Amy Hanson East High School Denver Public Schools Denver, CO Introduction to Active Chemistry.

Amy HansonEast High School

Denver Public SchoolsDenver, CO

Introduction to Active Chemistry

1-2-3 Introductions

• Your name and school

• Highlight from your summer

• What is your greatest expectation or greatest fear teaching with Active Chemistry this year?

Goals for this Session

• Explore inquiry in the science classroom.

• Review content of Chapter 1 and Chapter 4 in Active Chemistry.

• Understand how to implement an inquiry based science curriculum.

• Discuss issues that commonly arise in a student-centered inquiry based classroom.

What is inquiry?

• Working on your own, complete the Frayer Model for inquiry.

• Be prepared to share your answers with the group in 5 minutes.

What is inquiry?

What is inquiry?

• Working with your elbow partner, sort the scenarios into two groups:– Example of teaching science as inquiry – Not an example of teaching science as inquiry

• Make a list of:– Inquiry based characteristics– Non-inquiry based characteristics

Inquiry Spectrum

More Amount of Learner Self-Direction Less

Less Amount of Direction from Teacher or Material More

Open Ended

Guided

Working with your partner, arrange the scenarios you were given in a line with one end of the line representing open ended activities and the other end representing guided inquiry activities.

Why Inquiry?

•Students learn science by:– Addressing preconceptions– Gaining knowledge of what it means “to do”

science– Reflecting on their own learning process

How Students Learn Science (National Research Council, 2000)

Essential Features of Classroom Inquiry

1) Learner engages in scientifically oriented questions.

2) Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions.

3) Learners formulate explanations from evidence to address scientifically oriented questions.

Essential Features of Classroom Inquiry

4) Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding.

5) Learners communicate and justify their proposed explanations.

Inquiry and the National Science Education StandardsNational Research Council, 2000

Myths about Scientific Inquiry

1) All science subject matter should be taught through inquiry.

2) True inquiry occurs only when students generate and pursue their own questions.

3) Inquiry teaching occurs easily through the use of hands-on materials or kit-based instructional materials.

Myths about Scientific Inquiry

4) Student engagement in hands-on activities guarantees that inquiry teaching and learning are occurring.

5) Inquiry can be taught without attention to subject matter.

Inquiry and the National Science Education Standards

National Research Council, 2000

7E Learning Cycle

Engage

Elicit

Explore

Explain

Elaborate

Evaluate

Extend

7E Example Lesson

• In the previous discussion of inquiry, identify the following stages of the 7E cycle:– Elicit– Engage– Explore– Explain– Elaborate– Evaluate– Extend

7E Model in Active Chemistry

• Look through Chapter 1 – Activity 2 starting on page 7 of the student text.

• Work with a partner to identify the parts of the activity that correspond to each “E” in the 7E learning cycle.– Elicit – Elaborate– Engage – Evaluate – Explore – Extend – Explain

7E Model in Active Chemistry

• Why is it important to complete the activity in the order it is presented?– Activity before content (ABC)– Content before vocabulary (CBV)

• Why is the Chapter Challenge important in Active Chemistry?

Chapter 1

• Fun with the Periodic Table

• Chapter Challenge – Create a game related to the periodic table.

Fun with the Periodic Table

• Working with a partner, read through your assigned activity and note the following:– What are students doing?– What are the key concepts students should learn?– How does this activity relate to the Chapter

Challenge?

• Be ready to report on your activity in 10 minutes

Chapter 1 – Fun with the Periodic Table Activity 1 Activity 2

Activity 3

Activity 4

Activity 8

Activity 5Activity 6Activity 7

Activity 9

Atomic structure explains patterns in the behavior of elements and allows us

to predict the chemical and physical behavior of a given element. The

periodic table is organized to demonstrate trends in atomic

structure.

Chapter 1 – Fun with the Periodic Table

Atomic structure explains patterns in the behavior of elements and allows us to predict the chemical and

physical behavior of a given element. The

periodic table is organized to demonstrate trends in

atomic structure.

Activity 1 – Organization

Activity 2

•Elements have physical and chemical properties that help distinguish them from one another, such as conductivity, reactions with acids, magnetism, and mass.

Topics:Observations of elements; Physical and chemical properties; Metal vs. nonmetal (properties)

Activity 3

•Matter is composed of minute particles called atoms. They are the smallest part of an element that retains the properties of the element.

•Atoms react in definite proportions of mass when forming a compound.

Topics:Atoms; Conservation of mass; Atomic mass; History of atomic mass

Activity 4

•Atoms are composed of a nucleus and electrons in orbitals around the nucleus.

Topics: Atomic structure (electrons/nucleus); History of atomic structure

Activity 5

•Atoms are composed of a nucleus and electrons in orbitals around the nucleus.

•Electrons are arranged in discreet energy levels around the nucleus. This arrangement (electron configuration) determines the properties of the element.

•The electrons emit electromagnetic energy of specific frequencies and wavelengths as they move from higher to lower energy levels.

Topics:Electron energy levels; Emission spectrum; Electromagnetic spectrum; Frequency, wavelength

Activity 6


•The periodic table is organized by atomic number and electron levels (periods and groups). An element’s position on the periodic table explains why elements in the same group have similar properties.

•Trends, such as ionization energy and atomic radii, can be explained using the quantum mechanical model of the atom.

Topics: Ionization energy; Ions; Energy levels; Electron configurations

Activity 7


•Valence electrons can be gained, lost, or shared when atoms form compounds.

Topics: Electrons, valence electrons, ions and chemical behavior; Noble gases

Activity 8


•Valence electrons can be gained, lost, or shared when atoms form compounds.

•Atoms combine to yield the most stable electron arrangement. With a few exceptions, the octet rule explains how atoms gain, lose or share electrons when forming compounds.

•When valence electrons are gained or lost, an ionic bond is formed. Covalent compounds are formed when atoms share electrons.

Topics:Ions; Ionic formulas; Binary compounds (ionic and molecular); Octect rule; Lewis dot structure

Activity 9

•The nucleus contains most of the mass of the atom, is extremely tiny, and is composed of protons and neutrons (mass number). The number of protons (atomic number) determines the identity of an element.

•Isotopes are atoms of the same element that have different atomic masses due to different number of neutrons. The average mass of all isotopes yields the average atomic mass of each element.

Topics: Atomic mass-average; Neutrons; Nuclear chemistry

Cooperative Learning Groups

• What is a cooperative learning group?

• How do you assign students to cooperative learning groups?

• How do you help students work in cooperative learning groups?

Chapter Challenge

• Why is the Chapter Challenge important to the Active Chemistry curriculum?

• How do I grade the Chapter Challenge?

• How do I manage cooperative learning groups for Chapter Challenges?

Chapter 4

• Chemical Dominoes

• Chapter Challenge – Build a Rube Goldberg device

• Honda

Chemical Dominoes

• Working with a partner, read through your assigned activity and note the following:– What are students doing?– What are the key concepts students should learn?– How does this activity relate to the Chapter

Challenge?

• Be ready to report on your activity in 10 minutes

Chapter 4 – Chemical Dominoes Activity 1 Activity 2

Activity 3

Activity 4

Activity 8

Activity 5

Activity 7

Activity 6

Big Idea #1Matter and energy are conserved in chemical and physical changes.

Chapter 4 – Chemical Dominoes

Big Idea #1Matter and energy are conserved in chemical and physical changes.

Activity 1

•A spontaneous reaction always has an overall increase in entropy (measure of disorder). Gibbs free energy can be used to determine if a reaction is spontaneous.

•Energy can be emitted and absorbed by chemical compounds.

•Heat energy (enthalpy) can be gained or lost during chemical reactions.

Topics:Reactants and products; Endo/exothermic; Energy and entropy

Activity 2

•Chemical equations need to be balanced in order to show mass is conserved.

Topics: Balancing equations; Polyatomic ions; Conservation of mass

Activity 3

•Molar mass is the mass in grams of one mole (a unit of measurement used to count atoms) of a pure substance. The number of moles can be calculated for any given mass of a pure substance.

•The coefficients in a balanced chemical equation determine the proportions of the number of moles of reactants and products in a chemical reaction (stoichiometry) .

•A balanced chemical equation can be used to determine the amount, mass or volume of a substance produced or required in a chemical reaction.

•One mole of any gas will occupy the same volume under standard conditions.

•The limiting reagent is the reactant which is used up first in a chemical reaction.

Topics: Dimensional analysis; Molar mass; Stoichiometry (g<->mol; mol<->mol; mol<->L; g<->g)

Activity 4

•In a redox reaction, the chemical equation must be balanced for mass and charge.

•The activity series can be used to determine if a reaction will occur.

Topics: Single replacement rxns; Redox/half reactions; Activity series; Metals

Activity 5

•Energy can be emitted and absorbed by chemical compounds.

Topics: Electromagnetic spectrum; Fluorescence vs. phosphorescence

Activity 6

•In a redox reaction, the chemical equation must be balanced for mass and charge.

•The activity series can be used to determine if a reaction will occur.

•Solutions containing ions are capable of conducting electricity.

Topics: Electrochemical cells; Conductivity; Salt bridge

Activity 7



•The overall energy of a system and its surroundings remains constant.

Topics: Endo vs. exothermic; Spontaneity; Enthalpy; Energy diagrams

Activity 8



•The overall energy of a system and its surroundings remains constant.

Topics: Spontaneity and entropy (H); Order vs. disorder; Conservation of energy

Materials Management

• How can you keep track of all the equipment needed for lab activities?

• How can you ensure the lab is set up properly for your next class?

• How can students help you with lab prep or lab clean up?

Differentiation

• How can the activities be differentiated to help all students learn chemistry?

• How can Active Chemistry be used in an honors chemistry class?

Amy Hanson

Teacher – East High School

[email protected]

http://chemistryland.wikispaces.com

Amy Hanson East High School Denver Public Schools Denver, CO Introduction to Active Chemistry.

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Transcript of Amy Hanson East High School Denver Public Schools Denver, CO Introduction to Active Chemistry.