Trump Student Misconceptions


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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.

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  • Have you ever giving students instruction and then have the students look like this on a test or not understand how or what you have done in a class.
  • The reason is that students are holding onto their conceptions…and the traditional instructions is not identifying these misconceptions and addressing them in our current method. Thus when a student is answering your test, quiz, or other question in a high states manor the students revert back to their earlier misconceptions. Thus the students are appearing to not learn chemistry. Our answer to this problem or dilemma is ..
  • Show you two simple tools that you can use in your classroom to help know what your students know, and how to assess their knowledge so you can correct it and ultimately help your students perform better in your own classroom as well as perform on the EOC exam that is coming in next few years.
  • The first technique that we will show you is the bulb: Building, Understanding, Learning, Blurb..Our inspiration for BULB is Page Keely’s work. Page Keeley is the Senior Science Program Director at the Maine Mathematics and Science Alliance. She has been the President of NSTA (National Science Teachers Association. She has authored nine books and several chapters and journal articles. Her ideas are creating “probes” which will uncover a student’s ideas on learning and what they know. Many of you might be familiar with Page Keely. She has written 5 books about probes about finding out what students know and what misconceptions the students have. She has written many that can be used in our classrooms but we felt that more could be written address more specific manner to address chemistry knowledge So we remaimed her probes to BULBS…you might think that blurb is an odd name but when you look at the definition it is a short piece of writing that praises and promotes something, especially a paragraph on the cover of a book according to MSN online dictionary.So lets look at what we are talking about…Please refer to the paper that we handed to you when you entered… Now take a moment and answer the questions. Pick one of the Blurbs and work it like you are a student. Give wait time…
  • What did you notice about this work?What is different about it than a regular worksheet?Thought provokingInspire discussion with the students and teacher to reveal how the students are thinkingShow how much prior knowledge the student has..Lets talk about teacher management: Hand out the sheets have the students work in collaborative groups Slip the sheets into sheet protectors and have the students write on it to reduce coping…When to use BULBS: pre assessment post assessment reviewing for a test etc…Where do I get these…what about teacher pages.. We have submitted
  • Now to the next strategy: get started lets do a quick preassessment.
  • Right now…saying PEOE model seems weird and hard to work with. The concepts works well excluding that this model is missing the important reflective piece that will help cement the new knowledge into the student’s head. Thus the inventation of GOAL. So to show off this technique…we will do up to 4 demo’s. We have chosen several that are familiar, accessible, and varying levels of complexity.If you would like to participate, please do. Materials are available in the aisles.If you want to “play teachers”, play teachers. If you want to “play students”, play students.We have giving you GOAL sheets that you can have students fill out…but you can also do this technique with white boards which we will be showcasing today. The first demo…
  • A:L:What is your explanation for the unexpected (?) volume?
  • that we have shown this with a demo…
  • GOAL:One thing that this shows is that you can do GOAL from a video clip. Let’s do it as well..GOAL:
  • Discuss Gas Laws…Increase temperature, cause the molecules to move faster, thus more pressure inside of the can. When the can is inverted into the cold water bath then the temperature drops, molecules move slower, thus the drop in pressure which means that can is pulled in. The room temperature can does not have enough kinetic energy to pull in the can while the hotter can does.
  • Some more analyze could be that you calculate the numbers using some of the AP equations.. Keep in mind that you can use this method for all levels in all science classes…enjoy it..
  • What questions do you have ?
  • Trump Student Misconceptions

    1. 1. Trump Student Misconceptions in “GOAL” Demos and Learning “BULBs”.<br />By Jennifer Bernabo & Robyn Shipley-Gerko<br />
    2. 2.
    3. 3. Why do students lack a strong understanding of chemistry?<br /><ul><li>Students‘ conceptions are deep rooted.
    4. 4. Students do not change these conceptions as they continue to (often incorrectly) make sense of the world.
    5. 5. Traditional classroom instruction is often not an effective way to help students abandon their initial conceptions and adopt scientific explanations.
    6. 6. How people learn: Brain, mind, experience and school. NRC, 2000</li></li></ul><li>Purpose of this Presentation<br />BULB: <br /><ul><li>Building
    7. 7. Understanding
    8. 8. Learning
    9. 9. Blurbs</li></ul>GOAL: <br />Guess <br />Observe <br />Analyze <br />Learn<br />
    10. 10. Page Keeley<br />
    11. 11. How can you use this in the classroom?<br />
    12. 12. Vote with your fingers<br /><ul><li>How often do you do chemical demonstrations in your classroom? </li></ul>Often; nearly every day<br />Sometimes; once or twice a month<br />Rarely; only a few a year<br /><ul><li>How would you rate your students' learning from chemical demonstrations? </li></ul>Excellent; a rich learning experience<br />Fair; they learn something<br />Poor; they learn little<br />
    13. 13. Promoting Conceptual Change<br /><ul><li>The PEOE model of performing chemical demonstrations
    14. 14. Predict
    15. 15. Explain your prediction
    16. 16. Observe
    17. 17. Explain your observation
    18. 18. Great article about this model:
    19. 19. Dial, K. and others. “Addressing Misconceptions: A demonstration to help students understand the law of conservation of mass.” The Science Teacher. 2009. 54-57.</li></li></ul><li>1st Demo: TEKS <br />(2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: <br />(A)  plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting equipment and technology; <br />(D)  organize, analyze, evaluate, make inferences, and predict trends from data; and <br />(E)  communicate valid conclusions. <br />
    20. 20. 1st Demo: Think Tubes<br />How does this thing work? <br />Guess: <br />Predict what will happen when I pull this string.<br />Explain your prediction.<br />Observe:<br />What do you observe? <br />Was your prediction correct?<br />
    21. 21. 2nd Demo: TEKS<br />(4)  Science concepts. The student knows the characteristics of matter. The student is expected to: <br />(B)  analyze examples of solids, liquids, and gases to determine their compressibility, structure, motion of particles, shape, and volume;<br />(C)  investigate and identify properties of mixtures and pure substances; and<br />
    22. 22. 2nd Demo: Mixing Liquids<br />What is the volume when you mixing two liquids together?<br />Given:<br />500 mL of liquid A (red) <br />500 mL of liquid B (blue) <br />Guess: <br />Observe:<br />Analyze:<br />Learn:<br />
    23. 23. 2ND Demo : Analyze<br /><ul><li>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,
    24. 24. “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,,
    25. 25. “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,</li></li></ul><li>3rd Demo: Can Crush<br />
    26. 26. 3rd Demo: TEKS <br />(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: <br />(A)  analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; <br />(7)  Science concepts. The student knows the variables that influence the behavior of gases. The student is expected to: <br />(A)  describe interrelationships among temperature, particle number, pressure, and volume of gases contained within a closed system; <br />
    27. 27. 3rd Demo Cont.<br /> 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. <br />Guess: <br />Observe:<br />Analyze:<br />Learn:<br />
    28. 28. Can Crush Twists<br /> 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. <br />Why won’t the can crush without water inside?<br />Air is mostly nitrogen (N2). Nitrogen gas condenses at 77.36 K (-195.79°C).<br />Water vapor condenses at 100°C.<br />
    29. 29. 4th Demo: Smog Equilibrium<br />
    30. 30. 4th Demo: TEKS<br />(3)  Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: <br />(A)  analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; <br />(B)  make responsible choices in selecting everyday products and services using scientific information; <br />(C)  evaluate the impact of research on scientific thought, society, and the environment;<br />
    31. 31. 4th Demo Cont.<br />Reddish-brown nitrogen dioxide (NO2) is a byproduct of combustion in car engines, and is a major pollutant as photochemical smog.<br />It exists in equilibrium with clear dinitrogentetroxide (N2O4) according to the following reaction: 2NO2 (g) ↔ N2O4 (g)<br />There is a mixture of NO2 (g) & N2O4 in this gas tube, which is in a hot water bath.<br />
    32. 32. 4th Demo Cont.<br />Is the forward reaction 2NO2 (g) ↔ N2O4 (g) endothermic or exothermic? Explain why.<br />G:<br />O:<br />A:<br />L:<br />
    33. 33. 4th Demo: Analyze<br />Le Chatelier's argument<br />K = P(N2O4)/P(NO2)2<br />When the temperature decreases, the reaction shifts towards the clear N2O4. <br />Therefore, the numerator (and K) are getting bigger.<br />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.<br />
    34. 34. Calculations<br />
    35. 35. 5th Demo:<br />What happens when you mix solid BaNO3 and NH4Cl ?<br />G:<br />O:<br />A:<br />L:<br />
    36. 36. Contact Information<br />Robyn Shipley-Gerko:<br /> Plano Senior High School<br /> AP Chemistry<br /> Curriculum Writer<br />Jennifer Bernabo:<br /> Plano Independent School District<br /> High School Instructional Specialist<br /> Curriculum Writer<br />
    37. 37. Credits and References<br /><ul><li>Dial, K. and others. “Addressing Misconceptions: A demonstration to help students understand the law of conservation of mass.” The Science Teacher. 2009. 54-57.
    38. 38. Scott Balicki & Kate Markiewicz’s presentation:
    39. 39. Keely, Page. Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Corwin Press, 2008.
    40. 40. Sheppard, Karen (co author for the design of GOAL).
    41. 41. Shipley-Gerko , Robyn – Author for BULB’s
    42. 42. Bernabo, Jennifer - Co Author for BULB’s and GOAL design</li>