ngss core ideas: matter and its interactions...2013/09/10 · 18 ms-ps1 matter and its interactions...
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NGSS Core Ideas: Matter and Its Interactions
Presented by: Joe Krajcik
September 10, 2013
6:30 p.m. ET / 5:30 p.m. CT / 4:30 p.m. MT / 3:30 p.m. PT
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Introducing today’s presenters…
Introducing today’s presenters
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Ted Willard National Science Teachers Association
Joe Krajcik Michigan State University
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Developing the Standards
Instruction
Curricula
Assessments
Teacher Development
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2011-2013
July 2011
Developing the Standards
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July 2011
Developing the Standards
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Three-Dimensions:
• Scientific and Engineering Practices
• Crosscutting Concepts
• Disciplinary Core Ideas
View free PDF from The National Academies Press at www.nap.edu
Secure your own copy from
www.nsta.org/store
A Framework for K-12 Science Education
1. Asking questions (for science)
and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science)
and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
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Scientific and Engineering Practices
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1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
Crosscutting Concepts
Life Science Physical Science LS1: From Molecules to Organisms: Structures
and Processes
LS2: Ecosystems: Interactions, Energy, and
Dynamics
LS3: Heredity: Inheritance and Variation of
Traits
LS4: Biological Evolution: Unity and Diversity
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and
Interactions
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information Transfer
Earth & Space Science Engineering & Technology
ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology,
Science, and Society
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Disciplinary Core Ideas
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Life Science Earth & Space Science Physical Science Engineering & Technology
LS1: From Molecules to Organisms:
Structures and Processes
LS1.A: Structure and Function
LS1.B: Growth and Development of
Organisms
LS1.C: Organization for Matter and
Energy Flow in Organisms
LS1.D: Information Processing
LS2: Ecosystems: Interactions, Energy,
and Dynamics
LS2.A: Interdependent Relationships
in Ecosystems
LS2.B: Cycles of Matter and Energy
Transfer in Ecosystems
LS2.C: Ecosystem Dynamics,
Functioning, and Resilience
LS2.D: Social Interactions and Group
Behavior
LS3: Heredity: Inheritance and
Variation of Traits
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
LS4: Biological Evolution: Unity
and Diversity
LS4.A: Evidence of Common Ancestry
and Diversity
LS4.B: Natural Selection
LS4.C: Adaptation
LS4.D: Biodiversity and Humans
ESS1: Earth’s Place in the Universe
ESS1.A: The Universe and Its Stars
ESS1.B: Earth and the Solar System
ESS1.C: The History of Planet Earth
ESS2: Earth’s Systems
ESS2.A: Earth Materials and Systems
ESS2.B: Plate Tectonics and Large-Scale
System Interactions
ESS2.C: The Roles of Water in Earth’s
Surface Processes
ESS2.D: Weather and Climate
ESS2.E: Biogeology
ESS3: Earth and Human Activity
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earth
Systems
ESS3.D: Global Climate Change
PS1: Matter and Its Interactions
PS1.A: Structure and Properties of
Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
PS2: Motion and Stability: Forces
and Interactions
PS2.A: Forces and Motion
PS2.B: Types of Interactions
PS2.C: Stability and Instability in
Physical Systems
PS3: Energy
PS3.A: Definitions of Energy
PS3.B: Conservation of Energy and
Energy Transfer
PS3.C: Relationship Between Energy
and Forces
PS3.D: Energy in Chemical Processes
and Everyday Life
PS4: Waves and Their Applications in
Technologies for Information
Transfer
PS4.A: Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies
and Instrumentation
ETS1: Engineering Design
ETS1.A: Defining and Delimiting an
Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
ETS2: Links Among Engineering,
Technology, Science, and
Society
ETS2.A: Interdependence of Science,
Engineering, and Technology
ETS2.B: Influence of Engineering,
Technology, and Science on
Society and the Natural World
Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas
Disciplinary Core Ideas
Instruction
Curricula
Assessments
Teacher Development
2011-2013
July 2011
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Developing the Standards
2011-2013
14
Developing the Standards
NGSS Lead State Partners
NGSS Writers
Adoption of NGSS
Adopted
Some step in consideration has been taken by an official entity in the state (from NASBE)
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MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
---------------------------------------------
Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
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MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
---------------------------------------------
Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
20
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
---------------------------------------------
Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
21
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
---------------------------------------------
Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
Core Ideas in Physical Science: Matter and Its Interactions
The opinions expressed herein are those of the authors and not necessarily those of the Achieve or the NRC.
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Joe Krajcik Michigan State University CREATE for STEM Institute
Who Am I ?
• Professor in science education at Michigan State University
• Director of CREATE for STEM – Institute for Collaborative Research in Education, Assessment and Teaching Environments for STEM
• Taught high school chemistry for 8 years in Milwaukee, Wisconsin
• Earned my PhD in science education at the University of Iowa
• My research focuses on designing learning environments to engage teachers and students in doing science (project-based learning)
• Served as the Lead Writer for the Core Ideas in Physical Science for the Framework for K – 12 Science Education and on the Leadership Team of NGSS and as the lead writer for the Physical Science Standards
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Overview
• What is a disciplinary core idea?
• Relationship of core ideas to science and engineering practices
• The Framework and NGSS
• Importance of building core ideas across time
• Supporting students in argumentation
• Examples of the value of core ideas
• Questions??
24
What is the difference between a disciplinary core idea and a
science concept?
A. Disciplinary core ideas can serve as thinking tools whereas
science concepts are much smaller in scope
B. Disciplinary core ideas need to develop across time whereas
a concept might be taught in a shorter period of time
C. There is no difference; a disciplinary core idea is just another
way of saying science concept
D. Disciplinary core ideas represent several science concepts
E. A and B
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Poll
What is a disciplinary core idea?
• Disciplinary significance – Serves as a key organizing concept within a discipline
• Explanatory power – Can be used to explain a variety of phenomena
• Generative – Provides a key tool for understanding or investigating more complex
ideas and solving problems
• Relevant to peoples’ lives – Relates to the interests and life experiences of students, connected to
societal or personal concerns
• Usable from K to 12 – Is teachable and learnable over multiple grades at increasing levels of
depth and sophistication
Value of Using Core Ideas
• Allows time for:
– Exploring important concepts and principles
– Developing integrated understanding
– Using science and engineering practices
– Reflecting on the nature of science and scientific knowledge
• Provides a more coherent way for science to develop across grades K-12
Integrated Understanding Ideas linked together; New and existing knowledge structured around a
core idea; Knowledge is useful for problem solving and learning new ideas
Atoms rearrange
Chemical change
ionic
Electron transfer
Gain electrons
Covalent
Lose electron
Share electron
Non-metal metals
Does
not involve
involves
Physical change
can be
can be
A graphical illustration of little, if any, understanding: Learners cannot use ideas for further learning or problem solving
Bond breaking
Electrons
Physical change
Chemical change
Atoms
Compounds
Disciplinary Core Ideas: Physical Sciences • PS1 Matter and its interactions
• PS1.A: Structure and Properties of Matter • PS1.B: Chemical Reactions • PS1.C: Nuclear Processes
• PS2 Motion and stability: Forces and interactions • PS2.A: Forces and Motion • PS2.B: Types of Interactions • PS2.C: Stability and Instability in Physical Systems
• PS3 Energy • PS3.A: Definitions of Energy • PS3.B: Conservation of Energy and Energy Transfer • PS3.C: Relationship Between Energy and Forces • PS3.D: Energy in Chemical Processes and Everyday Life
• PS4 Waves & their applications in technologies for information transfer
• PS4.A: Wave Properties • PS4.B: Electromagnetic Radiation • PS4.C: Information Technologies and Instrumentation
Disciplinary Core Ideas: Physical Sciences • PS1 Matter and its interactions
• PS1.A: Structure and Properties of Matter • PS1.B: Chemical Reactions • PS1.C: Nuclear Processes
• PS2 Motion and stability: Forces and interactions • PS2.A: Forces and Motion • PS2.B: Types of Interactions • PS2.C: Stability and Instability in Physical Systems
• PS3 Energy • PS3.A: Definitions of Energy • PS3.B: Conservation of Energy and Energy Transfer • PS3.C: Relationship Between Energy and Forces • PS3.D: Energy in Chemical Processes and Everyday Life
• PS4 Waves & their applications in technologies for information transfer
• PS4.A: Wave Properties • PS4.B: Electromagnetic Radiation • PS4.C: Information Technologies and Instrumentation
Richard Feynmen (The Feynman Lectures on Physics)
“If, in some cataclysm, all of scientific knowledge were to be
destroyed, and only one sentence passed on to the next
generation of creatures, what statement would contain the most
information in the fewest words?
“I believe it is the atomic hypothesis (or the atomic fact, or
whatever you wish to call it) that all things are made of atoms—
little particles that move around in perpetual motion, attracting
each other when they are a little distance apart, but repelling upon
being squeezed into one another.”
Chemists typically ask these questions:
• What is it?
• How much of it is there?
• Where might it have come from, where might it go?
• How fast did it get there?
• How do I know?
From: Ege, S.N., Coppola, B.P., & Lawton R.J., (1997). The University of Michigan Undergraduate Chemistry Curriculum: Philosophy, Curriculum, and the Nature of Change, Journal of Chemical Education, 74(1), 74-83.
The core idea of Matter and Its Interactions gives learners the conceptual tools to respond to these questions.
One of the big questions that Matter and Its Interactions allows students to answer is:
How can we account for all the different materials in the world, when there are so few elements?
In fact, a majority of material in our world is made of C, N, O, H and a few other types of atoms such as Fe, Mg, etc.
Maleic Acid Fumaric Acid
Chemical Formula C4H4O4 C4H4O4
Molecular Mass 116 grams/mole 116 grams/mole
Are they the same? Are they different?
Do they have the same properties?
Same or Not the Same: An Example
Maleic Acid Fumaric Acid
Chemical Formula C4H4O4 C4H4O4
Molecular Mass 116 grams/mole 116 grams/mole
Appearance White crystal White Crystal
Melting Point 130 – 139 0C 287 0C
Solubility in Water Taste
Soluble Pungent, repulsive
Somewhat soluble Fruity, acidic
How can it be???
Structure and arrangement makes the difference!
Maleic Acid Fumaric Acid
“Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend, and refine that knowledge.” (Framework for K – 12 Science Education, NRC, 2012)
How Scientific and Engineering Practices Work Together
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Developing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Engage in science as a set of related practices.
Shows how science is really done!
Content and Practice Work Together to Build Understanding
• Understanding content is inextricably linked to engaging in practices
• Learning practices are inextricably linked to content!
• Content and practices co-develop!
Core Ideas
Practices
Crosscutting Concepts
Build Scientific Disposition
• Building core ideas, scientific and engineering practices, and crosscutting concepts across time will support learning and build scientific dispositions (think like a scientist)
• Knowing when and how to seek and build knowledge
– Hmm, what do I need to know?
– I wonder if?
– Do I have enough evidence?
• Students will learn to think like scientists and understand the purpose of evidence
Questions?
• Questions about the definition of disciplinary core ideas
• Questions about the value of core ideas
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PS1.A: Structure and Properties of Matter
Answers the question: How do particles combine to form the variety of substances one observes?
• The substructure of atoms determines how they combine and rearrange to form substances.
• Electrical attractions and repulsions between charged particles (i.e., atomic nuclei and electrons) in matter explain the structure of atoms and the forces between atoms that cause them to form molecules which range in size from two to thousands of atoms.
• Atoms also combine due to these forces to form extended structures, such as crystals or metals.
PS1.A continued
• The varied properties of materials can be understood in terms of the atomic and molecular constituents present and the electrical forces within and between them.
• Within matter, atoms and their constituents are constantly in motion. The arrangement and motion of atoms vary in characteristic ways, depending on the substance and its current state which of course depends on temperature and chemical composition.
What science practices work well with core idea: Structure and Properties of Matter?
• Developing and using models
• Planning and carrying out investigations
• Constructing explanations
Example 1: Middle School Student Pre and Posttest – Modeling and PS1
Pretest
Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork and then placed the bottle inside a larger bottle. She sealed the large bottle shut. (See Figure 1.) Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened. First, draw a model that shows what is happening in this experiment. Second, explain in writing what is happening in your model.
Figure 1 Figure 2
Example 1: Middle School Student Pre and Posttest – Modeling and PS1
Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork and then placed the bottle inside a larger bottle. She sealed the large bottle shut. (See Figure 1.) Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened. First, draw a model that shows what is happening in this experiment. Second, explain in writing what is happening in your model.
Figure 1 Figure 2
Posttest
Example 2: 9th Grade Physical Science – Modeling and PS1
A student example, 9th grade physical science (drawn with computer tools)
After using a simulation to collect data about the distribution of positive charges in atoms, students were asked what impact this new data would have on their atomic models. Students then revised their models of atoms for a second time, incorporating this new information. Draw a model of an atom with three as an example.
How do students learn core ideas?
A. Core ideas develop over time as students grapple
with more complex situations
B. Most core ideas can be developed/taught in a single
class period
C. Teachers should focus on core ideas in teaching
science but not for assessment
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Poll
Core Ideas Develop Over Time
• Learning is constructed and reworked over time
• Learning difficult ideas takes time and often comes together as students work on a task that forces them to synthesize ideas
• Learning is facilitated when new and existing knowledge is structured around the core ideas
• Developing understanding is dependent on instruction
Progression for Core Idea: Structure and Properties of Matter
Highest level
Lowest level
By the end of 8th grade Atomic/Molecular Model – explains properties and diversity of materials
Particle Model – explains phase changes and phases
Macroscopic Model – describes matter
Atomic Structure Model – provides a mechanistic model for explaining why molecules form
By the end of 2nd grade
By the end of 5th/6th grade
By the end of 12th grade
Developing Core Ideas through Coherent Instruction
• Develop core ideas by using coherent instruction
• Some strategies – Activate and use students’ prior knowledge and
experiences
– Make explicit links to core ideas across time
– Make explicit how core ideas explain phenomena and solve problems
– Use and link core ideas to explain phenomena and solve problems
Questions?
• Questions about PS1.A: Structures and Properties of Matter
• Questions about ideas developing across time
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Poll
Why are chemical reactions important?
A. Chemical reactions are occurring all around us
B. Chemical processes underlie many important biological and geophysical phenomena
C. Chemical reactions account for the conservations of mass
D. All of the above
What happens to the mass of steel wool if you burn it?
Initial mass of steel wool: 5.72g
Steel wool burning
Make a prediction— what would be the mass?
Final mass of steel wool: 6.56g
How does this compare to your prediction?
What might explain this change?
Most students would predict that the mass would decrease.
PS1.B: Chemical Reactions
Answers the questions: How do substances combine or change (react) to make new substances? How does one characterize and explain these reactions and make predictions about them?
• Many substances react chemically with other substances to form new substances with different properties.
• This change results from the atoms which make up the original substances combining and rearranging to form new substances.
• Total number of each type of atom is conserved (does not change) in any chemical process, and thus mass does not change either.
Progression for Core Idea: Chemical Reactions
Highest level
Lowest level
By the end of 8th grade Atomic/Molecular Model – Substances react chemically. The atoms that make up the original substances are regrouped into different molecules. These new substances have different properties. Atoms are always conserved. Some chemical reactions release energy, others store energy.
Descriptive Model – When two or more different substances are mixed, a new substance with different properties may be formed. Mass is always conserved.
Descriptive Model – Heating or cooling a substance may cause changes.
Atomic Structure Model – Chemical processes, their rates, and whether or not energy is stored or released can be understood by the collisions that occur between molecules and the rearrangements of atoms into new molecules. In many situations, a dynamic and reversible reaction determines the numbers of all types of molecules present.
By the end of 2nd grade
By the end of 5th/6th grade
By the end of 12th grade
What science practices work well with core idea: Chemical Reactions?
• Developing and using models
• Planning and carrying out investigations
• Constructing explanations
Example 3: Middle School - Substance and Property Explanation Task
Examine the following data table:
Density Color Mass Melting Point
Liquid 1 0.93 g/cm3 no color 38 g -98 °C
Liquid 2 0.79 g/cm3 no color 38 g 26 °C
Liquid 3 13.6 g/cm3 silver 21 g -39 °C
Liquid 4 0.93 g/cm3 no color 16 g -98 °C
Questions?
• Questions about PS1.B: Chemical Reactions
• Questions about how this core idea develops over time
• Questions about use of practices
62
PS1.C: Nuclear Processes
Answers the questions: What forces hold nuclei together and mediate nuclear processes? Why doesn’t the nucleus fly apart?
•Phenomena involving nuclei are important to understand, as they explain the formation and abundance of the elements, radioactivity, the release of energy from the sun and other stars, and the generation of nuclear power.
•Explaining and predicting nuclear processes involves two additional types of interactions—known as strong and weak nuclear interactions.
•They play a fundamental role in explaining why a nucleus doesn’t fly apart.
Conclusions
• Core ideas explain a variety of phenomena, allow us to solve problems, and learn more
• Matter and Its Interactions explains how we have such a diversity of material in the world with so few atoms and how we can identify them
• Matter and Its Interactions are critical ideas that all learners to need to understand
64
Matters and Its interactions provides learners the conceptual tools to respond to these questions:
• What is it?
• How much of it is there?
• Where might it have come from, where might it go?
• How fast did it get there?
• How do I know?
From: Ege, S.N., Coppola, B.P., & Lawton R.J., (1997). The University of Michigan Undergraduate Chemistry Curriculum: Philosophy, Curriculum, and the Nature of Change, Journal of Chemical Education, 74(1), 74-83.
Read: A Framework for K-12 Science Education: Practices, Crosscutting
Concepts and Core Ideas
http://goo.gl/7wiM9
Questions?
• Questions about Matter and Its Interactions
• Questions about core ideas
• Questions about developing core ideas over time
• Other questions
67
Further Reading
• Mayer, K., Damelin, D. Krajcik, J.S. (2013). Linked In: Using modeling as a link to other scientific practices, disciplinary core ideas and crosscutting concepts, The Science Teacher, 80(6) 57-62, National Science Teachers Association.
• Krajcik, J.S. (2013), The Next Generation Science Standards: a Focus on Physical Science, The Science Teacher, National Science Teachers Association.
• Krajcik, J., & Merritt, J. (2012) Engaging Students in Scientific Practices: What does constructing and revising models look like in the science classroom? The Science Teacher, March, pgs. 10-13, National Science Teachers Association.
Contact Information
Joe Krajcik • [email protected]
• http://create4stem.msu.edu/
• CREATE for STEM: Institute for Collaborative Research in Education, Assessment and Teaching Environments for Science, Technology, Engineering and Mathematics at Michigan State University
On the Web
nextgenscience.org
nsta.org/ngss
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Connect and Collaborate
Discussion forum on NGSS in the Learning center
NSTA Member-only
Listserv on NGSS
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Web Seminars on Core Ideas
September 10: Matter and Its Interactions
September 24: Waves and Their Applications
October 8: Energy
October 22: Motion and Stability: Forces and Their Interactions
November 5: Earth’s Place in the Universe
November 19: Earth’s Systems
December 3: Earth and Human Activity
Coming in 2014: Life science and engineering design
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Online Short Courses on NGSS
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Moving Toward NGSS: Visualizing K-6 Engineering Education
Led by Dr. Christine Cunningham and Martha Davis from the Boston Museum of Science’s Engineering is Elementary (EiE) program September 16 – October 4
Members: $179; Nonmembers: $199
Learn more and register at http://learningcenter.nsta.org/ngss
NSTA Resources on NGSS
Web Seminar Archives
• Practices (archives from Fall 2012)
• Crosscutting Concepts (archives from Spring 2013)
Journal Articles
• Science and Children
• Science Scope
• The Science Teacher
From the NSTA Bookstore
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Future Conferences
Charlotte, NC November 7–9
National Conference
Boston – April 3-6, 2014
Portland, OR October 24–26
Denver, CO December 12–14
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Thanks to today’s presenters!
Introducing today’s presenters
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Ted Willard National Science Teachers Association
Joe Krajcik Michigan State University
Thank you to the sponsor of today’s web seminar:
This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or
such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services.
Thank you to the sponsor of tonight’s web seminar—1 of 6
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Thank you to NSTA administration—2 of 6
National Science Teachers Association
David Evans, Ph.D., Executive Director
Al Byers, Ph.D., Acting Associate Executive Director, Services
NSTA Web Seminar Team
Flavio Mendez, Senior Director, NSTA Learning Center
Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia
Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk
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