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Partners in New York State Curriculum for Advanced Technology Education. Hofstra University,New York State Education Department. Project Co Principal Investigators,Linda Hobart,Finger Lakes Community College. John E Jablonski Vice President and Dean of the College. Fulton Montgomery Community College, Margarita Mayo Director of Education Training and Quality. New York State Business Council,Godfrey I Nwoke Ph D. New York City College of Technology, Jean Stevens Assistant Commissioner Office of Workforce Preparation and Continuing Education.
New York State Education Department,Management Team. This material is based upon work supported by the, Project Co Directors National Science Foundation under Grant 0053269. M David Burghardt Ph D Any opinions findings and conclusions or. Michael Hacker recommendations expressed in this material are those of. Hofstra University the author s and do not necessarily reflect the views of. the National Science Foundation,Project Coordinator. William Peruzzi Ph D,Hofstra University,Project Administrative Assistant. Lois Miceli,Hofstra University,Project Advisory Council.
Stuart Field Chair Manager Saratoga Division,Slack Chemical Company. Dr James C Dawson Member,N Y S Board of Regents,Nancy Bryan Past President. New York State Technology Education Association,James Cimino Executive Director. Association of Career and Technical Education Administrators. Dr Lorraine Hohenforst Coordinator of Instructional Services. Hamilton Fulton Montgomery BOCES,Dr Elaine A Johnson Director. Bio Link ATE Center City College of San Francisco, Dr James V Masi Retired Executive Director Northeast ATE Center for Telecommunications Technology.
Professor Emeritus Western New England College, Mr Bernard McInerney Statewide Tech Prep Coordinator. New York State Education Department,Mr Gordon Snyder Executive Director. National Center for Telecommunications Technology,Project Evaluation Team. Bert Flugman Ph D Director,Deborah Hecht Ph D,Center for Advanced Study in Education. City University of New York,Principal Writer Linda Hobart.
Consultant Writer Dorothy Rosenthal Ed D,Copy Editor Barbara L Kelly. Publications Designer Lesa Clark, NYSCATE modules and ancillary materials such as the NYSCATE Pedagogical Framework may be downloaded from http www nyscate net or. www hofstra edu nyscate,Solutions and Dilutions,NYSCATE Module Guide. TABLE OF CONTENTS,I Introduction and Overview 2,II Design Challenge Overview 3. III Goals and Learning Outcomes 5,IV Timeline Chart 6.
V Materials and Resources 7,VI Procedural Suggestions 8. VII Student Handout Section 36, Overview of the Module and Design Challenge Handout 1 37. Brainstorming Handout 2 39,KSB 1 The Laboratory Notebook 40. KSB 2 Significant Figures and Measurement 43,KSB 3 Magic Bottom Manufacturing 52. KSB 4 Concentration 55,KSB 5 Dilution 62,KSB 6 Absorption and Transmission of Light 75.
KSB 7 Spectrophotometric Determination of CU2 80,I INTRODUCTION AND OVERVIEW. This module one of 13 NYSCATE modules features the integration of. mathematics science and technology MST through an emphasis on design in. the context of solutions and dilutions Groups of students design construct and. test a kit for measuring iron concentration that is to be used in Third World. countries The kit includes directions standard operating procedure SOP. small volume measuring devices limited distilled water and other materials The. procedure establishes a maximum percent error for the iron determinations. Rather than proceed by trial and error alone students are expected to. make design decisions based on mathematical and scientific principles The. module features mathematical scientific and technological Knowledge and Skill. Builder KSB activities that groups complete in order to be informed as they. investigate and then design and construct their kits on the basis of their findings. Topics included in the KSBs are informed design scientific method significant. figures statistics graphing concentrations dilutions and spectroscopy. TIME ALLOCATION IN 50 MINUTE PERIODS 25,EXISTING COURSES ENHANCED BY THE MODULE. This module is designed for first or second year community college. chemical and biological technology courses It also fits well into Introductory. Chemistry and Analytical Chemistry and it could be used in advanced chemistry. and advanced biology courses in high school, Seidman Lisa A and Moore Cynthia J Basic Laboratory Methods for. Biotechnology Textbook and Laboratory Reference Prentice Hall 2000. II DESIGN CHALLENGE OVERVIEW, In this NYSCATE module Solutions and Dilutions you will learn to apply the. process of informed design and problem solve a real world problem using a. scientific method You are challenged to design a kit that will be used to measure. iron concentration in drinking water As you consider various options for your. design you immerse yourself in several major topics of chemistry including. stoichiometry and spectroscopy and acquire many laboratory skills that are. standing operating procedure SOP in chemistry or biotechnology laboratories. You also discover that solutions to the problems you encounter in addressing the. challenge may have more than one response and cannot be solved simply by. reciting knowledge learned by rote,PROBLEM CONTEXT.
Introduction, In a small African country a concern has developed over a recent increase in. African siderosis African siderosis is a condition of iron overload thought to be. associated with a diet that is high in iron The condition may be a result of a. genetic mutation similar to HFE gene mutations associated with. hemochromatosis in Caucasians,Design Challenge, A representative from the health ministry of the African country has approached. your company to develop a kit that can be used to measure iron in the drinking. water and food supply The representative informs you and your research. associates that her country is very poor She notes that the inhabitants have. limited access to water and that distilled water is extremely difficult to obtain or. Specifications, A large corporation in the United States has donated spectrophotometers to the. African labs which otherwise lack sufficient supplies Therefore the kit should. supply all of the materials needed to conduct the measurements including a. small scale micropipetter or micropipettes volumetrics and all other required. equipment and reagents A set of directions SOP for making the reagents and. the laboratory procedure for making the measurements must also be included A. translator is available to translate into the appropriate languages. Constraints, Iron in the drinking water is in both the Fe3 and Fe2 oxidation states. Fe3 must be reduced to Fe2,A minimum precision of 5 must be maintained.
Volumetrics must be 50 mL or smaller, The procedure should use a minimum amount of water especially distilled. The cost and size of the kit should be considered in the design. STUDENT REQUIREMENTS, In the NYSCATE module Solutions and Dilutions you are expected to. Work in a team to address the Design Challenge presented in this module. Work safely in the laboratory, Maintain a proper laboratory notebook throughout the entire module. Complete the assigned Knowledge and Skill Builder KSB activities that are. associated with the Design Challenge for this module. Work with your team to address the Design Challenge and to prepare and. deliver a classroom presentation on your work, Individually submit a completed laboratory notebook that includes the results. of your work,III GOALS AND LEARNING OUTCOMES, At the end of this module students should be able to.
Measure and document data with the appropriate number of digits. State the difference between precision and accuracy and explain how. significant figures relate to these concepts, Describe the difference between random and systematic errors and. identify which errors they may be able to change during their work. Record their work in a laboratory notebook according to professional. Demonstrate how the molarity of a solution can be used to count formula. units in a homogeneous mixture solution, Identify concentration units and know how to use them appropriately. Prepare solutions from initial ingredients and by dilution of existing. Describe the relationship between intensity of color and concentration. Use a spectrophotometer to determine an absorption spectrum and a. Beer Lambert Law plot, Use a spreadsheet to graph calculate and analyze data. Brainstorm,Work successfully in teams, Problem solve using a scientific method and the design process. IV TIMELINE CHART,HOUR FOCUS MODEL INFORMED DESIGN ACTIVITY.
COMPONENT for LOOP COMPONENT,Teacher for Student, 1 Focus Students on Clarify Design Begin discussion of Overview of the Module and. Problem Context Specifications and Design Challenge Handout 1. Constraints Discuss Brainstorming Handout 2,Review design process. 2 3 Organize for Informed Review lab safety,Design Conduct KSB 1 The Laboratory Notebook. Conduct KSB 2 Significant Figures and,Measurement optional. 4 16 Coordinate Student Research and Conduct KSB 3 Magic Bottom Manufacturing. Progress Investigation Conduct KSB 4 Concentration. Conduct KSB 5 Dilution,Conduct KSB 6 Absorption and Transmission of.
Conduct KSB 7 Spectrophotometric,Determination of Cu. 17 Generate Alternative Describe or create sketches and or models of. Designs alternative kits, 18 Choose and Justify Select and defend choice of preferred alternative. Optimal Design, 19 20 Develop a Prototype Develop plans for construction of kit and for the. experimentation procedure, 21 23 Test and Evaluate the Develop plans for testing and test the design of kit. Design Solution, 24 Unite Class in Thinking Hold a team poster session Individuals submit lab.
about Their notebooks individual reports are optional. Accomplishments, 25 Sum Up Progress on Assess student progress toward attaining module. the Learning Goals goals also assess instruction and the module. V MATERIALS AND RESOURCES,Metersticks having no markings. Metersticks with mm markings on one side cm markings on another side. and dm markings on a third side for optional KSB 2 Significant. Figures and Measurement,Graduated cylinders 10 and 25 mL. Volumetric flasks 10 25 50 and 100 mL,1 mL micropipetters optional. 1 mL volumetric glass pipets, 1 mL plastic disposable graduated pipets transfer pipets.
1 mL graduated pipets,Spectronic 20 or higher grade. 0 40 M or 10 w v Fe NO3 3,1 0 M or 10 w v KSCN,Conductivity meter. Berel pipets,500 or 1000 mL volumetric flask,Test tubes larger than 10 mL. CuSO4 5H2O, EDTA disodium salt disodium ethylenediaminetetraacetate. Phenanthroline,Hydroxylamine hydrochloride,Sodium acetate.
Burettes pipets may be used,Parafilm or clean stoppers. SAFETY CONSIDERATIONS, General laboratory safety procedures should be followed in all laboratory work. including the use of safety glasses where appropriate and the safe disposal of. chemical wastes,VI PROCEDURAL SUGGESTIONS,PEDAGOGICAL FRAMEWORK REFERENCE. A separate document the NYSCATE Pedagogical Framework. http www nyscate net provides an in depth understanding of the NYSCATE. challenge statements see p 6 the FOCUS on Informed Design pedagogical. model for teachers see p 7 Knowledge and Skill Builders KSBs see p 6. the informed design loop for students see p 10 and more. SUGGESTIONS FOR TEACHERS, The following pages provide suggestions for preparing and presenting the KSBs. and helping students address the Design Challenge The text boxes that appear. in this section represent the first page only of the relevant student handouts For. the complete handouts turn to the Student Handout section at the end of the. Some of the documented KSB work might be pasted into the students. notebooks in which case you should do a one sided print for those KSB pages. Become familiar with the NYSCATE FOCUS on Informed Design model and the. informed design loop It is helpful to do this before students start the module. Review the individual steps yourself as you proceed through the module with. your students You need to help students make connections between what they. are busy doing at any given time and the Design Challenge that faces them later. Hour 1 INTRODUCTION STUDENT HANDOUT 1,OVERVIEW OF THE MODULE AND DESIGN CHALLENGE.
Classroom OVERVIEW, In the NYSCATE module Solutions and Dilutions you will learn to. During the first session focus apply the process of informed design and problem solve a real. world problem using a scientific method You are challenged to. students on the problem context and design a kit that will be used to measure iron concentration in. introduce step 1 of the informed drinking water As you consider various options for your design. you immerse yourself in several major topics of chemistry. design loop Clarify Design including stoichiometry and spectroscopy and acquire many. Specifications and Constraints skills that are standard operating procedure SOP in chemistry. or biotechnology laboratories You also discover that solutions to. Provide students with the Overview the problems you encounter in addressing the challenge h. 3 II DESIGN CHALLENGE OVERVIEW OVERVIEW In this NYSCATE module Solutions and Dilutions you will learn to apply the process of informed design and problem solve a real world problem using a scientific method

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