? Use this section for reminders to yourself
about behavioral and organizational strategies. For example, do you want to explicitly model how to work with
partners in this lesson? Or demonstrate how to use mathematical tools.
This lab based challenge focuses intensely on lab techniques and safety. In the demonstration for lighting a
Bunsen burner, the instructor will model how to personally prepare to enter lab and the proper safety for
handling fire. Additionally, the instructor will be modeling how to adequately write procedures for a chemistry
lab before students begin to write their own (i.e. subjective third person, sufficient detail in steps).
Resources/References:
Rubric: http://www.asfms.net/sciencedepartment/sciencelabreportrubric.htm
**Collaborative work with Jennifer Peairs and Karen Ye, Monticello High School**