trump student misconceptions
DESCRIPTION
Trump Student Misconceptions presented by Jennifer Bernabo and Robyn Shipley-Gerko How do you as a teacher know what your students know? Do your students accurately explain a chemical concept? What are their misconceptions? In this session, our "GOAL" is to help teachers learn how to formatively assess their students' understanding of chemistry through a sequential process which utilizes demos as a teaching tool instead of just a cool attention getter. This technique will address and help correct students' perceptions of the real world. We will showcase this technique and use it to highlight many student misconceptions. Besides demos, we will also use a series of BULB "Building Understanding Learning Blurbs" to help teachers diagnose student misunderstandings. These short activities can be used in a variety of ways which will be discussed and shown in our presentation. All of our tactics can be used directly for teachers of all levels and teaching expertise. This session will make your classroom more fun, improve student learning, and more efficient.TRANSCRIPT
Trump Student Misconceptions in “GOAL”
Demos and Learning “BULBs”.
By Jennifer Bernabo & Robyn Shipley-Gerko
Why do students lack a strong understanding of chemistry?
• Students‘ conceptions are deep rooted. – Students do not change these conceptions as they
continue to (often incorrectly) make sense of the world.
• Traditional classroom instruction is often not an effective way to help students abandon their initial conceptions and adopt scientific explanations.
• How people learn: Brain, mind, experience and school. NRC, 2000
Purpose of this Presentation• BULB:
• Building • Understanding • Learning • Blurbs
GOAL:
•Guess •Observe •Analyze •Learn
Page Keeley
How can you use this in the classroom?
Vote with your fingers
• How often do you do chemical demonstrations in your classroom? 1. Often; nearly every day2. Sometimes; once or twice a month3. Rarely; only a few a year
• How would you rate your students' learning from chemical demonstrations? 1. Excellent; a rich learning experience2. Fair; they learn something3. Poor; they learn little
Promoting Conceptual Change
• The PEOE model of performing chemical demonstrations
• Predict• Explain your prediction• Observe• Explain your observation• Great article about this model: – Dial, K. and others. “Addressing Misconceptions: A
demonstration to help students understand the law of conservation of mass.” The Science Teacher. 2009. 54-57.
1st Demo: TEKS • (2) Scientific processes. The student uses
scientific methods during field and laboratory investigations. The student is expected to:
• (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology;
• (D) organize, analyze, evaluate, make inferences, and predict trends from data; and
• (E) communicate valid conclusions.
1st Demo: Think Tubes
How does this thing work? Guess: –Predict what will happen when I pull
this string.–Explain your prediction.
• Observe:–What do you observe? –Was your prediction correct?
2nd Demo: TEKS
• (4) Science concepts. The student knows the characteristics of matter. The student is expected to:
• (B) analyze examples of solids, liquids, and gases to determine their compressibility, structure, motion of particles, shape, and volume;
• (C) investigate and identify properties of mixtures and pure substances; and
2nd Demo: Mixing Liquids• What is the volume when you mixing two liquids
together?• Given:– 500 mL of liquid A (red) – 500 mL of liquid B (blue)
• Guess: • Observe:• Analyze:• Learn:
2ND Demo : Analyze• Ethanol-water mixtures have less volume than the sum of their
individual components at the given fractions. Mixing equal volumes of ethanol and water results in only 1.92 volumes of mixture. – Wikipedia, http://en.wikipedia.org/wiki/Ethanol
• “The OH- component of alcohol interacts with the H+ of the water molecules. These bonds attract each other to the point of making "hydrogen bonds". These bonds result in a tighter molecular formation, thereby reducing the volume of the combined liquids.” – Schlumberger Excellence in Educational Development, http://www.seed.slb.com,
• “Volume of the solution is less than the sum of the volumes of the separate solutions. Water molecules are not closely packed at the angles required for efficient hydrogen bonding between them in pure water. The alcohol and water molecules arrange in a different geometry which is more closely packed.” – David W. Brooks, http://dwb4.unl.edu/chemistry/dochem/DoChem070.html
3rd Demo: Can Crush
3rd Demo: TEKS
• (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
• (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
• (7) Science concepts. The student knows the variables that influence the behavior of gases. The student is expected to:
• (A) describe interrelationships among temperature, particle number, pressure, and volume of gases contained within a closed system;
3rd Demo Cont.There are two soda cans filled with about 10 ml of tap water. One can is heating on a hot plate. The 2nd can is kept at room temperature.
• Guess: • Observe:• Analyze:• Learn:
Can Crush Twists
There are two soda cans heating on hot plates, one which contains 10 mL of tap water and one which does not contain any liquid.
Why won’t the can crush without water inside?• Air is mostly nitrogen (N2). Nitrogen gas
condenses at 77.36 K (-195.79°C).• Water vapor condenses at 100°C.
4th Demo: Smog Equilibrium
4th Demo: TEKS• (3) Scientific processes. The student uses critical
thinking and scientific problem solving to make informed decisions. The student is expected to:
• (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information;
• (B) make responsible choices in selecting everyday products and services using scientific information;
• (C) evaluate the impact of research on scientific thought, society, and the environment;
4th Demo Cont.
• Reddish-brown nitrogen dioxide (NO2) is a byproduct of combustion in car engines, and is a major pollutant as photochemical smog.
• It exists in equilibrium with clear dinitrogen tetroxide (N2O4) according to the following reaction: 2NO2 (g) ↔ N2O4 (g)
• There is a mixture of NO2 (g) & N2O4 in this gas tube, which is in a hot water bath.
4th Demo Cont.
• Is the forward reaction 2NO2 (g) ↔ N2O4 (g) endothermic or exothermic? Explain why.G:O:A:L:
4th Demo: Analyze• Le Chatelier's argument• K = P(N2O4)/P(NO2)
2
• When the temperature decreases, the reaction shifts towards the clear N2O4.
• Therefore, the numerator (and K) are getting bigger.• A way I talk about it with my classes is to treat “heat”
as a product (even though we know heat is a verb, not a noun) so: 2NO2 (g) ↔ N2O4 (g) + heat. By cooling, you are removing heat, which shifts equilibrium to the right to restore it.
CalculationsCompound Heat of Formation ΔH ⁰F (kJ/mol) Δ S⁰( J/mol-K)
NO2 33.18 240.06
N2O4 9.16 304.29
Temperature (⁰ C) ΔG⁰ (kJ) Kp
100 8.4 0.066
0 -9.2 58
-78 -22.9 1.3X106
-196 -43.6 3.7X1029
5th Demo:
• What happens when you mix solid BaNO3 and NH4Cl ?
• G:• O:• A:• L:
Contact Information
• Robyn Shipley-Gerko: [email protected]• Plano Senior High School• AP Chemistry• Curriculum Writer• Jennifer Bernabo: [email protected]
Plano Independent School DistrictHigh School Instructional SpecialistCurriculum Writer
Credits and References
• Dial, K. and others. “Addressing Misconceptions: A demonstration to help students understand the law of conservation of mass.” The Science Teacher. 2009. 54-57.
• Scott Balicki & Kate Markiewicz’s presentation: http://sites.google.com/site/nstapeoe
• Keely, Page. Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Corwin Press, 2008.
• Sheppard, Karen (co author for the design of GOAL).• Shipley-Gerko , Robyn – Author for BULB’s• Bernabo, Jennifer - Co Author for BULB’s and GOAL design