Teaching Lesson 4
Assignment:
Review the activities from Lesson 4 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 4.
Lesson Objectives
The student will:
- Differentiate between chemical equations, ionic equation and net ionic equation [LO16]
- Learn about at least one type of complex ions [LO17]
- Get more familiar with collision blocks in StarLogo Nova [LO18]
- Become familiar with rate of a reaction and availability of reactants [LO19]
Teaching Summary
Getting started – 10 minutes
1. Ionic compounds, ionic equations and complexes
Activity #1: Modifying the model further – 20 minutes
2. Create hydrated copper ions
3. Turn the solution blue
Activity #2: Running experiments – 15 minutes
4. Characterizing the rate of reaction
Wrap-up – 5 minutes
5. Using computer models in scientific investigations.
Assessment questions (suggested):
● What is an example of an ionic compound?
● Describe what happens to ionic compounds in solution.
● In the experiment we did today, what determines the rate of silver production?
● Describe the shape of the silver production curve and what caused it to have that shape.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. 1D: Ask questions to clarify and/or refine a model, an explanation, or an engineering problem. 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. 1G: Ask questions that challenge the premise(s) of an argument or the interpretation of a data set.
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 3: Planning and carrying out investigations 3A: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. 3D: Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.
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). 4G: Analyze and interpret data to determine similarities and differences in findings. 4H: Analyze data to define an optimal operational range for a proposed object, tool, process or system that best meets criteria for success.
Practice 5: Using mathematics and computational thinking 5C: Create algorithms (a series of ordered steps) to solve a problem.
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. 6E: Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion. 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. 3C: Proportional relationships (e.g., speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. 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 |
Abstraction |
3B-10 |
Decompose a problem by defining new functions and classes. |
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. |
CT |
Modeling & simulation |
2-9 |
Interact with content-specific models and simulations to support learning and research. |
CT |
Modeling & simulation |
3A-8 |
Use modeling and simulation to represent and understand natural phenomena. |
CPP |
Data collection & analysis |
2-9 |
Collect and analyze data that are output from multiple runs of a computer program. |
CPP |
Programming |
2-5 |
Implement a problem solution in a programming environment using looping behavior, conditional statements, logic, expressions, variables and functions. |