Problem Solving for Module 3 – 5 Questions
Describe threedifferentactivities that would allow students to be sociallyengagedwhile working through problems. Create five problems that you could use in one of those activities.All problems should be targeting thesame expectation, but be different intheir approach.
“The most significant outcome of this research is that students retain their improved strategies and are better problem solvers when working alone after being part of a group.” http://pubs.acs.org.myaccess.library.utoronto.ca/doi/pdfplus/10.1021/ed085p866
3 different Activities that allow student to socially engage during problem solving:
1) Co-constructing students with partners both discuss the best procedure to approach the identification of the unknown substance.
2) * In front of the whole class: Listening to one peer explains their understanding of the material and how their group proposed to develop a scheme to identify the unknown substance.
3) One-peer instructs a group of 2 or 3 other students: After each student reads material and has time to absorb the information they each take turns explaining to their peer the plan of execution for the identification of the unknown substance.
5 Problems: (to be discussed with the whole class) Whole Class Problem Solving Collaboration
1) Station 1: melting point. What are the different melting and boiling points of all the substances?
2) Station 2: solubility in water (polar substance, oil, detergent). What are all the different solubilities of all the unknown substances?
3) Station 3: electro-conductivity for metallic substances or substances that have metallic characteristics. What are all the different electro-conductivities of all the unknown substances?
4) Station 4: Determination of type of bonding (Covalent, Ionic, Non-polar, polar etc.) What are all the different bonding types of all the unknown substances?
5) Station 5: Determination of the substance. What are all the different unknown substances?
*This is a great activity for the students to finally come together and share their results collaboratively.
Unit / Overall Expectations• demonstrate an understanding of the relationship between periodic tendencies, types of
chemical bonding, and the properties of ionic and molecular compounds;
• carry out laboratory studies of chemical reactions, and use appropriate symbols and formulae
to represent the structure and bonding of chemical substances;
Specific Expectations
Understanding Basic Concepts
– define and describe the relationship among atomic number, mass number, atomic mass,
isotope, and radio isotope;
– demonstrate an understanding of the periodic law, and describe how electron arrangement and forces in atoms can explain periodic trends such as atomic radius, ionization energy, electron affinity,
and electronegativity;
– demonstrate an understanding of the formation of ionic and covalent bonds and explain the properties of the products;
– explain how different elements combine to form covalent and ionic bonds using the octet rule;
Developing Skills of Inquiry and Communication
– use appropriate scientific vocabulary to communicate ideas related to chemical reactions (e.g., electronegativity, chemical bond, periodic trend, ionization energy, electron affinity);
– predict the ionic character or polarity of a given bond using electronegativity values, and represent the formation of ionic and covalent bonds using diagrams;
Grade 11
Matter and Chemical Bonding
Introduction
(Pair share) with brain storm concept map and start a K-W-L chart / In the beginning of class students can be paired up and asked to brain storm prior knowledge of “Chemical Bonding” individually. They will need to write down all the definitions and applications they can remember from previous years on the following basic concepts that they will need to know for the laboratory experiment i.e. atomic number, mass number, atomic mass,
isotope, and radio isotope; periodic law, periodic trends such as atomic radius, ionization energy, electron affinity, and electronegativity; ionic and covalent bonds and give examples. What do I already know? / Assessment for learning
(diagnostic)
Laboratory Experiment
Pair share / Identification of an unknown substance.
Each group of pairs will be required to identify an unknown substance. Each group will have a different unknown and they can be labeled: A, B, C, D, E and F depending on how many pairs of students (maximum of 3 per group). For students that want a challenge, they can choose to do individually and collaborate with their peers later.
During the investigation there will be different stations to help determine the unknown substance and the type of bonding that is within the substance.
Student Pairs will need to hand in prior to performing the experiment:
1) a concept map and flowchart of their procedure as a pair
2) A list of chemicals and reagents with details of how to handle, store and dispose of the materials
3) Emergency procedure quiz needs to be done and any mistakes need to be discussed in class so all students can learn from miss-information
- Quiz can be short multiple choice for time constraints.
What do I want to learn before we start this investigation? / Assessment as learning
(experiment and metacognitive reflection)
Group discussions and analysis of experiment / After student pairs perform experiment, they present their particular unknown investigation to the whole class for approximately 5-10 minutes depending on time restrictions.
The sharing of their original strategy, actual findings and errors, mishaps or ideas for modifying the procedure can be discussed.
What have we both learned as a group in this investigation? Can be something as a topic for discussion with the whole class.
After all the groups have presented the correct answers can be posted.
As a modification the teacher can provide the correct substance answers before the presentation and the group pairs can elaborate on their findings and discuss challenges and learning experiences that they have.
This is a good method to allow students to put the theory into practice and what student doesn’t enjoy a little MYSTERY? / Assessment of learning
(group discussions of unknown substances and collaborative work on analysis)