Instructional Materials Review
Conceptual Chemistry
C&T 855: Curriculum in Science and Mathematics
Submitted by:
Kaitlyn D. King
Submitted to:
Dr. James Ellis
July 24, 2010
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One of the more challenging tasks that school districts must tackle is that of setting the
curriculum and choosing instructional materials. The school must sort through available
materials and choose those that best suit the needs of the school. Instructional materials are a
valuable resource to teachers and can guide much of what goes on in the classroom. There are
different methods for evaluating and selecting instructional materials. Some school districts
allow individual teachers to choose their own materials. Others nominate a committee to
evaluate and select materials for the school. One method developed by the Biological Sciences
Curriculum Study (BSCS) for selecting these materials is the Analyzing Instructional Materials
(AIM) process.
This process has two major features, a paper screen and a pilot study. Before either of
these steps is completed, however, the school must first identify the criteria that the materials
must meet to satisfy their needs. The AIM method begins with the paper screen. Different
packages of instructional materials are evaluated on the categories of science content, work
students do, assessment, and work teachers do. Evidence is gathered to demonstrate how the
materials fit the four categories. The evidence is then analyzed and evaluated based on a rubric
for each category. The rubrics allow the evaluator to compare the materials against what have
been determined to be necessary components of good instructional materials. AIM rubrics for
the four categories may be seen in Tables 4, 5, 7, and 9. Once the materials have been evaluated,
each component is given a score. Each category is weighted and a total score for the materials is
obtained. Based on these scores, the field of materials is narrowed down and a few are selected
to pilot in the classroom. During the pilot study, the materials are evaluated based on the
categories of student understanding and teacher implementation. Once again evidence is
gathered for each category and compared against a rubric. The evidence is evaluated and
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assigned a score. The results of the pilot study are summarized and fused with the results of the
paper screen evaluation. The instructional materials are then chosen based on the overall score.
The AIM process is very in depth. And because it requires pilot testing the materials, it
can also be time consuming and costly. However, it is believed that this process allows
administrators to make informed and evidence-based decisions about curricular materials1. The
process requires that evaluators document evidence of how the materials meet the criteria. This
helps teachers to step away from the types of materials with which they are comfortable and truly
evaluate them based on specific measurements. Additionally, documented evidence enables the
evaluators to make comparisons between materials. Due to time and resource constraints, for the
purposes of this analysis only the paper screen of the materials was conducted and the emphasis
was placed on a single unit.
I reviewed the Conceptual Chemistry: Understanding Our World of Atoms and
Molecules instructional materials by John Suchocki. The materials that were available for
review included the student textbook and the instructor‟s manual. Additional materials that
complement the text include a CD-Rom package and a laboratory manual. These are available
for purchase separate from the textbook. The materials were designed for a community college
chemistry course for liberal arts majors. But the material is also suitable for the high school
setting. The emphasis of the materials is on the chemical concepts more than the calculations
used. The approach used is to teach the concepts by explaining them in the context of real-world
applications. The text is structured to present the chemical concepts first and then to address
topical issues that use or relate to the concepts. The instructor‟s manual offers several
suggestions for the order in which to present the material. The recommended approach goes in
the order of the textbook and addresses the first 12 core chapters in detail. These chapters
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provide fundamental knowledge of the concepts. In the remaining weeks of school the students
choose one of the topical chapters, 13 through 19, and learn these on their own. They present a
poster on their chapter to the class. This track was termed the Poster-Session Approach. I chose
to assess the third unit of this approach. This unit includes chapters seven through nine of
textbook, Molecular Mixing, Those Incredible Water Molecules, and An Overview of Chemical
Reactions. Additional suggestions for presenting the text include the Fast-Track to Topics
Approach, Integrated Topical Approach, Conceptual Prep Approach, and the Life Science
Approach.
The first criteria assessed were in the category of science content. In this category the
materials scored very well. The text was adequately aligned with the national science standards.
The physical science standards were addressed in detail. One weak point was the motion and
forces standard. This was addressed through discussions on intermolecular forces and particle
motion, but not in the same detail as the other standards. This standard would likely be
addressed better in a physics course. Alignment with the life science and earth and space science
standards was not evaluated. These standards are not pertinent to the topic of chemistry. The
materials were a little inadequate when addressing the science as inquiry standards. This was
difficult to assess because the lab manual was not available. It was unclear whether the
experiments used an inquiry-based approach. Some of the text was dedicated to helping students
understand scientific inquiry. Additionally, some of the activities used a limited form of guided
inquiry to help the students develop inquiry abilities. But there were no examples of full inquiry
activities. The topical chapters did well addressing the abilities of technological design and
understandings of science and technology. These standards were also addressed to a lesser
degree within the main chapters. The science in personal and social perspectives standards were
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also addressed in the main chapters and to a greater extent in the topical chapters. One exception
is the population growth standard. This was not addressed in the text. Again, however, this
standard is more pertinent to the biology or life science classroom. The history and nature of
science were discussed periodically throughout the book. Overall, the text was technically
accurate. However, I did find at least one spelling error in the instructor‟s manual and a few
instances where the presentation of the material was misleading or referenced illustrations which
weren‟t present. The concepts were well developed. They were generally presented in depth
and then connected to other ideas or applications. The material was presented in a logical order.
Unit breaks however seemed somewhat arbitrary or misplaced. The focus seemed to be on
including exactly three chapters in a unit rather than grouping chapters based on content. The
book did an excellent job of introducing chemistry in the context of how it is applied to real
situations.
The second category of criteria I evaluated was the work students do. There were several
activities for students to do and questions for them to answer in the materials. The questions
allowed for self-assessment, group collaboration, and review of the material. The Concept
Practical activities gave the students questions, allowed them to discuss the questions in small
groups, and prompted them to explain their answers to the class. The hands-on activities did not
do a very good job of demonstrating the concepts. In some of the activities it was difficult to tell
what was happening. For example, there is an activity where students add salt to one cup of
water and then compare the change in temperature to a second cup of water. It was difficult to
notice a temperature change at all. Further, the learning goals of the experiences were not clearly
defined. Through the hands-on activities and the lab experiments, students are given the
opportunity to conduct investigations and use equipment. The students formulate explanations
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and collaborate with others to discuss their findings. They may also read about examples of the
work scientists do in the textbook and make connections to the experiments they do in the
laboratory. The materials do not provide students with the opportunity to investigate their own
questions, design the experiments, or formulate new questions. In this way, students do not
conduct full inquiry and don‟t obtain the abilities to perform scientific inquiry. The materials do
contain a variety of different experiences for students with varied learning preferences. There is
no guidance, however, for adapting the experiences for students with special needs.
Assessments were also evaluated. There are a number of assessment opportunities in the
materials, including the opportunity for students to assess their own learning. Questions are
posed throughout the reading that students can answer to determine if they understand the
concepts. The answers are provided for students to evaluate their understanding. With the
exception of the poster-session at the end of the course, most of the assessments are question-
answer style. This makes it difficult to measure how students apply their knowledge in new
situations and limits the type of feedback students receive. Additionally, similar assessments fail
to address different learning styles. Some of the activities like the Concept Practical exercises
allow students to work together and better learn the material while simultaneously allowing the
teacher to assess their understanding.
The fourth category reviewed was the work teachers do. The materials use the
conceptual approach as the instructional model. The instructor‟s manual does provide several
different approaches to sequencing the textbook. There is little support in the materials,
however, for the conceptual approach over a more contextual one. There are a number of
different teaching strategies offered including demonstrations, questioning and discussing, lab
work, and group work. The materials do not provide opportunities for the instructor to teach by
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setting up full inquiry activities. There is a minor degree of guided inquiry found in the labs and
activities. The teacher can model use of inquiry in the investigations. As discussed previously,
the teacher is also given several opportunities to assess the students using the activities in the text
or supporting material. Sample quiz and exam questions are provided in the instructor‟s manual,
but are limited. The teacher would need to write many of the exam questions herself. The
answers or explanations of the Concept Practical activities are not available. While many of
these questions are straightforward, some are a little abstract and it is difficult to ascertain the
point that is being made without guidance. There was also little guidance about potential student
misconceptions. The materials did provide some background information for the Hands-On
Chemistry activities. They also provided instructions for the demonstrations and activities. It is
assumed that the CD-Rom package and laboratory manual provide guidance to the teacher, but
these are only available at an additional cost.
The scores for each section may be found in Table 2. The overall score of the materials
from the AIM evaluation is 83.6%. The textbook did a good job applying the conceptual
approach and relating the underlying concepts to everyday examples and applications. I think
this approach has the potential to increase student engagement. The materials were lacking in
the standards for inquiry. To improve the program full inquiry activities should be included to
help students develop these abilities. Students should have the opportunity to design their own
investigations. Further, the laboratory manual should be included with the other materials as it is
an important aspect of the course. The activities did not include any activities that prompted the
students to write about science apart from brief answers to questions. I would advocate adding
lab report or essay requirements. I would also like to see the learning goals stated at the
beginning of each chapter so that the objectives are clear. All the questions posed to the students
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should have answers in the instructor‟s manual. This would help to prevent miscommunication.
To make the lessons more accessible to all students, the activities and demonstrations should be
outfitted with suggestions for accommodations for students with special needs.
Overall, I think this is a good program for high school chemistry. I would recommend to
teachers using these materials to supplement them with additional activities that allow for full
inquiry investigations. Additionally, I would suggest that teachers be prepared to adapt or
supplement the activities and test questions. Teachers should test all the activities before
attempting them in class. Many may need to be adapted to better illustrate the concepts.
Additional activities could also be included to enhance student learning and engagement. The
BSCS AIM process of review encouraged thorough review and analysis of the materials. I
would recommend that districts always use at least the paper-screen portion of the process when
evaluating materials. While it is a time-consuming process, if there were a team to share the
work, I think it would be manageable. It is certainly a worthwhile investment of time. Since the
pilot study portion of the assessment was not conducted, I cannot state whether it provides
enough additional information to be worthwhile. Pilot studies are costly and it would be up to
the district to determine if they are a valuable use of assets. Overall I support the AIM process.
This method of selecting materials places an emphasis on making evidence-based selections.
Further, it increases consistency through use of standard rubrics by the evaluators. It encourages
educators to look at the necessary criteria in instructional materials to obtain the goal of
producing scientifically literate students.
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Table 1: Science Standards Map Template
Instructional Material: Conceptual Chemistry: Understanding Our World of Atoms and Molecules
Standards Modules, Examples, Pages
Science as Inquiry
Abilities necessary to do
scientific inquiry
The instructor‟s manual provides “Ask Your Neighbor” activities
which require the students to use their prior knowledge and discuss
with their classmates possible solutions to a question. This is a form
of guided inquiry where the instructor provides the question, but the
students must collaborate and investigate the question.
Understandings about scientific
inquiry
P. 3 describes scientific research. Ch. 1 – Chemistry is a Science –
talks about what science is, how scientists study the universe, how
inquiry is essential to science, and gives examples that illustrate how
scientists find new information.
Physical Science
Structure of atoms Chapters 3, 4, and 5 – Discovering the Atom and Subatomic Particles,
The Atomic Nucleus, and Atomic Models.
Structure and properties of
matter
Chapter 5 – The periodic table and properties of elements, Pgs 158 –
163; Chapter 6 – Chemical Bonding and Molecular Shapes; P. 207-
gas/gasoline and Velcro example of intermolecular interactions; P.
209 – sugar in water example; Ch. 8, P. 232-234 – the structure of
water as a solid and liquid; Ch. 8 also discusses water properties such
as surface tension, capillary action, etc.
Chemical reactions Ch. 9 – An Overview of Chemical Reactions; Chemical equations and
conservation of mass are addressed on Pgs 266-276; Basic kinetics
and the concept of catalysts are discussed on Pgs 276-290. Ch. 10
deals with acid and base reactions. Ch. 11 teaches
oxidation/reduction reactions.
Motion and forces Intermolecular forces Pgs 202-207 – polarity, dipoles. Pgs 22-25
discuss the motion of particles.
Conservation of energy and
increase in disorder
Energy transfer is briefly discussed on P. 252. Pgs 256-258 discusses
energy transfer and conservation.
Interactions of energy and matter Evaporation, condensation, heat capacities of water and other
materials, and the energy required for phase changes are discussed on
Pgs 244-259. Ch. 5 discusses light energy.
Life Science
The cell
N/A
Molecular basis of heredity
Biological evolution
Interdependence of organisms
Matter, energy, and organization
in living systems
Behavior of organisms
Earth and Space Science
Energy in the earth system
N/A
Geochemical cycles
Origin and evolution of the earth
system
Origin and evolution of the
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Standards Modules, Examples, Pages universe
Science and Technology
Abilities of technological design The topical chapters discuss how science is combined with
technology to design things such as water treatment facilities (P. 527).
But there are no activities which require the students to practice
technological design.
Understandings about science
and technology
Examples of science being used in technology are occasionally given
in the book. One example is on P. 216 regarding glass frosting. Ch. 7
(P. 221-4) also includes a section that discusses how the science of
polarity has been used to develop cleaning products for things such as
dry cleaning. P. 236 discusses the application of freezing point
depression to salting icy roads. P. 265 – scientists learned to control
chemical reactions for technological advances such as producing
fertilizers, etc. P. 283 – catalytic converters.
Science in Personal and Social
Perspectives
Personal and community health There is a brief discussion about how hard water can be bad for
people who are prone to kidney stones on P. 224. Topical chapters
13, 14, and 15 deal with nutrients that people need, the chemistry of
drugs, and optimizing food production.
Population growth
Natural resources Chapter 8 begins with a section on how water helps regulate the
earth‟s temperature and is vital for human life (P. 231). Topical
chapters 16, 17, 18, and 19 deal with fresh water, air, material, and
energy resources.
Environmental quality How water density changes with temperature and phase is discussed
with relation to marine ecosystems and the concept of upwelling, P.
239. P. 253-255 discusses how climate is influenced by water‟s heat
capacity. Ch. 17 discusses how human activities have increased air
pollution.
Natural and human-induced
hazards
Ch. 7, P. 201 – Discussion of how excessive organic waste in water
can deplete the oxygen that fish need to breathe.
Science and technology in local,
national, and global challenges
Ch. 7, P. 221 – There is discussion about perfluorocarbons as a blood
substitute due to blood shortages, the elimination of disease
transmission, and its ability to be stored for long periods of time. The
section discusses the challenge of blood bank shortages. P. 283
discusses how chlorine atoms are destructive to the ozone layer.
History and Nature of Science
Science as a human endeavor There are some real-world applications of chemistry at the end of Ch.
7 such as water-softening techniques (P. 224) that illustrate some of
the contributions from science.
Nature of scientific knowledge Ch. 1 discusses the central components of science and how scientists
conduct studies and interpret information.
Historical perspectives P. 223 has a brief discussion of how chemists developed detergents in
the 1940s. At the end of Ch. 7 (P. 227) there is some historical
information about chromatography that complements an activity in
the chapter. Pgs 68-69 have some history of chemistry.
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Table 2: AIM Score Sheet
Criterion/Component Score Weight Weighted Total Percent
CONTENT
Standards Alignment 5
Accuracy 4
Concept Development 5
Sequencing 4
Context 5
TOTAL Content Criterion 23 x 0.4 9.2
WORK STUDENTS DO
Quality Learning Experiences 4
Abilities Necessary To Do Scientific Inquiry 3
Understandings About Scientific Inquiry 3
Accessibility 4
TOTAL Work Students Do Criterion 14 x 0.2 2.8
ASSESSMENT
Quality 5
Multiple Measures 4
Use of Assessments 4
Accessibility 3
TOTAL Assessment Criterion 16 x 0.2 3.2
THE WORK TEACHERS DO
Instructional Model 4
Teaching Strategies 5
Teaching Strategies for Inquiry 3
Support for the Work Teachers Do 4
TOTAL Work Teachers Do Criterion 16 x 0.2 3.2
GRAND TOTAL 18.4 83.6%
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Table 3: AIM Evaluation Summary
Criteria and Components Summary of Strengths Summary of Limitations
Co
nte
nt
Standards Alignment
Most of the standards are addressed. The physical science
standards are generally addressed very well. The science in
personal and social perspectives standard was addressed
quite well with the exception of the population growth
portion.
Science as inquiry standard is addressed to a limited
degree. Students learn about inquiry, but there is little
devoted to development of inquiry skills. The motion and
forces standard is addressed, but in less detail than the
other physical science standards. There were no activities
for the students that would help them develop the abilities
for technological design. There was no mention of
population growth. There were only a limited amount of
historical perspectives.
Accuracy
Overall, content is accurate. No instances were found where
the content was technically incorrect. However, please see
the limitations.
Page 201 refers to an illustration which is not present. The
book also defines solvent as the component present in the
largest amount in a solution. While this may be true, it is
not technically the definition of solvent. The discussion
about evaporation on P. 245 is misleading. It implies that
energy is „lost‟ when hydrogen bonds are broken. There
are a few typos in the materials, for example the word
„brands‟ on P. 388 of the instructor‟s manual.
Concept Development
In general, the concepts are well developed. They are
explained theoretically using chemistry terms and then
examples are given of how the concept is seen in everyday
life. For an example, see the discussion of evaporation and
condensation Pgs 247-248.
Some challenging concepts are only addressed in a few
paragraphs. New vocabulary words are interspersed with
little explanation of their meaning – for example,
sublimation on P. 246.
Sequencing
The content is organized so that the concepts build on each
other. The instructor‟s manual provides several different
approaches to the material that the teacher can take to
achieve different purposes and how the order of the text
Some of the breaking points between the units in the
recommended approach seem a little arbitrary. For
example, the chemical reactions chapter (9) is in the unit
with mixing (7) and water molecules (8) rather than acids
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should be adapted to fit those approaches. and bases (10) and oxidation and reduction (11).
Context
The book places much of the information in the context of
how the chemistry is applied in everyday life. It gives the
students the opportunity to see how they are affected by
chemistry.
The applications of chemistry that are mentioned are often
everyday things such as water-softening. It would perhaps
be more interesting to students to also include novel
research using some of the chemical concepts.
Wo
rk
Stu
den
ts D
o
Quality Learning Experiences
There are a variety of different activities that help to engage
the students. Many of the activities allow the students to
gauge their own learning. Students are given the
opportunity to work collaboratively. And they have the
opportunity to use scientific equipment in laboratory work.
Learning goals are not clearly stated, there are not
objectives for each unit or chapter. Hands-on activities do
a poor job of illustrating the concepts.
Abilities Necessary To Do Scientific Inquiry
Students conduct scientific investigations through the
hands-on activities and lab work. Students must formulate
explanations for the demonstrations or their reasoning in the
concept practical activities. They discuss alternative
explanations when working in groups. They are also asked
to communicate their results.
Students do not ask the questions for the labs or design
their own experiments. The students are not required to
formulate additional study questions.
Understandings About Scientific Inquiry
The textbook provides some examples and discussion of the
work that scientists do (Chapter 1). Students are given the
opportunity to connect to the work scientists do by
conducting investigations, using equipment, performing
calculations, and working with others to interpret and
explain results based on scientific principles.
After the beginning of the book, there is little discussion or
examples of how scientists conduct inquiry. Students do
not get to plan their own investigations.
Accessibility
There are a variety of activities to address varied learning
abilities and styles.
There are not any accommodations or adaptations for
students with special needs. For example, some of the
demonstrations like the one on P. 62 are completely visual.
For a student with a visual impairment, this demonstration
would not serve its purpose.
Ass
e
ssm
ent Quality
The assessments measure what the students know and are
able to do. They also give the students the opportunity to
Since the assessments are all similar in nature, they don‟t
adequately measure how students can apply their
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assess their own learning. At the end of the class, the
students present a poster for assessment.
knowledge in new situations.
Multiple Measures
There are many different activities for assessment including
concept practicals, quiz questions, and concept check
questions. These all seem to provide the students and
teacher with information about how well the students
understand the material.
While there are different assessment tools, they are all very
similar styles of assessment. Varied assessment tools such
as portfolios or journals would provide different types of
feedback.
Use of Assessments
The concept check questions allow the students to assess
their own learning without being graded. The concept
practical activities allow the teacher to gauge how well the
students understand the material and are also ungraded.
Additionally, these activities allow the students to work
together and better learn the material in addition to being
assessed.
Many of the questions in the book also have answers in the
book. Therefore, it makes it challenging for the teacher to
assess their learning.
Accessibility
The assessments appear to be free from bias. The assessments are all very similar in type. Therefore,
they don‟t address different learning styles. There is
nothing built into the assessments to accommodate specific
individual needs.
Th
e W
ork
Tea
cher
s D
o
Instructional Model
The instructor‟s manual offers several different tracks for
using the textbook and sequencing the course. The tracks
all take the conceptual approach. The instructor‟s manual
provides guidance for sequencing of activities.
The materials do not provide much background support for
why the conceptual approach is better than a contextual
approach.
Teaching Strategies
A variety of different teaching strategies are provided
including question-discussion, demonstrations and lab work,
and group work.
The amount of inquiry teaching is limited.
Teaching Strategies for Inquiry
The instructor does orchestrate discussion of ideas and
model curiosity and openness to new ideas by asking
students questions and allowing them to explain their ideas
through reasoning (concept practical activities for example).
Inquiry is addressed to a limited degree with the
demonstrations, hands-on chemistry activities, and lab
experiments. However, the inquiry is guided. There is
little available for the students to ask their own questions
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or design their own experiments.
Assessment Strategies
The instructor‟s manual contains answers to all the
questions in the book and suggests questions to pose during
class discussion. The manual also provides sample quiz and
test questions for each chapter.
There are only a limited number of sample quiz and exam
questions. The answers to the concept practical activities
are not provided.
Support for the Work Teachers Do
Background information is provided for the hands-on
chemistry activities. The materials provide lists of what is
needed for activities and demonstrations. The instructor‟s
manual contains some information about the instructional
approach and the teaching strategies. A CD can be
purchased to complement the texts.
There is not much about student conceptions. The CD and
lab manual are extra costs in addition to the text.
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Table 4: SCIENCE CONTENT RUBRIC (5) (3) (1)
STANDARDS ALIGNMENT
Science content standards may originate at the national, state, district, or school level.
Science content standards may include the subject matter disciplines (physical, life,
earth and space sciences) as well as science as inquiry, science and technology, science in personal and social perspectives, history and nature of science, and/or
unifying concepts and processes.
Most of the science content
standards designated for the
specific course and/or grade
level are addressed.
Some of the science content
standards designated for the
specific course and/or grade
level are addressed.
Few of the science content
standards designated for the
specific course and/or grade
level are addressed.
ACCURACY
Information provided on science content is grounded in current research and
conforms to fact.
Interpretations that explain or translate information into developmentally appropriate
content do not lose original meaning or distort fact.
Content is accurate with very
few errors of fact or
interpretation.
Content is accurate with some
errors of fact or interpretation.
Content has many errors of
fact or interpretation.
CONCEPT DEVELOPMENT
Content development for conceptual understanding has the following:
only a few concepts are addressed,
concepts are linked to one another,
students apply understanding to new situations.
Most key science concepts are
developed for conceptual
understanding.
Some key science concepts
are developed for conceptual
understanding.
Few key science concepts are
developed in depth for
conceptual understanding.
SEQUENCING
Content with a coherent sequence has the following characteristics:
content is organized in a deliberate fashion to promote student understanding;
content is organized within a conceptual framework that is based on research on
developmental appropriateness of science content;
facts and concepts are linked in ways that facilitate retrieval and application.
The materials have a
consistent coherent sequence
to build student conceptual
understanding within, and
when appropriate, between
instructional units.
The materials have a
somewhat consistent
coherent sequence to build
student conceptual
understanding within, and
when appropriate between,
instructional units.
The materials lack a
consistent coherent sequence
to build student conceptual
understanding within, and
when appropriate, between
instructional units.
CONTEXT
Content is presented in an engaging context that is related to real world experiences
and situations.
The context facilitates the assimilation of new knowledge or reorganization of
knowledge in a way that allows students to build on their prior conceptions and/or
experience with the world.
Most key science concepts are
addressed in the context of
their connections with the real
world.
Some key science concepts
are addressed in the context of
their connections with the real
world.
Few key science concepts are
addressed in the context of
their connections with the
real world.
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Table 5: WORK STUDENTS DO RUBRIC (5) (3) (1)
QUALITY LEARNING EXPERIENCES
Characteristics of Quality Learning Experiences include:
learning goals are clearly defined within an inquiry-based learning cycle/sequence
activities are engaging, relevant and developmentally appropriate for students
students are in control of their own learning by monitoring their progress in achieving learning goals
student collaboration is an integral part of the learning experience
students use a variety of resources (e.g., equipment, media, technology) in and out of the classroom to
explore ideas and solve problems.
The materials engage
students in activities that
have many characteristics of
quality learning experiences.
The materials engage
students in activities that
have some characteristics
of quality learning
experiences.
The materials engage
students in activities
that have few
characteristics of
quality learning
experiences.
ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY
Students doing scientific inquiry involves
asking and identifying questions and concepts to guide scientific investigations,
designing and conducting scientific investigations,
using appropriate technology and mathematics to enhance investigations,
formulating and revising explanations and models,
analyzing alternative explanations and models,
accurately and effectively communicating results and responding appropriately to critical comments,
generating additional testable questions.
Investigations provide
experiences that focus on
most of the fundamental
abilities of scientific inquiry.
Investigations provide
experiences that focus on
some of the fundamental
abilities of scientific
inquiry.
Opportunities to develop
the abilities necessary to
do scientific inquiry are
limited or absent.
UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY
The work scientists do includes
inquiring about how physical, living, or designed systems function;
conducting investigations for a variety of reasons;
utilizing a variety of tools, technology, and methods to enhance their investigations;
utilizing mathematical tools and models to improve all aspects of investigations;
proposing explanations based on evidence, logic, and historical and current scientific knowledge;
communicating and collaborating with other scientists in ways that are clear, accurate, logical, and open to questioning.
The work scientists do connects to student learning by students
planning and conducting investigations;
utilizing equipment, tools, mathematics, and technology in investigations;
proposing logical explanations based on evidence and scientific principles;
communicating with others and practicing legitimate skepticism.
The materials provide
students with many
opportunities to understand
the work scientists do and
make connections to student
learning.
The materials provide
students with some
opportunities to understand
the work scientists do and
make connections to
student learning.
The materials provide
students with few
opportunities to
understand the work
scientists do and make
connections to student
learning.
ACCESSIBILITY
When addressing the diversity of learners, consider the following:
varied learning abilities / disabilities
special needs (e.g., auditory, visual, physical, speech, emotional)
English language proficiency
cultural differences
different learning styles
gender
The work students do is
consistently accessible to
diverse learners, providing
opportunities for all students
to achieve.
The work students do is
often accessible to diverse
learners, providing some
opportunities for all
students to achieve.
The work students do is
rarely accessible to
diverse learners,
providing limited
opportunities for all
students to achieve.
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Table 6: Work Students Do: Evidence Chart
Note the types of activities students are asked to do (e.g. read, make observations, watch a demonstration, design an experiment, make a model, journal write, etc.) in
order to understand the concept you selected. Record the type of activity in column one. In column two, describe the type of student product. In column three,
describe how the activity helps students gain understanding of the concept (e.g. which part of the concept does this activity address? what thinking is challenged by
the activity?).
Type of Activity Student Product How does this activity build student understanding
of the concept? Make Observations –
Hands-On Chemistry
Students do an activity that demonstrates a concept,
make predictions, and answer questions. Examples
are on pages 214, 219, 234, 289, etc.
The activities provide a concrete example of the concept or
phenomena that the students are learning about. Students learn
through observing the phenomenon. They practice critical thinking
skills by making predictions and explaining what is going on in the
activity.
Watch a Demonstration Students watch a demonstration that the teacher
performs. They may answer questions about what is
happening during the demonstration. Examples of
demonstrations may be found in the instructor‟s
manual, for example see P. 62.
The students see a visual representation of an idea. Witnessing the
demo can help students to address their misconceptions or form a
more complete idea of the concept in their minds.
Design and Present a Poster Students choose a topical chapter to learn on their
own. They must become experts on the chapter and
present a poster to the class. They may use the book
and other resources. Instructor‟s manual P. 2.
Chapters 13-19.
The topical chapters discuss how chemistry is used in different real-
world challenges. The students must learn the application of the
concepts in depth. This gives them a broader understanding of how
the concepts are applied.
Discussion – Ask Your
Neighbor Questions
Students discuss a conceptual question with a partner
and generate an answer. For an example, see P. 75 of
the instructor‟s manual.
The students are able to discuss an idea with a partner and become
active participants in their learning. Additionally, they have the
opportunity to express their own ideas and ask questions. Requiring
discussion of the reasoning behind the answers encourages students to
think about the concepts.
Reading and Concept
Checks
Students read through the chapter and answer
questions as they go to assess their own
understanding. See P. 272.
Students are able to assess their own learning as they read. If they
find they are struggling with a concept they can go back in the book
and re-read the section or look at the examples. Additionally, it helps
them pinpoint where they are struggling so that they can ask
questions in class.
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Group Question and
Discussion – Concept
Practical
Students work in small groups to answer practical
questions. The groups must then present one answer
to the class. These activities may be found in the
instructor‟s manual, Pgs. 141-180.
Working in groups allows the students to discuss their ideas and learn
from each other. Requiring them to defend their answers encourages
them to think about the concepts and apply it to the practical
questions. This helps them connect the ideas.
Laboratory Experiments Students perform experiments and answer questions
about what was done, the results, what-if questions,
etc.
The students have the opportunity to practice lab techniques,
investigate chemistry concepts, and apply the concepts to practical
applications. Again, this gives them a concrete example of the
concepts that helps them understand the ideas more thoroughly. Review Questions Students do exercises, solve problems, match terms,
and answer review questions. These are located at
the end of each chapter. For example see Pgs. 291-
295.
These questions give students practice applying the concepts to
answer questions. It gives them opportunities to think about the main
ideas. Additionally, it helps to reinforce some of the key terms that
will help students understand the material. Further, it gives students
an idea of their own understanding so that they can review the book
or ask questions.
Practice – Calculation
Corner
Students read examples of how to perform
calculations related to the concepts. Then they
answer two questions using the calculations. For
example, see P. 254.
Performing calculations can help students understand some of the
concepts. For example, performing calculations can help illustrate
that addition or removal of energy such as heat is necessary to change
the temperature of a substance. Additionally, it is important to be
able to perform the calculations to do investigations or experiments.
Reading Additional suggested readings and websites are at the
end of the chapters. Students can access these
websites to read more about a concept (P. 295).
This adds a supplementary source of information for the students to
access. It can present the information in a different way or provide
additional ideas that can help the students learn.
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Table 7: ASSESSMENT RUBRIC (5) (3) (1)
QUALITY
High-Quality Assessments
measure what students know and are able to do;
align with learning goals and the mode of instruction;
stress application of what students know and are able to do in new or different situations;
provide students the opportunity to assess their own learning.
The assessments have all of the
features of high-quality
assessments.
The assessments have some of
the features of high quality
assessments.
The assessments have none of the
features of high-quality
assessments.
MULTIPLE MEASURES
Examples of assessments include:
performance tasks
objective assessments
constructed response questions
project-based tasks
portfolios
A wide variety of assessment
measures and corresponding
scoring guidelines (e.g. rubrics,
answer keys) are provided.
Some variety of assessment
measures is provided.
Assessments are limited to a few
different types.
USE OF ASSESSMENTS
Assessments can be used for purposes other than determining
student grades. Assessments can be designed to focus on
learning as well as evaluation. Student work can inform the
design or redesign of teaching strategies or sequences.
Materials include many
assessment opportunities that
provide ways to modify the
teaching sequence based on the
results of student work.
Materials include some
assessment opportunities that
provide ways to modify the
teaching sequence based on the
results of student work.
Materials include few assessment
opportunities that provide ways to
modify the teaching sequence
based on the results of student
work.
ACCESSIBILITY
The three key characteristics of accessible assessments:
free from bias (e.g., gender, cultural),
provide accommodations for individual and cultural differences,
provide accommodations for differences in learning styles and
language proficiency.
Most or all assessment tasks
exhibit these three
characteristics.
Some assessment tasks exhibit
these three characteristics.
Few assessment tasks exhibit
these three characteristics.
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Table 8: Assessment: Evidence Chart
Record the type of assessment in column one. In column two, list the page number of the assessment. In column three, describe how the assessment helps
measure student understanding and inform instruction.
Type of Assessment Page Comments How does it measure student understanding? Inform instruction?
Constructed Response
Questions
212, 254,
275
Questions are provided for the student to answer by calculating concentrations of solutions. It can
help assess if students are capable of performing these calculations. There are only two questions.
If the students struggle with these problems, then it is clear that they need further instruction in
this area. However, since there are so few questions, they could answer them correctly by
following the examples, but still need additional instruction. Additionally, the answers to the
problems are available at the end of the chapter which makes it difficult to ensure the students
complete the questions on their own.
Self-Assessment Questions 204, 205,
207, 208,
210, 212,
233, 237,
273, 281...
The book provides “concept check” questions for the students to answer to assess their own
learning of the major concepts. The answers are provided directly below the questions. Questions
are found periodically throughout the chapters at the end of major sections. They allow the
students to measure their own understanding but do little to inform instruction because the teacher
can‟t determine what the students know since the answers are available to students.
Constructed Response
Questions
226-230,
260-264,
291-295
Review questions, matching, exercises, and practice problems are located at the end of each
chapter. The questions do seem to do a good job of measuring understanding. They range from
conceptual questions to calculations and range in level of difficulty such as matching terms to
explaining concepts and applying ideas. The teacher can use the questions to assess the students
understanding and inform instruction prior to formal assessment such as a quiz or exam. It should
be noted however that the odd-numbered exercises and problems have answers in the back of the
book. Those questions may be useful for students to self-assess.
Objective Assessments Instructor
Manual
Pgs 93-
138
The instructor‟s manual includes sample quiz and exam questions for each chapter. These
questions are mostly multiple choice and short answer. The questions ask about information the
students should have learned in the chapter. This assessment can inform instruction by providing
the teacher with information about which concepts need more coverage.
Performance Tasks Instructor
Manual
Pgs. 141-
180
There are several concept practical tasks for each chapter. The questions require the students to
think about the overarching concepts and apply them to practical ideas. The students are also
required to defend their answers. This allows the teacher to determine if the students really
understand the concepts. If the students can adequately support reasonable answers, then the
teacher should feel comfortable moving on to the next topic.
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Table 9: THE WORK TEACHERS DO RUBRIC (5) (3) (1)
INSTRUCTIONAL MODEL
Components of an instructional model provide opportunities for students to
engage with a scientific question, event, or phenomenon,
explore and create their own explanations,
connect their ideas to scientific explanations,
extend, apply and evaluate what they have learned.
The materials frequently
guide teachers in using an
instructional model to
organize and sequence
learning experiences.
The materials occasionally
guide teachers in using an
instructional model to
organize and sequence
learning experiences.
The materials rarely guide
teachers in using an
instructional model to
organize and sequence
learning experiences.
EFFECTIVE TEACHING STRATEGIES
Examples of effective teaching strategies include the following:
inquiry (see below)
questioning and discussion
investigation and problem solving
demonstration and laboratory work
utilizing whole class, group, and individual work
incorporating literacy strategies (reading, writing, speaking, & listening) in science
using multiple types of assessment
using student work to inform instruction
The materials suggest many
effective teaching strategies.
The materials suggest some
effective teaching strategies
The materials suggest few,
if any, effective teaching
strategies
TEACHING STRATEGIES FOR INQUIRY
Teaching strategies for inquiry include:
Focusing and supporting inquiries while interacting with students
Orchestrating discourse among students about scientific ideas
Encouraging and modeling the skills of scientific inquiry
Encouraging and modeling curiosity about science
Encouraging and modeling openness to new ideas and data
Encouraging and modeling legitimate skepticism about scientific ideas and evidence
The materials suggest many
teaching strategies for inquiry.
The materials suggest some
teaching strategies for
inquiry.
The materials suggest few,
if any, teaching strategies
for inquiry.
SUPPORT FOR THE WORK TEACHERS DO
Materials that support the work teachers do provide
pertinent content background information,
examples of typical student conceptions
explanations of specific instructional models and teaching strategies to improve student understanding (see above),
resources to assist and enhance instruction (e.g., transparencies, test bank, videos, CDs,
software),
a list of material and equipment needs including information about maintenance and safe
use,
technical support for the use of equipment, multi-media, and technology resources.
Materials provide
comprehensive support to
help inform and enhance
instruction.
Materials provide some
support to help inform and
enhance instruction.
Materials provide little, if
any, support to help
inform and enhance
instruction.
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Table 10: Work Teachers Do: Evidence Chart
As a sampling technique, use your graphic organizer to select one major idea/concept in the instructional materials and identify the strategies used by teachers to
increase student learning. Then indicate evidence of support for implementing those strategies.
Strategies (Instructional Model, Teaching Strategies
[including inquiry] Assessment Strategies)
Evidence of Support for implementing the strategies Pertinent content background information, explanations of specific teaching strategies to improve student understanding, resources to assist and enhance
instruction (e.g. transparencies, test bank, videos, CDs, software), list of material and equipment needs including information about maintenance and safe
use, technical support for the use of equipment, multi-media, and technology resources.
Instructional Model – Conceptual
Approach
P. vi of the instructor‟s manual explains the conceptual approach to teaching chemistry which the book follows.
The book is arranged to present the concepts first, followed by topical issues. Pgs 2-7 provide different tracks for
the teacher to choose from to present the information in the book, all following this model.
Teaching Strategy – Questioning and
Discussion
The instructor‟s manual provides chapter discussions which include questions the teacher can pose to the
students. An example is on P. 60. The teacher asks the students a question and then the students are to discuss
the question and possible answers with a partner. The manual provides the answers as well as tips for how to
explain the answer or demonstrations that may help illustrate the concept.
Teaching Strategy – Demonstrations and
Labs
The instructor‟s manual includes demonstrations that the teacher can use to demonstrate an idea to students
(Example P. 67). The manual gives a description of how to perform the demonstration and what materials are
necessary. Additionally, there is a description of when the demonstration fits into the lesson and what the class
should discuss following the demonstration. The textbook details Hands-On Chemistry activities that the
students or the class as a whole can do. One of these activities is on P. 255. A description of the activity, the
materials, the procedure, and follow-up questions are provided in the book. At the end of the chapter, P. 262,
there are additional insights that the instructor can use to provide the students with background information about
the activity.
Teaching Strategy – Utilizing group and
individual work
Pgs. 141-180 of the Instructor‟s Manual include activities. Students are given questions and work in groups to
discuss and answer the questions. Questions in the text such as the concept check questions (example P. 205) and
the calculation corner questions (example P. 254) are suitable for individual work. The instructor is provided
with the activities and the questions along with the answers to the questions in the text. The instructor‟s manual
contains the concept practical activities which may be photocopied and distributed to students.
Teaching Strategy – Inquiry and
Investigation
In addition to the textbook and the instructor‟s manual, a laboratory manual may be purchased. This material was
not available for review. But the intent of the laboratory experiments is assumed to be to teach students inquiry
and investigation techniques. The instructor‟s manual includes a section, Pgs. 373-400, that offers suggestions
for modifications to the experiments so the teacher can adapt the lab or make substitutions to work with available
materials. Additionally, answers to the lab questions are provided.
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References
1. Suchocki, John (2001). Conceptual Chemistry: Understanding Our World of atoms and
Molecules. Addison Wesley.
2. National Research Council (1996). National Science Education Standards. Washington,
DC: National Academy Press. [http://books.nap.edu/catalog/4962.html]
3. National Science Teachers Association (2004) Science and Children: AIM for
Professional Development. BSCS
[http://nsta.org/main/news/stories/science_and_chilren.php?news_story_ID=49030]