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Kristen Drury

William Floyd High School, NY

AP and Honors Chemistry

www.chemisme.com

chemisme@gmail.com

�

For slides go to www.chemisme.com/presentations

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What does “Atomic Radius” refer to?

What factors affect the radius of an atom?

Which atom has the largest atomic radius?

Which atom has the smallest atomic radius?

Do any atoms have similar atomic radii?

(Don’t worry non-chemists, this is easier than atomic radii!)

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Role Reminders

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Why is Gold measured in Karats?

Content Goal: Describe and model the differences between pure metals and alloys.

Process Skill Goal: Teamwork

SEP: Models CCC: Structure & Function

Timing Goal 1: Page 1, Q 1-4 in 8 min

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Check In Model 1:

Is white gold a substitutional or interstitial alloy?

White Gold Stats
Element	Percent Composition	Atomic Radii (pm)
Gold	75	130
Silver	18.5	136
Zinc	5.5	120
Copper	1	122

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Now start page 2 Q 5-7

10 minutes

If you finish early, fill out the reflectors report.

Give yourself a point for each of the team building behaviors below. Show with fingers on one hand your total score.

Asked a question when I didn’t understand something.
Restated what I thought a teammate said to clarify my understanding.
Asked a teammate, who had been quiet for awhile, what they were thinking.
Took a risk and suggested something about which I was not sure.

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Karats: K = 24 x (M_g/M_m)

K is the karat rating of the material

M_g is the mass of pure gold in the alloy

M_m is the total mass of the material

Ticket Out:

Model the 4 karats of gold provided in the table.

Which is a pure metal and which are alloys?
Which would you expect to have the lowest density?
Which would you expect to cost the most?
Why would someone choose to buy 18 karat gold jewelry, besides the cost?

Karat Rating	Percent of gold present	Percent of Pd/Ni/Zn/Rh in white gold
24	100	0
18	75	25
12	50	50
6	?	?

24	18	12	6

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AP FRQ 2023 # 3

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My POGIL Experience

Studied Chemistry and education at Stony Brook University using POGIL activities.
Using POGIL activities 15+ years each.
Trained to become certified POGIL facilitators, Jan 2017
Attended POGIL NCAPP, June 2017
Facilitated POGIL NE Regional Meetings since 2017
Presented POGIL at Chem Ed, July 2017
Facilitated numerous regional workshops
Attended PNM, June 2018
POGIL Peach Award 2019

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What is POGIL?

Process Oriented

Cooperative Learning
Developing Process Skills

Information Processing
Critical Thinking
Problem Solving
Oral and Written Communication
Teamwork
Management
Self-Assessment and Metacognition

Guided Inquiry Learning

Constructivism
Active Participation
Learning Cycle

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Explore

Invent

Apply

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Major Facets

Learners construct their own knowledge.
Learners work in self-managed teams.
Learners teach, discuss and learn from other learners.
Activities use the Learning Cycle paradigm.
Instructors facilitate learning.
Reflection enhances learning, team function and teaching practice.

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Aligns with NGSS SEPs

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Asking Questions and Defining Problems

Every POGIL starts with a question, but I add my own lesson phenomena for engagement and question building.

I² Strategy: Identify and Interpret

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Developing and Using Models

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Planning and Carrying Out Investigations

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Analyzing and Interpreting Data

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Using Mathematical and Computational Thinking

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Constructing Explanations and Designing Solutions

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Engaging in Argument From Evidence

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Obtaining Evaluating and Communicating Information

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Aligns with NGSS CCCs

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Cause and Effect

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Structure and Function

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Systems and System Models

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Stability and Change

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Scale, Proportion, and Quantity

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Energy and Matter

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Activity before Concept

Concept before Vocabulary

“The tendency toward a relatively stable equilibrium between interdependent elements, especially as maintained by physiological processes.”

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Student Buy-In

Job Listings Activity
Working through first activity together slowly
Modeling good team dynamics
Students list expectations of an effective team
Learning versus studying

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Roles

Many teachers don’t utilize or enforce the roles used during POGIL activities which results in group work over team work.

When each student is assigned a role in their team they are forced to work more interdependently.

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Ambassador

Records team’s answers on the assignment provided. Ensures everyone recorded their own name on the paper to be handed in.
Communicates team’s questions and problems to the teacher.

Calls the teacher for questions about the assignment.
Calls for checks at the STOP SIGNS.
Explains problems the team is having to the teacher.

Presents answers to the class and hands in assignment.

Records answers on white boards, clickers, computers, etc.
Reports out answers if the team is called on.
Travels to other teams when team trading begins.
Ensures the answers are handed in at the end of class.

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Reader

Reads all passages, models, and questions on the activity.
If the activity is long, may assign passages to other members.
Rechecks the answers for appropriate significant figures and units.

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POGIL Frequency and Execution

Find the activities that work best with the topic you are trying to teach. Don’t force an activity in if it doesn’t work for your unit just to have a POGIL activity that week.
Consider using the POGIL and an inquiry activity, before any direct instruction.
Not homework… this is a team effort!

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So the students are working hard! �What does the teacher do?

This is the difficult part: FACILITATE!
Circulate from team to team to listen to their communication and answers.

Use a clipboard to keep track of good examples of teamwork and good responses.

Moderate any disputes between team members.
Don’t give away answers:

Ask more questions
Refer to the model
Go back to previous questions and have students explain their answers. BE DELIBERATELY LESS HELPFUL!

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Implementing an Activity

Identify content knowledge goals
Identify process skill goals
Select/write activity
Plan how to promote process & content skill development
Plan how to keep students making progress
Plan how to bring closure to the class session

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Creating and Mixing Teams

Why create teams?

Students learn better from peers
Peer Instruction yields better retention

Why mix teams?

Long term teams create inactive students letting natural leaders take charge
Self-select teams create social stress

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Creating and Mixing Teams

Always in teams of 3-4
Use randomizing sticks or computer program
Have clear labeled locations to go to
Make sure grouping is visible

sometimes they get a friend, sometimes a foe
no tricks, seems fair

I use home teams for classwork and random teams for activities, group thinking questions, and labs: easy for attendance and for mobility

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Encourage Discussion

Model how to communicate science

Sentence starters Great article link here
Whole group discussions

Be transparent about why we communicate in class
Don’t give away answers for free

Keep Thinking Questions
“Be deliberately less helpful”
Mobilize knowledge: allow students to learn from one another

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Evaluation

Teams report out
Hand in one activity sheet per team
Team reflections
Team or individual mini quizzes

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Reporting Out Strategies

Google docs
Clickers/plickers
Cards
Post its
Ambassador

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POGIL Activities

Not all “POGIL” are created equally!

Activities created by the POGIL project are field tested and modified for optimum implementation.
The POGIL registered activities follow the explore, invent, apply model using specific questioning techniques.
Find the activities that work the best for you, but always work though the activity before implementing it in class.

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After all moments, big or small, try to reflect

How long did each section take?
What questions were trickiest for students?
What are some follow up questions I can ask?

Write it down for next year! Chances are you won’t remember!

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