The Chemical Bond & Chemical Reactions. Brief Overview of Workshops

Transcription

1 The Chemical Bond & Chemical Reactions Day 2: Physical Science, Chemistry MSTP Region 11 Teacher Center Today s Trainers: Anne Loyle, Gillian Roehrig, Abdi Warfa University of Minnesota Please sit in groups of three to four, with people WHO ARE NOT FROM YOUR SCHOOL Please make the groups as heterogeneous a possible 1 Brief Overview of Workshops Day 1: Structure of Matter PLC A Day 2: Chemical Reactions PLC B Day 3: Force and Motion PLC C Day 4: Energy PLC D Day 5: Sharing and Celebration 2 1

2 Next Generation Science Standards Practices Core Ideas Crosscutting Concepts Physical Science PS1: Matter and its interactions PS2: Motion and stability: Forces and interactions PS3: Energy PS4: Waves and their applications in technologies for information transfer 3 Practices of Science 4 2

3 Objectives for Today s Workshop Explore how to elicit student understanding of chemical concepts (assessment piece) Explore how to integrate the practices of science (inquiry) into chemistry (including process education) Explore how to integrate crosscutting concepts into chemistry Explore the role of different representations in chemistry 5 Agenda Chemical Stability Probe Introduction to POGIL pedagogy Representations in Chemistry [Chem. Reactions] Interpreting Student Pre-test Data Teaching Chemical Bonding Through Inquiry Terminology in Chemistry: A Molecular Kit Activity What happens to ionic compounds in Water? What happens to Molecular Compounds in Water? Ionic vs. Molecular: Re-purposing the conductivity lab Representations in Chemistry Revisited Overview of PLC B 6 3

4 Probing for Understanding Chemical Stability Which of these species is more stable and why? 7 Probing for Understanding Chemical Stability Consider the process in which sodium atom may become an ion and vice versa. 8 4

5 Probing for Understanding Chemical Stability Consider the following diagram that shows the reaction of hydrogen with fluorine to give hydrogen fluoride, why do H 2 and F 2 react? H 2 (g) + F 2( g) HF(g) 9 Introduction to POGIL POGIL is an acronym for Process Oriented Guided Inquiry Learning Objectives and Outcomes Engage POGIL activities Observe facilitation strategies Name crucial elements of POGIL pedagogy and principles Create strategies for implementing POGIL in your own classes 10 5

6 POGIL ChemActivity: Chemical Bonding Notes: 1. This activity was part of mini-activity series on the chemical bonding unit for high school students Only activity 2 shown 2. Please make sure you assign the following roles to someone in your group (If there is only three of you, one person can play 2 roles) o Facilitator o Spokesperson o Process analyst o Quality Control/Recorder 3. Each person needs to reviewer the sheet describing their job description 4. Everybody reads Quality Indicators for POGIL Roles sheet 5. Facilitator takes lead, starts group activity 11 Your Reaction to the Activity Discuss amongst yourselves What was your gut reaction to this type of activity? What can you say about the overall structure of this activity? What can you say about how questions are structured in this activity? What did you like or dislike about the activity? 12 6

7 Constructivist Model of Learning Learning is not the transfer of material from the head of the teacher to the head of the learner intact, (but) the reconstruction of material in the mind of the learner. It is an idiosyncratic reconstruction of what the learner thinks she understands, tempered by existing knowledge, beliefs, biases, and misunderstandings. Johnstone, A.H. (1997). Chemistry Teaching- Science or Alchemy? J. Chem. Educ., 74, Information Processing Model Johnstone, A.H. (1997). Chemistry Teaching- Science or Alchemy? J. Chem. Educ., 74, Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (2008). Cognitive Neuroscience: The Biology of the Mind (3rd ed.). New York: W. W. Norton &Company. Events Observations Instructions Instructor P e r c e p t i o n F i l t e r XWorking Memory previous knowledge preferences misconceptions Storing Retrieving biases likes dislikes Long Term Memory Students 7

8 New Paradigm Knowledge results only through active participation in its construction. Students teach each other and they teach the instructor by revealing their understanding of the subject. Teachers learn by this process by steadily accumulating a body of knowledge about the practice of teaching. TEACHING IS ENABLING. KNOWLEDGE IS UNDERSTANDING. LEARNING IS ACTIVE CONSTRUCTION OF SUBJECT MATTER. Elmore, R. F. (1991). Foreward. In C. R. Christensen, D. A. Garvin, & A. Sweet (Eds.), Education for Judgment (pp. ix- ixi). Boston, MA: Harvard Business School Press. 15 Your Reaction to the Activity 16 8

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10 Defining a Pentadoodle This is a Pentadoodle Draw this pentadoodle on a piece of paper (for future references) Individually compose a description of a Pentadoodle (1 min.) Come consensus in your group on a description of Pentadoodle (3 min.) 19 Which of the figures on the right are also pentadoodles? 10

11 Which of the figures on the right are also pentadoodles? 11

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13 Exploring the Structure of POGIL Activity: The Nuclear Atom Each group does ChemActivity 1: The Nuclear Atom Your Task: Explore how well this activity applies the principles of the learning cycle paradigm Specifically, identify what questions fit the exploration phase, what questions fit the concept invention phase, and what questions fit the application phase 25 Activity Debriefing Discuss amongst yourselves What was your gut reaction to this type of activity? What can you say about the overall structure of this activity? What can you say about how questions are structured in this activity? What did you like or dislike about the activity? 26 13

14 Group Task In your groups, discuss the following How do you introduce bonding to your students? In the bonding unit, what do you mostly emphasize (e.g., chemical stability, octet rule, etc) Spokesperson writes group response on index card and passes that to workshop facilitators 27 The Three Worlds of Chemistry Symbols, formulas, Equations, & graphs H 2 O, CO 2 Symbolic Macroscopic Evidence of physical change, properties of matter. Observable and measureable. Particulate = O = H Alex Johnstone, 1991, J. Comp. Assist. Lrn, 7,

15 Teaching for Conceptual Understanding Macroscopic Symbolic Particulate Conceptual understanding requires understanding and fluidly transitioning between the representational levels (Dori, Hameiri, 2003) Students, from high school to graduate school, struggle with the representational levels (Yarroch, 1985; Gabel & Bunce, 1994; Nakleh, 1993; Nurrenbern, & Pickering, 1987; Sawrey, 1990) What is the problem? 29 High Students Understanding of Molecular Reactions Methane (CH 4 ) reacts with oxygen (O 2 ) to form carbon dioxide (CO 2 ) and water (H 2 O). This reaction is represented by the unbalanced chemical equation below: _CH 4(g ) + _O 2 (g) _CO 2(g) + _H 2 O (g) (a) Balance the chemical equation (b) In the space below draw diagrams that represent what you think you might see of you were able to see the atoms and molecules involved in the chemical equation above

16 High Students Understanding of Molecular Reactions 31 High Students Understanding of Molecular Reactions 32 16

17 High Students Understanding of Molecular Reactions 33 High Students Understanding of Molecular Reactions 34 17

18 High Students Understanding of Molecular Reactions 35 High Students Understanding of Molecular Reactions 36 18

19 Evaluating Student Responses In your groups, discuss the following What can you infer about the students understanding of ionic bonding from the pre-test items? How do these pre-test items inform your teaching? Spokesperson would report out group responses to all workshop participants 37 POGIL ChemActivity A1: Exploring Terminology in Chemistry Instructions: each table has been given two bags that contain particulate representations of different chemical compounds. Read the statements below. Find the particulate representation that matches the bolded underlined statement Make a sketch of that particulate representation; add atom core labels inside the different balls of your particulate representation sketch Answer the remaining questions 38 19

20 POGIL ChemActivity 3A: What happens to ionic compounds in water? Instructions: each table has been given two bags that contain particulate representations of different chemical compounds and a tray. Read the statements below. Obtain a matrix of sodium chloride (NaCl) and all of the water molecules from the kit. Diagram what you see. Mix the compounds in your tray by using your hands to break up and rearrange any particles that are magnetically attracted to one another. 39 POGIL ChemActivity 3B: What happens to molecular compounds in water? Instructions: each table has been given two bags that contain particulate representations of different chemical compounds and a tray. Read the statements below. Obtain a methanol (CH 3 OH) molecule and all of the water molecules from the kit. Diagram what you see. Mix the compounds in your tray by using your hands to break up and rearrange any particles that are magnetically attracted to one another

21 Debriefing: Were these lessons inquiry? 41 POGIL ChemActivity 3C: Re-purposing the Conductivity Lab Teaching properties of ionic bonds vs. covalent bonding via conductivity lab Big question: What happens to the conductivity of water when chemicals are added to it? 42 21

22 Teacher Debriefing Discuss amongst yourselves What was your sense of the kit-based activities? What can you say about the overall structure of these activities? What can you say about how questions are structured in these activities? What did you like or dislike about the activities? 43 Re-visiting Representations in Chemistry Symbols, formulas, Equations, & graphs H 2 O, CO 2 Symbolic (mainly particulate) atoms, molecules, ions Macroscopic Particulate = O = H Alex Johnstone, 1991, J. Comp. Assist. Lrn, 7,

23 Debrief: Crosscutting Themes Core Ideas Practices Crosscutting Concepts Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flows, cycles, and conservation Structure and function Stability and change 45 Debrief: Practices of Science Core Ideas Crosscutting Concepts Practices Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information 46 23

24 Overview of PLC A Session 1 Discussion of cross-cutting themes and core disciplinary ideas related to the Structure and Properties of Matter Discussion of three representations of chemistry Brainstorm topics for lesson planning Session 2 Discuss implementation of a chemistry lesson that addresses core disciplinary ideas, cross-cutting themes and three representations of chemistry. Plan student artifacts to be shared from the lesson to be shared at the next PLC Implement Implement the lesson planned in PLC A2 with your students. Session 3 Share results of the implemented lesson what modifications do you have? Were students successful in learning at all three representational levels? Session 4 Plan to collect pre-test data for PLC B Predict student responses on the pre-test items Collect the pre-assessments and bring to PLC B1 47 Overview of PLC B Session 1 Set norms for the PLC and overview of PLC B Discuss student responses to pre-test items administered prior to PLC B lesson implementations Introduction to POGIL (process-oriented guided-inquiry learning) pedagogy Reviewing MN State Standards and the Frameworks document Brainstorming and designing cooperative, inquiry-based lesson on chemical bonding Session 2 Implementing and planning for chemistry activities that address chemical bonding (POGIL ChemActivity 2, 3A, & 3B) Plan for collection of meaningful student artifacts Session 3 Share results of the implemented lessons - what modifications do you have? Implementing and planning for third chemistry activity that address chemical bonding (POGIL ChemActivity 3C) Plan for collection of meaningful student artifacts Session 4 Compare Assessments from pre-test items to those from the POGIL ChemActivities Plan for PLC B post-test data collection Make posters for the last Training Day 48 24

25 Exit Slip What new ideas do you have about teaching chemical reactions/bonding this year? What questions do you have about integrating the practices of science? Crosscutting themes? Representations of chemistry? Anything else that you would like to share with the MSTP Instruction Team Turn this in as you leave