Attracting Students to Water ... - 3D Molecular Designs
Transcript of Attracting Students to Water ... - 3D Molecular Designs
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Attracting Students to Water
Concepts Using Magnetic Water
Models
Keri Shingleton, Ph.D. Holland Hall School. Tulsa, Oklahoma.
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Workshop Goals…
● While using a 3-Dimensional approach…
● Demonstrate how pairing a common lab experiment with
molecular modeling
○ Reveals student thinking
○ Deepens student conceptual understanding of the properties of
water.
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Guide students to investigate the answers to their
questions…
1. Students generate their own questions about the behavior of water
2. Students experiment while collecting data and recording observations
3. Students evaluate models of water molecules to learn about molecular
properties and behaviors
4. Students apply what they have learned from the models to develop
explanations of why water behaves the way it does.
5. Based on what they have learned, students make predictions and test their
predictions
6. Students reflect on their original questions to apply what they have learned.
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Guide students to investigate the answers to their
questions…
1. Students generate their own questions about the behavior of water
2. Students experiment while collecting data and recording observations
3. Students evaluate models of water molecules to learn about molecular
properties and behaviors
4. Students apply what they have learned from the models to develop
explanations of why water behaves the way it does.
5. Based on what they have learned, students make predictions and test their
predictions
6. Students reflect on their original questions to apply what they have learned.
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A lesson level phenomenon regarding water…
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A lesson level phenomenon regarding water…
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Guide students to investigate the answers to their
questions…
1. Students generate their own questions about the behavior of water
2. Students experiment while collecting data and recording observations
3. Students evaluate models of water molecules to learn about molecular
properties and behaviors
4. Students apply what they have learned from the models to develop
explanations of why water behaves the way it does.
5. Based on what they have learned, students make predictions and test their
predictions
6. Students reflect on their original questions to apply what they have learned.
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Students experiment while collecting data and
recording observations
You will need:
● Dropper Bottles of water, and
water/detergent solution
● A penny
● “Puppy Pad”
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Record observations (quantitative and qualitative)
for EVERY step!
Procedure:
• Place a penny on the pad.
• Hold the tip of the water dropper bottle a consistent distance above the
penny.
• Carefully drop a single drop of water on the penny. Let it settle.
• Carefully add additional drops one drop at a time.
• Observe the behavior of the water.
• Record what happens, INCLUDING the number of drops that could sit on
the penny BEFORE it starts to flow over the edge.
Students experiment while collecting data and
recording observations
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Record observations (quantitative and qualitative)
for EVERY step!
Procedure:
• Place a penny on the pad.
• Hold the tip of the dropper bottle a consistent distance above the penny.
• Carefully drop a single drop of water on the penny. Let it settle.
• Carefully add additional drops one drop at a time
• Observe the behavior of the water + detergent solution.
• Record what happens, INCLUDING the number of drops that could sit on
the penny BEFORE it starts to flow over the edge.
Students experiment while collecting data and
recording observations
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Is the behavior of pure water different from
water + detergent?
● Differences between trials in
quantitative data?
● Differences between trials with
qualitative observations?
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● What are you still wondering about water?
Is the behavior of pure water different from
water + detergent?
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Guide students to investigate the answers to their
questions…
1. Students generate their own questions about the behavior of water
2. Students experiment while collecting data and recording observations
3. Students evaluate models of water molecules to learn about molecular
properties and behaviors
4. Students apply what they have learned from the models to develop
explanations of why water behaves the way it does.
5. Based on what they have learned, students make predictions and test their
predictions
6. Students reflect on their original questions to apply what they have learned.
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Students evaluate models of water molecules to
learn about molecular properties and behaviors
It is time to PLAY…
• RECORD your observations
• Allow yourself to be a STUDENT!
Suspend what you think you know… take
the opportunity to wonder and question…
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● List at least 3 things you noticed
about the model molecules.
● How many times can one
molecule “stick” to other water
molecules?
● Any questions that come to
mind?
Students evaluate models of water molecules to
learn about molecular properties and behaviors
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● List at least 3 things you noticed
about the model molecules.
● How many times can one
molecule “stick” to other water
molecules?
● Any questions that come to
mind?
Students evaluate models of water molecules to
learn about molecular properties and behaviors
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A few reminders about water….
https://ib.bioninja.com.au/standard-level/topic-2-
molecular-biology/22-water/hydrogen-bonding.html
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Guide students to investigate the answers to their
questions…
1. Students generate their own questions about the behavior of water
2. Students experiment while collecting data and recording observations
3. Students evaluate models of water molecules to learn about molecular
properties and behaviors
4. Students apply what they have learned from the models to develop
explanations of why water behaves the way it does.
5. Based on what they have learned, students make predictions and
experimentally test their predictions.
6. Students reflect on their original questions to apply what they have learned.
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Develop a 2-dimensional model that
explains the interactions between water
molecules that allow the water to form a
mound on the penny instead of just
spilling off the sides.
?
Students apply what they have learned from the
models to develop explanations of why water
behaves the way it does.
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Students apply what they have learned from the
models to develop explanations of why water
behaves the way it does.
What about water with detergent? How did it behave
differently? Why?
Construct a new model that explains why adding
detergent to the water changes its behavior.
?
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Students apply what they have learned from the
models to develop explanations of why water
behaves the way it does.
Construct a
model to
explain this…
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Guide students to investigate the answers to their
questions…
1. Students generate their own questions about the behavior of water
2. Students experiment while collecting data and recording observations
3. Students evaluate models of water molecules to learn about molecular
properties and behaviors
4. Students apply what they have learned from the models to develop
explanations of why water behaves the way it does.
5. Based on what they have learned, students make predictions and
experimentally test their predictions.
6. Students reflect on their original questions to apply what they have learned.
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What about alcohol?
Predict how alcohol would behave in the penny experiment… now try!
Based on what they have learned, students make
predictions and experimentally test their predictions
about the behavior of other molecules.
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Students apply what they have learned from the
models to develop explanations of why water
behaves the way it does.
Could they
walk on
alcohol?
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What about hydrocarbons (ethane in this case)?
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Guide students to investigate the answers to their
questions…
1. Students generate their own questions about the behavior of water
2. Students experiment while collecting data and recording observations
3. Students evaluate models of water molecules to learn about molecular
properties and behaviors
4. Students apply what they have learned from the models to develop
explanations of why water behaves the way it does.
5. Based on what they have learned, students make predictions and
experimentally test their predictions.
6. Students reflect on their original questions to apply what they have learned.
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Also with this amazing kit: Solubility
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Also with this amazing kit: phases of water
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Also with this amazing kit: Density
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Also with this amazing kit: adhesion and cohesion
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Your ideas? Your questions?
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