PHY 594 Modeling Instruction in High School Chemistry

Syllabus: CHM 594: Modeling Instruction in High School Chemistry

Summer 2009 at Arizona State University

Description: The workshop focuses on core concepts (first semester +) in high school chemistry and how to address them from a model-centered perspective. A second workshop addresses 2^nd semester concepts.

Prerequisites: In-service teacher of chemistry or physics, or instructor approval.
CHM 480 or PHY 480 (PHS 530) or equivalent, or instructor approval.

Course objectives: The emphasis is on plans and techniques for helping students to learn concepts in chemistry from the perspective of systematically developed particle models for matter. Instructional strategies include a coherent approach to the role of energy in physical and chemical change.

Course plan: Participants are introduced to principles of modeling instruction, then learn how organizing a chemistry course around a series of particle models of increasing complexity can make the experience more coherent to students. They are given tested instructional materials for the eight units that we consider the core of a high school chemistry course, and they work through the activities alternately in the roles of student or teacher. They practice Socratic questioning techniques necessary to promote meaningful classroom discourse.

Course content (Major topics in bold. Suggested topics below each major topic.)

I Particulate structure of matter

Macroscopic vs microscopic descriptions. compounds, elements and mixtures.

Explanation of (observed) macroscopic properties using microscopic models.

Systematic explanation of details with models of increasing complexity.

Macroscopic evidence for microscopic structure (ionic vs molecular substances).

II Energy and Kinetic Molecular Theory

Visualizable models (macroscopic analogs) for solids, liquids and gases.

Energy storage modes and transfer mechanisms.

Role of energy in phase change.

Distinction between heat and temperature.

III Stoichiometry

The mole concept – relating how much to how many.

Using equations to represent chemical change.

Non-algorithmic approaches to chemical calculations.

IV. Energy and chemical change

Attractions vs chemical bonds.

Chemical energy, thermal energy and ∆H.

V. Naïve conceptions about matter and interactions

Workshop readings:

Great Ideas of Chemistry. Ronald Gillespie. J Chem Ed 74 (7) July 1997

Testing for Conceptual Understanding in General Chemistry. Craig W. Bowen and Diane M. Bunce. The Chemical Educator 2 (2) 1997, S1430-4171(97)02118-3

http://chemeducator.org/bibs/0002002/00020118.htm [Abstract only]

Improving Teaching and Learning through Chemistry Education Research: A Look to the Future. Dorothy Gabel. J Chem Ed 76 (4), April 1999

Secondary Students’ Mental Models of Atoms and Molecules: Implications for Teaching Chemistry. Allan G Harrison and David F Treagust, Science Education 80 (5), 1996.

Beyond Appearances: Students’ misconceptions about basic chemical ideas. A 78-page report prepared for the Royal Society of Chemistry, by Vanessa Barker Kind.

Online in pdf at http://www.rsc.org/education/teachers/learnnet/misconceptions.htm

Exothermic Bond Breaking: A Persistent Misconception, W Galley, J Chem Ed 81 (4), April 2004

Selections from Introductory Physics: A Model Approach, R. Karplus & F. Brunschwig, 2003. (You can buy this textbook on the first class day at a substantial discount.)

A link to Dr. Brunschwig’s website with supplementary materials for the textbook is at

http://modeling.asu.edu/modeling/weblinks.html

Supplemental reading:

Modeling Methodology for Physics Teachers, David Hestenes, Proceedings of the International Conference on Undergraduate Physics Education (College Park, August 1996)

Online in pdf at http://modeling.asu.edu/R&E/Research.html

Suggested resources and readings (prior to the workshop):

Workshop readings:

Supplemental reading: