Using Chromatography to Introduce Engineering … · Web viewColumn chromatography Grape Kool Aid...

Using Separation Techniques to Introduce Engineering in High School Science

George LeBretCentral Valley High School

Spokane, WA

Katie TraffWashington State University

Pullman, WA

Washington State University Mentors

Dr. Neil IvoryChemical Engineering

Noah TracyGraduate Research Assistant

Brian ThomeGraduate Research Assistant

July 2005

The project herein was supported by the National Science Foundation Grant No. EEC-0338868: Dr. Richard I. Zollars, Principal Investigator and Dr. Donald C. Orlich, co-PI. The module was developed by the authors and does not represent an official endorsement by the National Science Foundation.

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Contents: PageSummary 2Introduction 3Rationale for Module 3Science 4Engineering 4Goals 4Safety 4Prior Knowledge 5Note to Teacher 5References 6Chromatography 7Paper Chromatography Lab 8What happens in Chromatography? 10Sep Pak Diagram 11Kool Aid Paper Chromatography Lab 12Kool Aid Column Chromatography Lab 13Chemical Engineers 15Separation by Chromatography quiz 16Lesson Plans: 17S ummary

Separation techniques are used for a variety of reasons, from purifying medicines

to combating crime. The four activities in this module will help students establish

knowledge of chromatography as a way of introducing students to the types of activities a

chemical engineer might experience. Students begin their experiences using paper

chromatography of water soluble markers to get a grasp on the basics of chromatography.

Next students will separate Kool Aid dyes with the same technique. Column

chromatography will then be used to separate Kool Aid dyes into separate containers.

The strongest engineering component is the activity that requires students to modify the

column chromatography process to optimize the separation. Activities will be geared

toward tenth and eleventh grade Biology and Chemistry classes, but could be adapted for

use in any high school level science class. The module will take about two weeks to

complete when using all the activities and experiments detailed in the lesson plan.

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Introduction

Separations are a group of techniques used for pulling apart individual

compounds from mixtures based on their different properties. There are many different

types of separations; some examples of different techniques are distillation, filtration,

chromatography and electrophoresis. The two techniques that we will focus on during

this module are paper chromatography and column chromatography with references to

gel electrophoresis experiments included. In paper chromatography, a dissolved test

substance is placed on a paper separation medium which is then dipped in a solvent. The

solvent used must solvate the test substance to move it along the medium, separating the

test substances as the solvent travels along the medium through capillary action. The

column chromatography experiment is similar, but uses syringes, Waters® C18 reverse

phase Sep-Pak packed bed columns, and eluents of different alcohol concentrations to

separate dyes.

Rationale for Module

This unit could be taught in the context of a variety of topics so the science

concepts taught might vary. Early in a year this unit could be part of a lesson on the

differences between mixtures and pure substances. With more background this lesson

could serve as an application of student knowledge about bonding and the sizes and

charges of molecules. Engineering aspects of this lesson surface as students are asked to

make decisions that would optimize a process. The techniques taught during this module

are similar to the techniques used in industrial purification and Crime Scene

Investigations (CSI).

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Science

Chromatography can be used as a tool in chemistry to introduce the difference

between mixtures and pure substances. The module could be part of a late year unit after

chemistry students have learned about bonding and molecules The column

chromatography experiment involves knowledge of chemistry, using different

concentrations of solutions as solvents throughout a few of the experiments. To adapt this

experiment for a Biology or basic science class, the solutions need to be previously

prepared for the students.

Engineering

This module is designed to introduce engineering concepts and careers to the

students. Students will be asked to define a problem and predict how to find a solution to

that problem. Professional careers related to these techniques will also be introduced

throughout the unit’s activities.

Goals

The goal of this teaching module is to create a positive and exciting atmosphere

for high school students regarding engineering by introducing some techniques and

careers of engineering through a unit plan. More specific goals for this module will be

individually addressed within the unit plan.

Safety

Students will be required to wear safety glasses and gloves during part of this

module. Methanol should be properly collected and disposed. No open flames should be

in the area with open methanol. This is specified within each laboratory write-up for the

specific labs in this module.

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Prior Knowledge

For a chemistry class, students may need to know how to create different

concentrations from using two 100% solutions. For a biology class, solutions could all be

prepared for the students. The paper chromatography experiment could be simplified for

use in an elementary classroom, and therefore doesn’t require much prior knowledge. The

worksheets in the module and any other introductory material would be useful sources of

information for the students.

Note to Teacher

Much of the equipment and chemicals in this module are common, but some are

rather specific. The paper chromatography lab requires no special equipment.

Grape Kool Aid

Two concentrations of Kool Aid are required. Kool Aid Paper chromatography

requires a very concentrated Kool Aid mixture. Add just enough water to the grape Kool

Aid powder to dissolve it. With a rather pointed object like a pipet tip, place a drop of

Kool Aid on the paper you will be using. If the drop will not soak in you need more

water. If the colors start to separate before the drop dries, you have too much water.

Column chromatography Grape Kool Aid is made by dissolving one package of

Grape Kool Aid in 2L of water.

Column chromatography equipment

Sep-Pak plus C18, cat number WAT020515 were purchased from Waters, 20

Liberty Way, Franklin MA, 02038. They came 50 Sep-Paks to a box. They are designed

to be disposable, but we used one cartridge over 20 times. We used common 12 cc

plastic syringes.

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Reference

"Intro to Biochemical Engineering", Carrier, R., Bordonaro, J., Yip, K, http://www.rpi.edu/dept/chem-eng/Biotech-Environ/CHROMO/chromintro.html, 1994 & 1997.

"Chromatography", Blaszczynski, S., Daiker, B., Zipprich, N. http://www.iit.edu/~smile/ch9123.html.

"Paper Chromatography", Townsend, V., http://www.iit.edu/~smile/ch9414.html.

Williams, T. I., The Elements of Chromatography, Blackie & Sons Limited, London, 1955.

Society of Women Engineers – Lesson Plans (http://www.swe.org/iac/LP/chrom_01.html)

Chemical Disposal Reference (http://www.ece.umd.edu/MEMS/sop/disposal.html)

California Lutheran University’s Enriched Science (CLUES) Program. Website: http://www.clunet.edu/Academic_Programs/Departments/Sciences/Outreach/CLUES/pdf/Lab1_B.pdf

The University of Minnesota. Website: http://www.chem.umn.edu/services/lecturedemo/info/column_chromatography.html

Davidson College, Davidson, NC. Website: http://www.chm.davidson.edu/erstevens/201S05LB4-column.pdf

Western Nevada Community College. Website: http://tooldoc.wncc.nevada.edu/seppak.htm

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http://tooldoc.wncc.nevada.edu/seppak.htm

http://www.chm.davidson.edu/erstevens/201S05LB4-column.pdf

http://www.chem.umn.edu/services/lecturedemo/info/column_chromatography.html

http://www.clunet.edu/Academic_Programs/Departments/Sciences/Outreach/CLUES/pdf/Lab1_B.pdf

http://www.clunet.edu/Academic_Programs/Departments/Sciences/Outreach/CLUES/pdf/Lab1_B.pdf

http://www.ece.umd.edu/MEMS/sop/disposal.html

http://www.swe.org/iac/LP/chrom_01.html

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From the original ink line, the ink (test substance) is attracted to the water (solvent) and moves up the paper (medium). This causes a separation of the ink as it travels along the paper and creates a chromatogram of the sample.

As the solvent and the mixture move through the medium, different types of molecules in the ink mixture spread out at different speeds, causing the mixture to separate. Molecules with a higher affinity (attraction) to the medium travel slower than the molecules with less of an affinity to the medium. In paper chromatography, colored bands of the separated substance are created.

We will be using coffee filter paper, but other porous materials (a material liquid can penetrate) like paper towels, newspaper, or even cloth can be used as the medium. Wax and writing paper are not suitable mediums in paper chromatography. Wax paper is coated and generally, writing paper is treated to stop ink from bleeding.

Some of you may have seen CSI or similar television shows where the detective finds a mysterious substance at the scene of a crime. As the evidence is collected, someone says, "We'll send this to the lab for identification." How does the laboratory figure out what that substance is?

Chromatography is a technique used to separate mixtures. Chromatography is used by crime laboratories to identify clues such as blood, ink, or other substances found at a crime scene. Chromatograms of these clues are compared against chromatograms of known substances for identification. Although there are several different types of chromatography, in each case a substance is placed onto or into a medium and a solvent is passed through the test substance.

Note that the water line should never touch the ink line.

Name ____________________ Date ____________________Period ____________________ Group ____________________

Paper Chromatography LabHere is your chance to be the detective and determine the pen used in each chromatogram. Look at the chart of completed chromatograms, and using your knowledge of chromatography make a well educated guess matching the marker sample to the completed chromatogram.

Chromatogram Your Prediction – Color Marker No. Actual Color MarkerABCDEFGHIJKLMNOPQRSTUVWX

Materials for each group12 Different Water-Soluble Color Marking Pens Transparent TapeTap Water2 PencilsPaper Towels2 Transparent Plastic Cups12 1" X 5" Strips of Coffee Filters

Be sure you have all the materials you need for your group before starting the lab.

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Lab Instructions1. Fill each of the two cups with about one inch of tap water. Having two cups will allow your group to perform two samples at one time.

2. Take a strip of filter paper and draw a line across the filter paper about one inch from the bottom. If the marker is weak, you may redraw the line to add more ink to the paper.

3. Tape the filter paper to the pencil using the transparent tape. See picture below for an example. Be sure that the ink will not touch the water when the pencil rests on the top of the plastic cup.

4. Set the pencil on top of the plastic cup, the bottom of the paper touching the water. BE SURE THE INK DOES NOT TOUCH THE WATER.

5. Remove the strip when the water has traveled ¾ of the way up the paper filter.

6. Place the sample on a paper towel to dry.

7. Repeat this process for eleven other samples and record data in chart. Be sure to record the number of the marker in the Chromatogram column of your data chart.

Chromatogram Similarities Differences Additional Comments

What happens in Chromatography?

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http://www.swe.org/iac/images/chroma_02.jpg

Chromatography systems consist of three parts, a sample, a stationary phase (or separation medium), and a mobile phase (or eluent). The sample is usually a mixture composed of ions and/or molecules that have a variety of different properties. The purpose of the chromatography process is to separate the sample into pure species utilizing the molecules differences in the affinity for the stationary phase. By changing the eluent one can use these differences in affinity for the stationary phase to pull the sample species into the eluent one by one. A good separation medium allows fluids to pass through, and has an affinity, or attraction, for all of the species in the sample. The sample is loaded onto the separation medium. To separate the sample, a mobile phase, with an affinity for the one of the target molecules greater than that of the separation medium, is passed through the column. Your paper chromatography experiment contained all of these parts.

Grape Kool Aid is colored with a mixture of dyes that can be dissolved in polar or non-polar solvents. You will use reversed phase column chromatography to separate these dyes. The Sep-Pak cartages are filled with small silica particles having non-polar C18 molecules attached to the surface. Before the separation medium can be used, it must first be stripped of any impurities by the use of a strong non-polar solvent. The C18 molecules are non-polar in contrast to the polar water molecules in the sample that have the Kool Aid dye molecules dissolved. As Kool Aid solution is passed through the column, the molecules of dye have a greater affinity for the C18 than the water, so the dyes collect on the separation medium. The column is then eluted. Solutions with decreasing polarities (increasing concentrations of solvent) are passed through the column, and as the affinity of dye molecules for the eluting fluid becomes greater than their affinity for the C18 molecules, the dye molecules pass through the column and become part of the eluent, which is collected.

The sample (ink) was loaded onto the separation medium (paper).

Beaker

Water line

The medium is dipped into a carrier fluid (water)

Molecules from the sample with greater affinity for the carrier fluid than the separation medium travel further.

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Name ____________________ Date ____________________

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Packing

C18

Packing

C18

Packing

C18

Packing

C18

Packing

C18

Column

In Flow

Out Flow

Sep Pak Diagram: The silica bead packing has C18 molecules attached to the surface which bind the dye molecules in the Kool Aid. As the amount of methanol in the eluent is increased the dyes will start to move down the column and out into the test tube.

Period ____________________ Group ____________________Kool Aid Paper Chromatography Lab

Can paper chromatography be used to separate other solutions? In this lab we will experiment with separating the dyes used in Kool Aid.

Materials for each group 1 Coffee filter strip with a Kool Aid dot drawn on the strip. 50mL beaker filled with 10mL 20% methanol Paper towels

WARNING: Methanol (MeOH) is a poisonous liquid. Ingesting small quantities can cause blindness or death. Inhalation of vapors can cause central nervous system damage. Wear safety glasses and gloves at all times when working with methanol and avoid contact with skin.

Be sure you have all materials needed for your group before starting the lab.

Lab Instructions Place the filter paper into the 50mL beaker containing the 20% methanol. Allow the methanol to travel a little over ¾ of the way up the filter paper. Then remove the filter paper and place on a paper towel to dry. Slowly pour the waste in the beakers into the waste bottle labeled "acetone /

methanol / IPA waste". Do not pour waste down the drain!

Inquiry on Experiment

1. Explain what happened when the filter paper was placed in the 20% methanol.

2. What other test substances could you use instead of Kool Aid in a chromatography experiment?

3. Using one of the substances above, describe what eluent and stationary phase you would use and explain why. Also describe how the separation of this substance may appear on the stationary phase.

Name ____________________ Date ____________________

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Period ____________________ Group ____________________Kool Aid Column Chromatography Lab

Ever wonder what colors really make up the fruity and colorful drinks you may be drinking? In this experiment you will be separating the different colors in a particular Kool Aid flavor using column chromatography.

WARNING: Methanol (MeOH) is a poisonous liquid. Ingesting small quantities can cause blindness or death. Inhalation of vapors can cause central nervous system damage. Wear safety glasses and gloves at all times when working with methanol and avoid contact with skin.

Materials for each group 5 12mL Syringes Sep-Pak Cartridge 5mL Kool Aid solution (analyte) 1 250 mL waste beaker 5 clean empty test tubes to collect separated solutions 5 shared beakers (1 for 15% MeOH, 1 for 20% MeOH, 1 for 100% MeOH, 1 for

water, and 1 for Kool Aid) Label tape for marking small beakers and syringes Safety glasses Gloves

Be sure you have all the materials you need for your group before starting the lab and wear your safety glasses and gloves at all times.

Lab Instructions1. Stripping the column

Take the 100% MeOH labeled syringe and fill it with 5mL of the 100% MeOH. Connect the syringe to the cartridge. Rinse the alcohol through the cartridge into the 250 mL waste beaker by gently

pressing the plunger with one finger, then disconnect the syringe. Take the water labeled syringe and fill with 12mL water, connect the syringe to

the cartridge, and rinse the water through the cartridge into the same beaker as the 100% MeOH.

Remove and refill the water labeled syringe with an additional 12mL water, connect the syringe to the cartridge, and rinse through into the same 250 mL waste beaker.

2. Loading the sample Fill the Kool Aid labeled syringe with 5 mL of the Kool Aid (analyte) solution. Connect the cartridge to the syringe, and push this solution through the cartridge

into test tube number one. Colorless is a proper term. White is not a color and a material might be clear and have a color What color appears in the packing (stationary phase)?

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What color appears in the eluate (material that passed through the column) in test tube one?

3. Eluting the column Put 12mL of the 15% MeOH solution in the 15% labeled syringe. Connect the cartridge to the syringe, and push 3mL into test tube two and then

stop. Push the rest of the 15% MeOH into test tube three. What color appears in the packing?

What color appears in the eluate in test tubes two and three?

Disconnect the syringe from the cartridge to load the next solution. Put 12mL of 20% MeOH solution in the syringe labeled 20%. Connect the cartridge to the syringe, and push the 20% MeOH into test tube four. What color appears in the packing?

What color appears in the eluate in test tube four?

Disconnect the syringe from the cartridge to load 12mL of 100% MeOH in the 100% labeled syringe.

Connect the cartridge to the syringe, and push 5 mL of 100% MeOH into test tube five.

What color appears in the packing?

Describe the eluate in test tube five.

Push the remaining amount of 100% MeOH into the waste beaker. Then push 12 mL of water into the waste beaker to fully clean and rinse the

cartridge. Slowly pour the waste in the bottle labeled "acetone / methanol / IPA waste". Do

not pour waste down the drain!

Inquiry on Experiment

1. What concentration of alcohol would give the best resolution between the dyes and what is your reason?

2. Compare and contrast the separation of Kool Aid dyes with paper chromatography and with column chromatography using the proper terms.

Name ____________________ Date ____________________Period ____________________ Group____________________

Chemical Engineers

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You know how to separate dyes, but now it is time to make money. You report to a CEO of a company that sells separated dyes to customers that require specific purity. Your company’s process would be optimized when the purity meets specifications using minimal reagents and the process that takes fewest steps.

Your group will evaluate ways to improve purity, yield, or production rate. You should modify the protocol used to separate dyes by changing solvents, concentrations, volumes, collection processes, or other factors. Choose and test only one way of improving purity, yield, or production rate. Enhancing one aspect of the process, such as purity, may be detrimental to another facet of the process, such as yield. You should note the effect that enhancing your aspect of the process has on the other two, but don’t worry about these side effects.

Your group’s goal is to design a technique for process optimization. First submit a proposal. Then, when your proposal is approved, perform a validated controlled experiment. Use the same stock kool aid solution, sep-paks and syringes. You may use any solvents we have in the laboratory. Your reports to your CEO will include the fallowing:

1. Each group must turn in a pre activity proposal.2. Your protocol must be complete.3. You must explain your experimental process.4. Data must be kept in an orderly fashion.5. Analysis of data must be meaningful.6. Your conclusion should read like a proposal to your CEO.

Grading rubric0 1 2 3 4

Proposal

none or after the fact

Lacks understanding Lacks insight Acceptable Show clear insights

protocol none Makes no senseA teacher could repeat

A peer could repeat

An underclassman could repeat

Processnot clear

I can't tell what you are doing

I can tell what you are doing, but I don't think you know

You have many parts of a good investigation

You have a validated, controlled experiment

Data noneNumbers appear to be random

Numbers are arranged

Numbers are arranged and labeled

Numbers are arranged, labeled and meaningful.

Analysis noneImportant numbers are recognized

Graphs are present, but not appropriate

Appropriate graphs

Appropriate graphs and statistics

Conclusion none

Your conclusions don't relate to your experiment

You don't seem to understand your process

You have evaluated your process

You have evaluated your process and made recommendations

Name ____________________ Date ____________________Period ____________________ Group____________________

Separation by Chromatography quiz

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Multiple ChoiceDetermine the correct response to the question and place the letter in the blank.

_____ 1. Chromatography is a process used to __________mixtures.a. createb. separatec. combine

_____ 2. There are many different types of chromatography, but the three main components of all types of chromatography include:

a. stationary phase (medium), eluent (solvent), test tubeb. stationary phase (medium), eluent (solvent), test substancec. water, solvent, test tube

_____ 3. What is NOT an example of a good material to use as a medium?a. paper towelsb. coffee filter paperc. wax paper

True/FalseDetermine whether the statement is true or false, and place a T or F in the blank.

_____ 4. Writing paper is typically treated to stop ink from bleeding, and would not be a good choice when choosing a medium._____5. All molecules in the markers used will spread at the same speed.

Fill in the BlankPlease fill the correct word into the blank.

6. Colored bands of the separated substance are created in __________ chromatography.7. In the experiment we will be performing, the test substance is the __________ and the solvent is the __________.

Short Answer

8. Explain how the mixture will separate on the medium in our experiment.

9. Explain what material is needed for the medium to separate the mixture.

10. What would you expect an orange colored marker’s chromatogram to look like? Be specific.

Lesson Plans:Unit/Subject: Introduction to Separation Techniques Used in Engineering

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Lesson Title/Focus: Introduction to Chromatography

Goals: To introduce the concept of separation techniques used by engineers. To introduce chromatography separations. To discover the basic effects of paper chromatography.

Learning Targets: TSWBAT (The Student Will Be Able To) identify their previous knowledge of

engineering and what they would like to learn about engineering in writing. Writing EALR: 2.2. The student will write for different purposes.

TSWBAT identify how separations class discussion, while reviewing a worksheet. Reading EALR: 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.Reading EALR: 3.1 Read to learn new information. Communications EALR: 3.1 use language to interact effectively and responsibly with othersCommunications EALR: 3.3 seek agreement and solutions through discussion

TSWBAT predict what color formed the specific chromatograms that were previously formed. Science EALR: 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.

TSWBAT create chromatograms and compare those to standards that were previously created for them.Communications EALR: 3.2 work cooperatively as a member of a groupScience EALR: 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy.

Rationale:This lesson topic is important for creating a basic knowledge of the separation techniques used by engineers. This will introduce the unit topic of separation techniques used in engineering. Engineering is a field with numerous career possibilities. Many students do not know what engineering can truly offer them due to stereotypes. This will also provide a way to introduce engineering to women. There is a very low percentage of women actually enrolled in engineering programs.

Assessment:Pre-Assessment: Students will be pre-assessed through a KWL activity on engineering. Meets Objective #1.

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Formative Assessment: Students will have a class discussion on a paper chromatography worksheet in class. Meets Objective #2. The students will complete a chart based on their predictions to be graded. Meets Objective #3.Summative Assessment: Students will create a chart of their completed chromatograms, including their comparisons and comments. Meets Objective #4.

Learning Experiences:

a. Introduction (6 minutes): Meets Objective #1Once the students enter the classroom, the objectives will be on the board and will also be verbally expressed to the entire class. Each student will then take out a sheet of paper. On this they will be asked to complete the K and W of a KWL. They will explain what they know and what they want to know about engineering. (Pre-Assessment)

b. Questions

1. What is your prior knowledge of engineering?2. What would you like to learn about engineering in this unit?3. How does paper chromatography actually work?4. What marker was used to make this specific chromatogram?5. What are the similarities and differences between your chromatogram and the standard?

c. Learning Activities/Experiences (38 minutes): Meets Objectives #2, #3, & #4

1. Students will be given a worksheet that covers paper chromatography. The class will each read a section of the worksheet and have a class discussion on how paper chromatography works. (Formative Assessment)

2. Students will have pictures of completed chromatograms and also a lab worksheet. They will predict which number marker created which chromatogram and record this on the worksheet. (Formative Assessment)

3. Students will then perform their own experiment creating chromatograms. They will complete the chart by filling in similarities, differences, and additional comments. (Summative Assessment)

d. Closure (6 minutes)Students will hand in their lab worksheets. The students will be able to share with the class what they learned during this lab.

e. Independent Practice:Students will take home their paper chromatography worksheet to study for a worksheet quiz the following class period.

Grouping of Students for Instruction:Students will be working in groups of three or four at their lab tables.

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Family Interactions: Prior to the unit on engineering, a letter will be sent home to the parents introducing the exciting unit that the students will be able to explore. Feedback and suggestions are welcome from the parents, as some may be engineers.

Instructional Materials, Resources, and TechnologyThe paper chromatography worksheet will be handed out to every student, along with copies of the lab worksheet. Pictures of the standard chromatograms will need to be previously prepared. The materials for the lab per group are as follows: 12 different water soluble markers, transparent tape, tap water, two pencils, paper towels, 2 transparent plastic cups, and 12 1” x 5” strips of coffee filters.

Unit/Subject: Introduction to Separation Techniques Used in Engineering

Lesson Title/Focus: Introduction to Kool Aid Separations Using Chromatography

Goals: To introduce the concept of separating liquids. To continue learning about the effects of paper chromatography.

Learning Targets: TSWBAT identify their knowledge of paper chromatography on a quiz in class

with 85% accuracy. Writing EALR: 2.2. The student will write for different purposes.

TSWBAT create a chromatogram of Kool Aid while safely using all lab materials. Communications EALR: 3.2 work cooperatively as a member of a group

TSWBAT explain how their chromatogram was created. Writing EALR: 2.2. The student will write for different purposes.Science EALR: 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.

TSWBAT predict what might happen if a different test substance was used.Writing EALR: 2.2. The student will write for different purposes.Science EALR: 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.

Rationale:

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This lesson topic is important for further developing the basic knowledge of the separation techniques of paper chromatography. Engineering is a field with multiple career possibilities. Many students do not know what engineering can truly offer them due to stereotypes. This will also provide a way to introduce engineering to women. There is a very low percentage of women actually enrolled in engineering programs.

Assessment:Pre-Assessment: Students were previously pre-assessed through a KWL activity in the previous lesson.Formative Assessment: Students will create a chromatogram either individually or in pairs. Meets Objective #2. Summative Assessment: Students answer the inquiry questions on the experiment. Meets Objective #3 & #4.


a. Introduction (10 minutes): Once the students enter the classroom, the objectives will be on the board and will also be verbally expressed to the entire class. There will be time for any last minute questions before the quiz. The students will then have a quiz worksheet handed out, and will be asked to quietly perform their own work on this quiz with their desks cleared.

b. Questions

1. Are there any questions from the worksheet on paper chromatography before we start the quiz?2. Explain what happened when the filter paper was placed in 100% methanol?3. What other test substances could you use in a paper chromatography experiment?4. Using one of the substances above, describe what solvent and medium you would use and explain why. Also describe how the separation of this substance would appear on the medium.


1. Students will be given a lab worksheet for their experiment for Kool Aid Paper Chromatography. The students can work in pairs to complete the experiment. They will have created a chromatogram of the Kool Aid. (Formative Assessment)

d. Closure (10 minutes)Students will keep their lab worksheets to complete the inquiry on experiment questions. The students will have a chance to share their results with the class and ask any questions about the inquiry portion of the lab.

e. Independent Practice:

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Students will take home their lab worksheets. They will complete the inquiry on experiment to be handed in at the beginning of the following class period.

Grouping of Students for Instruction:Students will be working in groups of two at their lab tables.


Instructional Materials, Resources, and TechnologyThe Kool Aid Paper Chromatography Lab worksheet as well as copies of the paper chromatography quiz for every student. The materials for the lab per group are as follows: 1 coffee filter strip for each pair of students, 50mL beaker filled with 10mL Kool Aid concentrated solution, a 50mL beaker filled with 10mL 100% methanol, and paper towels. There will also need to be a waste bottle labeled “acetone/methanol/IPA waste” to dispose of the methanol.


Lesson Title/Focus: Introduction to Column Chromatography

Goals: To introduce column chromatography separations. To develop an additional way to separate Kool Aid and other mixtures, expanding

on paper chromatography.

Learning Targets: TSWBAT perform a column chromatography experiment using Kool Aid in class.

Communications EALR: 3.2 work cooperatively as a member of a group

TSWBAT inquire about their experimental results and predict how it would differ with the use of different concentrations.Writing EALR: 2.2. The student will write for different purposes.Science EALR: 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy.Science EALR: 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.Science EALR: 2.2 Nature of Science: Understand the nature of scientific inquiry

Rationale:

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This lesson topic is important for explained on the base knowledge of chromatography. This shows students some of the many applications of separations used in engineering. Engineering is a field with multiple career possibilities. Many students do not know what engineering can truly offer them due to stereotypes. This will also provide a way to introduce engineering to women. There is a very low percentage of women actually enrolled in engineering programs.

Assessment:Pre-Assessment: Students will have been pre-assessed through a KWL activity.Formative Assessment: Students will complete a lab worksheet, stating the colors seen at each step to formatively assess their progress in the experiment. Meets Objective #1.Summative Assessment: Students will complete inquiry on experiment section of the laboratory worksheet in class. Meets Objective #2.


a. Introduction (8 minutes): Meets Objective #1Once the students enter the classroom, the objectives will be on the board and will also be verbally expressed to the entire class. The students will all need to turn in their previous lab on the Kool Aid Paper Chromatography Experiment. Based on this experiment the students will make predictions for the column chromatography experiment during a class discussion.

b. Questions

1. What color was first released from the cartridge?2. Why do you think this was released first?3. At what concentration was the color released the fastest?4. How does concentration affect the separation rate of the Kool Aid?5. If you were to redo this experiment, explain what concentrations you would use and why?


1. Students will be given a lab worksheet, follow the instructions while performing the lab safely, and complete the notations of the colors seen in the directions. (Formative Assessment)

2. Students will complete the inquiry on experiment in class on their experiment. (Summative Assessment)

d. Closure (5 minutes)Students will hand in their lab worksheets. The students will be able to share with the class what they learned during this lab.

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Grouping of Students for Instruction:Students will be working in groups of two or three at their lab tables.


Instructional Materials, Resources, and TechnologyThe Kool Aid column chromatography worksheet will be handed out to every student. The lab materials for each group are as follows: 5 12mL syringes, Sep-Pak Cartridges, approx. 50mL water, approx. 20mL 100% methanol, 12mL 15% methanol, 12mL 20% methanol, 5mL Kool Aid solution, 5 clean empty test tubes to collect separated solutions, 5 small beakers, labeling tape for marking all small beakers and syringes, and safety glasses for each student.


Lesson Title/Focus: Introduction to Using Micro-Pipets and Electrophoresis

Goals: To allow the students to practice with micro-pipets. To introduce electrophoresis.

Learning Targets: TSWBAT discuss electrophoresis in class while going through a worksheet on

electrophoresis. Reading EALR: 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.Reading EALR: 3.1 Read to learn new information.will occur in paper chromatography during an in

TSWBAT demonstrate how to properly use a micro-pipet through a practice activity lab.Communications EALR: 3.2 work cooperatively as a member of a groupScience EALR: 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.

Rationale:This lesson is created to give the students a chance to introduce another form of separations used by engineers. Electrophoresis can be used in similar, but also different ways by engineers. This will teach the students the skills needed to perform the experiment using electrophoresis.

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Assessment:Pre-Assessment: Students will be pre-assessed by the previous KWL activity on their knowledge of engineering separations. Formative Assessment: Students will be graded on participation in an in class discussion over the electrophoresis worksheet. Meets Objective #1. Summative Assessment: Students will be able to show their proper usage of a micro-pipet to the teacher. Meets Objective #2.


a. Introduction (5 minutes): Meets Objective #1The students will enter the classroom with the objectives on the board. The objectives will be reviewed before starting the activities to answer any questions students may have about the day’s lesson.

b. Questions

1. How would you define electrophoresis?2. What are different types of gels used in electrophoresis?3. What makes the solutions separate in the gels?4. What substances could you use in the gels to separate?5. What is the proper way to use a micro-pipet?

c. Learning Activities/Experiences (40 minutes): Meets Objectives #1 & #2

3. Students will read through a worksheet and discuss in class for participation. (Formative Assessment)

4. Students will complete the micro-pipet practice experiment and be checked off by the teacher when they have achieved the skill. (Summative Assessment)

d. Closure (5 minutes)Students will keep their worksheets and ask any questions they had about micro-pipeting.

e. Independent Practice:Students will take home their electrophoresis worksheet to study for a worksheet quiz the following class period.



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Instructional Materials, Resources, and TechnologyThe students will need the electrophoresis kit form the Equipment Loan Program at Washington State University. They will also need to use some practice dyes for the students to experiment with while practicing the proper usage of the pipets.


Lesson Title/Focus: Introduction to Electrophoresis

Goals: To introduce the students to experimenting using electrophoresis. To add additional techniques that can separate Kool Aid.

Learning Targets: TSWBAT identify their knowledge of electrophoresis on a quiz in class with 80%

accuracy. Writing EALR: 2.2. The student will write for different purposes.

TSWBAT perform the electrophoresis experiment, using various types of concentrated Kool Aid. Communications EALR: 3.2 work cooperatively as a member of a group

TSWBAT draw the separations that occurred during their experiment, on a worksheet provided for them of a picture of a gel box. Science EALR: 1.3 Changes: Understand how interactions within and among systems cause changes in matter and energy.

Rationale:This lesson will give the students the chance to separate Kool Aid using another technique besides column chromatography and paper chromatography. These students do not have the opportunity to try this experiment at home. Paper chromatography can be done anywhere with many different easy to access materials. This gives the students a special opportunity to use Washington State University’s laboratory equipment to be the best scientific learners they can be.

Assessment:Pre-Assessment: Students will be pre-assessed through a KWL activity on engineering. Formative Assessment: Students will perform the experiment. Meets Objective #2. Summative Assessment: Students will take a quiz on electrophoresis from the worksheet. Meets Objective #1. Students will turn in their completed individual drawings of their gel boxes after separation for grading. Meets Objective #3.

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a. Introduction (5 minutes): Meets Objective #1Students will have a chance to ask any last questions. The objectives will be on the board and will also be verbally introduced to the class.

b. Questions

1. How did the Kool Aid colors separate using elctrophoresis?2. What other substances could you use besides Kool Aid?3. How do you think those color separations would look?4. What gels can be used in electrophoresis?5. What are the similarities and differences between the different Kool Aid flavors?


1. Students will be given a quiz. They will have 10 minutes to complete the quiz. (Summative Assessment)

2. Students will perform the experiment based on the Kool Aid Electrophoresis Lab worksheet. (30 minutes) (Formative Assessment)

d. Closure (5 minutes)Students will hand in their drawings of their gel boxes, each student should turn one of these in. The students will be able to share with the class what they learned during this lab.

e. Independent Practice:There will be no independent practice after this lab.



Instructional Materials, Resources, and TechnologyThe students will need the electrophoresis kit form the Equipment Loan Program at Washington State University. They will also need the concentrated solution of the Kool Aid to separate and copies of the lab worksheet for each student to complete the drawing of their gel box.


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Lesson Title/Focus: Being a Chemical Engineer

Goals: To have the students propose a question about chromatography. To allow students to find answers to their own scientific questions.

Learning Targets: TSWBAT propose their chromatography question, containing a broad answer in

three paragraphs in class.Writing EALR: 2.2. The student will write for different purposes.Communications EALR: 3.2 work cooperatively as a member of a group

TSWBAT create an experiment to test the possible answer to their question in a detailed typed paper, including all materials, safety procedures, and a complete protocol.Communications EALR: 3.2 work cooperatively as a member of a groupScience EALR: 3.1 Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges.

TSWBAT perform the experiment they have created in class following all safety rules.Communications EALR: 3.2 work cooperatively as a member of a group

TSWBAT evaluate their process in a conclusion that should read in memo format. Writing EALR: 1.2 use style appropriate to the audience and purposeWriting EALR: 2.4 write for career applicationsScience EALR: 2.2 Nature of Science: Understand the nature of scientific inquiry

Rationale:This lesson is created to give the students a chance to be chemical engineers. They will modify their column chromatography experiments as a way of product optimization. This brings the lab into the real world profession. This will also teach the students that writing can be important when sharing your experimental ideas and data.

Assessment:Pre-Assessment: Students will be pre-assessed through a pre-activity proposal that is submitting for grading. Meets Objective #1.Formative Assessment: Students will create an experiment in a detailed typed paper that is submitted for grading. Meets Objective #2. The students will perform their experiment for participation credit and turn in a data sheet. Meets Objective #3.

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Summative Assessment: Students will write a memo, analyzing data from the experiment, and reflecting on the conclusion of the experiment. Meets Objective #4.


a. Introduction (5 minutes): Meets Objective #1Each day the students will enter the classroom with the objectives on the board. The objectives will be reviewed before starting the activities to answer any questions students may have about the days lesson.

b. Questions

1. What could you propose to optimize a product using what you learned in the column chromatography lab?2. What type of experiment would you need to create?3. What materials would you need for this lab?4. What safety procedures would you need to follow when performing this experiment?5. When evaluating and analyzing your data, what have you learned from this lab?

c. Learning Activities/Experiences (5 days): Meets Objectives #1, #2, #3, & #4

1. Students will watch a movie on engineering separations. (20 minutes) Students will then be given a chance to work in groups to collaborate on a question to experiment with relating to the Kool Aid column chromatography experiment. This will then be recorded in a paper of three paragraphs each. There will be one from every group submitted for grading. (20 minutes) (Pre-Assessment)

2. Students will the entire class period to create their experiment. This will take place in the library where the students will have access to computers. There will be check offs at different time intervals to keep the students on track. They will receive participation points for completing these check offs. After first 10 minutes, students will be checked off on their experimental steps and procedures. After 20 minutes from starting, the students will be checked off on their materials list. After 30 minutes from starting the students will be checked off for their safety procedures. After 40 minutes of starting the students will have completed the assignment and will turn in their designed experiment. (40 minutes) (Formative Assessment)

3. Students will then have a day to complete their experiment. This will be done in the lab and they will need to follow all lab safety rules and procedures. Data must be recorded in a table or chart made by the group. This will be turned in at the end of the period. (40 minutes) (Formative Assessment)

4. Students will receive copies of their groups data. Time will be set aside for the students to brainstorm in groups about their experiments. (20 minutes) The class will come together as a group to discuss their experiments and their results. (20 minutes) (Formative Assessment)

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5. Students will have the class period in the computer lab or library to type up their memos. There will be a brief introduction on memo formatting and the specific requirements for the memo. These will each be done individually. (Summative Assessment)

d. Closure (5 minutes)Each day the students will have a few minutes to ask questions after the activities.

e. Independent Practice:There will not have independent practice assigned during this lesson.



Instructional Materials, Resources, and TechnologyComputers, all lab materials from the Kool Aid Column Chromatography Lab, memo reference material, video on engineering separations, copy machine (or another way to make copies of student’s data sheets), and check off sheets for grading while formulating the experiment.

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Using Chromatography to Introduce Engineering … · Web viewColumn chromatography Grape Kool Aid...

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