Learning Algebra through Chemistry

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Learning Algebra through Chemistry

• Using probeware to collect and graph data
  interpreting those graphs.
• Steve Carbone, Forest Park High School
• Linda Gulden, LCPS Academy of Science
• John Winkelsas, Louis Benton Middle School

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Teaching Algebra.through Chemistry

• The Plan for the session
• Complete oxidation-reduction reaction
• Collect temperature data using probeware
• Graph data using graphic calculator
• Discuss implications of each section of graph
• Make funny jokes

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Math Support

• This is the 18th conference I/we have attended.
  If you were to scroll through all of the session
  listings you would see Science-Math Integration
  activities galore. Read on though.there are the
  standard density labs and velocity labs where we,
  Science teachers, get to play with all of the
  cool toys YAY and they, Math teachers, are used
  to support our work (usually with an
  inconsequential r m/v or v d/t
  calculation) YAWN. Thats great for us but simple
  division and multiplication are 3rd 4th grade
  curriculum topics for our partners.

Fears Math Fears Science
Fears -its not exact -Im no good in Math -No
time -graphing calculators WHAT IF IT DOESNT
WORK??? Oh well, life isnt always a perfect !
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Some General Information

• SAFETY Please wear safety goggles
• while chemicals are on the table!!!
• This presentation is available on
• http//68.54.251.226/Department/Carbone/Carbone1.
  html
• We are hoping to help teachers/kids see the
  applications/answers to the Why do we need to
  know this? from their Math classes.
• Interrupt with questions and win valuable prizes!

OK, lets not get carried away, were teachers
too!
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Miriam The Chemist

• Worked with metals in the hope of transmuting
  baser metals into gold.
• She noticed that sometimes things in the lab got
  really HOTMAN THATS COOL, or hot, orwell, you
  get the idea ITS SCIENCE!

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The Equipment

• Graphing calculator
• Temperature probe
• Aluminum foil
• Beaker
• Stirrer
• Water
• Copper (II) chloride
• And MOST importantly,
• 1 Great Science Teacher (your name here)
• 1 Great Math Teacher (your partners name here)

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The Mission

• Use variables and constants
• Create graphs
• Explore functions
• Measure temperature
• Make statistical calculations
• Organize and analyze data
• Explore patterns
• Test hypotheses

Its easy to reach our (Science) objectives, the
difficult part is providing the support to the
Math curriculum. We will take our data and use
Algebra skills to calculate slopes and
y-intercepts derive regression equations
(ymxb) calculate intersection points Help
understand WHAT ALL THIS MEANS!
?
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Student Data Collection and Analysis

• SAFETY REINDER You must wear safety goggles
  during this experiment. Do not touch or taste
  (duuhhhh) any of the substances used during this
  experiment. Please clean up your area when you
  are finished and wash your hands!!!!!!
• Please refer to hard copy for procedures

also available on our website see http//68.54.2
51.226/Department/Carbone/Carbone1.html
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Analyzing the Data

• How many distinct lines
• does your data produce?
• Estimate the slope and y-intercepts.
• Plug them into a y mxb format
• ex. y1 35
• y2 13x-20
• y3 -3x 125
• What do each of the lines represent? Which
  phase of the reaction?
• Why is the initial slope (m1) 0? m2 ? m3
  -?
• Why does the slope increase steeply () during
  the 2nd phase of the data? Why does the 3rd
  phase drop so slowly (-)? What is happening with
  energy?

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The nuts and bolts data analysis

• Why does the line reach a peak?
• Why does the line begin to fall?
• Lets look at the Math analysis
• Calculate the intersection points
• between lines 12, 23, 34.
• ex. y2 13x-20 y3 -3x 125
• if y2 y3 then 13x -20 -3x 125
• so x 9 and y2 13(9) -20 y2 97
  when x 9
• and our intersection point is
  (9,97)hmmnnnnnnn

SO WHAT????? In English Por Favor! What is
the significance of the intersection point
(9,97)23 if x time and y temperature?? This
means that 9 seconds INTO the reaction the
reactants were exhausted and it reached a
(theoretical) maximum temperature of 97o. So
what would the intersection of points for 12
mean? 13?
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Wrap-up.

• Science and Math dovetail repeatedly throughout
  ALL branches of each. It takes an open mind and
  planning ahead to begin utilizing each others
  strengths.
• Look for the opportunities to support their
  curriculum as the first step. Without it we are
  facing an entropic spiral in upper division
  Sciences!!

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• Thanks for your time, if we were unclear or you
  would like to see some further activities please
  e.mail us at
• Steve carbonsj_at_pwcs.edu
• John winkeljl_at_pwcs.edu
• Linda lgulden_at_loudoun.gov
• Can we go home now? )