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Living by Chemistry: Progress Variables, Learning Progressions

Living by Chemistry: Progress Variables, Learning Progressions. Karen Draney University of California, Berkeley. LBC started with the following observation:. Students who can write this equation for combustion: CH 4 + 2O 2 CO 2 + 2H 2 O. often cannot answer:

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Living by Chemistry: Progress Variables, Learning Progressions

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  1. Living by Chemistry:Progress Variables, Learning Progressions Karen Draney University of California, Berkeley

  2. LBC started with the following observation: Students who canwrite this equation for combustion: CH4 + 2O2 CO2 + 2H2O often cannot answer: "When a house burns to the ground and only a few pieces of charred wood and ashes are left, what happens to the rest of the mass of the house?” (AAAS Project 2061 conference 2001)

  3. How to define understanding of chemistry? “Chemistry” • A typical “laundry list” of topics: • Stoichiometry • Atoms and elements • The periodic table • Chemical bonding • Molecular structure • Physical and chemical change • Acid-base equilibrium • Oxidation-reduction reactions • Thermodynamics • Chemical kinetics .....Solubility......…etc....etc...etc.... Student understanding?

  4. A better way: the BEAR Assessment system Applying criterion-referenced measurements to characterize student understanding. BEAR Assessment System • Decide on variables • to measure learning outcomes • Define a scale • to quantify the variables • Design an instrument • to determine the values of the • variables for individual students

  5. The 4 Building Blocks

  6. PROGRESS VARIABLES LBC Curriculum and ChemQuery Assessment Matter is composed of atoms arranged in various ways. Change is associated with rearrangements of atoms. Energy is associated with changes that occur. Matter Change Energy

  7. Levels of Progress: Focus on Student Understanding expert 5 Generation: Research 4 Construction: Examining assumptions, relating models 3 Formulation: Relating ideas and concepts, simple models 2 Recognition: Language, definitions, symbols algorithms 1 Notions: Everyday experience, logical reasoning student understanding novice

  8. ChemQuery Items Design Examples of items: Both of the solutions have the same molecular formulas, but butyric acid smells bad and putrid while ethyl acetate smells good and sweet. Explain why these two solutions smell differently. C4H8O4 ethyl acetate C4H8O4 butyric acid

  9. ChemQuery Level One: Notions Response 1: I think there could be a lot of different reasons as to why the two solutions smell differently. One could be that they're different ages, and one has gone bad or is older which changed the smell. Response 2: Using chemistry theories, I don't have the faintest idea, but using common knowledge I will say that the producers of the ethyl products add smell to them so that you can tell them apart. Response 3: Just because they have the same molecular formula doesn't mean they are the same substance. Like different races of people: black people, white people. Maybe made of the same stuff but look different.

  10. ChemQuery Level Two: Recognition Response: "They smell differently b/c even though they have the same molecular formula, they have different structural formulas with different arrangements and patterns.”

  11. Quality evidence: student profile

  12. Quality evidence: track student over time

  13. ChemQuery Quality evidence: To help ALL students increase understanding of chemistry 2 -2 +1 1 -1 0 ss s s s s s s s Score Levels Pretest Post-test Low Middle High Fall 2000 Student Gains, Grouped by Pretest Score

  14. BEAR Assessment ChemQuery Criterion referenced assessments, tracking student learning High School and College Students

  15. Creating a Construct • Variables • Main topics (chapters or subdisciplines) • Models or theories • Popular understanding • Levels of progression • A little of x, more of x, a great deal of x • Complexity: A, A+B, A+B+C, A+B+C+D • Range vs hierarchy Big Ideas Novice to expert

  16. BEAR Assessment ChemQuery Criterion referenced assessments, tracking student learning Big Ideas of Chemistry: Round 1 Macroscopic phenomena can be described by the positions and motions of electrons atoms and molecules Mass and energy are conserved in chemical reactions The tendency for physical or chemical change can be predicted by comparing relative reactivities for various substances Atomic View Conservation Reactivity

  17. BEAR Assessment ChemQuery Criterion referenced assessments, tracking student learning Atomic View 5 Integration across variables 4 Bonding (ionic, covalent molecules, perhaps collections of molecules 3 Model of the atom (including elements and periodicity 2 Particulate view (definition of matter as particulate) 1 Macroscopic observations complex building matter simple

  18. BEAR Assessment ChemQuery Criterion referenced assessments, tracking student learning A "NEW" Atomic View 4 Explaining Molecular Behavior: Explains molecular behavior and properties in terms of stability and energies 3 Examining Structure-Property Relationships: Recognizes that matter has characteristic properties due to the arrangement of atoms 2 Representing Matter: Explores meaning of words, symbols and definitions to represent matter 1 Describing Properties of Matter: Describes materials observed with senses, uses logical patterns 0 Prestructural: Response is irrelevant complex reasoning simple

  19. Living by Chemistry To help ALL students increase understanding of high school chemistry Big Ideas of Chemistry: Round 2 Atomic and molecular view Mass as evidence for atomic view Rearrangements of atoms Conservation of mass Quantum view Conservation of energy Matter Change Energy

  20. BEAR Assessment ChemQuery Criterion referenced assessments, tracking student learning Quantitative vs Qualitative 5 Integrate the domain 4 Predict Scientific models 3 Relate Patterns and Equations 2 Represent Scientific definitions 1 Describe Observations & experience 0 E Evaluating Energies Energy transfer used to analyze tendency for change F Quantizing Energy Interaction of light with matter elucidates structure A Characterizing Matter Matter is composed of atoms arranged in various ways B Measuring Matter Mass is used to account for matter C Characterizing Change Change is associated with rearrangements of atoms D Quantifying Change Mass is used to keep track of change

  21. models & evidence evidence about things we can’t observe directly limitations of models examining evidence assumptions measured amounts of matter density, grams per mole,molarity mass with a particulate view atoms, isotopes, moles amounts of matter mass, weight, volume, pressure kinetics & changes in bonding rxn mechanisms, activation energy products of reaction solubilities, relative acid strengths change & reaction types precipitation, acid-base, redox change with chemical symbols balanced equations, phys, vs chem change attributes of change mixing, dissolving, color change, change in form stoichiometry & equilibrium weak acids & bases, solubility of salts, gases amounts of products limiting reagents, strong acid/base titrations, % yield amounts of reactants & products reaction stoichiometry, pH change with a conservation view conservation of mass in chemical reactions changes in amount changes in mass, weight, volume spectroscopy & structure group theory, transition probabilities electronic structure quantum model, atomic & molecular orbitals, ionization energy color with light absorption absorption & emission spectra energies associated with light frequency, speed, Planck’s constant light production of light, color bonding & reactivity advanced bonding models, nucleophiles, electrophiles phase & composition bond strengths, intermolecular attractions, polarity properties & atomic views octet rule, ionic and covalent bonds matter with chemical symbols elements, compounds, valence electrons, periodic trends properties of matter solids, liquids, gases, mixtures particle & energy views statisical mechanics KE & temperature degrees of change entropy, free energy & equilibrium energy transfer & change enthalpy changes Hess’s law, bond breaking heats & temperature heat capacity, calorimetry, exo(endo)thermic measures of energy temperature, scales measures of energy 5 Integrate the domain 4 Predict Scientific models 3 Relate Patterns and Equations 2 Represent Scientific definitions 1 Describe Observations & experience 0 A Characterizing Matter Matter is composed of atoms arranged in various ways B Measuring Matter Mass is used to account for matter C Characterizing Change Change is associated with rearrangements of atoms D Quantifying Change Mass is used to keep track of change E Evaluating Energies Energy transfer used to analyze tendency for change F Quantizing Energy Interaction of light with matter elucidates structure

  22. BEAR Assessment ChemQuery Criterion referenced assessments, tracking student learning Big Ideas of Chemistry: Round 3 Matter is composed of atoms arranged in various ways. Change is associated with rearrangements of atoms. Energy is associated with changes that occur. Matter Change Energy

  23. BEAR Assessment number particulate mass macro conservation mole ChemQuery Criterion referenced assessments, tracking student learning ChemQuery Construct

  24. BEAR Assessment ChemQuery Criterion referenced assessments, tracking student learning Final Thoughts • Don’t do this alone • Iterative by nature • All variables can start out simple • Track student understanding from high school to graduate school

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