Syllabus: CHM 594: Modeling Instruction in Chemistry II
(2 semester hours)
Summers at Arizona State University (updated for July 2019)
1. In-service teacher of chemistry or physics, or instructor approval.
2. Completion of CHM 594: Modeling Instruction in Chemistry I, or instructor approval.
3. One year of experience implementing Modeling Instruction in Chemistry is preferred.
In the first chemistry workshop, you were introduced to principles of modeling instruction in general, then learned how organizing a chemistry course around a series of particle models of increasing complexity could make the experience more coherent to students. You were given tested instructional materials for the nine units that we consider the core of a 1st year chemistry course, and you worked through the activities alternately in roles of student or teacher. You practiced Socratic questioning techniques necessary to promote meaningful classroom discourse.
In this second workshop, you will be given the opportunity to debrief your efforts to implement a modeling approach in your chemistry classes; you will then explore materials for units that address the following topics/concepts:
Unit 10 – Models of the atom
From an examination of the radiation emitted by hot metals and atomic gases, we conclude that atoms must have internal structure not explained by Thomson’s model.
Unit 11 – Periodic Table and bonding
We extend the Bohr model to many-electron atoms, using it to provide a structural explanation for the organization of the Periodic Table, and to examine models of covalent bonding in compounds.
Unit 12 – Intermolecular Attractions
and Biological Macromolecules
We extend our model of molecules to account for the attractions (“stickiness”) between molecules and the effect on physical properties. Then we move to an investigation of organic molecules important to life.
Unit 13 – Equilibrium
We return to a “kinetic” view to model a variety of processes as they approach and reach the state of equilibrium.
Unit 14 – Acids and bases
We extend what we’ve learned about equilibrium to examine models of acids and bases.
*Because these concepts are ones with which teachers have less direct experience, as much emphasis will be placed on deep discussion of this chemistry content knowledge as on pedagogy.
*If time allows, or for those interested in scheduling additional time, we will discuss an introduction to Unit 12a – A particle model of temperature: We adopt a "kinetic" view of temperature to account for the direction of energy flow. There is additional enrichment on entropy (for AP and honors courses) on the probable direction of change. We adopt a "probability" view to account for the spontaneity of processes involving both structural and thermal change. This approach puts the “dynamics” back into thermodynamics! After this brief introduction, you may wish to enroll in the workshop for more advanced thermodynamic concepts: PHS 594/CHM 594: Thermodynamics Modeling Workshop.
STUDENT LEARNING GOALS:
Through successful completion of this course, the participant will be able to:
● Comprehend and implement a model-centered, guided inquiry method of teaching 1st year chemistry.
● Deepen their understanding of content in more advanced high school and TYC chemistry concepts.
● Experience and practice instructional strategies of model-centered discourse, Socratic questioning/whiteboarding, and coherent content organization.
● Integrate instructional technology effectively into the chemistry curriculum.
● Utilize an electronic network of support and a learning community among participants.
● Increase skills in the 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. As such, modeling guides all other practices.
Modeling Instruction is entirely consistent with the Arizona Science Standards 2018 Science and Engineering Practices
● ask questions and define problems
● develop and use models
● plan and carry out investigations
● analyze and interpret data
● use mathematics and computational thinking
● construct explanations and design solutions
● engage in argument from evidence
● obtain, evaluate, and communicate information
Modeling Instruction addresses these Arizona Science Standards 2018 Disciplinary Core Ideas
Develop and use models to explain the relationship of the structure of atoms to patterns and properties observed within the Periodic Table and describe how these models are revised with new evidence.
Engage in argument from evidence that the net change of energy in a system is always equal to the total energy exchanged between the system and the surroundings.
Develop and use models to predict and explain forces within and between molecules.
Ask questions, plan, and carry out investigations to explore the cause and effect relationship between reaction rate factors..
Construct an explanation, design a solution, or refine the design of a chemical system in equilibrium to maximize production.
ASSIGNMENTS, GRADING POLICIES AND PERCENTAGES:
A. Attendance: You are expected to attend all days of this course. If you miss one class (6 contact hours), your maximum grade will be a B; if 2, you can earn no higher than a C. Please be on time and ready to go! Report any expected absences to the instructor as soon as possible. ASU credit-seeking students who miss course time are to complete and write a reflection for all activities missed, design an activity modified or developed for pilot use in the classroom this coming year, and present results to the course instructor and peers when appropriate.
B. Assignments and grading policy:
Students must complete the following to earn a letter grade in the course. Work must be completed at ASU standards and meet all class requirements. All participants, whether seeking ASU credit or not, are expected to do activities and homework, as described below for a “C” grade. (Non-credit participants should email the instructor, specifying which days they intend to participate, at the start of the course.)
To be considered for a letter grade of “C”, you are expected to do the following:
Keep a course notebook. You will perform labs and engage in discussions in “student mode”. Record notes from the pre-lab discussion, record and evaluate data and summarize the findings of the “class” in your lab notebook. Write down notes that will help you when you have students do the lab. Some teachers benefit by writing down good questions asked during whiteboarding. You should also take notes on demonstrations and the concept they are meant to illustrate. Formally write up labs designated by the instructor. Teachers find this notebook to be a valuable resource as they use the curricular materials in their own classes.
Create a Work Product using Google Docs (75% of total grade):
Your Work Product will contain the following items:
1. Personal goals for the workshop
2. Daily reflections (writing) on learning and the process
a. Personal reflections (i.e. what you did vs. what you learned, how the model(s) progress, how this will impact learning & teaching in your classroom). Note: this is to be reflective, NOT a summative activity..
b. Include pictures of whiteboards - at least one per day
c. Specific assigned reflections (as given)
3. Pedagogy/discourse reflection (~1 page) discussing skills and techniques for promoting student discussion as it relates to the Modeling Cycle
4. Arizona Science Standards 2018 reflection - Reflect on your experience with the Arizona Science Standards 2018 and how the Modeling Chemistry curriculum aligns to the standards.
5. “Action Plan” - Your goals for implementing what you’ve learned in the workshop for the upcoming school year.
To be considered for an “A” or “B” grade in the course:
You will take concept/content knowledge and pedagogy quiz on the last day of each week (25% of total grade). A passing grade/score/mark on the quiz will make you eligible for a “B” grade in the course. An exceptional grade/score/mark on the quiz will make you eligible for an “A” grade in the course.
C. Tentative grading scale: 97-100 A+ 93-96.9 A 90-92.9 A-
87-89.9 B+ 83-86.9 B 80-82.9 B-
77-79.9 C+ 73-76.9 C 70-72.9 C-
Policies of Arizona Board of Regents (ABOR) and ASU:
Each student is expected to spend a minimum of 45 hours per semester hour of credit.
Pass-fail is not an option for graduate courses. https://students.asu.edu/grades
“B” grade means average; 3.0 GPA is minimum requirement for MNS & other graduate degrees.
Incomplete: only for special circumstances. Must finish course within 1 year, or it becomes “E”.
An instructor may drop a student for non-attendance during the first two class days (in summer).
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.
Disability policy: Refer to https://eoss.asu.edu/drc/. 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.
REQUIRED INSTRUCTIONAL MATERIALS (free for Arizona teachers):
Chemistry Modeling II curriculum framework and 3-ring binder (available on first day of class). You will also need a 9” x 12” quad-ruled lab notebook. This size will allow you to easily tape or paste in data you collect and graphs you produce from the labs you perform during the workshop, as well as your reflections on activities and readings assigned. (Buy at Staples for ~$18).
Web resources for use in Units 10 – 14 are embedded in the teacher notes and curriculum materials. It is recommended that you preview the resources the students will be using during each unit.
NGSS Science and Engineering Practices (Poster – in readings folder)
Relationships and Convergences Found in Common Core…and the Next Generation Science Standards (Venn Diagram – in readings folder)
Additional readings and/or resources will be provided / shared during the workshop.