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Key Stage 3 National Strategy. Strengthening teaching and learning of particles in Key Stage 3 science. Session 1. A systematic approach to teaching particle theory. Slide 1.0. Introduction. Session 1 A systematic approach to teaching particle theory - PowerPoint PPT Presentation
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Key Stage 3 National Strategy
Key Stage 3 National StrategyKey Stage 3 National Strategy
Strengthening teaching and learning of particles
in Key Stage 3 science
Key Stage 3 National Strategy
Session 1
A systematic approach to teaching particle theory
Slide 1.0
Key Stage 3 National Strategy
Introduction
Session 1 A systematic approach to teaching particle theory
Session 2 Using the key scientific idea of particles to explain physical events: Year 7
Session 3 Teaching about different kinds and sizes of particles: Year 8
Session 4 Using particle theory to improve understanding of chemical reactions: Year 9
Slide 1.1
Key Stage 3 National Strategy
Objectives for the unit
• To explain how the yearly teaching objectives set out progression in developing an understanding of particle theory, and to relate this to a teaching methodology
• To introduce and evaluate some of the models appropriate to teaching particles at Key Stage 3
• To illustrate an approach to using the particle theory in teaching about some observed phenomena
• To apply an understanding of particle theory in teaching Key Stage 3 science, including ideas and evidence and contemporary science issues
• To suggest a range of practical work and other teaching and learning activities relating to particle theory appropriate to Key Stage 3
• To enhance participants’ knowledge and understanding of the key scientific idea of particles
• To determine priorities and actions for follow-up in school
Slide 1.2
Key Stage 3 National Strategy
Developing an understanding of particle theory
Objectives for session 1• To explain why particle theory is a key scientific
idea• To explain that the yearly teaching objectives set
out progression in developing an understanding of particle theory
• To relate the yearly teaching objectives to a teaching methodology
Slide 1.3a
Key Stage 3 National Strategy
Developing an understanding of particle theory
By the end of this session participants should:• know that an understanding of particles is fundamental to
learning science• be aware of the yearly teaching objectives for particles
and the progression within them• know that models for particles need to be taught explicitly
and that pupils regularly need to apply these to explain their observations
• know there is a four-stage method for using models in teaching about particles
• have identified one significant change they will make to their teaching
Slide 1.3b
Key Stage 3 National Strategy
Understanding particle theory
For pupils to understand the particle theory properlywe need to:• teach a simple model• challenge pupils to use the model to explain what
they observe
Slide 1.4
Key Stage 3 National Strategy
Task A Using particle models to explainphenomena
• Find handout 1.5.• Add your suggestions of other phenomena that
pupils could explain with the models used in each year group.
Slide 1.5
Key Stage 3 National Strategy
Using models in science
Key Stage 3 National Strategy
Developing pupils’ models
We should not make assumptions that pupils see things as we do.
We need to help pupils visualise ideas.
We need to build pupils’ pictures of the world step by step.
One model cannot explain everything; models sometimes break down.
Slide 1.6
Key Stage 3 National Strategy
A strategy for using models and analogies
Using models and analogies as a teachingapproach
(The four-stage method)• Teach the model explicitly.• Test the model by applying it.• Challenge the model.• Increase sophistication if necessary.
Slide 1.7
Key Stage 3 National Strategy
Encouraging pupils to identify the strengths and weaknesses in a model
Discuss the model and encourage pupils to:• identify what each part represents;• think about the strengths and weaknesses; what
it can explain, what it cannot explain;• suggest improvements for the model.
Provide models created by others that areproblematic and encourage pupils to:• identify limitations of the model;• consider what misconceptions it might generate.Slide 1.8
Key Stage 3 National Strategy
Plenary for session 1
Objectives for session 1• To explain why particle theory is a key scientific
idea• To explain that the yearly teaching objectives set
out progression in developing an understanding of particle theory
• To relate the yearly teaching objectives to a teaching methodology
Slide 1.10a
Key Stage 3 National Strategy
Plenary for session 1
By the end of this session participants should:• know that an understanding of particles is fundamental to
learning science• be aware of the yearly teaching objectives for particles
and the progression within them• know that models for particles need to be taught explicitly
and that pupils regularly need to apply these to explain their observations
• know there is a four-stage method for using models in teaching about particles
• have identified one significant change they will make to their teaching
Slide 1.10b
Key Stage 3 National Strategy
Session 2
Using the key scientific idea of particles to explain physical events: Year 7
Slide 2.0
Key Stage 3 National Strategy
Year 7 introduction
Objectives for session 2• To introduce and evaluate some of the models
appropriate to teaching particles in Year 7• To suggest a range of appropriate practical work
and other teaching and learning activities• To illustrate an approach to using the particle
theory in teaching about some observed phenomena
• To apply particle theory to a contemporary science issue
Slide 2.1a
Key Stage 3 National Strategy
Year 7 introduction
By the end of this session participants should:• know some of the misconceptions about
materials held by many pupils early in Key Stage 3 and be able to suggest a way to counter these
• know a range of modelling explanations of phenomena appropriate to Year 7 and appreciate some of their strengths and limitations
Slide 2.1b
Key Stage 3 National Strategy
Task B Response to pre-unit task
• Retrieve your pre-unit task.• In pairs identify any misconceptions
demonstrated by the pupils.
Slide 2.2
Key Stage 3 National Strategy
Development of ideas in Year 7
• The substance and size of the particles in a solid, a liquid and a gas of one material are the same.
• Heating a material makes its particles move faster as the temperature rises.
• The arrangement and motion of the particles change with a physical change of state.
• Particle theory can explain melting, evaporation, freezing, condensing, diffusion, pressure and the conservation of mass in dissolving.
• Solid and liquid substances dissolve more quickly with increasing temperature.
Slide 2.3
Key Stage 3 National Strategy
Using particle theory to explain observed physical phenomena
Diluted milk under a microscope
Can you explain the appearance and movement of the milk?
Slide 2.4
Dave Walker, Microscopy – UK; http://www.microscopy-uk.org.uk/dww/home/hombrown.htm
Key Stage 3 National Strategy
Using particle theory to explain observed physical phenomena
Scanning tunnelling microscope image of platinum particles
Slide 2.5Source: http://www.omicron-instruments.com/xamples.html
Key Stage 3 National Strategy
Task C Concept cartoon pro-forma
• Retrieve handout 2.7, the concept cartoon pro-forma.
• Work in pairs.• Suggest your ideas for movement of the blobs.• Write these in the speech bubbles.• In groups of four discuss strengths and
limitations.• Write these on sticky notes.• Place these on the poster.Slide 2.6
Key Stage 3 National Strategy
Task D Using role-play to demonstrate ideasof particle theory and address commonmisconceptions
• Pupils have misconceptions about changes in materials.
• Several of these misconceptions are quite common.
• Use role-play to model particles.• Retrieve handouts 2.9 and 2.10.
Slide 2.8
Key Stage 3 National Strategy
Examples of phenomena taught in the Year 7 yearly teaching objectives
• Solids and liquids are much less compressible than gases
• Heating causes expansion in solids, liquids and gases• Air exerts a pressure• Why there are changes of state• Why mass is conserved when substances dissolve to
form solutions• Why saturated solutions form• Why temperature increases are likely to result in
substances dissolving more quicklySlide 2.11
Key Stage 3 National Strategy
Task E Using particle theory to explain practical demonstrations
• Collapsing plastic bottle• Egg in a bottle• Chromatography of water-soluble felt pen ink
Suggest particle model explanations for one ofthese.
Slide 2.13
Key Stage 3 National Strategy
Plenary for session 2
Modelling the solubility of a dissolved gas as water heats up due to global warming or local power station outlets• Use your knowledge of particles to model a gas
in a solution.• Decide on its strengths and limitations.• Be prepared to share these with others in your
group.
Slide 2.14
Key Stage 3 National Strategy
Plenary for session 2
Objectives for session 2• To introduce and evaluate some of the models
appropriate to teaching particles in Year 7• To suggest a range of appropriate practical work
and other teaching and learning activities• To illustrate an approach to using the particle
theory in teaching about some observed phenomena
• To apply particle theory to a contemporary science issue
Slide 2.15a
Key Stage 3 National Strategy
Plenary for session 2
By the end of this session participants should:• know some of the misconceptions about
materials held by many pupils early in Key Stage 3 and be able to suggest a way to counter these
• know a range of modelling explanations of phenomena appropriate to Year 7 and appreciate some of their strengths and limitations
Slide 2.15b
Key Stage 3 National Strategy
Session 3
Teaching about different kinds and sizes of particles: Year 8
Slide 3.0
Key Stage 3 National Strategy
Year 8 ideas, models and analogies
Objectives for session 3• To introduce and evaluate some of the models and
analogies appropriate to teaching the key scientific idea of particles in Year 8
• To suggest a range of appropriate practical work and other teaching and learning activities
• To enhance participants’ background knowledge and understanding of the key scientific idea of particles
• To illustrate an approach to using particle theory in teaching about digestion
• To use atoms, elements, molecules and compounds as a context to teach about ideas and evidence
Slide 3.1a
Key Stage 3 National Strategy
Year 8 ideas, models and analogies
By the end of this session participants should:• know a range of models and analogies appropriate to Year 8
and appreciate some of their strengths and limitations• know some of the more common misconceptions about
elements and compounds and be able to suggest a way to counter at least one of these
• have a method of adapting their teaching about digestion to build upon pupils’ understanding about particles
• understand some of the changing ideas about atoms, elements and compounds and some of the evidence that supported these ideas
• have a range of teaching and learning activities upon which they can draw
Slide 3.1b
Key Stage 3 National Strategy
Development of ideas in Year 8
• There are different types and sizes of particles• The atom as the basic building block• Molecules as groups of atoms• Elements and compounds• Representation by symbols and formulae• Interaction between atoms or molecules in
chemical reactions
Slide 3.2
Key Stage 3 National Strategy
Elements or mixtures?
Slide 3.3
Key Stage 3 National Strategy
Compound or mixture?
Slide 3.4
Key Stage 3 National Strategy
Task F Examining some physical particle models for elements and compounds
• Try out one type of model.• Decide on the strengths and limitations.• Write these on sticky notes.• Stick your notes on the poster.
Slide 3.6
Key Stage 3 National Strategy
Task G Using appropriate teaching and models to address misconceptions
• Find handout 3.7.• Work on one misconception.• Decide how you would overcome it.• Briefly record your teaching sequence.
Slide 3.7
Key Stage 3 National Strategy
Alternative method of teaching digestion and absorption
Emphasising the role of particle size to improve understanding of digestion• Find handout 3.8.• Skim read items 1–4 on page 1 of the handout.• Study item 5 onwards of the handout.
Slide 3.8
Key Stage 3 National Strategy
Task H Predicting the digestion of starch
How can this approach to preparing for practical work aid pupils’ understanding of the process of digestion?
Slide 3.9
Key Stage 3 National Strategy
Task I Comparing other models of digestion
• Try out one of the suggested models from item 9 on handout 3.8.
• Decide on its strengths and limitations for learning and management.
• Be prepared to share these with others in your group.
Slide 3.10
Key Stage 3 National Strategy
Task J Changing evidence and ideas about particles
• Find handout 3.11, which traces some of the changing ideas about atoms and molecules.
• Find the evidence cards which list some of the evidence that led to these ideas.
• Match each evidence card to the idea or theory that it supported.
Slide 3.11
Key Stage 3 National Strategy
Summary
Practical work to illustrate the formation of compounds from elements
Points to emphasise:• compounds need not resemble their constituent
elements• elements are not easily separated again• no new matter is created• names of the compounds usually signify the
constituent elements• elements combine in fixed proportions (unlike
mixtures)Slide 3.13
Key Stage 3 National Strategy
Plenary for session 3
Objectives for session 3• To introduce and evaluate some of the models and
analogies appropriate to teaching the key scientific idea of particles in Year 8
• To suggest a range of appropriate practical work and other teaching and learning activities
• To enhance participants’ background knowledge and understanding of the key scientific idea of particles
• To illustrate an approach to using particle theory in teaching about digestion
• To use atoms, elements, molecules and compounds as a context to teach about ideas and evidence
Slide 3.14a
Key Stage 3 National Strategy
Plenary for session 3
By the end of this session participants should:• know a range of models and analogies appropriate to Year 8
and appreciate some of their strengths and limitations• know some of the more common misconceptions about
elements and compounds and be able to suggest a way to counter at least one of these
• have a method of adapting their teaching about digestion to build upon pupils’ understanding about particles
• understand some of the changing ideas about atoms, elements and compounds and some of the evidence that supported these ideas
• have a range of teaching and learning activities upon which they can draw
Slide 3.14b
Key Stage 3 National Strategy
Session 4
Using particle theory to improve understanding of chemical reactions: Year 9
Slide 4.0
Key Stage 3 National Strategy
Introduction to Year 9 ideas
Objectives for session 4
• To demonstrate some practical approaches to teaching about chemical reactions and conservation of mass in Year 9
• To explore ways of improving understanding about chemical reactions and equations
• To enhance participants’ background knowledge and understanding of particles associated with Year 9
• To determine priorities and actions for follow-up in school
Slide 4.1a
Key Stage 3 National Strategy
Introduction to Year 9 ideas
By the end of this session participants should:• have experienced a range of modelling systems
and be aware of some of their strengths and limitations
• be aware of several demonstrations they can use to illustrate conservation of mass
• be more confident in teaching about conservation of mass, equations and displacement
• have selected several actions for follow-up at school
Slide 4.1b
Key Stage 3 National Strategy
Year 9 teaching about particles
Year 9 teaching about particles includes:• chemical reactions and particle rearrangements• conservation of mass• using chemical equations and predicting
reactions• types of chemical reactions, e.g.
– neutralisation– displacement– reactions of metals
Slide 4.2
Key Stage 3 National Strategy
Teaching about the conservation of mass
Demonstrations to illustrate conservation of mass• Find handout 4.4.• Observe the demonstration.• How reliable are the measurements? How could
you use this as a teaching point?
Slide 4.4
Key Stage 3 National Strategy
Task K Modelling conservation of matter
Possible models• cards• computer animations• drawings• flicker books• plastic bricks• molecular models
Slide 4.6
Key Stage 3 National Strategy
Instructions for task K
Use the given modelling systems to represent one or more of the following combustion reactions:
C + O2 → CO2
2H2 + O2 → 2H2O
CH4 + 2O2 → CO2 + 2H2O
Record your evaluations as bullet points on handout 4.5.
When complete, circulate around the other models.Slide 4.7
Key Stage 3 National Strategy
Time lapse sequence of silver crystal growth
Key Stage 3 National Strategy
Task L Reaction between copper and silver nitrate
copper + silver nitrate → copper(II) nitrate + silver
Cu + 2AgNO3 → Cu(NO3)2 + 2Ag
Identify the particles represented on handout 4.12. Annotate the diagrams to explain what is happening.
Slide 4.11
Key Stage 3 National Strategy
Before
Slide 4.13
For simplicity the water particles (molecules) are not shown
Silver particles moving in the silver nitrate solution
Nitrate particles moving in the silver nitrate solution
Copper particles (atoms) in solid copper
Key Stage 3 National Strategy
After
Slide 4.14
For simplicity the water particles (molecules) are not shown
Some copper particles havedissolved and are moving in the
solution (now copper nitrate solution)
Nitrate particles have not changed and remain in the solution
Silver particles (atoms) have been displaced from solution and now
form a crystal of solid silver
Key Stage 3 National Strategy
Plenary for session 4
Objectives for session 4• To demonstrate some practical approaches to teaching
about chemical reactions and conservation of mass in Year 9
• To explore ways of improving pupil’s understanding about chemical reactions and equations
• To enhance participants’ background knowledge and understanding of particles associated with Year 9
• To determine priorities and actions for follow-up in school
Slide 4.15a
Key Stage 3 National Strategy
Plenary for session 4
By the end of this session participants should:• have experienced a range of modelling systems
and be aware of some of their strengths and limitations
• be aware of several demonstrations they can use to illustrate conservation of mass
• be more confident in teaching about conservation of mass, equations and displacement
• have selected several actions for follow-up at school
Slide 4.15b