Modeling Instruction in Chemistry I
Last offered June 11 - June 29, 2018. Held each June at ASU.
Instructors: Mitch Sweet, Justin Sheets
Hours: 8:00 – 3:30 PM M-Th, 8:00 – 12:00 F
Description: This workshop focuses on how to address the core concepts (first semester +) in chemistry from a model-centered perspective. A second workshop that ASU offers in alternating summers addresses 2nd semester and advanced chemistry 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, and 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 nine 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.
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. Naēve conceptions about matter and interactions
You are expected to attend all 15 days of this course. If you miss two days, your maximum grade will be a B; if three, you may earn no higher than a C (exception for jury duty). Please be on time and ready to go! If you must miss a class or will be late, please email the instructors as soon as you can.
• You will need a set of the instructional materials for the course. These include Teacher Notes, sample worksheets, quizzes and tests, and labs. You will also need a 9 x 12” quad-ruled lab notebook. This size will allow you to easily paste in data you collect and graphs you produce from the labs you perform during the workshop, as well as your reflections on the activities and readings assigned during the workshop. There is a text as well that is available via pdf on line.
Š These materials plus a 3-ring binder and divider tabs are all provided for free for Arizona high school and pre-service teachers and will be distributed to everyone on the first day. The others from out of state or from other countries will need to pay Jane Jackson for the print materials and quad-ruled lab notebook (which will be provided by ASU), and purchase a 3-ring binder/dividers on their own. Please have a binder before the first day of class if possible.
Student Learning Outcomes:
At successful course completion, students will have
Š improved their instructional pedagogy by incorporating the modeling cycle, inquiry methods, critical and creative thinking, cooperative learning, and effective use of classroom technology,
Š deepened their understanding of content in 1st semester chemistry
Š experienced and practiced instructional strategies of model-centered discourse, Socratic questioning/whiteboarding, use of standardized evaluation instruments, coherent content organization,
Š strengthened coordination between mathematics and chemistry,
Š increased their skill in all eight scientific practices recommended by the National Research Council in “A Framework for K-12 Science Education.” Models and theories are the purpose and the outcomes of scientific practices. They are the tools for engineering design and problem solving. Thus, modeling guides all other practices.
Listing of assignments:
This course meets for ~90 hours (studio format) in summer, and you are required to do at least 45 hours of work outside of class, including reading, worksheets, lab reports, and writing. Assignments are listed in the homework document; their links to the Student Learning Outcomes are evident.
To be considered for a letter grade of “B”, you will be expected to do the following: (See the homework document)
Š You will be assigned several readings from chemistry education research. For each of these you will be expected to write a one-page reaction (not a summary!) in which you offer your views about the ideas discussed in the reading assignment. We will discuss these in class the next day. (40%)
Š For each day of class, you are expected to write a minimum one page reflection (not a summary of the day’s activities!) about the overall content of the unit- Teacher notes, labs, worksheets, etc.- and how it is different from your current teaching practice, or how it is different from the way you were taught. (60%)
Reactions and Reflections are due each Friday of the workshop (June 15, 22 and 29) and should be submitted electronically. If the work is consistently incomplete or not satisfactory a “C” or lower grade could be given.
In order to be considered for a letter grade of “A”, you will have to complete three additional assignments - details of which will be elaborated on during the first week of the course. Also refer to the homework document. These will be due on or before June 29. One of the three assignments is a minimum 2 page typed paper describing how Modeling instruction differs from your current practice and what changes you plan to incorporate, or the issues with which you will have to deal in order to implement the Modeling Method in your classroom.
Those not taking the course for graduate credit are earning CEU’s along with the clock hours towards recertification. ASU expects you to complete all of the assignments at a satisfactory level in order to receive the CEU’s, even though you are not receiving a grade.
Arizona Board of Regents and ASU policies:
Š Each student is expected to work a minimum of 45 hours per semester hour of credit.
Š Pass-fail is not an option for graduate courses. https://students.asu.edu/grades-grading-policies
Š “B” grade means average; 3.0 GPA is min. requirement for MNS & other graduate degrees.
Š Incomplete: only for special circumstances. Must finish course within 1 year, or it becomes “E”.
Š An instructor may drop a student for non-attendance during the first two class days.
Š An instructor may withdraw a student with a mark of "W" or a grade of "E" only in cases of disruptive classroom behavior.
Academic dishonesty policy:
Academic honesty is expected of all students in all examinations, papers, laboratory work, academic transactions and records. The possible sanctions include, but are not limited to, appropriate grade penalties, course failure (indicated on the transcript as a grade of E), course failure due to academic dishonesty (indicated on the transcript as a grade of XE), loss of registration privileges, disqualification and dismissal. For more information, see http://provost.asu.edu/academicintegrity.
Qualified students with disabilities who require disability accommodations in this course are encouraged to make their requests to the instructor on the first class day or before. Note: Prior to receiving disability accommodations, verification of eligibility from the Disability Resource Center (DRC) is required. Disability information is confidential.
Modeling Instruction: An Effective Model for Science Education, J. Jackson, L. Dukerich, D. Hestenes, Science Educator, Spring 2008; http://modeling.asu.edu/modeling/ModInstrArticle_NSELAspr08.pdf
3. Cognitive Resources for Understanding Energy, Gregg Swackhamer
Pre-publication (2003) http://modeling.asu.edu/CognitiveResources-Energy.pdf
4. Modeling instruction article by a physics teacher: http://modeling.asu.edu/modeling/DB_AAPT_talk.html
Any of the CHEM-Study high school curricula, e.g.
Chemistry; J Dudley Herron, David Frank, et al, D.C. Heath 1993 ISBN 0-669-20367-X
Chemistry: Experimental Foundations (3rd ed). Robert W. Parry, Herb Bassow, Phyliss Merrill, and Robert L. Tellefsen. Prentice Hall, 1982. ISBN 0-13-129254-4.
Great Ideas of Chemistry. Ronald Gillespie. J Chem Ed 74 (7) July 1997
Wherefore a Science of Teaching, David Hestenes. The Physics Teacher, April 1979
Testing for Conceptual Understanding in General Chemistry. Craig W. Bowen and Diane M. Bunce. The Chemical Educator, Volume 2 Issue 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
Applying Modeling Instruction to High School Chemistry To Improve Students’ Conceptual Understanding, Larry Dukerich. J Chem Ed 92 (8) August 2105
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 report prepared for the Royal Society of Chemistry, by Vanessa Barker Kind.
Online in pdf at modeling.asu.edu Click on “resources for the modeling classroom” and scroll down to the section called “students’ naēve conceptions”.
Exothermic Bond Breaking: A Persistent Misconception, W Galley, J Chem Ed 81 (4) April 2004
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
Download these documents at http://modeling.asu.edu/Projects-Resources.html
* Whiteboarding: a learning process, by Don Yost (2 page article, 2003)
* Question Their Answers, by Brenda Royce (2-page article, The Physics Teacher 2004)
* Managing Discourse during Class Discussions, by Larry Dukerich & Brenda Royce
* Chemistry lab supplies list
* Chinn & Brewer: Anomalous Data (research summary)
* Daniel Schwartz & John Bransford: A Time for Telling (research summary)
Socratic Questioning Strategies: download at http://modeling.asu.edu/listserv1.html
Modeling Implementation rubric http://modelinginstruction.org/forums/topic/modeling-implementation-rubric/
Eureka videos #16 to 21: solids, liquids, evaporation and condensation; expansion and contraction, measuring temperature, temperature & 'thermal energy'. (Visit http://modeling.asu.edu/weblinks.html in the section called ‘flipped classroom’)
Video clips from Ring of Truth: video #2: Change, and video #5: Atoms https://www.youtube.com/watch?v=WQ3mjb9BSaU
Paul Andersen of Bozeman Science explains What is Modeling Instruction? https://www.youtube.com/watch?v=9jjjR6f9__g
Derek Muller's 4-minute videos on matter and energy, that include naēve conceptions: weblinks are at http://modeling.asu.edu/modeling/DerekMullerVideos.htm
Lindsey, Beth; Paula Heron & Peter Shaffer: Student understanding of energy: Difficulties related to systems (research summary at http://modeling.asu.edu/Projects-Resources.html )
Week 1: Overview, Introduction and Rationale
Simple Particle Model; Interactive Particle Model and Energy
Intros, course expectations, housekeeping issues, teacher mode vs. student mode, Modeling Chemistry talk; AMTA paperwork
Teachers take ABCC pretest
Unit 1: Matter – 1st demo; overview of Mass and Change-sample data, discuss particle representations
What is the ‘stuff’ like at its simplest level? U1 ws1; Ring of Truth clip on Conservation of Mass
Measurement of volume lab (intro to Logger Pro; interpret slope as conversion factor)
Measurement, precision and accuracy discussion, ws 2
1 Liter grad. cylinder vs.
1000 cm3 box demo
HW – read Gillespie: “Great Ideas of Chemistry”; journal reaction; read Hestenes: “Wherefore a science of teaching?”
Discussion of Gillespie and Hestenes articles
Mass-volume lab: Pre-lab; Data; Analysis, Post-lab discussion
Density as a conversion factor – non-algorithmic treatment
ws 3 and 4; WB selected problems
Density of a gas lab - representations of particles to account for density
HW – read Unit 1 Teacher Notes, reflect on overall design of unit, take unit 1 test
Thickness of a thin-layer lab; post-lab discussion
of Truth video clips: Gold leaf and thickness of oil slick, size of a
Discuss Unit 1 test (review-comments on test)
Unit 2: Energy & States of Matter-1: Diffusion demos (perfume and hot/cold water); discussion and model development; storyboards;
Show student storyboards - how they reveal naēve beliefs
States of matter – particle representations – Eureka videos 1-3
HW – Read Wenning: “Whiteboarding & Socratic Dialogues” and write a reaction, review other WBing docs
Discuss WBing articles
Thermometer demo; Eureka videos 4-5; ws1
Intro to pressure – relate to particle behavior – WB how to drink with a straw, pressure demos, websites
ws 2 Manometers
Use of Labquest and Logger Pro review
Gas behavior lab(s)- PVTn: P vs. V, P vs. n, P vs. T
Post-lab discussion; WB particle models for each experiment, discussion of KMT, theory vs. law
Rationale for proportional reasoning over equations for gas behavior
ws 3 and WB selected problems
HW – daily class reflection
Discussion of PVTn lab and low tech options; Discuss Unit 2 Test
Unit 3: Energy & States of Matter-2
Icy Hot lab
Post-lab discussion and WB, treatment of energy storage (accounts)
Energy concept – resolving chemistry and physics representations
HW – 5 daily reflections and 3 reading reactions due by midnight; read Energy and KMT reading; work on A assignments
Week 2 Overview:
Interactive Particle Model and Energy
Bonded Particle: Classification; Moles; Reactions
The story so far…
Rationale for a unified energy concept – PowerPoint on Energy (refer to it)
Discussion of energy reading; reference PowerPoint on how to do energy bar charts
Qualitative treatment of energy; ws 1 & 2; WB discussion
Lauric acid lab and discussion of cooling curves
Eureka video 6, Quantitative treatment of energy and heat capacity, ws 3 & 4; WB selected problems
Unit 3: discuss review and test
HW: Read Gabel: “Improving Teaching and Learning…” and write a reaction; daily reflection
Discuss Gabel article
Unit 4: Describing substances
Pure vs. Mixture (particle representations and separation techniques)
Simple vs. Compound particles: Dalton atoms and video of Fe, S and FeS; electrolysis of water, Ring of Truth video clip on Electrolysis
More discussion on element, compounds and mixtures- particle diagrams
Avogadro’s Hypothesis- CHEM Study video on Gases and How They Combine; discussion of ws 2
(Where is Avogadro in 1st year chemistry texts?)
Research project- Dalton’s Playhouse website
Do ws 3 together and discuss its objectives; look at Unit 4 review and test
HW: daily reflection, read Dukerich “Applying Modeling Instruction…” J Chem Ed 2015
Unit 5: Counting and Moles
Demo with garbage bag
Counting by massing – Relative Mass Activity
The mole concept; count-mass conversion factors
ws 1 : do together and discuss its objectives
HW: read Larry’s synopsis of the Barker paper: “Beyond Appearances…” and write a reaction, work on A assignments
Empirical Formula Lab, begin reaction
More on size of a mole concept; samples of molar masses
Molar conversions, ws2 and WB
Finish lab, analyze data, board meeting to compare results
Molecular formulas and % composition; ws 3 and WB
Discuss Unit 5 review and test
HW: daily reflection
Unit 6: Particles w/Internal Structure
Sticky Tape activity, WB results
Post lab discussion- particle diagrams for tapes, paper/foil; develop Thomson model of atom. PHET sims, cathode ray tube demo, etc.
show clip from CHEM Study Chemical Families video, show a simple electrical circuit to test materials for cond.
Turn in notebooks
HW – 5 daily reflections and 4 reading reactions due at midnight, read Galley: “Exothermic Bond Breaking” and write a reaction, work on A assignments
BPM: Reactions, Stoichiometry
Units 10/11; Wrap Up
Return notebooks, review of “Exothermic Bond Breaking…”
Conductivity of solutions demo- Model that accounts for Ionic vs. molecular
Copper (II) chloride electrolysis demo and discussion of e- transfer, existence of ions
Patterns in periodic table, ws1; discussion of PT issues in teaching modeling vs. traditional (elements, ion charges, e- config, etc.)
Mercury software demonstration, Mercury ws and ws 2
Discussion of of ionic & molecular compound properties, show models, ion charts, prefix rules, etc. (skip ws 3 and 4 right now- do ws 5 and WB)
Discuss Unit 6 review and test
Unit 7: Representing Chemical Change
Nail lab -part 1 only- do now and let sit overnight
Rearranging atoms activity, post activity discussion on merits
How to make balancing equations a conceptual exercise
ws 1 Balancing equations; work 3,8,14 with particle diagrams, WB
HW – work on A assignments due Wed; daily reflection
Nail lab – part 2, allow Cu to dry
Types of Reactions Lab – sample data; some demos
Discuss representations and standard treatment of energy (potential energy graphs)
Discussion of Ech and LOLOL diagrams
Work and WB ws 4
Discuss Unit 7 review and test
Nail lab – part 3 – calculations, post-lab discussion and particle diagram
Unit 8: Stoichiometry – I (moles and mass)
Introduce BCA tables, Do worksheet 1 in class, WB
Cu-AgNO3 lab pre-lab and part 1
later -Part 2 and allow Ag to dry
HW – daily reflection
Finish Ag lab calculations, board meeting (discuss theor. and % yield, LR)
Review BCA treatment of stoichiometry – how it differs from Dim Anal algorithms
More work on stoichiometry, work and WB ws 2
limiting reactant (LR) problems, ws 3 and extra worksheets on LR, sample LR lab handout; PHET sim on LR
Discuss Unit 8 review and test
Unit 9: Stoichiometry II (volume and energy)
Review PVTn behavior and KMT
Partial pressure as consequence of P Ķ n, ws 1
HW – daily reflection
Molar volume lab, collect and analyze data, board meeting
Implications of lab, analog to molar mass
Ideal gas law, ws 2
Molarity: solution stoichiometry
Work and WB ws 3
Quantitative treatment of energy in reactions
Heat of Combustion Lab (or do as demo?)
Post-lab discussion; Notes on multiple energy representations and ∆H
Work and WB ws 4
Discuss Unit 9 review and test
Overview of Unit 10 materials
HW – daily reflection
Overview of Unit 11 materials
Wrap up : The Story So Far…. (look at ASU and AMTA websites, Unit 1-9 overview doc and modeling resources)
Final thoughts; clean up room and fridge; raffle; hugs and good byes
HW – 4 daily reflections and 1 reading reactions due at midnight