Engineering

Design Integrated Science Unit Plan

Student Name: Julia DiOrio
Subject: Chemistry
Topic: Acid-Base Chemistry, Mixtures, and Chemical Reactions
Grade Level: 10th-11th Grade
Duration: 2 class periods

PART I: Learning Objectives
Virginia Standards of Learning (SOLs):
CH.3 The student will investigate and understand how conservation of energy and matter is expressed in
chemical formulas and balanced equations. Key concepts include
d) bonding types;
e) reaction types;
CH.4 The student will investigate and understand that chemical quantities are based on molar relationships. Key
concepts include:
d) acid/base theory; ---; pH and pOH
CH.5 The student will investigate and understand that the phases of matter are explained by kinetic theory and
forces of attraction between particles.
Next Generation Science Standards:
HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is
important in the functioning of designed materials.
PS1.B: Chemical Reactions
Chemical processes, their rates, and whether or not energy is stored or released can be understood
in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with
consequent changes in the sum of all bond energies in the set of molecules that are matched by
changes in kinetic energy. (HS- PS1-4),(HS-PS1-5)
PS2.B: Types of Interactions
Attraction and repulsion between electric charges at the atomic scale explain the structure,
properties, and transformations of matter, as well as the contact forces between material objects.
(HS-PS1-1), (HS-PS1-3),(HS- PS2-6).
Planning and Carrying Out Investigations: Planning and carrying out investigations to answer questions or test
solutions to problems in 912 builds on K8 experiences and progresses to include investigations that provide
evidence for and test conceptual, mathematical, physical and empirical models.
Plan and conduct an investigation individually and collaboratively to produce data to serve as the
basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to
produce reliable measurements and consider limitations on the precision of the data (e.g., number
of trials, cost, risk, time), and refine the design accordingly. (HS-PS1-4)
KUDs
The student will
Know:
Understand:
Be able to:
- Bonds form between atoms to
- Molecules interact more - Recognize polar
achieve stability
with other molecules of
molecules and non- Polar bonds form between
similar chemical
polar molecules
elements with very different
characteristics.
- Identify and explain the
electronegativities
- The scheme of electron
effect on temperature
- Non-polar bonds form between
sharing determines the
on the rate of a
elements with similar
polarity of a molecule.
chemical reaction
electronegativities.
- Several factors, including - Determine whether a
- Polar molecules result when
heat, affect the rate of a
solute is soluble or
electrons are distributed
chemical reaction, either
insoluble in a given
unequally
to increase or decrease.
solution

Chemical reactions are exothermic or endothermic

Adding heat can cause a chemical
reaction to occur
Arrhenius and Bronsted-Lowry
theories for the definition of acids
and bases
pH is a number scale ranging from
0 to 14 that represents the acidity
of a solution
Indicators show color changes at
certain pH levels
Polar substances dissolve ionic or
polar substances
Non-polar substances dissolve
non-polar substances

Color change indicates

that a change of
structure has occurred
on some reactant
through a chemical
reaction.
Natural indicators like
cabbage juice are useful
tools for qualitatively
identifying the pH of a
substance through color
change.

Relate the acidity of a

substance to the pH
scale
Identify common
examples of acids and
bases such as lemon
juice and baking soda
Predict the color change
of an indicator in acidic
and basic conditions
Design an experimental
procedure based on the
resources provided

PART II: Materials/Resources
Chemicals
- Lemon or orange juice (citric acid)
- Baking soda solution
- Cream of tartar solution
- Corn Starch solution
- Dilute Iodine Solution
- Food Dye colored solution
- Red cabbage juice
Materials
- White wax pencil or crayon
- Light bulb (as a heat source)
- Paper
- ***Internet access/computers
Safety Concerns
- All materials are commonly found in the household, so students will not be in danger of chemical burns.
However, it will be important to remind students that although these are common solutions, they should always
be cautious of spilling, never drink or eat anything that has been in a lab, and immediately clean up spills and
wash any points of contact on their body.
- Students are still expected to observe general lab protocol by wearing safety goggles, a lab coat, and gloves in
addition to the appropriate dress for the day (i.e. closed toe shoes, long pants, etc.).
- Working with a lightbulb as a source of heat to promote a chemical reaction introduces a small chance of a
student accidently burning themselves. The instructor should suggest that students only turn on the light when
needed and not to touch the glass bulb directly.
- Whenever students work with computers, it is important for the teacher to monitor the class for appropriate use
of technology and to ensure that students stay on task.

PART III: Engineering Design Overview

Design Process
Design Challenge
Introduces the design
challenge and problem
to solve

Specifications and
Constraints
Identifies what students
must do to solve
problem, Motivates
students to learn about
specific concepts

Develop Knowledge
Student-centered
instruction for targeted
concepts
Ideate Solutions
Students generate
multiple solutions to
problems
Develop Prototype
Test and Evaluate
Design
Test prototypes ability
to meet project goals

Revise Design
Use evaluation and
feedback to revise
Design Solution
Students present final
solution

Project Description: (with example that meets expectations)

Students will design an experimental procedure for deciding on a procedure for using a range
of decoding agents to make invisible ink messages appear. Students will first present
information on the chemistry of one specific decoding agents, and will later apply their
knowledge to decode a series of different ink messages. (Emphasis is placed on the fact that
multiple decoding agents can reveal the same message through different chemistry.)
Specifications include:
Types of invisible inks: lemon juice, baking soda, cream of tartar, wax, and corn starch
Types of available decoding agents: red cabbage juice, colored aqueous solution, iodine
solution, and lightbulb heat source
Must be able to determine what decoding agents will successfully decode each ink source
Constraints include:
Not all decoding agents will work for all invisible inks
Procedure should use as few decoding agents as possible to optimize use of time and
materials
Students will develop understanding of their decoding agent through suggested
resources and literature searches
Students will prepare and present a short summary of their findings and the chemistry of
how their decoding agent works to help other students understand the wide range of
decoding agents at their disposal
Students will be prompted to create a few experimental procedures to decode messages
and justify each step using their knowledge of chemistry.

It will be up to the group to discuss each procedure and determine the best one to go into
testing based on the probability of working for all possible invisible inks.

Students will present their prototype procedure on a set of invisible messages.

Students will be given time to consult with other groups to share what they tried and
receive information about other group designs
After one round of prototype testing, the class will develop shared criteria for evaluating
the success of designs in the form of a rubric.
Each group will evaluate their prototype design based on the established rubric
Students will revise designs based their self-evaluation and feedback from other groups.
Students will be prompted to justify each design revision in terms of what is happening
chemically.

Reflection and Extension

Each group will create a secret message made with invisible ink for other groups to
decode as their final challenge
Students will be assessed on the success of their experimental procedure in decoding the
message and based on the class rubric
Each group will have a mini conference with the teacher to talk about and reflect on how
the group was able to work cooperatively as a whole. (Did they have an equal division of
labor? Did they establish positive interdependence?)
A guided class discussion will aid students in extending their knowledge from this
investigation to real world applications. (How could these decoding agents have been
used throughout history? What uses could this have today other than writing secret
messages?)

PART IV: Daily Unit Overview

Day 1: Research
Learning Objectives: All learning objectives (see above)
Materials/Resources Needed and Preparation Plans:
- Computers
- Paper
- All invisible inks
Lesson
Segment &
Time Est.

Materials

Instructional Sequence

Teacher/Student
Actions

Introduction - Computer
(5 minutes) - Harry Potter clip

The instructor will begin class with a

short clip of Harry Potter showing the
Marauders Map and the use of
invisible inks. The instructor will
explain that the goal of this project is to
determine and be able to explain
different decoding methods to make the
invisible ink visible. Students will then by
split into groups of 3-5 members.

T: Show clip and explain the goals

of the project
S: Listen closely to directions and
ask any clarifying questions

Body
- Computers
(60 minutes) - Internet Access

Each group will be assigned a decoding

agent to research and determine how it
can be used to create a color change on
an invisible ink message. After
conducting research, groups will prepare
a short 5 to 10-minute summary of their
findings and the chemistry behind their
decoding agent. At this point, students
will be provided with a list of possible
invisible inks. Using the information
learned in the first half class, each group
will come up with a few possible
experimental procedures to decode
messages of an unknown invisible ink.

T: Circulating the class providing

guidance, encouraging
communication, helping students
move towards synthesizing
information, and answering
student questions
S: Work cooperatively in groups,
research how their decoding
agent works, organizing
information logically to share
with the class, presenting their
findings, designing an
experimental procedure to
decode their messages, and ask
questions if necessary

Closure
- Paper
(25 minutes) - Invisible Inks: lemon
juice, baking soda
solution, starch
solution, cream of
tartar solution, and
wax

Each group will create their own secret

messages using at least one of every
invisible ink for other groups to decode in
the final assessment of the engineering
design unit.

T: Circulating the class to ensure

all students are observing proper
safety protocols when dealing
with chemicals
S: Expressing their creativity,
allowing all group members to
participate, and following all
safety rules

Day 2: Testing and Revision

Learning Objectives: All learning objectives (see above)
Materials/Resources Needed and Preparation Plans:
- All invisible inks and decoding agents
- Student made invisible messages
Lesson
Segment &
Time Est.

Materials

Introduction
(5 minutes)

Body
(75
minutes)

Teacher/Student
Actions

N/A

The instructor will begin class with a short

summary of the project and its purpose.
Groups will have a few minutes to meet
together to get their thoughts together before
beginning the testing phase.

T: Summarizing the
previous class
S: Consulting with group
members to put finishing
touches on design

- Pre-made invisible
message cards made
with lemon juice,
baking soda solution,
starch solution,
cream of tartar
solution, and wax
- Iodine solution
- Red cabbage juice
- Colored aqueous
solution
- Light bulb
- Student made
cards

Students will be provided with a set of 6 premade, labeled invisible messages using each
type of ink. Students will be responsible for
recording how each step of their procedure
affects the ink.
After one round of testing, groups will have a
change to collaborate and communicate what
worked and what did not to each other. Then,
the class will create a rubric to define what
makes a successful procedure. Each group will
evaluate the success of their first design before
making revisions to a second design. This cycle
will continue as long as time permits.
In the last part of class, each group will have a
mini conference with the teacher to discuss
how their group worked together as a form of
self-evaluation. The students will have the
remainder of the class period to implement
their final design to reveal the student made
messages. This round will be assessed by the
rubric and by the accuracy of decoding as the
final project grade.

T: Circulating the class to

ensure all students are
observing proper safety
protocols when dealing
with chemicals, answering
student questions as
needed, providing guidance
as students evaluate and
make revisions, and asking
provoking questions on
cooperation as a group
S: Testing and recording
the results of their
prototype design, sharing
their work with other
groups, making revisions
based on data and the
work of others, asking
questions as needed,
following all safety rules,
and reflecting on how their
group worked together

The unit will end with a guided discussion on

how the use of invisible inks has had an impact
on history and how they could be applied in
todays society or used for other purposes than
secret messages.

T: Asking thought
provoking questions to
extend student knowledge
S: Applying what they have
learned to the real world
and the events of the past

Closure
(10 minutes)

Instructional Sequence

N/A

PART V: Assessments
This unit will be assessed on the group rather than individual level. 10% of the grade will be from group work and 90%
will be from the success of the final design as outlined by the class rubric established on Day 1. Groups will be assessed
in mini conferences according to the following rubric:
Category
0
1
2
Required more than 2
Required no more than 2
Did not have to be
Safety
reminders of safety rules by reminders of safety rules by reminded of any safety
the teacher
the teacher
rules by the teacher
Noisy, failed to take turns,
Worked reasonably well
Worked quietly together,
failed to listen, argued
together. May have needed took turns, and supported/
Consideration of Others
unnecessarily, or hurt the
a reminder or two from the helped each other as
feelings of others in the
teacher
needed
group
Some students made no
Work was unequally
Work was shared equally
contribution to the
shared, but every member between group members in
Distribution of labor
assignment
made some contribution
a manner consistent with
their abilities
Group members did not
Some members were
Each member was
express a sentiment of
valued more highly than
considered a valuable and
Positive Interdependence
valuing the work of any
others
integral part of the group
others
Group was not able to
May have needed extra
Worked in a timely and
complete the entire
time and adjustment of
efficient manner
Time Management
assignment by the end of
deadlines
throughout the entire unit
Day 2

PART VI: References (if borrowed/adapted materials)
Howser, R., & Hawthorne, C. (2013). Engineering Out of Harry Situations: The Science Behind Harry Potter.
TeachEngineering. University of Houston. Retrieved from https://www.teachengineering.org/
view_curricularunit.php?url=collection/uoh_/curricular_units/uoh_hp/uoh_hp_unit.xml
Copes, J. S. (2006). The Chemical Wizardry of J.K. Rowling. Journal of Chemical Education. 83(10): 1479-1483. Retrieved
from http://www.scienceoutsidethebox.com/More%20Fun%20With%20Science_files/JCE1006p1479-1483.pdf

PART VII: Student Resources/Expected Results
All Techniques: http://www.coolscience.org/CoolScience/Teachers/Activities/InvisibleInk.htm
Iodine Test for Starch: http://chemistry.elmhurst.edu/vchembook/548starchiodine.html
Red Cabbage Indicators: https://www.youtube.com/watch?v=I18K2upEHLc (starting at 2:35)
Heat and Invisible Ink: http://chemistry.about.com/od/chemistryhowtoguide/qt/readinvisible.htm
Nonpolar/Polar Interactions: https://www.youtube.com/watch?v=PVL24HAesnc