About The Ammonia Factory
Highly Recommended
Like all our Science Reasoning Center activities, the completion of The Ammonia Factory relies on the use of provided information about a phenomenon, experiment, or data presentation to answer questions. This information is accessible by tapping on the small thumbnails found on the bottom right of every question. However, it may be considerably easier to have a printed copy of this information or to display the information in a separate browser window. You can access this information from
this page.
The Standards
The Ammonia Factory is an NGSS-inspired task that consists of five parts. The activity begins with equilibrium concepts and LeChatelier's principle and ends with an engineering design problem. The activity is based on a simulation by the same name that can be found
elsewhere on the site. In the design problem, students use
the simulation to determine the optimal conditions that would result in the greatest yield and profit at an ammonia factory. The activity addresses the HS-PS1-6 Performance Expectation and the HS-ETS1-4 Performance Expectation of the Next Generation Science Standards. We recommend using this activity as a follow up to the use of
The Ammonia Factory simulation. The simulation can be found in the Interactives section of our website. It is designed to be na engineering design problem that is closely aligned with the HS-ETS1-4 Performance Expectation. A
student activity sheet is available for use with the simulation.
This NGSS-inspired task consists of five parts. Each part involves a different type of skill or understanding. Collectively, the five parts were designed to address the following NGSS performance expectation:
HS-PS1-6:
Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.
HS-ETS1-4:
Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on
interactions within and between systems relevant to the problem.
As a whole, the questions in this task address a wide collection of
disciplinary core idea (DCI),
crosscutting concepts (CCC), and
science and engineering practices (SEP). There are 80 multi-part questions organized into 22 Question Groups and spread across the five activities. Each question is either a 2D or (preferably) a 3D question. That is, the task of answering the question requires that the student utilize at least two of the three dimensions of the NGSS science standards - a DCI, a CCC, and/or an SEP.
The following DCI, SEPs, and CCCs are addressed at some point within The Ammonia Factory:
DCI: PS1.B: Chemical Reactions
- In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present.
DCI: ETS1.A: Defining and Delimiting Engineering Problems
- Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
DCI: ETS1.C: Optimizing the Design Solution
- Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed.
SEP 2.4: Developing and Using Models
Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types based on merits and limitations.
SEP 2.6: Developing and Using Models
Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems.
SEP 4.6: Analyzing and Interpreting Data
Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.
SEP 6.3: Constructing Explanations and Designing Solutions
Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.
SEP 7.5: Obtaining, Evaluating, and Communicating Information
Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
SEP 7.6: Obtaining, Evaluating, and Communicating Information
Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations).
CCC 1.4: Patterns
Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.
CCC 2.3: Cause and Effect
Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
CCC 2.4: Cause and Effect
Changes in systems may have various causes that may not have equal effects.
CCC 4.1: Systems and System Models
When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
CCC 7.1: Stability and Change
Much of science deals with constructing explanations of how things change and how they remain stable.
Here is our NGSS-based analysis of each individual activity of The Ammonia Factory Science Reasoning task. The core ideas, crosscutting concepts, and science and engineering practices that we reference in our analysis are numbered for convenience. You can cross-reference the specific notations that we have used with the listings found on the following pages:
Disclaimer: The standards are not our original work. We are simply including them here for convenience (and because we have referenced the by number). The standards are the property of the Next Generation Science Standards.
Part 1: Grasping the Concept
This activity involves two paragraph-completion exercises. Students use a word/phrase bank to select missing words and phrases in order to complete a paragraph. There are two such paragraphs; one contains 14 blanks and the other contains 7 blanks. Once students complete their paragraph, they can submit their answers for evaluation and feedback. On each
answer submission, they are told the number of correct blanks but not told which blanks are correct. Students have an unlimited number of opportunities to correct their answers. Students earn the Trophy for the activity once they correctly complete both paragraphs.
NGSS Claim Statement:
Use LeChatelier's Principle to provide an explanation of how a system at equilibirum will undergo a change when a stress is applied to it.
| Target DCI(s) |
Target SEP(s) |
Target CCC(s) |
|
Chemical Reactions
PS1.B
In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present.
|
Constructing Explanations and Designing Solutions
SEP 6.3
Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects.
|
Stability and Change
CCC 7.1
Much of science deals with constructing explanations of how things change and how they remain stable.
|
Part 2: Shifty Chemistry
This activity consists of 24 forced-choice questions organized into six Question Groups. A balanced chemical equation is provided (state symbols and ∆H information is included). Three stresses are presented, ranging from addition and removal of reactant and product to changes in temperature and pressure. Students must identify any stress that would cause the system to shift to the right (or to the left). Students earn the Trophy for the activity when they demonstrate mastery of all six Question Groups.
NGSS Claim Statement:
Use LeChatelier's principle to predict how a system at equilibrium will respond to a stress.
| Target DCI(s) |
Target SEP(s) |
Target CCC(s) |
Chemical Reactions
PS1.B
In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present.
|
Developing and Using Models
SEP 2.3
Use a model based on evidence to predict the relationships between systems or between components of a system.
Constructing Explanations and Designing Solutions
SEP 6.3
Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena.
|
Systems and System Models
CCC 4.1
When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models.
|
Part 3: Planning an Investigation
This activity consists of 24 forced-choice questions organized into six Question Groups. Students evaluate design decisions for an ammonia production facility. Questions require that they apply various models to the decision-making process and at times demand that they identifying the discrepancies between the conclusions that different models lead to. Students earn the Trophy for this activity once they demonstrate mastery on all six Question Groups.
NGSS Claim Statement:
Combine the use of models of Equilibrium, Stoichiometry, Kinetics, and Thermodynamic Stability to
evaluate possible design solutions that would cause the desired outcomes of a reaction system.
| Target DCI(s) |
Target SEP(s) |
Target CCC(s) |
Defining and Delimiting Engineering Problems
ETS1.A
Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
.
|
Developing and Using Models
SEP 2.4
Develop and/or use multiple types of models to provide mechanistic accounts and/or predict phenomena, and move flexibly between model types based on merits and limitations.
Constructing Explanations and Designing Solutions
SEP 6.3
Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. |
Cause and Effect
CCC 2.3
Cause and effect relationships can be predicted for complex natural systems by examining what is known about smaller scale mechanisms within the system.
Systems and System Models
CCC 4.3
Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.
|
Part 4: Refining the Design
This activity consists of 16 forced-choice questions organized into four Question Groups. Students are provided data generated for a engineering design problem. They identify the next steps that should be taken in order to solve the problem according to the provided criteria. Students earn the Trophy for this activity once they demonstrate mastery on all four Question Groups.
NGSS Claim Statement:
Analyze data and numerical models to decide on the best solutions that would optimize the performance of an ammonia production facility.
| Target DCI(s) |
Target SEP(s) |
Target CCC(s) |
Optimizing the Design Solution
ETS1.C
Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed.
|
Analyzing and Interpreting Data
SEP 4.6
Analyze data to identify design features or characteristics of the components of a proposed process or system to optimize it relative to criteria for success.
Developing and Using Models
SEP 6.3
Develop and/or use a model (including mathematical and computational) to generate data to support explanations, predict phenomena, analyze systems, and/or solve problems. |
Patterns
CCC 1.4
Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.
Cause and Effect
CCC 2.4
Changes in systems may have various causes that may not have equal effects.
|
Part 5: Board Meeting
This activity consists of 16 forced-choice questions organized into four Question Groups. Students identify data that would serve as evidence to support a solution to a design problem. They toggle through a set of data and identify the data presentation that serves as the best evidence. Some questions require that students recognize the trade-offs between profits, safety, and the environment. Students earn the Trophy for this activity once they demonstrate mastery on all four Question Groups.
NGSS Claim Statement:
Select data that serves as the best evidence in support of design solutions that optimize the performance of an ammonia production facility.
| Target DCI(s) |
Target SEP(s) |
Target CCC(s) |
Optimizing the Design Solution
ETS1.C
Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (tradeoffs) may be needed.
|
Engaging in Argument from Evidence
SEP 7.5
Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge, and student-generated evidence.
SEP 7.6
Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and/or logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations). |
Patterns
CCC 1.4
Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.
|
Complementary and Similar Resources
The following resources at The Physics Classroom website complement The Ammonia Factory Science Reasoning Activity. Teachers may find them useful for supporting students and/or as components of lesson plans and unit plans.
The Physics Interactives, Chemistry - The Ammonia Factory Simulation
Concept Builders, Chemistry - The Equilibrium Concept
Concept Builders, Chemistry - Equilibrium Constant Expression
Concept Builders, Chemistry - Equilibrium Calculations
Concept Builders, Chemistry - Equilibrium ICE Tables
Concept Builders, Chemistry - LeChatelier's Principle