P.E.O.P. -- How many drops of water can sit on a face of a penny?

 

One of the discrepant events that works well with Smarter Science’s Predict – Explain – Observe – Explain (P.E.O.P) templates is “How many drops of water can sit on the face of a penny?” This activity is simple to set up; all you need is some pennies, medicine droppers and water. The unexpected results will lead to endless fascination, excellent questions, numerous investigations, opportunities to record, plan, design, gather data and experiment as well as  interpretation by comparing, contrasting, analyzing, evaluating, and the communication skills of discussing, explaining, reflecting and reporting.

My grade nine applied science class performed a P.E.O.P. such as this as part of their Culminating Performance Task (CPT) this past semester. The students were given one Canadian penny, a medicine dropper and the P.E.O.P. template at the introduction of the activity. This allowed all the visual learners to see just what size the dropper and the penny were prior making their predictions.

Students were instructed to make their predictions using an “If . . .then . . “ statement in box one of the template and to include a diagram. Predictions ranged from 2 to 8 drops with the mean being 4 drops of water.

In box two of the template they were to explain why they had made their predictions. Most of them wrote something along the lines that “pennies are small so not much water would fit on them”. In my class of 19 students there were neither outstanding or startling predictions nor explanations.

After completing box one and two of the template the students then got beakers of water and began their experiment. This may have been the only moment of time, during the entire semester, that my classroom was silent! The students were intent on this task, it thoroughly captivated them. Quite frankly they couldn’t believe what they were observing! They wanted to repeat it over and over again to ensure that their results were indeed reproducible, just like “real” scientists! Eventually, yet begrudgingly, I had them stop their experimentation so they could complete their written work and thereby provide me with documentation towards their final mark. 

In box three of the template the students recorded how many drops of water they were able to fit on the face of a penny, incredibly the highest number was 54! Although each and every student had disproved their initial prediction they were proud of their accomplishment and insightful in explaining their reasoning into why their predictions were wrong.

This simple P.E.O.P. allowed my students to not only engage in a rich, authentic task but it also allowed them to demonstrate their critical thinking skills while demonstrating how they have evolved into real scientists over the semester, not only in the all of their actions that are described above but also in the fact that they are no longer discouraged when their initial hypotheses is wrong, an outcome I had despaired of achieving!

I Wonder: What’s In the Package? Blog #45

Christmas is coming! I am a champion of guessing what is in all the beautiful packages under my tree! My family has despaired of even trying to trick me; I can simply look at the gift and proclaim its contents. This talent has taken me many years to refine!

I.                    ENGAGE = INITIATE AND PLAN

This week I received a package at school which made me think of setting up an inquiry based lesson. I placed the package strategically on my desk where the students couldn’t help but notice it. Questions such as “What’s in there?”, “Whose that package for?” and “What’s in the box?” were posed ad hoc as the students came into the room and got settled for their lesson.

My response to each question was simply: “I wonder . . .” When students are engaged with a sense of wonder their inquiring minds quickly fill with fabulous questions. It is WONDERful!

We decided that the question we wanted to answer was: “What’s in the Package?” Hence the package contents were the independent variable of our inquiry. What was in there was completely independent of anything we controlled. Opening the package would be the dependent variable, because it would depend on our actions.

In order to solve our inquiry, “What’s in the package?, several wonderful questions were posed:

1.      How big is the box?

2.      How much does it weigh?

3.      Who is it from?

4.      Who is it addressed to?

5.      How was it delivered?

6.      Does it make a sound when it is shaken?

7.      Does it have an odour?

This list of variables could all be observed and measured.

II.                EXPLORE = PERFORM AND RECORD

The students worked together to determine the answers to their list of variables. It was determined that:

1.      The box was the size of a small shoe box.

2.      The box was very light.

3.      The box was from Boreal Scientific Suppliers.

4.      The box was addressed to me, their teacher.

5.      The box had been delivered by courier.

6.      There was no sound when though box was shaken.

7.      The only detectable odour coming from the box was one of cardboard.

III.             EXPLAIN = ANAYZE AND INTERPRET

Now that the information gathering phase of their inquiry was complete the students were ready to do some research before making informed predictions about the contents of the box. Because they had no prior knowledge of the items available from Boreal Scientific I directed them to the web site and allowed them to use the technology they had in their pockets.

Predictions came fast and furious. They included:

Test tubes, clamps, beakers, periodic tables, magnesium ribbon, dissection material!

The students were so engrossed in the possibilities I actually had to cut them short due to time constraints. Honestly, I think they would have been quite happy to look at all the items available from a scientific supplier all day!

It was time for the big reveal! Please make your own prediction before reading any further in this blog!

The box was opened!

A large packing bag full of air was removed!

A small bubble wrapped item was revealed!

IV.             EXTEND = COMMUNICATE

What was the item?

It was one crucible lid!

Discussion, explanations, and reflections ensued!

Did you guess the contents of the package?

By establishing a fantastic list of questions to guide their inquiry my students demonstrated to me that they were engaged in critical thinking skills. Maybe one day they will be as good at guessing the contents of their Christmas presents as I am! (= real world transfer of skills)

Using Molecular Modelling Kits to Predict, Explain, Observe, Explain the Relationship between Chemical Formulas and Molecular Shapes – Post #43

 In my grade nine applied science class the students are typically very good at both interpreting a chemical formula and in building molecular models, using the tradition ball and stick kits. However, when it comes to the higher order thinking required to add or subtract an atom from a molecular compound they are not able to visualize how the molecular shape is changed. This semester I decided to use the Predict, Explain Observe, Explain (P.E.O.E.) model that is encouraged by Smarter Science to help the students move forward in their thinking.

Prior to performing this activity the students were taught how to deconstruct a chemical formula. That is, they could articulate that H₂O (water) was a molecule composed of two hydrogen and one oxygen atom whereas H₂O₂ (hydrogen peroxide) was a molecule made up of two hydrogen and two oxygen atoms. Although the students were familiar with the Periodic Table and knew that families or groups represented the vertical columns and atoms in the same family shared chemical and physical properties they were unable to interpret the number of valence electrons each atom has and how this influenced chemical bonding.

1.      Initiate and Plan

To engage the students in this activity I began by distributing the molecular model kits and explaining the reason that different coloured balls had a different number of holes. Together we observed the colour coding of the atoms, their position on the Periodic Table, the number of holes drilled into the model atoms and the number of valence electrons they each had. Most students were very confused at this stage.

2.      Perform and Record

In pairs, the students found the correct coloured atoms to build one molecule of water and built it. It quickly became apparent that unless the oxygen atom was placed in the center the molecule could not exist. It was further observed that the molecule was “bent” or angled, and could not be a straight line.

I distributed the P.E.O.E. template to the students and had them predict how the look (shape, geometry) of an atom of H₂O would change if one atom of oxygen was added, making H₂O₂. When asked to make this prediction on paper most students just drew an oxygen atom to the oxygen atom that was central to the water molecule.  They did not take into account that there were insufficient valence electrons to make this possible. This concept appears to be too abstract for these learners at this stage of their academic career. 

Once the students had completed box 2 of their P.E.O.E. template they were then instructed to build the H₂O₂ molecule. When given the hands-on model to build they immediately realized that their predictions were incorrect, took their water molecule apart and constructed the correct molecule for H₂O₂. 

3.      Analyze and Interpret

When the students compared their models of water to that of hydrogen peroxide they were able to contrast their shapes (bent vs. straight line)

.4.      Communicating

Students used the PE.O.E.  to communicate what they had learned about the relationship between the chemical formula and the look of the molecule. They went on to build a number of various molecules. Initially I supplied them with a list of chemical formulas to build and draw. Subsequently they built molecules ad hoc and determined their chemical formulas. Lots of authentic learning occurred, everyone had fun and my learning outcomes were achieved.

What learning outcomes?

From Strand A of our Ministry document – Scientific Skills and Investigation we demonstrated scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating) (A1). We also selected appropriate instruments and materials for particular inquiries (A1.2). And from the Chemistry unit we demonstrated an understanding of the properties of common elements and simple compounds, and general features of the organization of the periodic table (C3). 

What strategies do you use to help these learners understand that importance of chemical bonding in molecular geometry?

“How long does it take to eat a Freezie?” -- A Math Inquiry: Blog #42

 Since being pumped up from the Science Teachers Association of Ontario’s (STAO) conference last week, where I was awarded the Secondary Schools Science Teacher of the Year 2011 by Youth Science Canada, I decided to do an inquiry based lesson with my math class today.

Some people may have hesitated before trying inquiry based learning with my math class for any number of reasons:

• Class room dynamics are unpredictable

• Each learner is on their own individualized learning plan (IEP)

• A wide range of mathematical ability
•  50% of the students are English Language Learners (ELL)
•  I’ve been out of the classroom for the past 3 teaching days
• This is a split level math class with KNN9A, MAT1L  and MAT2L students present

No worries! I am confident this will work! The inquiry we conducted was: “How long does it take to eat a Freezie?” For those of you unfamiliar with freezies they are basically frozen sugar water sealed inside a flexible plastic cylinder. Kids cut the top off the plastic, push up the frozen treat and enjoy them – especially in hot weather.

Together we brainstormed all the possible variables that needed to be taken into consideration prior to conducting our test. Here is the list that the students generated:

• Temperature -- Frozen or liquid

• How hungry are you?

• Eating techniques

• What size is the Freezie?

• Colour – it was determined via discussion that the students eat their favourite colour faster than others

• How many do you have? Class discussion revealed that if there was only one freezie a person would be more apt to take their time and enjoy it whereas they would gobble it up quickly if there were lots more available to them

• Would you be just eating, or eating while talking?

Since I was the holder of the freezies I was able to inform the students that the freezies were currently: 

•  Frozen

• Large

• Various colours

• They would each get one

• They would just eat and not talk

Next the students each thought about long it takes them to eat a Freezie and recorded their estimate.

Students were then instructed to pull out whatever technology they had in their pocket and find the timer or stop-watch feature on it. This integration of 21^st century technology lead to several teachable moments while the students were amazed that they even  had this capacity on their gadgets, downloaded appropriate apps from the internet and helped each other with this task. Those who had no technology moved to sit with those who did without me guiding them whatsoever.  The collaboration between the students was natural and free flowing! 

Students cut the tops off their freezies, started their timers and sat back to enjoy their investigation. As each student completed their eating task they recorded their time.

By the time all the data was collected and tabulated today’s class was over. Tomorrow we shall move on to analysis. The type of information the students will be expected to extract from the data will depend on what level they are working at. The types of questions that shall be posed range from: “Who ate their Freezie the fastest” to “calculate the mode of the time it took for the freezies to be eaten in our class.”

Because the students are working with data they generated themselves they have ownership of it. This makes the learning task engaging and authentic to them. Learning is fun!