Lora Kelly

Science Term III

Goals/ Objectives: Chromatography: the separation of a mixture- in this case, the separation of pigment found in ink Students will be able to use paper chromatography to separate the pigments found in ink samples Students will be able to construct a reference library of ink samples and use it to identify an unknown marker Students will be able to calculate the retention factor for ink samples Standards: Frameworks o Disciplinary Core Ideas- Chemical Reactions PS1.A: Structure and Properties of Matter o Science Practices 2: Developing and Using Models 4: Analyzing and Interpreting Data 8: Obtaining, Evaluating and Communicating Information o Crosscutting Concepts- Cause and Effect PA State Standards: Science and Technology and Engineering Education o Standard Area- 3.2: Physical Sciences: Chemistry & Physics o Assessment Anchor- S6.C.1: Structure, Properties, and Interaction of Matter & Energy o Anchor Descriptor- S6.C.1.1: Explain that matter has observable physical properties Materials/ Preparation: Filter paper (coffee filters, paper towels) 4-6 different brands of black markers (RoseArt, Expo, Crayola, Mr. Sketch) Scissors Small cups- one for each marker being tested Toothpicks Rulers Calculators 2 Reference Library Pages (for each student) Water Pencils Learning Environment/ Management Issues I will be situated in a space that the students are familiar with, as it is their math space as well. The students will be transitioning from either math or cultural studies, and will have been participating in my math lessons prior to the chromatography lab; therefore, the transition should be relatively smooth as they understand classroom expectations that I have put in place. Because time will be an issue, 40 minutes allotted for the lesson, I will place all of the necessary materials on a table prior to the students getting to the room. I would like for the lesson to be more about the students being hands-on with the materials and less about them acquiring the materials. I will set up each of the testing cups so that the students dont have to worry about cutting paper and making marks on the filters. As this will be more student-centered, I would anticipate that the students will be very talkative with one another. As such, I will make sure that I walk around the room and continue to engage the students in the activity and ask meaningful questions so as to keep them on-track.

Lora Kelly

Science Term III

Plan:

Hook (2 minutes): o Introduce task to students: We will be determining the marker that was used to write the letter left at the crime scene we examined last month. I have four different markers here- each one is going to be tested. Discuss: If each of these markers is black, how can we determine the differences between them? Introduce chromatography o I will then split the students into smaller groups. Each group will test all of the marker samples. Body (25 minutes): o Setting up the samples (8 minutes): o Pour about 10mL of water into a small cup Each small cup will already have a strip of filter paper on a toothpick o Label each of the marker samples with letters and record on their Reference Library Page (attached below) On each of the strips of paper, make a rice-sized dot of color about 1.5 cm up from the pointed end of the filter paper o Use a pencil and make a mark on the paper strip beside the ink dot o Lower the pointed end of the paper into the solvent (the water in the plastic cup), but be sure the color dot stays above the solvent level The solvent should immediately start moving up the paper strip carrying the ink pigments with it o Repeat above steps with each of the marker samples o When the solvent has finished moving up the paper strip, remove the paper from the small cup and immediately mark with a pencil the highest point the solvent traveled up the paper strip (process should take 3-5 minutes for the water to run up the filter) Let the strip dry and tape it on the Reference Library Page under its correct brand name o Describing the ink samples (17 minutes): o Students should notice that each marker brand uses a different combination of pigments to produce their black colors We are now going to compare the unknown marker with all of the sample markers. Luckily, the lab was able to run the lab for us to see the samples chromatography run. Using the Reference Library, match the color combination of the unknown marker with the sample How many different colors are present in each ink sample? Record the Total Number of Colors present for each ink sample on the Reference Library Page Look closely at each markers chromatography strip. Record the colors in the order that they appear. Each color represents a different pigment present in the ink. Record the colors you observe on your Reference Library Page

Lora Kelly

Science Term III For example: Colored pigment #1 = pink color, colored pigment #2 = orange color, etc. Calculating the retention factor: The retention factor of the markers will help us to prove that an ink sample is a certain brand. We will use a calculation that compares the distance the solvent traveled up the paper strip to the distance a pigment traveled up the same strip. First, look at a chromatography strip and measure the distance in millimeters from the original color dot to the final point the solvent traveled Mark the point at which the solvent (water) stopped travelling up the filter paper The distance just measured is the solvent distance measurement Record it in the correct location on the Reference Library Page Next, measure in millimeters from the original color dot to the highest point the first colored pigment (Colored Pigment #1) traveled up the strip This is the pigment distance measurement for Colored Pigment #1 Record this measurement in the correct location for Colored Pigment #1 o If there are more Colored Pigments recorded, repeat steps for each color Finally, calculate the retention factor for each of the colored pigments using the formula: Rf Value = Distance traveled by solute (pigments) / Distance traveled by solvent Record each Rf value for the pigments on the Reference Library Page Conclusion (13 minutes): As a group: In this experiment, what is the purpose of the water? Why didnt the Expo markers colors bleed? Do you think permanent markers would have reacted the same in the water? Why or why not? Did any of the marker samples have the same chromatography results? If so, which ones? What are some other mixtures that you think can be separated by chromatography?

Assessment of the goals/objectives: Formal assessment: Collection of the Reference Library Pages from each of the groups This will allow me to see each of the steps that the groups had taken and whether they were able to successfully follow the directions and separate the pigments The pages will also reference whether the students were able to successfully match the unknown sample marker to the other markers that were tested I will be able to check the work done for calculating the retention factor for each of the pigments in the samples Informal assessment: Group discussion with above questions

Lora Kelly

Science Term III I wont have the students record their answers, but will listen intently to see if they understand why we had done what we did

Anticipating students responses: If the students get out of hand with extraneous conversation, I will redirect them by asking meaningful questions about the task at hand I feel that there is so much that is being asked of each of the students in the group, that there will hopefully be little room for off-task behavior This lesson is greatly linked to the other activities that the class will be doing for the duration of my mini-course That being said, the students will help to use this evidence found to better shape their hypotheses around which suspect may have committed the crime Accommodations: In order to accommodate for students who may find the material too challenging as well as those that may not be challenged enough, I will group the students in such a way that each group will consist of students with varying abilities Again, I feel that there is so much that is being asked of the students that there will be little room for students groups to finish early