Teaching Lesson 2
Assignment:
Review the activities from Lesson 2 as well as the material below. Reflect on how you would teach this in your class. Post your reflection to your portfolio in "Pedagogy->Module 4" under the heading Lesson 2.
Lesson Objectives
The student will:
- Differentiate between chemical and physical properties of substances [LO6]
- Identify atomic symbols [LO7]
- Identify chemical formulas of the reactions in this module [LO8]
- Identify which reactant is limiting and which is in excess [LO9]
- Identify signs of a chemical reaction and when a chemical reaction stops [LO10]
Teaching Summary
Getting started: – 10 minutes
1. Chemical reaction overview
Activity #1: Analyzing the model – 20 minutes
2. Examine the base model
Activity #2: Modifying the model – 15 minutes
3. Add or remove water molecules
4. Move the copper rod to a different location
Wrap-Up – 5 minutes
5. How does this model help us learn about the chemical reaction?
Assessment questions (suggested):
● What is the difference between the chemical and physical properties of copper?
● Describe how many silver nitrate molecules are needed to react with each copper atom?
● Which reactant is limiting the reaction?
● Which reactant is in excess in the reaction?
● How do we know that a chemical reaction has taken place?
● How do we know when a chemical reaction has stopped?
Standards
NRC Scientific and Engineering Practice Standards
Practice 1: Asking questions and defining problems 1A: Ask questions that arise from careful observation of phenomena, models, or unexpected results. 1B: Ask question to identify and/or clarify evidence and/or the premise(s) of an argument. 1C: Ask questions to determine relationships between independent and dependent variables and relationships in models. 1E: Ask questions that require sufficient and appropriate empirical evidence to answer. 1F: Ask questions that can be investigated within the scope of the classroom, outdoor environment, and based on observations and scientific principles.
Practice 2: Developing and using models 2A: Evaluate limitations of a model for a proposed object or tool. 2B: Develop or modify a model—based on evidence – to match what happens if a variable or component of a system is changed. 2C: Use and/or develop a model of simple systems with uncertain and less predictable factors. 2D: Develop and/or revise a model to show the relationships among variables, including those that are not observable but predict observable phenomena. 2E: Develop and/or use a model to predict and/or describe phenomena. 2G: Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.
Practice 4: Analyzing and interpreting data 4D: Analyze and interpret data to provide evidence for phenomena. 4F: Consider limitations of data analysis (e.g., measurement error), and/or seek to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials). 4H: Analyze data to define an optimal operational range for a proposed object, tool, process or system that best meets criteria for success.
Practice 6: Constructing explanations and designing solutions 6A: Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena. 6B: Construct an explanation using models or representations. 6D: Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for real-world phenomena, examples, or events. 6H: Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re-testing.
Practice 8: Obtaining, evaluating, and communicating information 8E: Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations. |
NRC Disciplinary Core Ideas
NRC Crosscutting Concepts
1. Patterns: 1A: Macroscopic patterns are related to the nature of microscopic and atomic-level structure.
3. Scale, Proportion, and Quantity 3A: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. 3E: Phenomena that can be observed at one scale may not be observable at another scale.
4. Systems and Systems models 4B: Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems. 4C: Models are limited in that they only represent certain aspects of the system under study.
5. Energy and Matter: 5A: Matter is conserved because atoms are conserved in physical and chemical processes.
6. Structure and Function 6A: Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the shapes, composition, and relationships among its parts; therefore, complex natural and designed structures/systems can be analyzed to determine how they function.
7. Stability and Change: 7A: Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and forces at different scales, including the atomic scale. |
CSTA K-12 Computer Science Standards
CT |
Abstraction |
3A-9 |
Discuss the value of abstraction to manage problem complexity. |
CT |
Connections to other fields |
2-15 |
Provide examples of interdisciplinary applications of computational thinking. |
CT |
Data representation |
2-8 |
Use visual representation of problem state, structure and data. |
CT |
Modeling & simulation |
2-10 |
Evaluate the kinds of problems that can be solved using modeling and simulation. |