Key Stage 3 National Strategy

Key Stage 3 National Strategy Strengthening teaching and learning of particlesin Key Stage 3 science

Session 1 A systematic approach to teaching particle theory Slide 1.0

Introduction Session 1 A systematic approach to teaching particle theory Session 2 Using the key scientific idea of particles to explain physical events: Year 7 Session 3 Teaching about different kinds and sizes of particles: Year 8 Session 4 Using particle theory to improve understanding of chemical reactions: Year 9 Slide 1.1

Objectives for the unit • To explain how the yearly teaching objectives set out progression in developing an understanding of particle theory, and to relate this to a teaching methodology • To introduce and evaluate some of the models appropriate to teaching particles at Key Stage 3 • To illustrate an approach to using the particle theory in teaching about some observed phenomena • To apply an understanding of particle theory in teaching Key Stage 3 science, including ideas and evidence and contemporary science issues • To suggest a range of practical work and other teaching and learning activities relating to particle theory appropriate to Key Stage 3 • To enhance participants’ knowledge and understanding of the key scientific idea of particles • To determine priorities and actions for follow-up in school Slide 1.2

Developing an understanding of particle theory Objectives for session 1 • To explain why particle theory is a key scientific idea • To explain that the yearly teaching objectives set out progression in developing an understanding of particle theory • To relate the yearly teaching objectives to a teaching methodology Slide 1.3a

Developing an understanding of particle theory By the end of this session participants should: • know that an understanding of particles is fundamental to learning science • be aware of the yearly teaching objectives for particles and the progression within them • know that models for particles need to be taught explicitly and that pupils regularly need to apply these to explain their observations • know there is a four-stage method for using models in teaching about particles • have identified one significant change they will make to their teaching Slide 1.3b

Understanding particle theory For pupils to understand the particle theory properly we need to: • teach a simple model • challenge pupils to use the model to explain what they observe Slide 1.4

Task A Using particle models to explainphenomena • Find handout 1.5. • Add your suggestions of other phenomena that pupils could explain with the models used in each year group. Slide 1.5

Using models in science

Developing pupils’ models We should not make assumptions that pupils see things as we do. We need to help pupils visualise ideas. We need to build pupils’ pictures of the world step by step. One model cannot explain everything; models sometimes break down. Slide 1.6

A strategy for using models and analogies Using models and analogies as a teaching approach (The four-stage method) • Teach the model explicitly. • Test the model by applying it. • Challenge the model. • Increase sophistication if necessary. Slide 1.7

Encouraging pupils to identify the strengths and weaknesses in a model Discuss the model and encourage pupils to: • identify what each part represents; • think about the strengths and weaknesses; what it can explain, what it cannot explain; • suggest improvements for the model. Provide models created by others that are problematic and encourage pupils to: • identify limitations of the model; • consider what misconceptions it might generate. Slide 1.8

Plenary for session 1 Objectives for session 1 • To explain why particle theory is a key scientific idea • To explain that the yearly teaching objectives set out progression in developing an understanding of particle theory • To relate the yearly teaching objectives to a teaching methodology Slide 1.10a

Plenary for session 1 By the end of this session participants should: • know that an understanding of particles is fundamental to learning science • be aware of the yearly teaching objectives for particles and the progression within them • know that models for particles need to be taught explicitly and that pupils regularly need to apply these to explain their observations • know there is a four-stage method for using models in teaching about particles • have identified one significant change they will make to their teaching Slide 1.10b

Session 2 Using the key scientific idea of particles to explain physical events: Year 7 Slide 2.0

Year 7 introduction Objectives for session 2 • To introduce and evaluate some of the models appropriate to teaching particles in Year 7 • To suggest a range of appropriate practical work and other teaching and learning activities • To illustrate an approach to using the particle theory in teaching about some observed phenomena • To apply particle theory to a contemporary science issue Slide 2.1a

Year 7 introduction By the end of this session participants should: • know some of the misconceptions about materials held by many pupils early in Key Stage 3 and be able to suggest a way to counter these • know a range of modelling explanations of phenomena appropriate to Year 7 and appreciate some of their strengths and limitations Slide 2.1b

Task B Response to pre-unit task • Retrieve your pre-unit task. • In pairs identify any misconceptions demonstrated by the pupils. Slide 2.2

Development of ideas in Year 7 • The substance and size of the particles in a solid, a liquid and a gas of one material are the same. • Heating a material makes its particles move faster as the temperature rises. • The arrangement and motion of the particles change with a physical change of state. • Particle theory can explain melting, evaporation, freezing, condensing, diffusion, pressure and the conservation of mass in dissolving. • Solid and liquid substances dissolve more quickly with increasing temperature. Slide 2.3

Using particle theory to explain observed physical phenomena Diluted milk under a microscope Can you explain the appearance and movement of the milk? Dave Walker, Microscopy – UK; http://www.microscopy-uk.org.uk/dww/home/hombrown.htm Slide 2.4

Using particle theory to explain observed physical phenomena Scanning tunnelling microscope image of platinum particles Source: http://www.omicron-instruments.com/xamples.html Slide 2.5

Task C Concept cartoon pro-forma • Retrieve handout 2.7, the concept cartoon pro-forma. • Work in pairs. • Suggest your ideas for movement of the blobs. • Write these in the speech bubbles. • In groups of four discuss strengths and limitations. • Write these on sticky notes. • Place these on the poster. Slide 2.6

Task D Using role-play to demonstrate ideasof particle theory and address commonmisconceptions • Pupils have misconceptions about changes in materials. • Several of these misconceptions are quite common. • Use role-play to model particles. • Retrieve handouts 2.9 and 2.10. Slide 2.8

Examples of phenomena taught in the Year 7 yearly teaching objectives • Solids and liquids are much less compressible than gases • Heating causes expansion in solids, liquids and gases • Air exerts a pressure • Why there are changes of state • Why mass is conserved when substances dissolve to form solutions • Why saturated solutions form • Why temperature increases are likely to result in substances dissolving more quickly Slide 2.11

Task E Using particle theory to explain practical demonstrations • Collapsing plastic bottle • Egg in a bottle • Chromatography of water-soluble felt pen ink Suggest particle model explanations for one of these. Slide 2.13

Plenary for session 2 Modelling the solubility of a dissolved gas as water heats up due to global warming or local power station outlets • Use your knowledge of particles to model a gas in a solution. • Decide on its strengths and limitations. • Be prepared to share these with others in your group. Slide 2.14

Plenary for session 2 Objectives for session 2 • To introduce and evaluate some of the models appropriate to teaching particles in Year 7 • To suggest a range of appropriate practical work and other teaching and learning activities • To illustrate an approach to using the particle theory in teaching about some observed phenomena • To apply particle theory to a contemporary science issue Slide 2.15a

Plenary for session 2 By the end of this session participants should: • know some of the misconceptions about materials held by many pupils early in Key Stage 3 and be able to suggest a way to counter these • know a range of modelling explanations of phenomena appropriate to Year 7 and appreciate some of their strengths and limitations Slide 2.15b

Session 3 Teaching about different kinds and sizes of particles: Year 8 Slide 3.0

Year 8 ideas, models and analogies Objectives for session 3 • To introduce and evaluate some of the models and analogies appropriate to teaching the key scientific idea of particles in Year 8 • To suggest a range of appropriate practical work and other teaching and learning activities • To enhance participants’ background knowledge and understanding of the key scientific idea of particles • To illustrate an approach to using particle theory in teaching about digestion • To use atoms, elements, molecules and compounds as a context to teach about ideas and evidence Slide 3.1a

Year 8 ideas, models and analogies By the end of this session participants should: • know a range of models and analogies appropriate to Year 8 and appreciate some of their strengths and limitations • know some of the more common misconceptions about elements and compounds and be able to suggest a way to counter at least one of these • have a method of adapting their teaching about digestion to build upon pupils’ understanding about particles • understand some of the changing ideas about atoms, elements and compounds and some of the evidence that supported these ideas • have a range of teaching and learning activities upon which they can draw Slide 3.1b

Development of ideas in Year 8 • There are different types and sizes of particles • The atom as the basic building block • Molecules as groups of atoms • Elements and compounds • Representation by symbols and formulae • Interaction between atoms or molecules in chemical reactions Slide 3.2

Elements or mixtures? Slide 3.3

Compound or mixture? Slide 3.4

Task F Examining some physical particle models for elements and compounds • Try out one type of model. • Decide on the strengths and limitations. • Write these on sticky notes. • Stick your notes on the poster. Slide 3.6

Task G Using appropriate teaching and models to address misconceptions • Find handout 3.7. • Work on one misconception. • Decide how you would overcome it. • Briefly record your teaching sequence. Slide 3.7

Alternative method of teaching digestion and absorption Emphasising the role of particle size to improve understanding of digestion • Find handout 3.8. • Skim read items 1–4 on page 1 of the handout. • Study item 5 onwards of the handout. Slide 3.8

Task H Predicting the digestion of starch How can this approach to preparing for practical work aid pupils’ understanding of the process of digestion? Slide 3.9

Task I Comparing other models of digestion • Try out one of the suggested models from item 9 on handout 3.8. • Decide on its strengths and limitations for learning and management. • Be prepared to share these with others in your group. Slide 3.10

Task J Changing evidence and ideas about particles • Find handout 3.11, which traces some of the changing ideas about atoms and molecules. • Find the evidence cards which list some of the evidence that led to these ideas. • Match each evidence card to the idea or theory that it supported. Slide 3.11

Summary Practical work to illustrate the formation of compounds from elements Points to emphasise: • compounds need not resemble their constituent elements • elements are not easily separated again • no new matter is created • names of the compounds usually signify the constituent elements • elements combine in fixed proportions (unlike mixtures) Slide 3.13

Plenary for session 3 Objectives for session 3 • To introduce and evaluate some of the models and analogies appropriate to teaching the key scientific idea of particles in Year 8 • To suggest a range of appropriate practical work and other teaching and learning activities • To enhance participants’ background knowledge and understanding of the key scientific idea of particles • To illustrate an approach to using particle theory in teaching about digestion • To use atoms, elements, molecules and compounds as a context to teach about ideas and evidence Slide 3.14a

Plenary for session 3 By the end of this session participants should: • know a range of models and analogies appropriate to Year 8 and appreciate some of their strengths and limitations • know some of the more common misconceptions about elements and compounds and be able to suggest a way to counter at least one of these • have a method of adapting their teaching about digestion to build upon pupils’ understanding about particles • understand some of the changing ideas about atoms, elements and compounds and some of the evidence that supported these ideas • have a range of teaching and learning activities upon which they can draw Slide 3.14b

Session 4 Using particle theory to improve understanding of chemical reactions: Year 9 Slide 4.0

Introduction to Year 9 ideas Objectives for session 4 • To demonstrate some practical approaches to teaching about chemical reactions and conservation of mass in Year 9 • To explore ways of improving understanding about chemical reactions and equations • To enhance participants’ background knowledge and understanding of particles associated with Year 9 • To determine priorities and actions for follow-up in school Slide 4.1a

Introduction to Year 9 ideas By the end of this session participants should: • have experienced a range of modelling systems and be aware of some of their strengths and limitations • be aware of several demonstrations they can use to illustrate conservation of mass • be more confident in teaching about conservation of mass, equations and displacement • have selected several actions for follow-up at school Slide 4.1b

Year 9 teaching about particles Year 9 teaching about particles includes: • chemical reactions and particle rearrangements • conservation of mass • using chemical equations and predicting reactions • types of chemical reactions, e.g. – neutralisation – displacement – reactions of metals Slide 4.2

Teaching about the conservation of mass Demonstrations to illustrate conservation of mass • Find handout 4.4. • Observe the demonstration. • How reliable are the measurements? How could you use this as a teaching point? Slide 4.4

Task K Modelling conservation of matter Possible models • cards • computer animations • drawings • flicker books • plastic bricks • molecular models Slide 4.6

Instructions for task K Use the given modelling systems to represent one or more of the following combustion reactions: C + O2 → CO2 2H2 + O2 → 2H2O CH4 + 2O2 → CO2 + 2H2O Record your evaluations as bullet points on handout 4.5. When complete, circulate around the other models. Slide 4.7

Key Stage 3 National Strategy