Active Chemistry

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Active Chemistry

• NSTA

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Goals for today

• Introduction of Active Chemistry
• Conversion of a lab to INQUIRY
• What we have found from the field test
• Research results
• Organizing principles of chemistry
• What will the full AC looks like

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"...at last the caterpillar addressed her in
alanguid sleepy voice." "Who are you?"
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What is a Special Effect?

• Attributes of FX
• (How do we know when a special effect is being
  used?)
• Explosion
• Unreal
• Slow motion
• Body morphing
• Out of the ordinary
• Too dangerous
• Too expensive

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FX Challenge

• Your task is to plan and demonstrate an activity
  that could be used as a special effect in a
  movie. Think of a scenario for your scene and
  how it might fit into a feature film.
• Your first task is to write a script for a simple
  scene in a movie.
• Choose a special effect to include as part of
  your scene.
• Write a procedure on how your special effect is
  done.
• Write an explanation of how the special effect
  works, including the chemistry behind the
  demonstration. Using more than one chemical
  principle will strengthen your presentation.

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Research that informs Active Chemistry

• Cognitive Psychology How People Learn
• Instructional models
• Inquiry
• What engages students intellectually
• Equity issues
• Problem based learning models
• National Science Education Standards
• Assessment Knowing what students know
• Technology Technically speaking ITEA
• Understanding by Design
• The teacher as the primary resource
• ITS ALL IN THERE inquiry. content, math,
  assessment, the 7E instructional model

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What we dont value in Active Chemistry

• Read the chapter, answer the questions
• Telling the students
• Passive learning
• Experiments which only verify what the teacher or
  book has said
• Teaching methods that have only worked with a
  small selection of students in the past.
• Only certain students can learn chemistry
  Theyre dumb, theyre different

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What do we value in Active Chemistry?

• How People Learn research
• Instructional models
• Inquiry
• What engages students intellectually
• Equity issues
• Problem based learning models
• National Science Education Standards
• The teacher as a primary resource

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When Are Students Most Engaged Intellectually(Dim
ensions of Learning)

• Students help define content and task
• They had time to wonder - to find a particular
  direction that interested them.
• Subject topics had a strange quality -
  something discrepant or seen in a new way evoking
  a lingering question.

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When Are Students Most Engaged Intellectually(Dim
ensions of Learning)

• Students did something - participated in a a
  political action, wrote a letter to the editor,
  worked with the homeless.
• Students sensed that the results of their work
  were not predetermined or fully predictable.

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How do they do it?

• Challenge on 1st day
• Rubric on the 1st day

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FX Challenge

• Your task is to plan and demonstrate an activity
  that could be used as a special effect in a
  movie. Think of a scenario for your scene and
  how it might fit into a feature film.
• Your first task is to write a script for a simple
  scene in a movie.
• Choose a special effect to include as part of
  your scene.
• Write a procedure on how your special effect is
  done.
• Write an explanation of how the special effect
  works, including the chemistry behind the
  demonstration. Using more than one chemical
  principle will strengthen your presentation.

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FX Challenge

• Your task is to plan and demonstrate an activity
  that could be used as a special effect in a
  movie. Think of a scenario for your scene and
  how it might fit into a feature film.
• Your first task is to write a script for a simple
  scene in a movie.
• Choose a special effect to include as part of
  your scene.
• Write a procedure on how your special effect is
  done.
• Write an explanation of how the special effect
  works, including the chemistry behind the
  demonstration. Using more than one chemical
  principle will strengthen your presentation.

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How do they do it?

• Challenge on 1st day
• Rubric on 1st day
• Activities/labs
• WDYT? For you to Read Chem talk
• Reflecting on the Activity and the Challenge
• Post lab discussions
• Physics to Go

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Density study in most textbooks
Density as an inquiry activity
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How do they do it?

• Challenge on 1st day
• Rubric on 1st day
• Activities/labs
• WDYT? For you to Read Chem talk
• Reflecting on the Activity and the Challenge
• Post lab discussions
• Chemistry to Go
• Challenge

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How do they do it?

• Challenge on 1st day
• Rubric on 1st day
• Activities/labs
• WDYT? For you to Read Physics Talk
• Reflecting on the Activity and the Challenge
• Post lab discussions
• Physics to Go
• Challenge

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The Active Learning Challenge

• Review the content multiple times in different
  contexts (How People Learn)
• Learning takes place during the transfer from
  activity to challenge (How People Learn)
• Motivation (What engages students intellectually)
• Expertness (What engages students intellectually)
• Their interest, their culture (Equity)

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7E instructional model

• Evaluate
• Enhancing the 5E model
• The Science Teacher (9/03)
• Available at www.cosmic.umb.edu

• Engage
• Elicit
• Explore
• Explain
• Elaborate
• Extend

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ABC

• Why Activity before Concept?
• Experience is required science is experiments
• Learn baseball without ever seeing the game
• Learn baseball without ever having equipment
• Knitting without instruction
• There is no common experience
• TV, music, food, vacation, movies, travel, home
• Can someone imagine what a mango tastes like?
• Can someone imagine having a child?
• TRADITIONAL BOOKS ARE FILLED WITH You know
  Imagine
• Examples from your teaching
• Examples from literature or movies
• Misconceptions research Youre asking people to
  change the way they look at the world. They must
  have some evidence and some experience.
• Why CBV concept before vocabulary?

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Chemist as Artist
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Periodic Table Games
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Challenge

• PART 1
• Design and plan a ride for Anatomy World based on
  a trip down the alimentary canal.
• Riders assume the size of a common nutrient
  molecule (2 nm)
• Vehicle is a microscopic particle of food from a
  recent meal
• Identify physical and chemical perils they will
  encounter
• PART 2
• Demonstrate on macro level what happens to food
• PART 3
• Depict chemical and physical challenges to be
  modeled in a full-scale ride

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Christmas Dinner in Dublin with Billy Bob Burp
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1
Billy Bob Is hit by a ray from the Ideal Toy
Company team
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2
Shrinking ocuurs
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He climbs onto the plate of cornbeef, red
cabbage, potatoes, and egg nog
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4
Pearly white slabs are chomping the area is
filling with a clear liquid
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4a

• 1. Pearly white gates are chomping

mechanical/physical property
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4b
2.The areais filled with a clear liquid
chemical change
carbohydrates
glucose
maltose

amylase saliva
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5
Esophagus drop
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Into great Lake Stomach
acid-pH
HCl
pepsin
protein
comes apart
HCl
protein
amino acids
pepsin
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Pieces fall off the wall
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Earthquake and churning are felt
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A shower of white boulders
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Bubbling occurs asphyxiation threatens oxygen
bags drop
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10a

HCl acid
Na HCO base
3
CO
NaCl
(g)

2
CaCO
Ca(OH)

CO
H O

3
2
2
2
Ca(HCO ) (aq)
CO
CaCO
3

3
2
2
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They go through a whirlpool
Billy Bob is in the lactase-challenged group
lactose glucose galactose
brown-positive
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They go through a large chamber with lots of
gurggling. There is a light at the end of the
tunnel.
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Billy Bob pops out. The pressure goes down the
volume goes up. lactose lactic acid CO
Return to normal size.
2
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Hydrolysis
Amino group
Carboxylic acid
H
H
O
O

H2N
C
C
H2N
C
C
OH
OH
R1
R2
Add H20
O
H
H
O
H2N
C
C
C
C
N
H-OH

OH
R1
R2
H
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Goals for today

• Introduction of Active Chemistry
• Conversion of a lab to INQUIRY
• What we have found from the field test
• Research results
• Organizing principles of chemistry
• What will the full AC look like
• Exciting opportunities for next years adoption

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Staff

• Co-PI
• Darlene Schuster, AIChE
• Gary Freebury, High School content specialist
• Barbara Zahm, Its About Time
• Arthur Eisenkraft, Project Director
• Project Coordinator Gary Hickernell
• Writing teams
• Art/leisure/sports
• Carl Heltzel, Diane Johnson, Brian Radcliffe
• Food/Drug/Health/Medicine
• Robert Hartshorn, Stanford Peppenhorst, Paul
  Dunbar
• Sustainability
• L.S. Fan, John Parson, Himanshu Gupta, Peggy
  Sheets, Darlene Schuster
• Natural and Fabricated World -design/manufacture/i
  nvestigate
• Hannah Sevian, Sean Muller, David Barry, Kristen
  Cacciatore

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AC prototype related chapters

• Michael Tinnesand
• Gary Freebury
• Mary Gromko
• Sandy Smith
• John Roeder
• George Miller
• Carlo Parravano
• Maren Reeder

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Additional Team Members

• Consultants
• Audrey Champagne assessment
• Jim Pellegrino cognitive science
• Mike Hacker technology
• Bill Berlinghoff - math
• Ruta Demery - editor
• Chemistry misconceptions
• Jim Davis, Vladmir Shafranski - Chemistry content
• AIChE engineers
• Evaluation
• Frances Lawrenz, U of MInnesota
• Beth Robelia
• Nathan Wood
• Rachelle Haroldson
• Pilot test/Field test coordinator
• - Jean Pennycooke

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Advisory Board

• Harold Pratt
• Carlo Parravano
• Rodger Bybee
• Marilyn Decker
• Mary Gromko
• David Lavallee
• Jerry Bell
• Maria Alicia Lopez Freeman
• Ethel Schulz
• Diane Dorland
• NSF Site Observer Bryan Roberts

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Pilot Test Teachers

• Badnowski, Rachel Bennett, Nora
• AnnCamille, Isabel Castellano,Patty
• Clark, Grant Craig,Linda
• Crenshaw,Jeanene Cross,Kayla
• Dziuma,Frances Everett,Jennifer
• Gagne,Brian Harvey,Marci
• Hernandez,Oscar Hiller,Natalie
• Holcombe,Angela Hollis,Solona
• Hulse, Ray Kopchains,James S.
• Logan,Arthur Mader,Dan
• McBride,Paula McCluskey,Catherine
• Moore,Mitzi Padgett,Jeff
• Parris, Robin Pepe,Gearad
• Purdom,Candace Redman,Richard
• SantoPietro,Vince Silva,Alicia
• Smith, Carol Tokos,Karen
• Wallace,Jane Wheeler,Shanan
• White, Rodney Wilson,Sarah
• Zitchittella,Gail (Dr.)

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Field Test Teachers

• Arnett, Dawn Barker, Patricia
• Cacciatore, Kristen Celestine, Connie
• Chatfield, Ann Christophe, Jody
• Clements, James Felger, Valerie
• Hermann, Gail Jones, John Paul
• Levens, Stephanie Lum, Charlotte
• Matthews, Margaret Murphy, Amy
• Pretzer, Joshua Riggs, Rosemary
• Rinehart, Brenda Roger, Jocelyn
• Smith, David Watson, Alissa
• Weaver, Janice Wickenkamp, Melissa
• Heck, Brenda Wicks, James, Sr.
• Yenny, Doug

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Field Test Results

• 3400 students
• Comparison group
• Same teacher 1 year earlier
• Comparison and AC students were similar in almost
  all respects

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Environmental Differences

• AC is supportive of an active, standards based
  approach to teaching chemistry
• AC students were significantly more involved in
  their chemistry class
• AC students are more personally connected to
  their chemistry classes and
• AC students view their class as less structured
  than the comparison group students
• AC curriculum was more likely to help counteract
  a general decrease in attitudes toward science
• For honors students Active Chemistry helped to
  keep students interested in pursuing a career in
  science.

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Environmental Differences

• Active Chemistry teachers reported their classes
• as more active,
• more student centered, and
• more relevant to their students,
• but more difficult to implement than the
  comparison group teachers.
• Both groups of teachers reported the same levels
  of rigor in their classes

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Achievement Differences

• strong evidence that the Active Chemistry
  curriculum can increase student understanding of
  chemistry content as specified in the National
  Science Education Standards
• Active Chemistry is as good as other chemistry
  curricula in terms of helping students to learn
  chemistry content knowledge BUT better for
  females and minorities

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FT Summary

• Overall it appears that the Active Chemistry
  curriculum offers a strongly viable alternative
  to traditional chemistry curricula especially for
  typical chemistry students.
• Students and teachers report more standards-based
  learning environments and the content tests show
  that the Active Chemistry students perform at
  least as well as the comparison group students

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Goals for today

• Introduction of Active Chemistry
• Conversion of a lab to INQUIRY
• What we have found from the field test
• Research results
• Organizing principles of chemistry
• What will the full AC looks like

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What Chemistry Classes Need

• Organizing principles
• Assessment linked to content linked to pedagogy.
• What are the enduring understandings that your
  students leave with?
• What are the enduring understandings that you
  want your students to have?

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Active Chemistry

• 12 chapters
• Teachers are expected to complete 8 chapters
• Begins with Periodic Table
• Includes 2nd semester chapters
• Fuel cells
• Water
• Meets all state frameworks
• Content, pedagogy and assessment

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4Q assessment model

• What does it mean?
• How do we know?
• Why do we believe?
• Why should I care?

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Organizing Principles of Chemistry

• Materials that have observable properties can
  react with different materials that have other
  observable properties and create new materials
  with different observable properties.
• Macro
• Nano
• Symbolic

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Four Questions I. What does it mean? Chemistry
explains the macroscopic phenomenon (what you
observe) with an explanation of what happens at
the nanoscopic level (atoms and molecules) using
symbolic structures as a way to communicate.
Complete the chart below in your journal
II. How do I know? Describe the four methods
used to produce carbon dioxide gas and how you
could know what type of change(s) occurred in
energy and entropy in each case. III. Why do I
believe? Changes in energy and entropy are common
occurrences in everyday life. Describe the
energy and entropy changes that occur in a
situation that you have experienced or are aware
of. You might choose a cooking over an open
fire, burning gasoline in a car, or another of
your choice. IV. Why do I care? You will be
developing a series of physical and/or chemical
changes that result in the lighting of a small
bulb called an LED. Assume that tipping a lever
will be the first step in your apparatus.
Brainstorm a list of things that tipping the
lever could cause to happen next.
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To replace the 4Q we hear

• Should we take notes?
• What did you say?
• Do we have to know this?
• Is this on the test?

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The Mini-Challenge

• Halfway through the chapter
• Practice
• Feedback
• Remove some of the mystery
• Engineering/Tech Design

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Career Highlights

• High school level
• Community college or college level
• Professional level

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Goals for today

• Introduction of Active Chemistry
• Conversion of a lab to INQUIRY
• What we have found from the field test
• Research results
• Organizing principles of chemistry
• What will the full AC look like
• Exciting opportunities for your adoption

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Teacher Interest Student Interest
(content) (project)
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Quote from Re-reading by Amy Fadiman
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The Acid Test

• Conversation with someone on the plane or in the
  corridor
• I wish my chemistry course had been like that.

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National Academy ReportInvestigating HS Labs

• Labs in context
• Labs connected to content
• Labs as an integral part of the program
• Most lab programs are poor in these regards

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Active Chemistry

• Challenge
• Activity level
• What do you think?
• Investigate
• Chemistry Talk (This is your traditional program)
• 4Q and Macro/Nano/Symbolic
• Reflecting on the Activity and the Challenge
• What do you think now?
• Chemistry to Go (This is your traditional
  program)
• Inquiring Further
• Mini challenge engineering design
• Challenge Project Problem Based Learning

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Research Anecdotes

• More content learned
• Better retention in AP Chemistry class the
  following year.
• Facilitates the instruction that teachers and
  administrators want.

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Learning Community

• AC can be the vehicle to build a stronger
  learning community.
• More communication amongst teachers
• More collaboration
• More team efforts
• More efficiency in our efforts

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Change

• Change is hard, exciting, frightening
• For us, for our students, for our community
• And its easy to revert back to bad behavior. We
  do it all the time.
• Remember why you are changing and support one
  another to maintain the courage to change.

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Reform

• Reform, reform, dont speak to me of reform. We
  have enough problems already.
• - Lord Thomas Macaulay
• (19th century British politician)

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Be the change you want to see in the
world. Mahatma Gandhi