BAIM Lab

Oct 26, 2021

Lesson Title BAIM Lab Grade Level 10

Subject Science 10 Time Frame 1 Class, 80 minutes

Developed By Danielle Mohler-Penna

Learning Outcomes

UNIT A
GLO 2: Explain, using the periodic table, how elements combine to form compounds, and follow IUPAC
guidelines for naming ionic compounds and simple molecular compounds

Knowledge:
● A.2.5 classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e.,
conductivity, pH, solubility, state
● A.2.6 predict whether an ionic compound is relatively soluble in water, using a solubility chart

Skills:
Initiating and Planning
● 30–D2.1s formulate questions about observed relationships and plan investigations of questions, ideas,
problems and issues

Performing and Recording

● 30–D2.2s conduct investigations into relationships between and among observable variables and use a
broad range of tools and techniques to gather and record data and information

Analayzing and Interpreting

● 30–D2.3s analyze data and apply mathematical and conceptual models to develop and assess possible
solutions

Communication and Teamwork

● 30–D2.4s work collaboratively in addressing problems and apply the skills and conventions of science
in communicating information and ideas and in assessing results

Essential Questions

1. How can acids, bases, ionic and molecular compounds be differentiated?

2. What tests are useful and can be used to differentiate between unknown compounds?
Knowledge: Skills:

Students will know... Students will be able to…

1. The empirical differences between acids,
bases, ionic and molecular compounds
1. Write out a laboratory protocol and follow the
steps
2. Choose appropriate tests to differentiate
between acids, bases, ionic and molecular
compounds

Stage 1: Desired Results

Learning Students will:

Objective(s) 1. Perform a variety of tests including: appearance, conductivity, hardness, solubility,
melting point, reaction with indicators, reaction with pH and litmus paper, reaction
with magnesium metal, etc.
2. Record findings in their created data tables

Stage 2: Assessment Evidence

Summative Lab protocol Formative None

Assessment Lab write up - Assessment
observations and
analysis

Stage 3: Learning Experience

Tech to Set up BAIM lab Resources to All BAIM supplies; conductivity tester, hot plates, spot
Do Bring plates, aluminum foil, tweezers, distilled water,
bromothymol blue, phenolphthalein, pH paper, litmus
paper, magnesium ribbon

Time Content/Description Notes

10 minutes Introduction
● Students enter the classroom, placing all belongings
along the side of the classroom
● Students put on necessary PPE - aprons and eyeglasses
● Remind students that all of their tests must be run by the
end of class today - this lab shouldn’t take the whole
period, but they have the whole period to complete it.
● Check lab procedures of students who did not submit it
last night over email
○ Students cannot start lab until they have a
procedure written to follow
 SAFETY
● If any chemicals are spilled, students let me know
immediately - I will clean them up.
● If students spill ANY chemicals on their skin, let me
know, and they must rinse immediately and then wash
with soap and water. If skin has a tingling sensation,
wash again. None of the chemicals are strong enough to
do any serious harm, but students need to take proper
precautions to wash chemicals off the skin.

45-70 minutes Lab

● Students perform the experiments that they have outlined
in their lab protocols in order to differentiate between the
acid, base, ionic and molecular compounds
● Students record their observations and results as they
perform the lab. Students will finish the lab at different
times depending on the tests they choose to run. Provide
reminders during the lab of how much time is remaining.

0-25 minutes Done the Lab

● For students who finish the lab before the period is over,
they can begin to work on the analysis portion of the lab
(drawing conclusions for the unknown substances).

Reflections and The lab went well today - it felt relatively organized being that it was a self driven lab for
Follow Up the students to organize and complete based on their written procedures. There were many
students who were not prepared for the lab due to a lack of completed procedure, so they
had to sit out from the lab until a procedure was completed. I found it somewhat difficult
to appropriately assess this lab for grades for the students performing the lab when I
needed to be supporting the students who did not come prepared for the lab. I wanted to
provide each student a fair opportunity to earn skills grades from the lab seeing as it was
the first summative skills day, so I wanted to provide the students with as much support as
they needed. This felt a little crazy because I felt like I was being torn in many different
directions. I also had students completing their procedures online and needing them
printed, which required me to pop into the prep room directly beside the lab for a moment.
While this is a reality of the situation and the students weren’t working with anything
dangerous, it is still not ideal to be leaving the classroom while students are performing a
lab. These are things to consider moving forward about how I can ensure that students
have a written procedure BEFORE coming to class and are guaranteed entry. Perhaps next
time I would have students go to the library and print off of a computer so that I didn’t
need to leave the classroom.