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Workshop Learning ObjectivesEducators attending this workshop will:
o Utilize formative assessment probes to uncover student misconceptions in conceptual areas of chemistry
o Use models to uncover and restructure student thinking –help students to develop their “molecular spectacles”
o Implement tools that can support NGSS three dimensional learning including:o Water Kit©
o Amino Acid Building Blocks©
o HAVE FUN!
Citations
1. Kind, Vanessa. Beyond Appearances: Students' Misconceptions about Basic Chemical Ideas. Durham University, UK, 2004.
2. Taber, Keith. Chemical Misconceptions: Prevention, Diagnosis and Cure. Royal Society of Chemistry, 2002.
3. Talanquer, Vicente. Minimizing Misconceptions. The Science TeacherNov. 2002: 46-49.
Workshop Learning ObjectivesWhat NGSS dimensions will be targeted?
SEPs CCCs DCIs
Asking Questions PatternsPS1.A: Structure and
Properties of MatterDeveloping and Using
Models
Cause and Effect:
Mechanism and ExplanationPS1.B: Chemical Reactions
Constructing ExplanationsScale, Proportion, and
QuantityPS2.B: Types of Interactions
Formative Assessment Probe
Let’s play the chemistry version of : ROCK – PAPER – SCISSORS
ATOM – MOLECULE – ELEMENT – COMPOUND
1. Apply one or more of the above terms to each of the models shown.
2. Explain your reasoning.
Formative Assessment Probe
Think like your students!
Compare and contrast each of the following molecular models.
Design three questions you may have about the models you have observed. Avoid, “What is this a model of?”
Draw and label your mental model of a water molecule.
Level 1 Answers:• Blank• Waves• More than 3 atoms (ball and stick, beads on string, circles)
Formative Assessment Probe
Level 2 Answers:• Chemical formula• No drawing
Level 3 Answers• Incorrect
connections of three atoms
Level 4 Answers:• Three atoms arranged at
an angle BUT incorrectly labeled
Level 5:• Three atoms
arranged at an angle AND correctly labeled
Level 7 Answers:• Three atoms arranged at
an angle• Correctly labeled HOH• Correctly labeled charge
(+ on H and – on O)
Level 6 Answers:• Three atoms arranged at
an angle• Correctly labeled HOH• Showing evidence of
understanding of charge or interaction
Level 8 Answers:• Three atoms arranged at an angle• Correctly labeled HOH• Correct partial charges labeled (+ on H and – on O)
Spill your water cup!
Developing your Students’“Molecular Spectacles”
Modeling Water
1. Make a CLAIM:Identify a physical representation of water in the water cup.
2. Provide some EVIDENCE:What support do you have for your representation?
3. Supply your REASONING:Explain how your evidence supports your claim.
Misconception Alert!
A water molecule in the solid state A water molecule in the liquid state
What action can teachers take to correct the students’ conception?
Use the water molecules to model each of the three phases of water.
LIQUID GAS
Modeling the Phases of Water
Why was the model designed so the water molecules stick together?
classconnection.s3.amazonaws.com
Water is POLAR!
Developing your Students’“Molecular Spectacles”
Hydrogen bonding has implications for the formation of different ice crystal structures.
2014 Pearson Education, Inc.
The polar nature of water results in hydrogen bonds!
Developing your Students’“Molecular Spectacles”
Approximately18 different forms of ice have been identified!
http://www.linearwater.com/water.html
Developing your Students’“Molecular Spectacles”
SOLID SOLID
OR
Modeling the Phases of Water
Ice Ice Baby!
• Building cubic Ice
Step 1 Step 2
Ice Ice Baby!
• Building cubic Ice
Step 3 Step 4
Ice Ice Baby!
• Completed cubic ice model
Ice Ice Baby!
• Flip the cubic ice model
• Transition from cubic ice hexagonal ice
• for hexagonal ice• Build two rings,
• turn 180o
More Ice Ice Baby!
More Ice Ice Baby!
• And stack!
Uncovering a student misconception:
What is between the water molecules?
A discrepant event!Why does solid water float in liquid water while the solid form of most other substances sinks in the liquid form?
scienceabc.com
Solid Water is Peculiar!
Tackling the Concept of Density
https://infograph.venngage.com/p/89106/solutions
Modeling differences in volume between phases with the same number of water molecules.
Developing your Students’“Molecular Spectacles”
Deep Freeze! Why?
Assess!
https://www.target.com/s/coke+12+pack https://www.reddit.com/r/mildlyinteresting/comments/2687q1/a_pop_can_exploded_in_the_fridge_at_work_frozen/
What happens when salt dissolves in water?
Tackling the Concept of Solubility
https://infograph.venngage.com/p/89106/solutions
Examining Students’ Conceptions
Use modeling to help students explainthe observed phenomenon
Developing your Students’“Molecular Spectacles”
Use modeling to help students explain the observed phenomenon
Developing your Students’“Molecular Spectacles”
Examining Students’ Conceptions
Beware of Perpetuating Misconceptions!
http://www.azquotes.com/author/22390-George_E_P_Box
Evaluating the Model
Opening a Can of Worms!
Is dissolving salt in water considered to be a chemical or a physical change?
Use CLAIM, EVIDENCE, REASONING with your students to uncover their thinking!
Tackling the Concepts ofAcids, Bases, and Neutralization
B. Hand & D. Treagust – Curtin University, Australia identified five key misconceptions about acids and bases among sixty 16 year olds:
1. An acid is something which eats material away or which can burn you;
2. Testing for acids can only be done by trying to eat something away;
3.Neutralization is the breakdown of an acid or something changing from an acid;
4. The difference between a strong and a weak acid is that strong acids eat material away faster than a weak acid;
5. A base is something which makes up an acid.
HCl NaOH H2ONaCl
A Neutralization Reaction!
Hydrochloric Acid
WaterSodiumChloride
SodiumHydroxide
THANK YOU!
How Can I Get These Great Models?
Purchase from 3D Molecular Designs
https://www.3dmoleculardesigns.com/Education-Products.htm
using your 20% show special discount: STEM18
Borrow from the Model Lending Library:
http://cbm.msoe.edu/lendingLibrary/index.php
