Stoichiometry is the heart of chemistry, but is often a challenging concept for students to grasp. My goal was to generate an informational organizer for students to use to assemble all of the necessary pieces of information in order to successfully solve a gram to gram stoichiometry problem. The resulting algorithm organizer was introduced to students during the stoichiometry unit:
Students were asked to identify the components of a stoichometry problem that were needed in order to find a solution to it, and then to insert them in the correct framework order to solve the problem. They used the organizer during class as well as during homework to aid in their problem solving. Several students asked if it they would be allowed to use it on the end of unit assessment, but we decided against it. Our reasoning was that if students had an understanding of dimensional analysis (factor label) and unit canceling, they really wouldn’t have a need to use the organizer after practicing with it.
I felt that having a framework and knowing what information should be used to solve a problem reduced the stress load on students and made them more willing to attempt solving a problem. Most students grew beyond the organizer’s use, while others relied upon it throughout the unit. Overall, students reacted positively to using this tool, and I plan to incorporate it in my own future classroom.
InTASC 1 was applied in the use of this tool as it acted as a scaffold for students who needed more support in being successful in tackling stoichiometry problems. It wasn’t a necessary or required tool to solve problems, and those students who felt as if they had a mastery of how to solve the required problems discontinued its use. HLPs 1-3-12 were utilized in this activity to explain and model content while helping students to organize data to alleviate frustration regarding imitating problem solving.