context or content? both!10 manipulating molecules & designing drugs 11 nutrition: food for...
Post on 14-Mar-2020
3 Views
Preview:
TRANSCRIPT
3/17/2016
1
Context or Content?Both!
Cathy Middlecamp
University of Wisconsin‐Madison
MY ABSTRACT
A Project of the American Chemical Society
1994
1997
2000
2003
2012
2009
2006
2015
What were these folks thinking?
3/17/2016
2
1994
1997
2000
2003
2012
2009
2006
2015
What do these have in common?
A Project of the American Chemical Society
1 The Air We Breathe2 Protecting the Ozone Layer3 The Chemistry of Global Climate Change4 Energy, Chemistry and Society5 Water for Life6 Neutralizing the Threats of Acid Rain
& Ocean Acidification7 The Fires of Nuclear Fission8 Energy from Electron Transfer9 The World of Polymers and Plastics
10 Manipulating Molecules & Designing Drugs11 Nutrition: Food for Thought12 Genetic Engineering & the Molecules of Life
3/17/2016
3
A Project of the American Chemical Society
1 The Air We Breathe2 Protecting the Ozone Layer3 The Chemistry of Global Climate Change4 Energy, Chemistry and Society5 Water for Life6 Neutralizing the Threats of Acid Rain
& Ocean Acidification7 The Fires of Nuclear Fission8 Energy from Electron Transfer9 The World of Polymers and Plastics d
10 Manipulating Molecules & Designing Drugs11 Nutrition: Food for Thought12 Genetic Engineering & the Molecules of Life
A Project of the American Chemical Society
Free download
Sustainability Matters for Undergraduate Teaching and Learning, Catherine Fry and Cynthia Wei, 26(3), 5‐24, 2015.
Sustainability Matters for Undergraduate Teaching and Learning, Catherine Fry and Cynthia Wei, 26(3), 5‐24, 2015.
3/17/2016
4
1994
1997
2000
2003
2012
2009
2006
2015
What’s with the spider webs?
Chemistry in Context
7th edition
contextus (Latin)“to weave”
The web that connects chemistry to society. chemistry
chemistry
The anchoring threads
chemistry
water
energy
air quality
acid rain
climate change
ozone depletion
3/17/2016
5
The Book That Broke The Mold
The mold …
We teach general chemistry as ifwe first must carefully build the foundation for our students …
…so that later down the road our students get to take what they know and examine the larger exciting and sometimes troubling issues in our discipline and in our world.
Thermodynamics
Kinetics
Equilibrium
BondingAcids & Bases Atoms, Molecules & Ions
Atomic Theory
ElectrochemistryOrganic Chemistry
Periodic TableMolecular ShapesGas Laws
Thermodynamics
Kinetics
Equilibrium
BondingAcids & Bases Atoms, Molecules & Ions
Atomic Theory
ElectrochemistryOrganic Chemistry
Periodic TableMolecular ShapesGas Laws
Thermodynamics
Kinetics
Equilibrium
BondingAcids & Bases Atoms, Molecules & Ions
Atomic Theory
ElectrochemistryOrganic Chemistry
Periodic TableMolecular ShapesGas Laws
Thermodynamics
Kinetics
Equilibrium
BondingAcids & Bases Atoms, Molecules & Ions
Atomic Theory
ElectrochemistryOrganic Chemistry
Periodic TableMolecular ShapesGas Laws
3/17/2016
6
Thermodynamics
Kinetics
Equilibrium
BondingAcids & Bases Atoms, Molecules & Ions
Atomic Theory
ElectrochemistryOrganic Chemistry
Periodic TableMolecular ShapesGas Laws
Thermodynamics
Kinetics
Equilibrium
BondingAcids & Bases Atoms, Molecules & Ions
Atomic Theory
ElectrochemistryOrganic Chemistry
Periodic TableMolecular ShapesGas Laws
Thermodynamics
Kinetics
Equilibrium
BondingAcids & Bases Atoms, Molecules & Ions
Atomic Theory
ElectrochemistryOrganic Chemistry
Periodic TableMolecular ShapesGas Laws
General chemistry courses aim to provide a foundation for future courses.
The act of “covering” a large amount of content may create the very conditions under which students find it difficult to learn this content.
Evidence suggests that disjointed or piecemeal facts about any field, including chemistry, are unlikely to provide deep conceptual understanding.
Thermodynamics
Kinetics
Equilibrium
BondingAcids & Bases Atoms, Molecules & Ions
Atomic Theory
ElectrochemistryOrganic Chemistry
Periodic TableMolecular ShapesGas Laws
The Book That Broke The Mold
3/17/2016
7
Energy
Acid Rain
Food Water Genetic Engineering
Nuclear Fission
Air Quality The Ozone Hole
Climate Change
Air Quality The Ozone Hole
Climate Change
3/17/2016
8
Air Quality
The Ozone Hole
Climate Change
1. These three contexts are:
content‐rich
interconnected
time‐tested
2. They demonstrate how content & context are two sides of the learning coin.
Time forDISCUSSION/Questions
3/17/2016
9
Unlike humans, chimpanzees don’t argue with each other about whether climate is changing. They just attempt to adapt to the ever‐changing world, which can affect their way of life including their access to food, water, and habitat, …
Unlike humans, chimpanzees don’t argue with each other about whether climate is changing. They just attempt to adapt to the ever‐changing world, which can affect their way of life including their access to food, water, and habitat, …
Carbon dioxide isn’t the only player, as we will see in this chapter. We also will talk about other gases, such as methane and water vapor, and how they contribute to the greenhouse effect.
Having completed this chapter, you should be able to:
3/17/2016
10
3/17/2016
11
3/17/2016
12
3/17/2016
13
The ability to see the big picture.
Bird’s eye view
A power of the imagination
3/17/2016
14
The ability to see atoms and molecules.
A power of the imagination
v
80
v
81 82
oxygen molecule, O2
made up of 2 O atoms
nitrogen molecule, N2
made up of 2 N atoms
83 84
What’s wrong with this picture?
3/17/2016
15
Have students answer this question in groups.
What’s wrong with this picture?
Possible responses:
• The air molecules should be in motion and colliding.
• The representations of N2 and O2 molecules have problems, i.e., the atoms are not red and blue … and the molecule is not a dumbbell.
• The spaces between the molecules are not drawn to scale.
What’s wrong with this picture?
87
What’s right with this picture?
Have students answer this question in groups.
What’s right with this picture?
Possible responses:
• relative amounts of N2 (78%) and O2 (21%).
• N2 and O2 are represented as diatomic molecules.
• The spacing of these molecules shows that they aren’t touching in the gas phase.
• AND it shows “other” …
What’s right with this picture?
90
1% “other”
3/17/2016
16
91
1% “other”
Ar
ArAr
Ar
ArAr
Ar
ArAr
92
Metals
inert gases“noble gases”
argon, Ar
Atoms Molecules
O2
N2Ar
94
1% “other”
Ar
Ar
Ar
Ar
ArAr
Ar
ArAr
What is the “other” other?
Ne neon 0.0018%Kr krypton 0.0011%CO2 carbon dioxide 0.0400%CH4 methane 0.0017%
Ne neon 0.0018%Kr krypton 0.0011%
95
inert gases
What is the “other” other?
96
Metals
inert gases“noble gases”
3/17/2016
17
Ne neon 0.0018%Kr krypton 0.0011%CO2 carbon dioxide 0.0400%CH4 methane 0.0017%
Ne neon 0.0018%Kr krypton 0.0011%CO2 carbon dioxide 0.0400%CH4 methane 0.0017%N2O nitrous oxide 0.00003%
97
greenhousegases
What is the “other” other?
Atoms Molecules
CO2
O2
N2ArCH4
N2O
3/17/2016
18
3/17/2016
19
3/17/2016
20
Carbon cycle
3/17/2016
21
Carbon cycle
3/17/2016
22
3/17/2016
23
1. These three contexts are:
content‐rich
interconnected
time‐tested
2. They demonstrate how content & context are two sides of the learning coin.
Thank you.
1st and 2nd editions
Truman Schwartz
Diane Bunce
Bob Silberman
Conrad Stanitski
Wil Stratton
Arden Zipp
3rd and 4th editions
Conrad Stanitski
Lucy Eubanks
Cathy Middlecamp
Norb Pienta
Wil Stratton
3/17/2016
24
5th and 6th editions
Lucy Eubanks
Cathy Middlecamp
Norb Pienta
Carl Heltzel
Gabriela Weaver
2000 Cathy Middlecamp
Karen Anderson
Anne Bentley
Michael Cann
Jamie Ellis
Steve Keller
Lab Manual: Jennifer Tripp
7th edition
Cathy Middlecamp
Michael Mury
Karen Anderson
Anne Bentley
Michael Cann
Jamie Ellis
Katie Purvis‐Roberts
Lab Manual: Jennifer Tripp & Lallie McKenzie
8th edition
Terry Nally
Marta Gmurczyk
Jerry Bell
Corrie Kuniyoshi
Michael Mury
ACS Education Division
Silvia WareMary Kirchhoff
Thank you
top related