Title: The Chemistry of Smell Subject/Course: Physical ...redding/capstonepedagogy.pdf · Title:...

Title: The Chemistry of Smell

Subject/Course: Physical Science

Topic: Chemistry

Grades: 8

Designer: Cory Redding

The Chemistry of Smell

Unit description:

In the chemistry of smells unit, students will investigate how and why humans

detect odors by conducting a variety of hands-on, inquiry based activities. Students will

be able to see the immediate importance of chemistry concepts by examining subject

matter that they may relate to easily. They will also understand that the olfactory system

is one that is complex and involves various branches of science including chemistry,

anatomy, physiology and psychology. The unit will focus on the enduring

understandings related to specific concepts such as chemical bonding as well as broader

topics such as valid scientific research. Students will share results and report data

utilizing graphing, communication and technological skills by role playing scientists from

esteemed universities to their audience (classmates) at a science symposium. By the end

of the unit, students should demonstrate knowledge of the basics of chemistry, including

molecular structure and bonding, as well as be able to design and conduct a research

study on anosmia. Throughout the unit, students will work in groups of three to four

formed by the teacher. The groups will be based on ability, where there is a strong

student, one or two average students and a student who may need additional support and

guidance in each group. Groups typically change at the start of each unit therefore the

groups will remain the same throughout this two week unit. Students are required to keep

a folder or separate section for the Chemistry of Smells Unit which will serve as their

portfolio at the end of the unit. This portfolio should contain their pre-test, homework

questions, notes, handouts, lab sheet and data collected for the performance assessment.

Goals/Standards – Core Content Curriculum Standards NJ State Core Curriculum Standards 5.1 B1 Identify questions and make predictions that can be addressed by conducting investigations 5.1 B3 Collect, organize, and interpret the data that result from experiments 5.5 B2 Recognize that individuals vary within every species, including humans. 5.6 A1 Know that all matter is composed of atoms that may join together to form molecules. 5.6 A3 Know that an atom’s electron arrangement, particularly the outermost electrons, determines how the atom can interact with other atoms.

5.6 A4 Explain that atoms form bonds (ionic and covalent) with other atoms by transferring or sharing electrons. 5.6 A5 Know that many biological, chemical and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules. Unit Enduring Understandings:

1. Smelling involves the anatomy of both the nose and brain which are interdependent on one another in order for humans to be able to smell. As a result, not all humans perceive odors the same way.

2. Atoms and molecules bond in predictable ways. Atoms, molecules and their bonds may be represented symbolically using two dimensional drawings.

3. The olfactory system is a complex system that is not entirely understood by scientists. New research is constantly being conducted by scientists to further understand the process by which we are able to smell odors.

Essential Questions:

Why may two humans perceive the same odor differently?

How are molecules held together?

How do molecules interact with the interior of the nose?

How are chemistry and odor related?

Prior to the unit, students will need to know…

• Students will need to have knowledge of the atom and its parts (p+, e-, no). • Students will need to be able to interpret the periodic table and understand the

way in which it is organized. • Students will need to have knowledge of a variable and control. • Students will need to have knowledge of Bohr diagrams. • Students will know that substances with different properties may chemically react

with each other to form an entirely new substance with properties that are completely different than the original properties.

Prior to the unit, students must possess the following skills:

• Measure correctly • Develop organized testing procedures • Communicate to lab partners effectively • Use the scientific method appropriately • Identify variable/ control • Compare, analyze, infer and interpret data • Conduct laboratory experiment both safely and effectively. • Create charts, diagrams and data tables to organize their data

Misconceptions:

The concept of smell can be an excellent way to grab middle school students’

attention to excite them about the topic of chemistry, however many students bring with

them to class major misconceptions regarding topics such as molecules and bonding.

Prior to the start of the Chemistry of Smells Unit, a pre-quiz should be administered to

identify what specific misconceptions students have regarding basic chemistry concepts.

Research has shown that many students use the words “atom” and “molecule”

interchangeably and fail to discriminate between the two (Nicroll, 2001). I have found

this to be true of my eighth grade students and it may be easily addressed by pointing out

the difference between the two using structural drawings. Because this is usually just a

mistake in their vocabulary as opposed to an incorrect conceptual idea, repetition does

seem to work to correct the majority of the students’ misconceptions. This is not always

the case. Some misconceptions are deeply rooted and can be very difficult to change.

Research at the undergraduate level has shown that students hold strong

misconceptions about chemical bonding. Students have incorrectly learned somewhere

in their educational career that atoms need to fill shells (O¨zmen, 2004). This

misconception results in incorrectly drawn Lewis dot structures because students think

that atoms cannot have lone pairs (Nicoll, 2001). These misconceptions may have been

learned in lower grades, such as middle school, as a result of teachers oversimplifying the

difficult concept of chemical bonding. The Chemistry of Smells Unit addresses these

misconceptions by teaching students, even at the eighth grade level, that the octet rule

exists for the first two periods only and that there are exceptions to the rule in periods

three and above. The unit also specifically addresses the concepts of the octet rule, lone

and bonded pairs of electrons, molecular formulas and Lewis dot structures by having the

students construct their own knowledge through cooperative learning and inquiry based

activities.

Undergraduate students also believe that atoms, electrons and/or bonds are

animate objects (Nicoll, 2001). Once again this misconception most likely came from

lessons taught in earlier grades, where teachers were attempting to make an abstract

concept such is bonding a little bit easier for young students to grasp. Teachers at this

level may have described the atoms as being “happy” or “satisfied” when their shells are

filled. They may also have described the atoms as “wanting” to gain electrons or

“wanting” to give electrons away. The Chemistry of Smells Unit does not use the words

“want” or “happy” to describe the state of atoms. Instead, students are taught correct

vocabulary from the beginning, including the terms stable, unstable, reactive and inert.

Because this is brand new material for the majority of middle school students,

misconceptions may be avoided altogether if they are taught using correct scientific

terminology from the beginning.

Although there has not been much research regarding misconceptions students

may hold about the topic of the olfactory system, or senses in general, it may be

hypothesized that students believe that only the nose is involved in detecting odor. This

is based on what they learned in previous grades when they studied the five senses. They

may have learned that you see with your eyes, hear with your ears and smell with your

nose. It is unlikely that teachers discussed the role of the brain in sensory detection at

such a young age. This misconception may be addressed by having the students perform

a variety of activities, including reading articles about the olfactory system and

conducting inquiry based activities such as “How Does the Nose Know?”

Overview of Three-Week Unit Plan

Day One

Pre-Test (see Appendix) Hook- Inquiry Activity: Cat Food and Stinky Cheese Homework: Open Ended Questions 1-6

Day Two Smells Like Love Read article (popcorn style) Hands-on Activities ~ Honeybees! ~Jellybeans Homework: Jellybean conclusions

Day Three Sniffin’ Around Patterns in Molecular Formulas Predict: Hands-on Smell Activity Homework: Open Ended Questions 1-3

Day Four Connect the Dots Lewis Dot Diagrams Hands-on Activity: Lewis Dot Kits Homework: Open Ended Questions1-2

Day Five Connect the Dots (continued)… Covalent Bonding Dots, dots and more dots… ~multiple bonds Homework: Open Ended Questions 3-10

Day Six Eight is Enough Octet Rule

Homework: Open Ended Questions 1-2

Day Seven HONC if You Love Chemistry! POGIL Inquiry Activity Homework: Summary Questions 1-3

Day Eight How Does the Nose Know? Receptor Site Models ~posters/ presentations to class Homework: Summary Questions 1-2

Day Nine Does Everyone Smell in the Same Way? Begin to Design and Conduct Research Study (see Appendix) Homework: What makes a valid test?

Day Ten Does Everyone Smell in the Same Way? Continue to Design and Conduct Research Study Homework: Work on research study

Day Eleven Class time to work in collaborative groups

Day Twelve Class time to work in collaborative groups

Day Thirteen Class Presentations: Science Symposium

Day Fourteen Reflection and Revision: Journal Activities

Day Fifteen Reflection and Revision: Journal Activities Post-Test (see Appendix)

Day One: Student Introduction to the Unit Chemistry of Smells

It is important for students to understand the goals and purpose of the Chemistry

of Smells unit prior to teaching the lessons. The essential questions will be posted on the

front board. Students are used to seeing essential questions and enduring understandings

posted not only in their science class, but in classes such as social science, language arts

and health. The students will complete a pre-assessment quiz to check for possible and

probable misconceptions.

A class discussion will develop around the pre-test questions. The discussion will

be lead by the teacher, who will probe for prior knowledge to see what ideas and

misconceptions students may already have. During the course of the discussion, all

answers are accepted. Possible questions may include:

• What does smell mean? What is smell? • How do you think humans smell? • Does everyone perceive odors the same way? • What are molecules? Might they have something to do with smell?

The teacher will then ask students what questions they may have involving the

chemistry of smell. The questions should be consolidated throughout the day to eliminate

repeat questions in different classes and placed on sentence strips. The strips should be

posted on one side of a bulletin board that states “What we want to know.” As the

questions are answered throughout the unit, the strips should be moved to the other side

of the board that states “Now we know!” Have various students write the correct answers

on paper to post under the sentence strips. A short discussion should ensue during which

the teacher makes clear to the students the relevance and value of learning about the

chemistry of smell with students. The teacher may mention the importance of smell in

humans’ everyday lives, career possibilities such as a research at the Monell Chemical

Senses Center in Philadelphia, Nobel Prize winning scientists, etc.

The first activity conducted during the Chemistry of Smells unit, Cat Food and Stinky

Cheese, is one that is meant to “hook” the students into becoming interested about the

unit (Stacy, Coonrod, & Claesgens, 2003). The name alone is enough to make many

eighth grade students curious, excited and eager to learn. The main goal of this lesson is

to introduce the concept of smell to students and spark the interest of the students by

using pleasant and unpleasant odors. Students may easily relate to this topic, as the

majority has smelled something either pleasant or unpleasant during the course of their

life. Students are required to classify 11 different odors into five categories of smells,

including minty, fishy, putrid, camphor, and sweet. Five unknown samples are then

given to students for them to categorize. While this lesson does not necessarily target an

enduring understanding, it is an essential for getting the students to “buy in” early in the

unit. After completing the activity, students should begin homework questions 1-6,

which prompt them to think about why smell is an important sense (Stacy, et al., 2003).

Days Two through Eight: Equipping the Students with Knowledge

It is at this point in the unit that the students will gain the knowledge to answer

the essential questions. At least one enduring understandings will be targeted in each of

the six lessons. The lessons are also designed to target misconceptions that the students

may have regarding basic chemistry concepts and the human olfactory system. Several

of the lessons are adapted from Unit 2: The Chemistry of Smells unit of the Living by

Chemistry series (Stacy, Coonrod, & Claesgens, 2003). Although this program was

designed for tenth or eleventh grade students, many of the basic chemistry lessons

included in this unit are appropriate for eighth grade students. Some of the lessons were

adapted to meet the needs of middle school students by breaking down a one day lesson,

suitable for high school students, into a two or three day lesson. Several of the lessons

not included in this unit may be appropriate to differentiate instruction for gifted students.

One of the lessons is adapted from a POGIL activity used with graduate students at the

University of Pennsylvania (Jacobs, 2007). POGIL stands for process oriented guided

inquiry learning and is defined as a classroom and laboratory technique that seeks to

simultaneously teach content and key process skills such as the ability to think

analytically and work effectively as part of a collaborative team (pogil.org). This

teaching tool was funded by the National Science Foundation and is based on research

indicating that:

• teaching by telling does not work for most students.

• students who are part of an interactive community are more likely to be

successful.

• knowledge is personal; students enjoy themselves more and develop

greater ownership over the material when they are given an opportunity to

construct their own understanding. (www.pogil.org)

The lesson was scaled down on content whereby the middle school students will be

looking for patterns for HONC and exceptions to the octet rule.

Day Two: Smells like Love

Enduring Understanding: #1

The teacher will begin class by reviewing the questions from the previous night’s

homework. Students will read the article Smells Like Love: Can your nose lead you to

your Valentine? (Barrow, 2007). A short class discussion of the anatomy of the nose and

brain will follow the article. It is important for the teacher to point out how the brain is

also involved in the sense of smell, as many students may think that only the nose is

involved. Students will then work in groups and conduct the Honeybee Activity in which

they will use their sense of smell to distinguish between different scents and to detect

similar ones (Barrow, 2007). Students will explore the relationship between smell and

the other senses by conducting the Jellybean Taste Test (Stacy, et al., 2003). Students

work with a partner within their group to identify what flavor jellybean they have eaten.

In trial one, they must plug their nose and close their eyes. In trial two, they may unplug

their nose in order to utilize their olfactory system. Discussion of the activity will follow,

allowing students to make the connection between the relationship of the nose and brain.

The teacher may prompt the students by asking why students could not decipher between

jellybean flavors when they were unable to smell. Students should write a short

conclusion regarding the Jellybean Taste Test for homework.

Day Three: Sniffin’ Around: What does chemistry have to do with smell?

Adapted from Unit 2: The Chemistry of Smells (Stacy, et al., 2003)


This lesson launches the chemistry content section of the Chemistry of Smells

Unit. The teacher will introduce chemical names and molecular formulas. Students will

look for relationships and patters between smells, chemical names, and molecular

formulas. The patterns will be discussed as a class. Students will then work in groups

and predict the smells of three new molecules based on previously observed patterns and

test their hypothesis by smelling the new substances. Students will answer homework

questions 1-4 that address the concepts of molecular formulas and predicting smells

based on their molecular formulas.

Day Four: Connect the Dots Part One: Investigating Lewis Dot Diagrams



The teacher will review the homework questions regarding molecular formulas.

Students will be introduced to structural formulas and eventually bonding by first

learning about Lewis dot structures. They will use chips or discs to represent electrons

(Electron Dot Kit) and small cards with the symbols of the elements to place their

valence electrons around. Students will work in group and use their Periodic Table of

Elements to create the Lewis dot diagrams of various elements. When students are

finished, they should start to answer questions 1-2, which provide practice in drawing

Lewis dot diagrams and assigning correct valence electrons.

Day Five: Connect the Dots Part Two: Investigating Covalent Bonding- How can Lewis

dot symbols help us understand and predict bonding?



The teacher will review the homework questions regarding Lewis dot diagrams.

A short discussion will ensue to probe for students’ misconceptions regarding bonding.

The teacher may ask the following questions:

• What is a bond?

• What do we mean when we say one atom is bonded to another?

• What parts of the atoms are involved in bonding?

Students will then be introduced to covalent bonds, lone pairs and bonding pairs by

drawing appropriate structural formulas and Lewis dot structures for the class to observe

on the front board. A good example to use for covalent bonding might be methane. To

represent lone pairs and unpaired electrons, one might use nitrogen. Students will then

work in groups to conduct an inquiry activity to learn how to predict the number of bonds

various elements will make based on their valence electrons and location on the Periodic

Table. Once the students have completed the activity and answered the questions,

patterns will be discussed as a class. The teacher may ask the following questions to

prompt discussion:

• What patterns did you see in the Lewis dot symbols for the first two rows of

atoms?

• Why is it that sulfur makes only two covalent bonds? How would you draw its

Lewis dot symbol?

• Review: Explain how your can use the periodic table to predict how covalent

bonds an element can make.

Students should then begin to answer homework questions 3-10.

Day Six: Eight is Enough: How can we use Lewis dot structures to help draw structural

formulas?



The teacher will review the homework from the previous night. The teacher will

begin the lesson by placing the picture of a chlorine molecule on the board, Cl2. The

students will then be asked to draw the Lewis dot structure for the covalently bonded

molecule and explain how they arrived at the answer. A short class discussing will

ensue. The teacher may ask the following questions:

• What Lewis dot structure did you draw for the chlorine molecule?

• How did you arrive at your drawing?

• Are there any other molecules that might have similar Lewis dot structures?

Students will use the Lewis dot structures to predict bonding in more complicated

molecular structures. Students will be introduced to the octet rule by conducting an

inquiry worksheet activity in groups where they will find that atoms bond in such a way

to obtain eight valence electrons (for the first two periods). They will be given several

examples in which they must draw structural formulas and write the corresponding

molecular formula. The concepts of reactive and stable will be discussed as a class and

the concept of the octet rule will be reviewed. In addition to reviewing the questions on

the student worksheet, the teacher may ask the following questions to promote

discussion:

• Did you notice any patterns in the number of electrons surrounding atoms that are

involved in bonding?

• Why don’t the noble gases form bonds with other atoms?

• How does a Lewis dot structure of a molecule help up draw structural formulas?

The teacher should then specifically address the octet rule by asking the following

questions:

• How many electrons are around a C atom in CCl4? Around a Cl atom?

• How many electrons are around the P atom in PF3? Around the F atom?

• We know that noble gases are unreactive (except under extream conditions). Can

you propose a rule to describe the way atoms bond with one another? What is

your evidence?

• Does the octet rule apply to H atoms? Why?

• What do you think it means for an atom to be reactive? Stable?

Students should complete homework questions 1-2 which reinforce Lewis dot structures

and address the octet rule.

Day Seven: HONC if You Love Chemistry!

Adapted from POGIL: Lewis structures for organic molecules (Jacobs, 2007)


The teacher will review the homework assignment from the previous night, being

sure to specifically address the concept of the octet rule. Students will then complete a

POGIL exercise in their collaborative learning groups in which they must look for

patterns for the elements hydrogen, oxygen, nitrogen and carbon. During this activity,

students will discover that elements in periods 3 and above may have exceptions to the

octet rule (expanded octet). The class will discuss the results of the POGIL activity,

specifically addressing patterns the students identified. The teacher will discuss the

connection between HONC 1234, bonded pair, lone pairs and the octet rule as a class.

The following questions/ points may be used to promote class discussion:

• Draw the Lewis dot structures of HONC on the board and discuss each elements

paired and unpaired electrons

• How does the number of bonded pairs relate to HONC 1234?

• How does the number of lone pair change as you go from CH4 to NH3 to H2O?

Students should then begin to answer the question assigned for homework.

• In your own words, explain what you know about the HONC 1234 rule. How

does it help in creating molecular structures?

• What is the connection between the HONC 1234 rule and the octet rule?

• Do you expect to find CH3 in the world around you? Why or why not? What

about CH4? Why or why not?

Day Eight: How Does the Nose Know? How does our nose detect different smells?


Enduring Understanding: #1, 3

The teacher will review the homework from the previous night. Students will

hypothesize how the human nose detects a smell. Students will work in groups and

design a model to explain how humans detect smells with their nose. Encourage students

to think about the following questions when creating their model:

• What is smell?

• What do you think is going on in our nose and brain when we smell something?

• What you have a cold, you cannot smell things as well. What do you think is

happening that affects your sense of smell?

• What things must happen in order for that substance to be smelled?

• Include a drawing on the board of a stringy shaped molecule that smells sweet and

a ball-shaped molecule which smells camphor. Ask them to think about how we

could use our nose and brain to tell the two molecules apart.

They will create a poster to display their model and hypothesis. Students will present

their model to the class (1 min). A discussion should follow the presentations. The

teacher may ask the following questions to promote discussion regarding presentations:

• Are any of these models similar to one another?

• In what ways are the models distinct from one another?

• What evidence is there to support each of these models?

• What additional information would help you decide which model is most useful

for explaining what is going on?

The teacher should then discuss scientists’ various hypotheses on smell mechanism,

emphasizing that scientists are still researching exactly how smell works. The

receptor site model should then be formally introduced. Provide students with a

drawing and ask them to describe what a possible receptor site might look like for the

molecule. Assist students in summarizing what was learned in class by providing

notes that include the following information:

• The currently accepted model for smell describes smell molecules landing in

receptor sites that fit or receive the shape of the smell molecules.

• In the receptor site model each receptor site has a specific shape that

corresponds to the shape of just a few smell molecules.

Demonstrate the relationship between the nose, brain and chemistry by asking the

students to complete the following questions:

• A mad chemist creates a new molecule which has never existed before, and

which has a different 3-D shape from other molecules that humans encounter.

Would you be able to smell it? Explain why or why not.

• Some smells are very similar to one another- such as popcorn and baked

bread. Explain how you might account for similar smells using the receptor

site theory.

Days Nine through Fifteen: Assessment

During the performance assessment, students will be utilizing and synthesizing

information they have learned during the Chemistry of Smells Unit. As a result, the

assessment addresses all three enduring understandings. In addition, they will be learning

new information about how scientists actually conduct valid scientific research.

Concepts such as population selection, test methodologies such as single blind/ double

blind tests, and data analysis will be discussed. Students will have one week upon the

completion of day ten to collect their data and write their final research report. Two days

of class time will be given to students prior to the Science Symposium in order for groups

to organize the data they collected.

Day Nine: Final Project Part One- Does Everyone Smell the Same?


Enduring Understanding: #1, 2, 3

The teacher should review the questions from the previous night. The following

question should be placed on the board and students should be asked to think about the

answer:

• Do you think everyone can smell equally well? What factors do you think

determine how well someone smells?

A discussion should ensue to gage what the students think about individual differences in

the sense of smell. The following questions could also be used in addition to the initial

student questions to promote discussion:

• Do some people have a limited sense of smell? Explain why this may be the case.

• Some people have no sense of smell. What might cause this?

The teacher should discuss smell anosmia, hyposmia and chemosensory disturbances.

After the discussion, the teacher should explain that students will be conducting a study

to answer the question, “Do certain populations exhibit a greater incidence of smell

anosmia than others?” It is at this point that test methodologies should be discussed. The

discussion should include the concepts of a control group, variable, single blind test and

double blind test. There will be three substances (eucalyptol, spearmint and clove) tested

that certain populations cannot smell. Allow students time in groups to decide the

following information:

• Which populations will be tested and compared?

o These should be clear and easy to study (ex. women vs. men, eighth grade

students vs. adults)

• Create a goal statement

o A sentence or two stating the goal of the study- what do you hope to

discover or explore? (Ex. This study will compare anosmia in men and

women.)

• Write a proposal

o Write several sentences stating how you propose to go about

accomplishing your goal. How are you going to conduct your study?

o What substances will be tested (all three vs. one or two)

o What type of study will be conducted (single blind vs. double blind)

• Decide on work roles

o The study will be conducted outside of class time, so it is important that

students are clear on their role.

o What tasks will need to be completed?

o Will everyone be doing the same task, or will jobs be divided up?

o Write several sentences describing the role each person will hold.

The teacher should bring closer to the lesson by asking students to think about a few

factors that may make the test unfair.

Day Ten: Final Project Part Two- Does Everyone Smell the Same?



The teacher should then discuss the details of a fair and impartial test. The discussion

should highlight the following points:

• What will you say to your subjects about the test?

• Does it matter where your pool of subjects comes from?

• Is there any information about the subjects that would be useful to have?

• Could the order in which you present the vials make a difference in the outcome

of the test?

• Does it matter if you know the identity of the vials?

• Does the environment in which you conduct the test matter?

• How will you keep your test impartial and reliable?

• Will you say (and do) the same thing with each subject?

• Will it make a difference if you react to the outcome of the test?

• Does concentration of the smells matter?

The students should then work in their groups to write a procedure for how they will

conduct their study.

Days Eleven, Twelve and Thirteen: Final Project Part Three- Does Everyone Smell the

Same?



Students will have two additional class days (eleven and twelve) to organize the data they

collected and organize their final reports and presentations.

Day Thirteen: Present Results

(see appendix for details on Science Symposium)

Days Fourteen and Fifteen: Reflection and Revision


Journal reflections: Self Evaluation

Students are asked to write the answers to the following questions on a separate sheet of

paper that is included in their Chemistry of Smells Unit portfolio.

• What questions and uncertainties do you still have about the chemistry of smell?

• How has what you have learned changed your thinking?

• How does what you have learned connect to other subjects or topics?

• What grade do you deserve for this unit? Why?

Students will construct a portfolio of their research and activities that took place during

the chemistry of smells unit. They may organize their work in any manner they choose.

The portfolios will be shared at a Portfolio Party. The portfolio should include a

minimum of one self-assessment piece in which they should reflect upon what they have

learned or what misconceptions have been changed as a result of the investigations

conducted. (ex: What was the most difficult concept you learned during this unit? How

were you able to understand that concept? What were your strengths? What were your

weaknesses?) In addition, students must have a minimum of three peer evaluations in

which students write a one-paragraph evaluation of a peer’s portfolio. This may include

a response to a journal entry, a “light bulb moment” as a result of looking at that student’s

portfolio, information on a lab, comments on the organization style, etc. (prompts may be

given… see above journal entries).

Students will be asked to take the post-test following the completion of this unit (see

Appendix).

Bibliography Barrow, Karen. Smells like Love: Can your nose lead you to your Valentine? ScienceWorld, 63(10). 8-11. Nicoll, G., (2001). A report of undergraduates’ bonding misconceptions. International Journal of Science Education, 23 (7), 707-730, Retrieved August 1, 2007 from EBSCO database (AN 4757721). Özmen, H., (2004). Some student misconceptions in chemistry: A literature review of chemical bonding. Journal of Science Education & Technology, 13(2), 147-159. Retrieved August 1, 2007 from EBSCO database (AN 16859058). The POGIL Project. Retrieved August 11, 2007, from Introduction to POGIL and the POGIL Project Web site: http://www.pogil.org/info/introduction.php Stacy, A., Coonrod, J., and Claesgens, J., (2003). Living by Chemistry, Unit 2 Smells, 3-22, 48-68, 221-229, 308-324.

Appendix

Science Symposium: The Chemistry of Smells

Classroom Science Symposium

Goal: Your goal is to organize and conduct a study on smell anosmia. Role: You are a chemist at a prestigious research university who has been investigating the olfactory system. Audience: The audience is made up of scientists from throughout the world including India, Japan, Germany, Great Britain, and Australia who have also been conducting similar research. Situation: You have been asked to effectively communicate your scientific evidence to your colleagues in the form of a presentation at a science symposium. You will need to convince the audience of scientists that your conclusions regarding smell anosmia are accurate by analyzing and organizing data that you have collected in the science lab. Product Performance and Purpose: You need to prepare a presentation that clearly states your conclusion to the question “Do certain populations exhibit a greater incidence of smell anosmia than others?” You should cite evidence from the data you collected in the lab. In addition, you should also include a visual aid, such as PowerPoint, to utilize during the presentation that summarizes your results. This may include charts, diagrams, data tables, etc. Standards and Criteria for Success : Your presentation to the scientists should include:

Presentation: ~Clearly state rationale of how your arrived at your conclusion ~Clearly state evidence to support your conclusion ~Clearly and effectively communicate your findings to the audience Visual aid: ~States the goal of your investigation ~Summary of testing procedure

- How many subjects did you test? - What populations did you test? - How many and what scents did you test?

~Clearly states your position/conclusion ~Clearly depicts evidence in the form of data tables, charts, graphs, diagrams, etc.

~Incorporate into your presentation Final research report (see reverse side)

Does everyone smell in the same way? Final Research Paper

Cover: � Title of the study and your name

Section 1: Introduction and Methods � Purpose/ Problem � Original Hypothesis � Description of the investigation

o How did you conduct your study? o How many subjects did you test? Why? o What populations did you test? Why? o How many and what scents did you test? Why? o Describe the control group. o What type of test did you conduct (single or double

blind)? Why? *** Results are not to be included in thi s section. Section 2: Results

� Report your results o Short paragraph describing your results of the

study o A graph and/or data table summarizing your

results Section 3: Discussion/ Conclusion

� Discuss your results- what did you learn? o Answer your original question o Explain your results

� Specifically- what do your results indicate about smell?

� Generally- what do your results mean about the chemistry of smell in general?

o Discuss the following questions. � Does everyone’s sense of smell work equally

well? Why or why not? � What factors affect the ability of smell? � Some people have no sense of smell. What

may cause this? � Name some of the ways the testing procedure

can affect the outcome of your testing � What are some ways to ensure accurate

results?

““““Does everyone smell in the same wayDoes everyone smell in the same wayDoes everyone smell in the same wayDoes everyone smell in the same way?” ?” ?” ?” Rubric for Rubric for Rubric for Rubric for Final Research PaperFinal Research PaperFinal Research PaperFinal Research Paper

Total: ________/ 80 points

Introduction and MethodsIntroduction and MethodsIntroduction and MethodsIntroduction and Methods

Cover Included, neat and incorporates title, name, date, class period 3 points

Included but missing information 1-2 point

Not included 0 points

Problem Included 3 points

Partially included 1-2 point


Hypothesis Clearly stated 3 points

Included, but not “if/then” 1-2 point


Descriptions Paragraph accurately describes all six aspects of the investigation 18-20 points

Paragraph does not accurately describe investigation or missing information 9-17 points

Paragraph description is inaccurate, missing information or not included 0-8 points

Results SectionResults SectionResults SectionResults Section

Results Paragraph Paragraph accurately describes results 8-10 points

Paragraph does not accurately describe results or missing information 3-7 points

Paragraph is inaccurate, missing information or not included 0-2 points

Histogram

Title and labels included, represents data accurately 10points

Missing a key piece of information such as title or labels, or does accurately represent data 5-9 points

Incomplete or not included 0-4 points

Discussion/ Discussion/ Discussion/ Discussion/ ConclusionConclusionConclusionConclusion

Original Question Clearly answered 2 points

Unclear 1 point


Specific Explanation of Results Includes thorough explanation and analysis of data including experimental error. 8-10 points

Includes explanation of data, but missing key points in analysis or does not mention experimental error. 3-7 points

Incomplete or inaccurate explanation or not included 0-2 points

General Explanation of Results Includes thorough explanation of concepts learned throughout the chemistry of smells unit as they relate to results. 8-10 points

Includes explanation of concepts learned throughout the chemistry of smells unit but missing key points. 3-7 points

Incomplete or inaccurate explanation or not included 0-2 points

Question #1 Includes thorough explanation and answers question accurately. 3 points

Includes incomplete explanation and fails to answers question accurately; missing key points. 1-2 points


Question #2

Includes thorough explanation and answers question accurately. 3 points



Question #3 Includes thorough explanation and answers question accurately. 3 points



Pre-Unit Questions

Section 1

1. What do you think it means to smell something? In other words, what is smell?

2. Do you think it is possible for two people to smell the same aroma differently? Why or why not?

Section 2

3. What is a molecule?

4. What holds a molecule together?

Post-Unit Questions

1. Why may two humans perceive the same odor differently? Discuss in terms of the nose, brain and chemistry.

2. How are molecules held together?

3. How do molecules interact with the interior of the nose?

4. Explain how chemistry and the sense of smell are related.

Title: The Chemistry of Smell Subject/Course: Physical ...redding/capstonepedagogy.pdf · Title:...

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