Ed 315 Assessment

7/31/2019 Ed 315 Assessment

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will know if they have learned the objectives of this lab if they can explain the relationships that

exist among molecules and how those contribute to the overall geometric shape of a molecule.

Materials Needed:

(WI Teacher Standard #3)

List all of the materials you will need to teach this lesson. Include those you designed.

Models and Molecules Lab Packet

Gum Drops, Toothpicks

Total Time Needed:

This lesson will take 40-45 minutes. We will go through the lab as a class and then students will

need to work in their lab groups to complete the in-class portion. If students finish early they

will begin working independently on their performance assessment (take-home portion). es:

Procedures:

(WI Teacher Standard #7) Introduction:

o The lesson will begin with a review of the lab. We will then discuss the

performance assessment that they will complete on their own as homework. This

will take 5-10 minutes

Steps for instruction: (Specify time allotments.)

o Students will then have the remainder of the hour (25-30 minutes) to work on the

lab with their table mates. The students will have to complete the lab as

homework if they do not finish the questions. They will also have a week to

complete the take home portion (the performance assessment). Strategies for students requiring additional assistance: (WI Teacher Standard # 3)

While students work on the lab, they will have to work in groups of threes or fours at their tables

to finish the worksheet together. The students that seem to struggle with the concepts will have

opportunities to ask questions, and I will be circulating the room to make sure that all students

are constructing the molecules and answering all the questions on their lab packets.

Closure: The lesson will conclude with the students finishing up the lab. They can ask

any questions that they may have on the lab or for the quiz tomorrow. As I walk around

the room I will be checking over their answers to make sure that they are on the rightpage and getting the right answers. If students finish early they will have the

opportunity to start working on their performance assessments.

Feedback from CT:


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Name:_______________________ Hour:_________

Models and Molecules

Problem: Can we use the molecular formula to predict the shape of small molecules?

Introduction:The shape of a molecule greatly affects it properties. In this lab activity you will use clayand toothpicks to determine the shapes of the molecules represented by the formulas

below in the table. You will be using toothpicks and gum drops to represent atoms,bonding pairs, and lone pairs of electrons.

Materials:ToothpicksGum DropsProtractor

Procedure:

1.Complete the prelaboratory question (below).2. Use toothpicks and gum drops to make models for each of the molecules given in

the prelaboratory question. Make sure the toothpicks stick out the same distancefrom the central atom. Use the toothpicks to bond the atoms together and to showlone pairs.

Indicate which color gum drop you used for each atom.Carbon- _________!! ! ! ! Sulfur- ___________Hydrogen-___________ ! ! ! ! Phosphorus- __________Oxygen- ___________! ! ! ! Chlorine- __________3. Fill in the data table below. Fill out the electron pair geometry, the number of

toothpicks that are coming off of the central atom, the molecular shape, and thenmeasure and record the bond angles and put that in the table.

4. When you are done- take apart your models and return the materials.5. Complete the lab questions.

Prelaboratory Question:


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1.Draw Lewis structures for each of the molecules given below. (Hint: in all of themolecules containing C, the carbon atom is the central atom).

HCN CH2O CH2Cl2

O3 H2S PH3

Data Table:Complete the table below:


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Molecule Electronpair

geometry

Number oftoothpickscoming off

of thecentral

atom

MolecularShape

BondAngles (indegrees)

HCN

O3

CH2Cl2

CH2O

H2S

PH3

Questions to Answer (can work with a partner on these):

1. What do the toothpicks represent?

2. Group together the molecules that have the same number of atoms coming off ofthe central atom. Fill out the chart.


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Molecules with 2 atomscoming off of the central

atom

Molecules with 3 atomscoming of off the central

atom

Molecules with 4 atomscoming of off the central

atom

Do the molecules with the same number of atoms coming off of the central atom all

have the same geometry? How do you know this? Use examples.

Do the molecules with the same number of atoms coming off of the central atom all

have the same shape? How do you know this? Use examples.

3. Group together the molecules that have the same number of toothpicks coming offof the central atom. Fill out the chart.


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Molecules with 2toothpicks coming off of

the central atom

Molecules with 3toothpicks coming of off

the central atom

Molecules with 4toothpicks coming of off

the central atom

Do the molecules with the same number of toothpicks coming off of the central atomall have the same geometry? How do you know this? Use examples.

Do the molecules with the same number of toothpicks coming off of the central atomall have the same shape? How do you know this? Use examples.


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Name:____________________ Hour:__________

Conclusion and Analysis:

Task: Pretend that you are a tutor for this class and one of your classmates missed theday after the lab when you discuss the results and what you learned from doing the lab.You need to explain to him or her what the major concepts of this lab was about. Makesure he/she understands why we actually did this lab. How are you going to do that?

In your tutor session you draw a lot of pictures and use the tables that you filled out tohelp explain and show the relationships that exist among bond angles, number of atomscoming off of the central atom, electron pair geometry, and molecular shape to helpdiscuss the results of this lab and answer the question: Can we use the molecular

formula to predict the shapes of small molecules?

What you will do:Use at least two different molecules from this lab to use as examples that will help youshow him/her how the bond angles, number of atoms coming off of the central atom,lone pairs, electron pair geometry, and molecular shape all help to explain why or whynot the molecular formula can be used to predict the shapes of the molecules.1. Draw each of the two molecules (at least) that you choose and label the bond

angles, number of atoms coming off of the central atom, number of lone pairs,electron pair geometry, and molecular shape.

2. Use the different molecules and the pictures that you have made to help show why or

why not we can use the molecular formula to predict the shape of the molecules.Write 1 to 2 paragraphs explaining in detail the data that you used to help determinethe answer to this question, so I am confident that when you tutor your classmate youwill be able to explain the main idea behind this lab and tell him/her the correctanswer to the questions.

THINKING QUESTIONS:Include the answer to these questions in your response:1. If the molecules have the same shape, does it mean that they will all have the samenumber of atoms coming off of the central atom?2. If the molecule has the same number of atoms coming off of the central atom, will it

have the same electron pair geometry?3. Does the number of lone pairs help us to determine what the shape of the molecule

will be? How do you know this?4. What do you need to know in order to determine what the shape of a molecule is?


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Name:______________________ Hour:______

Turn this page in with your labeled pictures of your molecules and your writtenresponse.

Check List:_____ 1. Do I have at least 2 molecules drawn?_____ 2. Are the 2 molecules labeled with: the bond angles, number of atoms comingoff of the central atom, number of lone pairs, electron pair geometry, and molecularshape?_____ 3. Is my written response 1 or 2 paragraphs?

Rubric:Working towards criteria Meets Criteria Exceeds Criteria

At least two molecules are

drawn correctly and thebond angles, number of

atoms coming off of thecentral atom, number of

lone pairs, electron pairgeometry, and molecular

shape are all labeledcorrectly.

In the written response it isclear that the student is

explaining this in a clearand detailed manner so aclassmate would

understand.


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Working towards criteria Meets Criteria Exceeds Criteria

The student includes the

answers to the thinkingquestions (1-4) in the

written response to helpillustrate the relationships

that exist among molecularshapes of differentmolecules.

In the written response thestudent is able to correctly

answer the question to:Can we use the

molecular formula topredict the shapes of

small molecules?


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Reflection and Rationale:

Taking into account your particular placement and setting reflect on the decisions you made in

planning these lessons and the accompanying assessments. Write a rationale that explains your

reasons for selecting the: objective/targets, procedure, and assessments. Make sure to include a

description of the connection between your assessments and the objectives/targets.

Many of my students are very visual and tactile learners, who struggle with the ability to

effectively communicate scientific frameworks both orally and in writing. Before I asked my

students to give a written analysis, I wanted to challenge my students to construct and use

manipulatives (models of molecules) to further their understanding of a complex scientific

concept. The students had been working on developing a fundamental understanding of the

concepts of how and why molecules are drawn the way they are, how many atoms/bonds are

present, how lone pairs of electrons contribute to the overall shape of a molecule, and how inter/

intramolecular forces play a role in how atoms bond in a molecule. The lesson that I developed

would allow the students to work in pairs and explore, through the construction of manipulatives,

the major concepts in a different way. We had been discussing these concepts on a 2D plane.

This lab would allow the students to see what was happening on a sub-atomic level, from a 3D

perspective. Because this science cannot be seen with the naked eye it is difficult for the

students to fully understand what is happening, and even harder for them to communicate that

with me or their peers. I wanted to give my students an opportunity to touch, see, feel, or create

what is happening to gain a better understanding of the scientific concepts that are occurring.

Designing the lesson the way that I did, enabled my students to explain through actions and

demonstrate their understanding before asking them to communicate that orally or in writing.


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When I designed the assessment I wanted to take the concepts of the lab and fully

develop them into a performance assessment that the students would complete. I knew that this

would be challenging for them, but I wanted to push the students to discover the relationships

that exist on their own before I taught them to them. I felt that it was necessary to give the

students an opportunity to engage in discovery based science and see if they could build the

connections on their own once all the fundamental bricks had been laid down. Because most

of them struggle with their writing ability and level of analysis that they provide in their

explanations, I wanted to give them an assessment, where they were given a role (peer tutor),

that would ask them to provide evidence, by using pictures of molecules from their lab, in their

written explanations. By assigning them the role of peer tutor I could ensure that their

explanations would be written in such a way that would allow for a detailed answer. I provided

them a detailed explanation and rubric of what was asked of them. We discussed what the

assessment was and students were allowed to ask questions. I was unsure if the students would

be overwhelmed by the task and all the reading and writing that was in front of them, but at the

time there seemed to be no questions or need for clarification.

The concept of the lesson and the objectives were given to me to teach. My CT and I had

talked the week before of incorporating a lab around Lewis Dot Structures and in building

molecules. We looked through the lab exercises that she has used in the past and I really got

excited about this Gum Drop Lab- centered around building/constructing molecules using

toothpicks and gum drops. I borrowed the idea of the lab and made little changes here and there

(to provide more detail and organization for the students) and then adapted a performance

assessment from the concepts of the lab. I think that this lesson/lab was a great way for the


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students to work through a difficult subject like Lewis Dot structures and in understanding the

relationship that exists between atoms when they bond to form molecules. The assessment then

gave them the chance to take what they had learned one step further and provide a written

explanation of the concepts of the lab in a fun manner. The lab and the assessment did challenge

students to correctly draw Lewis Dot Structures, construct molecular models from the given

molecular formulas, correctly identify bond angles, number of atoms coming off of the central

atom, lone pairs, electron pair geometry, and molecular shape of the given molecules, and use

knowledge of bond angles, number of atoms coming off of the central atom, lone pairs, electron

pair geometry, and molecular shape to help explain why or why not the molecular formula can be

used to predict the shapes of the molecules.

Ed 315 Assessment

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