Phase 2
My ImagineIt idea will be presented to my students that are taking chemistry. Most of the students that are enrolled in chemistry are sophomores, but freshman that are a bit ahead from our academic center are also enrolled in the class. My big idea will be integrated into the entire year because my goal is for students to understand how chemistry content is connected. The big idea is centered around energy. When teaching chemistry, I often find that students don't understand how the concepts they learn are connected. My big goal is for students to understand how concepts are connected. One of the ways chemistry concepts are connected is by the concept of energy. Energy is everywhere! However, I don't think students see this connection. Students understand the difference between kinetic and potential energy, but from what I have observed, they don't understand where that kinetic or potential energy comes from.
My vision involves integrating activities that inquire how energy is involved in the change taking place. As stated before energy can be potential or kinetic, but my goal is for students to specifically identify the type of energy involved, and how it is being transferred. For instance, one of the first topics we discuss in class is phases of matter. In the past, we have focused more on which phase has more energy, but never dug for deeper understanding beyond that. My vision for this project is for students learn about the phases of matter, and show how the energy involved in the change is a form of kinetic energy and assists in converting a substance from a solid to a liquid to a gas. They will dig further by identifying the type of energy; they can explain how that energy is being transferred. How are the molecules beginning to move? Is the energy transfer endothermic or exothermic? How much energy is needed before you “see” particles begin to move? In these activities, I want students to be able to explain these changes via text, pictures, and modeling. For example, students can also model how some substances go directly from the solid phase to the gas phase, which not all substances do. This latter statement can be a major topic of discussion and address misconceptions students often have about phases of matter. This is where I plan to use different forms of technology that students can use to assess their understandings of the topics as we move through the curriculum.
Once students understand the phases of matter and the energy transfer, we would move on to compound formation and chemical reactions. This is where the understanding of the connection to energy would get a bit more complicated. However, if students understand the connection between phases of matter and chemical reactions, their understanding of chemistry will be much more substantial. Students would continue these connections as we investigate bonding, chemical reactions, stoichiometry, and acids and bases.
The content for this project will be presented in various forms. I would like students to work in small groups, problem solve, have students observe and perform some demonstrations, complete compare/contrast activities, and have large classroom discussions. This will not be the only way to present content, but I want to make sure these forms are covered while presenting information. Since I will not have access to computers I would like to start having my students use their phones to present information through Twitter, creating videos such as stop motion, modeling using technology, and creating presentations through an application such as Prezi. I am still learning about new methods of technology and as I learn I would like to present different form of technology my students can use during their learning experience to make the lessons more valuable.
For the project I want students to leave my class with the understanding that chemistry just does not happen. It is not magical. All changes can be explained and all these explanations involve some type of change in energy. Without the energy necessary, these changes would not exist. I want my students to be able explain and understand the science behind the magic that happens.
My vision involves integrating activities that inquire how energy is involved in the change taking place. As stated before energy can be potential or kinetic, but my goal is for students to specifically identify the type of energy involved, and how it is being transferred. For instance, one of the first topics we discuss in class is phases of matter. In the past, we have focused more on which phase has more energy, but never dug for deeper understanding beyond that. My vision for this project is for students learn about the phases of matter, and show how the energy involved in the change is a form of kinetic energy and assists in converting a substance from a solid to a liquid to a gas. They will dig further by identifying the type of energy; they can explain how that energy is being transferred. How are the molecules beginning to move? Is the energy transfer endothermic or exothermic? How much energy is needed before you “see” particles begin to move? In these activities, I want students to be able to explain these changes via text, pictures, and modeling. For example, students can also model how some substances go directly from the solid phase to the gas phase, which not all substances do. This latter statement can be a major topic of discussion and address misconceptions students often have about phases of matter. This is where I plan to use different forms of technology that students can use to assess their understandings of the topics as we move through the curriculum.
Once students understand the phases of matter and the energy transfer, we would move on to compound formation and chemical reactions. This is where the understanding of the connection to energy would get a bit more complicated. However, if students understand the connection between phases of matter and chemical reactions, their understanding of chemistry will be much more substantial. Students would continue these connections as we investigate bonding, chemical reactions, stoichiometry, and acids and bases.
The content for this project will be presented in various forms. I would like students to work in small groups, problem solve, have students observe and perform some demonstrations, complete compare/contrast activities, and have large classroom discussions. This will not be the only way to present content, but I want to make sure these forms are covered while presenting information. Since I will not have access to computers I would like to start having my students use their phones to present information through Twitter, creating videos such as stop motion, modeling using technology, and creating presentations through an application such as Prezi. I am still learning about new methods of technology and as I learn I would like to present different form of technology my students can use during their learning experience to make the lessons more valuable.
For the project I want students to leave my class with the understanding that chemistry just does not happen. It is not magical. All changes can be explained and all these explanations involve some type of change in energy. Without the energy necessary, these changes would not exist. I want my students to be able explain and understand the science behind the magic that happens.