Running Head: UNIT DIMENSIONAL ANALYSIS 1

UNIT DIMENSIONAL ANALYSIS

STEVE W. MINCIULESCU
Daytona State College

Authors Note: This paper was prepared November 29, 2015 for EME 3434 taught Dr. Tashana
Howse. As a DSC Falcon, I give my word that this work is my own and that I have neither given
nor received unauthorized help.

UNIT DIMENSIONAL ANALYSIS 2

ABSTRACT
This paper has been written to explain the interconnection between mathematics and chemistry.
Though chemists use a different set up to solve arithmetic problems, the goal stays the same.
However, students who are novice to Unit Dimensional Analysis (ADU) might need some
adjustments in their approach.
Key words: Interdisciplinary lesson plan, high school chemistry, arithmetic.

UNIT DIMENSIONAL ANALYSIS 3

Lesson Overview
The interdisciplinary lesson plan encompasses the use of arithmetic during the
calculations of chemical quantities. Chemists use Unit Dimensional Analysis (UDA) to solve
these problems. However, the nature of UDA requires the student to set up the arithmetic
differently compared to what is taught in a mathematics class. Thus, the interdisciplinary lesson
plan, intended for the eleventh and twelfth grade, is designed so students will become
comfortable with the use of arithmetic in chemical problems. This lesson plan, roughly thirty
minutes long, will start with an introduction regarding UDA, an example of a chemistry problem,
and the difference with the conventional mathematics set up, and an in-depth explanation about
UDA. Also, the use of a calculator will be discussed. Students in AP or IB Chemistry are mostly
the conventional students. There will be some former ESE and ELL students, but by the time
these students enter AP or IB Chemistry, they will have overcome their challenges. All used
examples will be neutral to accommodate all students regardless of background.
Concept Plan
Title of Lesson: Unit Dimensional Analysis or Math For Lazy People.
Learning Goals (Florida Standards): SC.912.P.8.9, SC.912.N.1.1, SC.912.N.1.7 (CPalms.org,
2015)
Learning Target (objectives): To solve chemistry problems by the use of UDA. P. W. Brigdman
explains the power of UDA: The method is of great generality and mathematical simplicity"
(Sonin, A.A., 2001).

UNIT DIMENSIONAL ANALYSIS 4

Prerequisites: A functioning understanding of arithmetic achieved by a passing score during
Algebra 1. Furthermore, a rudimental understanding of a scientific calculator is a necessity.
Common Misconceptions: Students, especially the math bound ones, want to use formulas
instead of UDA. Furthermore, students who understand UDA do not know how to use their
calculator correctly while using UDA.
Targeted Standard(s) for Science & Mathematical Practices: MAFS.912.A-APR,
MAFS.912.A-CED, MAFS.912.A-REI, MAFS.912.A-SSE, MAFS.912.F-IF, and MAFS.912.FLE.
Technology Standard(s): Creativity and Innovation, Communication and Collaboration,
Research and Information Fluency, Critical Thinking, Problem Solving, and Decision Making,
Digital Citizenship, Technology Operations and Concepts (ISTE, 2015).
Planned Tasks:
Tasks

Teachers Role

Students Role

Which

(How will the teacher

(How will students be

science/math

facilitate and then

actively engaged?)

practices are

monitor student
1. Introduction of
UDA

employed?

response to the task?)

The teacher explains

The students in class

Both math and

the concept behind

will have experience

science ask for

UDA, and asks the

with college intro level

analytical skills to

students to engage in

chemistry, and with

understand the

the process. The

calculus level math.

problem.

UNIT DIMENSIONAL ANALYSIS 5

2. UDA and money

response will be used

The students will be

for monitoring.

challenged to combine

The teacher explains

both.
Students need to

Students make

UDA with a trip to

purchase goods with

observations,

Europe in a time before

dollars, but need to

analyze and make

the Euro as currency.

change the currency

decisions to

first.

purchase Italian
liras or Spanish

3. UDA and
chemistry

The teacher explains

The students engage by

pesetas.
The students can

chemistry UDA

making the set up with

now explore their

problem.

the online chart.

new and combined

math and science
skills. Pattern
recognition will be

4. UDA and
combustion.

The teacher gives a real

The students will solve

the goal.
The students are

life problem for the

this problem on their

now able to utilize a

students to solve.

own pace.

combined science
and math approach.

Reflective Action Procedures:

Engagement: UDA is a concept, which is not in favor by most mathematicians because
the technique allows the students to solve problems without truly understanding the
problem. If the last unit standing is the one you are looking for, you probably solved the

UNIT DIMENSIONAL ANALYSIS 6

problem! This is a saying used by chemistry instructors, but mathematicians will call it
math for lazy people. This controversy will be exploited to grab the attention of the
students.
Exploration: Students will have the opportunity to reconnect with the material because
they already did a chemistry class, however, a second look at the topic from a different
angle could lead to improved insights. The most important take away is that students
develop a feeling for the systematic approach of UDA, because it is the same pattern over
and over again. The following questions could be used:

Does the last unit confirm the wanted quantity? This will raise an awareness of

correct arithmetic.
Does the outcome represent the correct quantity? If the problem asks for atoms,
then the outcome should be a very large number. This will help analyze the
question before and after.

Explanation: Students will use online worksheets with color-coding to practice UDA.
This will show students that UDAs effectiveness comes out of the placement of the units
in the set up. The following questions could be used:

Does the unit in the numerator cancel out with the unit in the denominator in the

next step.
Which students are able to do three or four or even five step problems? This will
be used to gauge the students understanding.

Elaboration: As mentioned before, it is a good idea to relate this topic to currency. Money
problems are real world problems and many students already have experience with monetary

UNIT DIMENSIONAL ANALYSIS 7

exchange.
Evaluation: During the class term several problems will be worked out together, so students can
determine their own expertise. At the end, every student needs to complete the exit slip with the
current topic, so students who are behind can receive extra attention. A technological alternative
is the Texas Nspire, so students results are analyzed quickly.
Accommodations/Modifications: ELL students will have overcome their challenge before they
enter AP or IB chemistry, but ESE students will be present in a high school chemistry class. As
such, it is a good idea to pair ESE students up with another student, especially during labs, and to
ask students to complete a quiz in groups.

Assessment: The students will be asked to complete a small post assessment upfront, which will
be used as formative assessment. Also, by the use of software, clickers for example, the
instructor can gauge the students progress. The exit slip, whether that is pen and paper, or by
Texas Nspire will be used to determine if students mastered the subject.

References:
CPalms.org. (2015). Browse and Search Standards. Where Educators Go For Bright Ideas.
Retrieved November 29, 2015 from: http://www.cpalms.org/Public/search/Standard - 0

UNIT DIMENSIONAL ANALYSIS 8

Iste.org. (2015). ISTE Standards Students. ISTE Standards. Retrieved November 29, 2015 from:
https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
Sonin, A.A., (2001). Introduction. The Physical Basis of DIMENSIONAL ANALYSIS. Retrieved
November 29, 2015 from: http://web.mit.edu/2.25/www/pdf/DA_unified.pdf