Key Stage 3 National Strategy

1
Key Stage 3 National Strategy
Strengthening teaching and learning of
particlesin Key Stage 3 science
2
Session 1

• A systematic approach to teaching particle theory

Slide 1.0
3
Introduction

• Session 1 A systematic approach to teaching
  particle theory
• Session 2 Using the key scientific idea of
  particles to explain physical events Year 7
• Session 3 Teaching about different kinds and
  sizes of particles Year 8
• Session 4 Using particle theory to improve
  understanding of chemical reactions Year 9

Slide 1.1
4
Objectives for the unit

• To explain how the yearly teaching objectives set
  out progression in developing an understanding of
  particle theory, and to relate this to a teaching
  methodology
• To introduce and evaluate some of the models
  appropriate to teaching particles at Key Stage 3
• To illustrate an approach to using the particle
  theory in teaching about some observed phenomena
• To apply an understanding of particle theory in
  teaching Key Stage 3 science, including ideas and
  evidence and contemporary science issues
• To suggest a range of practical work and other
  teaching and learning activities relating to
  particle theory appropriate to Key Stage 3
• To enhance participants knowledge and
  understanding of the key scientific idea of
  particles
• To determine priorities and actions for follow-up
  in school

Slide 1.2
5
Developing an understanding of particle theory

• Objectives for session 1
• To explain why particle theory is a key
  scientific idea
• To explain that the yearly teaching objectives
  set out progression in developing an
  understanding of particle theory
• To relate the yearly teaching objectives to a
  teaching methodology

Slide 1.3a
6
Developing an understanding of particle theory

• By the end of this session participants should
• know that an understanding of particles is
  fundamental to learning science
• be aware of the yearly teaching objectives for
  particles and the progression within them
• know that models for particles need to be taught
  explicitly and that pupils regularly need to
  apply these to explain their observations
• know there is a four-stage method for using
  models in teaching about particles
• have identified one significant change they will
  make to their teaching

Slide 1.3b
7
Understanding particle theory

• For pupils to understand the particle theory
  properly
• we need to
• teach a simple model
• challenge pupils to use the model to explain what
  they observe

Slide 1.4
8
Task A Using particle models to explainphenomena

• Find handout 1.5.
• Add your suggestions of other phenomena that
  pupils could explain with the models used in each
  year group.

Slide 1.5
9
Using models in science
10
Developing pupils models

• We should not make assumptions that pupils see
  things as we do.
• We need to help pupils visualise ideas.
• We need to build pupils pictures of the world
  step by step.
• One model cannot explain everything models
  sometimes break down.

Slide 1.6
11
A strategy for using models and analogies

• Using models and analogies as a teaching
• approach
• (The four-stage method)
• Teach the model explicitly.
• Test the model by applying it.
• Challenge the model.
• Increase sophistication if necessary.

Slide 1.7
12
Encouraging pupils to identify the strengths and
weaknesses in a model

• Discuss the model and encourage pupils to
• identify what each part represents
• think about the strengths and weaknesses what it
  can explain, what it cannot explain
• suggest improvements for the model.
• Provide models created by others that are
• problematic and encourage pupils to
• identify limitations of the model
• consider what misconceptions it might generate.

Slide 1.8
13
Plenary for session 1

• Objectives for session 1
• To explain why particle theory is a key
  scientific idea
• To explain that the yearly teaching objectives
  set out progression in developing an
  understanding of particle theory
• To relate the yearly teaching objectives to a
  teaching methodology

Slide 1.10a
14
Plenary for session 1

• By the end of this session participants should
• know that an understanding of particles is
  fundamental to learning science
• be aware of the yearly teaching objectives for
  particles and the progression within them
• know that models for particles need to be taught
  explicitly and that pupils regularly need to
  apply these to explain their observations
• know there is a four-stage method for using
  models in teaching about particles
• have identified one significant change they will
  make to their teaching

Slide 1.10b
15
Session 2

• Using the key scientific idea of particles to
  explain physical events Year 7

Slide 2.0
16
Year 7 introduction

• Objectives for session 2
• To introduce and evaluate some of the models
  appropriate to teaching particles in Year 7
• To suggest a range of appropriate practical work
  and other teaching and learning activities
• To illustrate an approach to using the particle
  theory in teaching about some observed phenomena
• To apply particle theory to a contemporary
  science issue

Slide 2.1a
17
Year 7 introduction

• By the end of this session participants should
• know some of the misconceptions about materials
  held by many pupils early in Key Stage 3 and be
  able to suggest a way to counter these
• know a range of modelling explanations of
  phenomena appropriate to Year 7 and appreciate
  some of their strengths and limitations

Slide 2.1b
18
Task B Response to pre-unit task

• Retrieve your pre-unit task.
• In pairs identify any misconceptions demonstrated
  by the pupils.

Slide 2.2
19
Development of ideas in Year 7

• The substance and size of the particles in a
  solid, a liquid and a gas of one material are the
  same.
• Heating a material makes its particles move
  faster as the temperature rises.
• The arrangement and motion of the particles
  change with a physical change of state.
• Particle theory can explain melting, evaporation,
  freezing, condensing, diffusion, pressure and the
  conservation of mass in dissolving.
• Solid and liquid substances dissolve more quickly
  with increasing temperature.

Slide 2.3
20
Using particle theory to explain observed
physical phenomena

• Diluted milk under a microscope
• Can you explain the appearance and movement of
  the milk?

Dave Walker, Microscopy UK http//www.microsco
py-uk.org.uk/dww/home/hombrown.htm
Slide 2.4
21
Using particle theory to explain observed
physical phenomena

• Scanning tunnelling microscope image of platinum
  particles

Source http//www.omicron-instruments.com/xamples
.html
Slide 2.5
22
Task C Concept cartoon pro-forma

• Retrieve handout 2.7, the concept cartoon
  pro-forma.
• Work in pairs.
• Suggest your ideas for movement of the blobs.
• Write these in the speech bubbles.
• In groups of four discuss strengths and
  limitations.
• Write these on sticky notes.
• Place these on the poster.

Slide 2.6
23
Task D Using role-play to demonstrate ideasof
particle theory and address commonmisconceptions

• Pupils have misconceptions about changes in
  materials.
• Several of these misconceptions are quite common.
• Use role-play to model particles.
• Retrieve handouts 2.9 and 2.10.

Slide 2.8
24
Examples of phenomena taught in the Year 7 yearly
teaching objectives

• Solids and liquids are much less compressible
  than gases
• Heating causes expansion in solids, liquids and
  gases
• Air exerts a pressure
• Why there are changes of state
• Why mass is conserved when substances dissolve to
  form solutions
• Why saturated solutions form
• Why temperature increases are likely to result in
  substances dissolving more quickly

Slide 2.11
25
Task E Using particle theory to explain practical
demonstrations

• Collapsing plastic bottle
• Egg in a bottle
• Chromatography of water-soluble felt pen ink
• Suggest particle model explanations for one of
• these.

Slide 2.13
26
Plenary for session 2

• Modelling the solubility of a dissolved gas as
• water heats up due to global warming or local
• power station outlets
• Use your knowledge of particles to model a gas in
  a solution.
• Decide on its strengths and limitations.
• Be prepared to share these with others in your
  group.

Slide 2.14
27
Plenary for session 2

• Objectives for session 2
• To introduce and evaluate some of the models
  appropriate to teaching particles in Year 7
• To suggest a range of appropriate practical work
  and other teaching and learning activities
• To illustrate an approach to using the particle
  theory in teaching about some observed phenomena
• To apply particle theory to a contemporary
  science issue

Slide 2.15a
28
Plenary for session 2

• By the end of this session participants should
• know some of the misconceptions about materials
  held by many pupils early in Key Stage 3 and be
  able to suggest a way to counter these
• know a range of modelling explanations of
  phenomena appropriate to Year 7 and appreciate
  some of their strengths and limitations

Slide 2.15b
29
Session 3

• Teaching about different kinds and sizes of
  particles Year 8

Slide 3.0
30
Year 8 ideas, models and analogies

• Objectives for session 3
• To introduce and evaluate some of the models and
  analogies appropriate to teaching the key
  scientific idea of particles in Year 8
• To suggest a range of appropriate practical work
  and other teaching and learning activities
• To enhance participants background knowledge and
  understanding of the key scientific idea of
  particles
• To illustrate an approach to using particle
  theory in teaching about digestion
• To use atoms, elements, molecules and compounds
  as a context to teach about ideas and evidence

Slide 3.1a
31
Year 8 ideas, models and analogies

• By the end of this session participants should
• know a range of models and analogies appropriate
  to Year 8 and appreciate some of their strengths
  and limitations
• know some of the more common misconceptions about
  elements and compounds and be able to suggest a
  way to counter at least one of these
• have a method of adapting their teaching about
  digestion to build upon pupils understanding
  about particles
• understand some of the changing ideas about
  atoms, elements and compounds and some of the
  evidence that supported these ideas
• have a range of teaching and learning activities
  upon which they can draw

Slide 3.1b
32
Development of ideas in Year 8

• There are different types and sizes of particles
• The atom as the basic building block
• Molecules as groups of atoms
• Elements and compounds
• Representation by symbols and formulae
• Interaction between atoms or molecules in
  chemical reactions

Slide 3.2
33
Elements or mixtures?
Slide 3.3
34
Compound or mixture?
Slide 3.4
35
Task F Examining some physical particle models
for elements and compounds

• Try out one type of model.
• Decide on the strengths and limitations.
• Write these on sticky notes.
• Stick your notes on the poster.

Slide 3.6
36
Task G Using appropriate teaching and models to
address misconceptions

• Find handout 3.7.
• Work on one misconception.
• Decide how you would overcome it.
• Briefly record your teaching sequence.

Slide 3.7
37
Alternative method of teaching digestion and
absorption

• Emphasising the role of particle size to improve
• understanding of digestion
• Find handout 3.8.
• Skim read items 14 on page 1 of the handout.
• Study item 5 onwards of the handout.

Slide 3.8
38
Task H Predicting the digestion of starch

• How can this approach to preparing for practical
  work aid pupils understanding of the process of
  digestion?

Slide 3.9
39
Task I Comparing other models of digestion

• Try out one of the suggested models from item 9
  on handout 3.8.
• Decide on its strengths and limitations for
  learning and management.
• Be prepared to share these with others in your
  group.

Slide 3.10
40
Task J Changing evidence and ideas about particles

• Find handout 3.11, which traces some of the
  changing ideas about atoms and molecules.
• Find the evidence cards which list some of the
  evidence that led to these ideas.
• Match each evidence card to the idea or theory
  that it supported.

Slide 3.11
41
Summary

• Practical work to illustrate the formation of
• compounds from elements
• Points to emphasise
• compounds need not resemble their constituent
  elements
• elements are not easily separated again
• no new matter is created
• names of the compounds usually signify the
  constituent elements
• elements combine in fixed proportions (unlike
  mixtures)

Slide 3.13
42
Plenary for session 3

• Objectives for session 3
• To introduce and evaluate some of the models and
  analogies appropriate to teaching the key
  scientific idea of particles in Year 8
• To suggest a range of appropriate practical work
  and other teaching and learning activities
• To enhance participants background knowledge and
  understanding of the key scientific idea of
  particles
• To illustrate an approach to using particle
  theory in teaching about digestion
• To use atoms, elements, molecules and compounds
  as a context to teach about ideas and evidence

Slide 3.14a
43
Plenary for session 3

• By the end of this session participants should
• know a range of models and analogies appropriate
  to Year 8 and appreciate some of their strengths
  and limitations
• know some of the more common misconceptions about
  elements and compounds and be able to suggest a
  way to counter at least one of these
• have a method of adapting their teaching about
  digestion to build upon pupils understanding
  about particles
• understand some of the changing ideas about
  atoms, elements and compounds and some of the
  evidence that supported these ideas
• have a range of teaching and learning activities
  upon which they can draw

Slide 3.14b
44
Session 4

• Using particle theory to improve understanding of
  chemical reactions Year 9

Slide 4.0
45
Introduction to Year 9 ideas

• Objectives for session 4
• To demonstrate some practical approaches to
  teaching about chemical reactions and
  conservation of mass in Year 9
• To explore ways of improving understanding about
  chemical reactions and equations
• To enhance participants background knowledge and
  understanding of particles associated with Year 9
• To determine priorities and actions for follow-up
  in school

Slide 4.1a
46
Introduction to Year 9 ideas

• By the end of this session participants should
• have experienced a range of modelling systems and
  be aware of some of their strengths and
  limitations
• be aware of several demonstrations they can use
  to illustrate conservation of mass
• be more confident in teaching about conservation
  of mass, equations and displacement
• have selected several actions for follow-up at
  school

Slide 4.1b
47
Year 9 teaching about particles

• Year 9 teaching about particles includes
• chemical reactions and particle rearrangements
• conservation of mass
• using chemical equations and predicting reactions
• types of chemical reactions, e.g.
• neutralisation
• displacement
• reactions of metals

Slide 4.2
48
Teaching about the conservation of mass

• Demonstrations to illustrate conservation of
• mass
• Find handout 4.4.
• Observe the demonstration.
• How reliable are the measurements? How could you
  use this as a teaching point?

Slide 4.4
49
Task K Modelling conservation of matter

• Possible models
• cards
• computer animations
• drawings
• flicker books
• plastic bricks
• molecular models

Slide 4.6
50
Instructions for task K

• Use the given modelling systems to represent one
  or more of the following combustion reactions
• C O2 ? CO2
• 2H2 O2 ? 2H2O
• CH4 2O2 ? CO2 2H2O
• Record your evaluations as bullet points on
  handout 4.5.
• When complete, circulate around the other models.

Slide 4.7
51
Time lapse sequence of silver crystal growth
52
Task L Reaction between copper and silver nitrate

• copper silver nitrate ? copper(II) nitrate
  silver
• Cu 2AgNO3 ? Cu(NO3)2 2Ag
• Identify the particles represented on handout
  4.12. Annotate the diagrams to explain what is
  happening.

Slide 4.11
53
Before
For simplicity the water particles (molecules)
are not shown
Silver particles moving in the silver nitrate
solution
Nitrate particles moving in the silver nitrate
solution
Copper particles (atoms) in solid copper
Slide 4.13
54
After
For simplicity the water particles (molecules)
are not shown
Some copper particles havedissolved and are
moving in thesolution (now copper nitrate
solution)
Nitrate particles have not changed and remain in
the solution
Silver particles (atoms) have been displaced
from solution and nowform a crystal of solid
silver
Slide 4.14
55
Plenary for session 4

• Objectives for session 4
• To demonstrate some practical approaches to
  teaching about chemical reactions and
  conservation of mass in Year 9
• To explore ways of improving pupils
  understanding about chemical reactions and
  equations
• To enhance participants background knowledge and
  understanding of particles associated with Year 9
• To determine priorities and actions for follow-up
  in school

Slide 4.15a
56
Plenary for session 4

• By the end of this session participants should
• have experienced a range of modelling systems and
  be aware of some of their strengths and
  limitations
• be aware of several demonstrations they can use
  to illustrate conservation of mass
• be more confident in teaching about conservation
  of mass, equations and displacement
• have selected several actions for follow-up at
  school

Slide 4.15b