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.

1. Trump Student Misconceptions in “GOAL” Demos and Learning “BULBs”. By Jennifer Bernabo & Robyn Shipley-Gerko

4. Students do not change these conceptions as they continue to (often incorrectly) make sense of the world.

5. Traditional classroom instruction is often not an effective way to help students abandon their initial conceptions and adopt scientific explanations.

7. Understanding

8. Learning

9. BlurbsGOAL: Guess Observe Analyze Learn

10. Page Keeley

11. How can you use this in the classroom?

14. Predict

15. Explain your prediction

16. Observe

17. Explain your observation

18. Great article about this model:

20. 1st Demo: Think Tubes How does this thing work? Guess: Predict what will happen when I pull this string. Explain your prediction. Observe: What do you observe? Was your prediction correct?

21. 2nd Demo: TEKS (4) Science concepts. The student knows the characteristics of matter. The student is expected to: (B) analyze examples of solids, liquids, and gases to determine their compressibility, structure, motion of particles, shape, and volume; (C) investigate and identify properties of mixtures and pure substances; and

22. 2nd Demo: Mixing Liquids What is the volume when you mixing two liquids together? Given: 500 mL of liquid A (red) 500 mL of liquid B (blue) Guess: Observe: Analyze: Learn:

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, http://www.seed.slb.com,

26. 3rd Demo: TEKS (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (7) Science concepts. The student knows the variables that influence the behavior of gases. The student is expected to: (A) describe interrelationships among temperature, particle number, pressure, and volume of gases contained within a closed system;

27. 3rd Demo Cont. 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. Guess: Observe: Analyze: Learn:

28. Can Crush Twists 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. Why won’t the can crush without water inside? Air is mostly nitrogen (N2). Nitrogen gas condenses at 77.36 K (-195.79°C). Water vapor condenses at 100°C.

29. 4th Demo: Smog Equilibrium

30. 4th Demo: TEKS (3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A) analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (B) make responsible choices in selecting everyday products and services using scientific information; (C) evaluate the impact of research on scientific thought, society, and the environment;

31. 4th Demo Cont. Reddish-brown nitrogen dioxide (NO2) is a byproduct of combustion in car engines, and is a major pollutant as photochemical smog. It exists in equilibrium with clear dinitrogentetroxide (N2O4) according to the following reaction: 2NO2 (g) ↔ N2O4 (g) There is a mixture of NO2 (g) & N2O4 in this gas tube, which is in a hot water bath.

32. 4th Demo Cont. Is the forward reaction 2NO2 (g) ↔ N2O4 (g) endothermic or exothermic? Explain why. G: O: A: L:

33. 4th Demo: Analyze Le Chatelier's argument K = P(N2O4)/P(NO2)2 When the temperature decreases, the reaction shifts towards the clear N2O4. Therefore, the numerator (and K) are getting bigger. 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.

34. Calculations

35. 5th Demo: What happens when you mix solid BaNO3 and NH4Cl ? G: O: A: L:

36. Contact Information Robyn Shipley-Gerko: RShipley@pisd.edu Plano Senior High School AP Chemistry Curriculum Writer Jennifer Bernabo: Jennifer.Bernabo@pisd.edu Plano Independent School District High School Instructional Specialist Curriculum Writer

38. Scott Balicki & Kate Markiewicz’s presentation: http://sites.google.com/site/nstapeoe

39. Keely, Page. Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Corwin Press, 2008.

40. Sheppard, Karen (co author for the design of GOAL).

41. Shipley-Gerko , Robyn – Author for BULB’s

42. Bernabo, Jennifer - Co Author for BULB’s and GOAL design