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The POGIL Method Workshop

The POGIL Method Workshop. Stefanie Paternostro Terry Biondo. POGIL Background. Process Oriented Guided Inquiry Learning Students in small groups working through activities Content learning Piaget Learning Cycle Induction Deduction E → I → A

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The POGIL Method Workshop

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  1. The POGIL Method Workshop Stefanie Paternostro Terry Biondo

  2. POGIL Background • Process Oriented Guided Inquiry Learning • Students in small groups working through activities • Content learning • Piaget Learning Cycle Induction Deduction E → I → A Exploration Concept Invention Application

  3. A POGIL Classroom Facilitator

  4. Efficacy of POGIL POGIL General Chemistry at Franklin & Marshall College 8 years of data (n = 905) Lecture POGIL D, W, F Drop, Withdraw, Fail A, B, C Grades Earned Data from classrooms of Moog, Farrell and Spencer Chi-squared = 40.9 alpha < 0.005 Farrell, J.J.; Moog, R.S.; Spencer, J.N. J. Chem. Educ. 1999, 76, 570.

  5. Structure of an Activity Introduction for the facilitator Engage the student Model Questions based on Piaget’s learning cycle Exercises

  6. Developing a Model • Focus & Clarity • Acceptable Forms • Tables • Equations • Diagrams • Sets of written relationships • Short reading passage • Pictures

  7. Following the Learning Cycle • Explorative questions • Observations from model/previous knowledge • Concept Inventive questions • Observation + Observation concept • Discussion • Application • Concepts in action

  8. Excerpt from Activity 1For the Teacher Why? Acids and bases are used in everyday life in a variety of places: our bodies use acids to aid in digestion; acids are used in the power cells of batteries; and many ingredients in cooking have either acidic or basic properties.

  9. Learning Objectives • Understand Arrhenius Acids and Bases • Understand reactions of Arrhenius Acids and Bases • Understand Brønsted-Lowry Acids and Bases • Understand reactions of Brønsted-Lowry Acids and Bases

  10. Success Criteria • Compare Arrhenius Acids and Brønsted-Lowry Acids • Compare Arrhenius Bases and Brønsted-Lowry Bases • Explain the relationship between Brønsted-Lowry Acids and Bases • Identify these acids and bases in reactions

  11. Prerequisites • Understand parts of a chemical reaction (i.e. products and reactants) • Have a familiarity with ions

  12. Excerpt from Activity 1Engaging the Student Have you ever sucked on a lemon to get rid of your hiccups? If you have, did you stop to wonder why the lemon was sour? The answer is in the acid which the juice contains! And while these acids taste sour, bases taste bitter.

  13. Excerpt from Activity 1Model Model 3: Reactions of Brønsted-Lowry Acids Model 4: Reactions of Brønsted-Lowry Bases 15. How do Brønsted-Lowry Bases relate to Brønsted-Lowry Acids? They are the reverse reactions of one-another.

  14. Excerpt from Activity 1Exploration Questions They are dissociation reactions. Each reactant yields a hydrogen ion. Model 1: Dissociation Reactions of Arrhenius Acids 1. What type of reactions are these? 2. What do the products of each of these reactions have in common?

  15. Excerpt from Activity 1 Concept Invention Question Question 3: The acids pictured in Model 1 are all Arrhenius Acids. Based on the dissociation reactions of these acids, define an Arrhenius Acid. Answer 3: Arrhenius Acids yield hydrogen ions. Question 9: HCl, HF, and HSO4- are all considered Brønsted- Lowry Acids. Given your observations of the reactions above, define Brønsted-Lowry Acids. Answer 9: Brønsted-Lowry Acids yield hydrogen ions. 10.Based on your answers to questions 3 and 9, explain any differences or similarities between Brønsted- Lowry Acids and Arrhenius Acids. Both yield hydrogen ions.

  16. Excerpt from Activity 1 Exercise (Application) Since C6O7H8 is yielding an H+, it is an acid, which we learned earlier tastes sour. This makes sense because citric fruits often taste sour (i.e. lemons and grapefruits). C6O7H8, a component of citric fruit juices, would dissociate to form C6O7H7- and H+ ions. Explain how this accounts for the taste of many citric fruits.

  17. Excerpt from Activity 2AEngaging the Student We all know lifeguards save lives by learning how to rescue victims from the water and perform CPR, but did you know they have to also understand chemistry? It’s true! The water in a swimming pool must be kept neutral in order to keep swimmers safe. Have you ever seen the pH bottles with their little color guide? Have you ever wondered how they work?

  18. Model 2: pH Scale Excerpt fromActivity 2AModel Taken from: de Dios, Angel C. Home Page of Angel C. de Dios. bouman.chem.georgetown.edu/S02/lect14/ph.gif (accessed 14 Apr 2008), Lect 14.

  19. Model 2: pH Scale Excerpt fromActivity 2AExploration Questions • According to Model 2: • A) What is the approximate pH of cola? • B) What is the approximate [H+] of cola? 3 1 x 10-3

  20. Excerpt from Activity 2A Concept Invention Questions Model 2: pH Scale Question: What do you notice about the exponents of the hydrogen ion concentration and their relationship to the pH? pH = -log [H+]

  21. Excerpt from Activity 2AExercise (Application) 3.16 x 10-7 3.16 x 10-3 3.16 x 10-11 The following are the more precise pH’s of several household items. Use the pH equation to calculate their [H+]. Household ItempH[H+] Milk 6.5 Lemon Juice 2.5 Milk of Magnesia 10.5

  22. Excerpt from Activity 2BEngaging the Student More of a bridge from Activity A to Activity B Now that we know how to determine how strongly present an acid or base is in aqueous solution, let’s figure out how to determine strength out of solution. What if the acid or base is pure? How do we know how strong it is?

  23. Excerpt from Activity 2BModel Model 1: Dissociation Reactions Table 1: Acid Dissociations and Concentrations

  24. Excerpt from Activity 2BExploration Question Table 1: Acid Dissociations and Concentrations Looking at Table 1: A) What is the concentration of hydrogen ion produced by the dissociation of H2C2O4? B) What is the concentration of conjugate base (HC2O4-) produced by the dissociation of H2C2O4? C) What is the concentration of acid H2C2O4? 0.24 M 0.24 M 1.00 M

  25. Excerpt from Activity 2BConcept Invention Question 14. Using your answers to questions 12 and 13, circle the correct answer. pH is (proportional/inversely proportional) to Ka. 15. What does your answer to question 14 mean about the strength of an acid in relationship to its Ka? The higher the Ka, the stronger the acid.

  26. Excerpt from Activity 2BApplication Question Table 1: Acid Dissociations and Concentrations Answer 6 5.76 x 10-2 4.80 x 10-13 4.30 x 10-7 Answer 7 Answer 8 10. Using your answers from questions 6, 7, and 8, calculate the Ka’s of the acids listed in Table 1 and write your answer in Table 1 under the column labeled Ka.

  27. Excerpt from Activity 3BEngaging the Student The answer comes in a type of reaction called the oxidation-reduction or redox reaction. This reaction is a process which turns the copper from that shiny color of the penny we know so well, to the blue-green color of the Statue of Liberty! Redox!

  28. Excerpt from Activity 3BModel Model 1: 1st Definition of Redox Reactions Reduction Reactions Oxidation Reactions

  29. Excerpt from Activity 3BExploration Questions Model 1: 1st Definition of Redox Reactions Reduction Reactions Oxidation Reactions 1. Under the reduction reactions of Model 1, what are the products of: A) the reduction of CO? B) the reduction of SO2? C) the reduction of 2NO2? 2. Using your answers to question 1, what do the reduction reactions of Model 1 have in common? An O2 molecule is produced in each reduction reaction. 2C and O2 S and O2 N2 and 2O2

  30. Excerpt from Activity 3BConcept Invention Questions 3. Using your answer to question 2, fill in the blank for the first definition of reduction reactions. A reduction reaction results in the loss of an oxygen molecule.

  31. Excerpt from Activity 3BExercise (Application) Label the following half reactions as oxidation or reduction and list the rule being followed. Oxidation/Reduction Rule oxidation loss of e- reduction reduction in oxidation number

  32. Acknowledgements • Chestnut Hill College • Dr Butler, Advisor • Franklin & Marshall College • Rick Moog • Jim Spencer • Washington College • Frank Creegan • Cheltenham High School • Donna Reinhart

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