attracting students to water ... - 3d molecular designs

Attracting Students to Water

Concepts Using Magnetic Water

Models

Keri Shingleton, Ph.D. Holland Hall School. Tulsa, Oklahoma.

Workshop Goals…

● While using a 3-Dimensional approach…

● Demonstrate how pairing a common lab experiment with

molecular modeling

○ Reveals student thinking

○ Deepens student conceptual understanding of the properties of

water.

Guide students to investigate the answers to their

questions…

1. Students generate their own questions about the behavior of water

2. Students experiment while collecting data and recording observations

3. Students evaluate models of water molecules to learn about molecular

properties and behaviors

4. Students apply what they have learned from the models to develop

explanations of why water behaves the way it does.

5. Based on what they have learned, students make predictions and test their

predictions

6. Students reflect on their original questions to apply what they have learned.

Guide students to investigate the answers to their

questions…

1. Students generate their own questions about the behavior of water

2. Students experiment while collecting data and recording observations

3. Students evaluate models of water molecules to learn about molecular

properties and behaviors

4. Students apply what they have learned from the models to develop

explanations of why water behaves the way it does.

5. Based on what they have learned, students make predictions and test their

predictions

6. Students reflect on their original questions to apply what they have learned.

A lesson level phenomenon regarding water…

A lesson level phenomenon regarding water…

Guide students to investigate the answers to their

questions…

1. Students generate their own questions about the behavior of water

2. Students experiment while collecting data and recording observations

3. Students evaluate models of water molecules to learn about molecular

properties and behaviors

4. Students apply what they have learned from the models to develop

explanations of why water behaves the way it does.

5. Based on what they have learned, students make predictions and test their

predictions

6. Students reflect on their original questions to apply what they have learned.

Students experiment while collecting data and

recording observations

You will need:

● Dropper Bottles of water, and

water/detergent solution

● A penny

● “Puppy Pad”

Record observations (quantitative and qualitative)

for EVERY step!

Procedure:

• Place a penny on the pad.

• Hold the tip of the water dropper bottle a consistent distance above the

penny.

• Carefully drop a single drop of water on the penny. Let it settle.

• Carefully add additional drops one drop at a time.

• Observe the behavior of the water.

• Record what happens, INCLUDING the number of drops that could sit on

the penny BEFORE it starts to flow over the edge.

Students experiment while collecting data and

recording observations

Record observations (quantitative and qualitative)

for EVERY step!

Procedure:

• Place a penny on the pad.

• Hold the tip of the dropper bottle a consistent distance above the penny.

• Carefully drop a single drop of water on the penny. Let it settle.

• Carefully add additional drops one drop at a time

• Observe the behavior of the water + detergent solution.

• Record what happens, INCLUDING the number of drops that could sit on

the penny BEFORE it starts to flow over the edge.

Students experiment while collecting data and

recording observations

Is the behavior of pure water different from

water + detergent?

● Differences between trials in

quantitative data?

● Differences between trials with

qualitative observations?

● What are you still wondering about water?

Is the behavior of pure water different from

water + detergent?

Guide students to investigate the answers to their

questions…

1. Students generate their own questions about the behavior of water

2. Students experiment while collecting data and recording observations

3. Students evaluate models of water molecules to learn about molecular

properties and behaviors

4. Students apply what they have learned from the models to develop

explanations of why water behaves the way it does.

5. Based on what they have learned, students make predictions and test their

predictions

6. Students reflect on their original questions to apply what they have learned.

Students evaluate models of water molecules to

learn about molecular properties and behaviors

It is time to PLAY…

• RECORD your observations

• Allow yourself to be a STUDENT!

Suspend what you think you know… take

the opportunity to wonder and question…

● List at least 3 things you noticed

about the model molecules.

● How many times can one

molecule “stick” to other water

molecules?

● Any questions that come to

mind?

Students evaluate models of water molecules to

learn about molecular properties and behaviors

● List at least 3 things you noticed

about the model molecules.

● How many times can one

molecule “stick” to other water

molecules?

● Any questions that come to

mind?

Students evaluate models of water molecules to

learn about molecular properties and behaviors

A few reminders about water….

https://ib.bioninja.com.au/standard-level/topic-2-

molecular-biology/22-water/hydrogen-bonding.html

Guide students to investigate the answers to their

questions…

1. Students generate their own questions about the behavior of water

2. Students experiment while collecting data and recording observations

3. Students evaluate models of water molecules to learn about molecular

properties and behaviors

4. Students apply what they have learned from the models to develop

explanations of why water behaves the way it does.

5. Based on what they have learned, students make predictions and

experimentally test their predictions.

6. Students reflect on their original questions to apply what they have learned.

Develop a 2-dimensional model that

explains the interactions between water

molecules that allow the water to form a

mound on the penny instead of just

spilling off the sides.

?

Students apply what they have learned from the

models to develop explanations of why water

behaves the way it does.

Students apply what they have learned from the

models to develop explanations of why water

behaves the way it does.

What about water with detergent? How did it behave

differently? Why?

Construct a new model that explains why adding

detergent to the water changes its behavior.

?

Students apply what they have learned from the

models to develop explanations of why water

behaves the way it does.

Construct a

model to

explain this…

Guide students to investigate the answers to their

questions…

1. Students generate their own questions about the behavior of water

2. Students experiment while collecting data and recording observations

3. Students evaluate models of water molecules to learn about molecular

properties and behaviors

4. Students apply what they have learned from the models to develop

explanations of why water behaves the way it does.

5. Based on what they have learned, students make predictions and

experimentally test their predictions.

6. Students reflect on their original questions to apply what they have learned.

What about alcohol?

Predict how alcohol would behave in the penny experiment… now try!

Based on what they have learned, students make

predictions and experimentally test their predictions

about the behavior of other molecules.

Students apply what they have learned from the

models to develop explanations of why water

behaves the way it does.

Could they

walk on

alcohol?

What about hydrocarbons (ethane in this case)?

Guide students to investigate the answers to their

questions…

1. Students generate their own questions about the behavior of water

2. Students experiment while collecting data and recording observations

3. Students evaluate models of water molecules to learn about molecular

properties and behaviors

4. Students apply what they have learned from the models to develop

explanations of why water behaves the way it does.

5. Based on what they have learned, students make predictions and

experimentally test their predictions.

6. Students reflect on their original questions to apply what they have learned.

Also with this amazing kit: Solubility

Also with this amazing kit: phases of water

Also with this amazing kit: Density

Also with this amazing kit: adhesion and cohesion

Your ideas? Your questions?

THANK YOU!

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