evaluation : misconceptions in key stage 3...

1 | Misconceptions in Key Stage 3 science | Resource pack © Crown copyright 2002

Evaluation : Misconceptions in Key Stage 3 science

For completion by teachers

What were the most successful aspects of today’s sessions?

What changes would you suggest if today’s sessions were repeated?

Please grade each session on the basis of how useful it was for you.

School _________________________________________________________

Post held _________________________________________________________

Please return this form to your tutor before leaving.

Session Grade: please ring Comment1 = Very good 4 = Poor

Pre-unit task 1 2 3 4

1 Introduction 1 2 3 4

2 Using models and analogies 1 2 3 4

3 Particles 1 2 3 4

4 Cells 1 2 3 4

5 Energy 1 2 3 4

6 Interdependence and Earth science 1 2 3 4

7 Planning follow-up work and plenary 1 2 3 4

Overall grade for the unit 1 2 3 4

Key Stage 3

National Strategy

science


Pre-unit task – notes for participants

The aim of this task is to enable you to explore the ideas your pupils hold aboutimportant concepts in science. Many pupils bring to science lessons a range ofalternative meanings for terms and differing understandings of importantscientific concepts. These differing meanings and understandings are oftenreferred to as misconceptions, alternative frameworks or alternativeconceptions.

In preparation for this unit you are asked to spend some time exploring whatideas your pupils hold about important scientific ideas. Use the pre-unit tasksheets for pupils and teachers as a means of doing this. Your analysis of theirresponses will be the focus of a discussion during Session 1. You will receivecopies of these task sheets from your Key Stage 3 science consultant.

Collecting evidence

Carry out the task first with a class of pupils in Year 7. A minimum of 20 pupilsshould complete Pre-unit Pupil’s Task Sheet 1.

Explain to them that this is not a test. They should not feel threatened by theexperience. You are not checking up on what they know. Marks will not berecorded for future use in school. Explain that the task is to be used to help findout what they THINK about scientific ideas, and that their responses will helpplan future lessons.

Ask them to read through each statement, and indicate whether they ‘agree’,‘disagree’, or are ‘not sure’ about whether it is correct. Collect the sheets in.There is no need to ‘go over’ the right answers with the pupils. However, thistype of activity is useful for discussion and many pupils want to know if they areright, and to argue their reasons with peers who selected differently. You mustdecide, at the outset, whether you are going to allow time for such a discussion.

Carry out the same activity with a class of pupils in Year 9, of similar ability.

Analysis

Each of the statements on the sheet represents a common misconception heldby pupils.

Count up and record the number of ‘agree’, ‘disagree’ and ‘not sure’ selectionsthe pupils have made. Complete Pre-unit Teacher Task Sheet 2.

This will give an indication of the degree to which your own pupils hold the ideasoutlined on the pupil task sheet.

What are the three most commonly held alternative conceptions(misconceptions) in each year group?

Compare the responses from Years 7 and 9.

Are there any similarities or differences in the misconceptions of the two year groups?

Is there any evidence of a reduction in the extent of the misconceptions?

Bring the results of your pre-unit task to the training.


Pre-unit Pupil’s Task Sheet 1

Year group .............

What do you think about science?

For each of the statements below, show in each box whether you

agree ✓

disagree ✗

are not sure ?

Plants’ roots take in food from the soil.

Water, carbon dioxide, and light are plant foods.

Plants breathe in oxygen at night, andcarbon dioxide during the day.

Plants photosynthesise but do not respire.

An insect (such as a bee) is not an animal.

Living things are made of cells which are as small as atoms.

Atoms and animal cells are about the same size.

Air doesn’t weigh anything.

Vacuums ‘suck’ air in.

Sugar disappears when it dissolves.

When ice is heated its particles melt.

The space between particles is full of air.

Particles in a liquid are smaller than in a solid.

When a car engine burns petrol it uses up energy.


There are different forms of energy.

Electricity gets used up as it goes around a circuit.

Light travels further at night than in daytime.

To keep an object moving a force must be kept on it.

Objects stop moving when their force runs out.


Pre-unit Teacher Task Sheet 2

Analysis of pupil responses to commonmisconceptions

For each of the statements below count up the number of pupils’ responsesunder each of the headings Agree, Disagree and Unsure.

Year 7

StatementAgree Disagree Unsure

Number of pupils


Water, carbon dioxide, and light are plantfoods.




Living things are made of cells which areas small as atoms.

Atoms and animal cells are about thesame size.

Air doesn’t weigh anything





Particles in a liquid are smaller than in asolid.

When a car engine burns petrol it uses upenergy.


Electricity gets used up as it goes arounda circuit.


To keep an object moving a force must bekept on it.

Objects stop moving when their force runsout.


Year 9

StatementAgree Disagree Unsure

Number of pupils


Water, carbon dioxide, and light are plantfoods.




Living things are made of cells which areas small as atoms.

Atoms and animal cells are about thesame size.

Air doesn’t weigh anything.





Particles in a liquid are smaller than in asolid.

When a car engine burns petrol it uses upenergy.


Electricity gets used up as it goes arounda circuit.


To keep an object moving a force must bekept on it.

Objects stop moving when their force runsout.


Objectives Slide 1.1

■ To identify some commonly heldmisconceptions (alternativeconceptions, alternativeframeworks) in the teaching ofscience at Key Stage 3

■ To consider the implications ofpupils’ misconceptions in keyscientific ideas for teachingscience at Key Stage 3

■ To establish the importance ofmodels and analogies in teachingkey scientific ideas

■ To identify teaching strategies foridentifying and correcting pupils’misconceptions in the keyscientific ideas


Structure of the day Slide 1.2

Session 1 Introduction tomisconceptions in Key Stage 3science

Session 2 Using models andanalogies

Session 3 Particles

Session 4 Cells

Session 5 Energy

Session 6 Interdependence andEarth science

Session 7 Planning follow-upwork and plenary


Characteristics of Slide 1.3misconceptions

■ Have been constructed fromeveryday experiences

■ May be linked to specialistlanguage

■ Can be personal or shared withothers

■ Explain how the world works insimple terms

■ May be inconsistent with sciencetaught in schools

■ Can be resistant to change

■ May inhibit further conceptualdevelopment


Key scientific ideas in Slide 1.4Key Stage 3 science

■ Cells

■ Interdependence

■ Particles

■ Energy

■ Forces


Plenary for Session 1 Slide 1.5

By the end of this sessionparticipants should:

■ be clear about the structure ofthis unit;

■ be clearer about thecharacteristics ofmisconceptions;

■ have identified somemisconceptions pupils mighthold;

■ be aware of some implications ofthe misconceptions pupils mayhold with regard to teaching.



■ To establish the importance ofmodels and analogies inunderstanding key scientificideas

■ To appreciate how models andanalogies can be used effectivelyin teaching key scientific ideas


Where models and analogies Slide 2.2are useful in teaching

■ Objects that are too big, e.g. solarsystem

■ Objects that are too small or noteasily seen, e.g. cell, heart

■ Processes that cannot be easilyseen directly, e.g. digestion,erosion

■ Abstract ideas, e.g. particulatenature of matter, energy transfer


Slide 2.3

■ Scientific models – often pictorialbut sometimes mathematical

■ Teaching models – pictorial,three-dimensional, analogies, etc.


Developing sequences of Slide 2.4‘good enough’ models

■ Introduce the scientific idea (e.g.particle theory) early in the keystage

■ Use a clear TEACHING MODEL tohelp pupils VISUALISE the idea

■ Encourage pupils to APPLY theirmodel to explain new phenomena

■ Increase the SOPHISTICATION orCHANGE the model whennecessary


Encouraging pupils to Slide 2.5identify the strengths andweaknesses in a model

Discuss the model and encourage pupils to:

■ identify what each part represents;

■ think about the strengths andweaknesses:– what can it explain?– what can it not explain?

■ suggest improvements for the model.

Provide models created by others that areproblematic and encourage pupils to:

■ identify what is wrong with the model;

■ consider what misconceptions it mightgenerate.


Encouraging pupils to Slide 2.6develop their own models or pictures

Encouraging pupils to develop theirown models or analogies:

■ helps reveal misconceptions;

■ is motivating and requirescreative thought;

■ enables pupils to explore theirown understanding of an idea.


Handout 2.7Teaching science at Key Stage 3 using models andanalogies; a summary

To raise achievement of pupils in Key Stage 3 science youcan plan to:

• give pupils ‘pictures’ so they can talk about and explain theirideas in science;

• agree what ‘pictures’ will be used consistently within thedepartment;

• teach the scientific ideas with explicit teaching models.

During lessons you can encourage pupils to:

• apply the scientific idea (model) to explain new phenomena;

• think about the strengths and weaknesses of models;

• develop and test out their own models and analogies;

• improve their model (or that of others) by making it moresophisticated or by changing to a different model.




■ be clear about the role of modelsand analogies in teaching;

■ have a greater understanding ofwhere the use of models andanalogies can help pupils’understanding;

■ begin to understand the idea of‘good enough’ models.



■ To provide teaching strategies foridentifying and correcting pupils’misconceptions on particles

■ To consider the importance of theuse of models and analogies inthe teaching of particles


Techniques for probing Slide 3.2thinking and identifying misconceptions

■ Focused questioning

■ Flow charts

■ Associated word lists

■ Annotated drawings and posters

■ Concept maps

■ Concept cartoons

■ Class discussion


Pupil’s concept map

are not

are

are not

can be

sometimesturn into

can sometimes be

are

Hard

Compressed

Liquids

SolidsGases

Air

Handout 3.3


Background

School

The school is an 11–16 comprehensive in a small, rural town in thenorth of England. The school population is approximately 650.Very few pupils are entitled to free school meals. About 30% ofpupils are on the special educational needs register.

Organisation

The pupils are set for science. The class on the video is in Year 8,the 2nd set out of 5.

The school has been a CASE school for a year and these pupilshave been taught CASE lessons regularly since they were in Year 7. They are used to working in this way. The groups are self-selected friendship groups.

On the day of filming, 22 out of 28 pupils were present – 14 boysand 8 girls. The high level of absence was largely due to the fact itwas the last day of the half term and some pupils had gone onholiday early.

The lesson filmed was a 90 minute timetabled lesson. It has beenedited to make it possible to show the lesson’s features in atraining session.

Handout 3.4


Handout 3.5Lesson information

The lesson is based on Unit 8I ‘Heating and cooling’, from the QCA scheme ofwork. The teacher has modified the possible teaching activities to provide afocus on teaching thinking.

Objectives

• To use the particle model to explain changes of state and know thatchanges of state occur at a fixed temperature

• To use thinking skills

Teaching strategy

Introduction

The teacher explains the objectives of the lesson and links to prior learning;details of how to complete the task and what the expectations are.

Main part of lesson

Pupils work in groups, completing the tasks and producing a group answer.

Activities

All recording by the pupils was carried out on a prepared worksheet.

1. Pupils predict what will happen as a substance cools. They complete andsketch a graph and explain why they have chosen that shape.

2. They are provided with liquid stearic acid and water or Vaseline at 80oC. As itcools (in a container of ice), they record the temperature every 30 secondstogether with any observations.

3. The results are graphed.

4. Pupils compare the outcomes with the prediction and record theirconclusions giving reasons and/or using precise language (reasoning skills).

5. In discussion groups, pupils produce a model to explain their results.

Plenary

The teacher manages the class discussion, enabling pupils to argue, articulateand justify their findings. The final summary enables pupils to reflect on whatthey have learned, the way they think and look forward to future developmentsof this topic.


Task E (part 1): Slide 3.6Pictures of particles

Draw a particle picture to represent:

■ A solid

■ A liquid

■ A gas


Solid, liquid and gas picture 1 Slide 3.7

Solid

Liquid

Gas


Solid, liquid and gas picture 2 Slide 3.8

Solid

Liquid

Gas


A ‘good enough’ version of the billiard ball model to explain a range of physical phenomena

Basic premises

• All matter consists of tiny particles.

• Types of particle vary in their volume.

• Types of particle vary in their mass.

A crystalline solid has a set shape and a fixed volume that is independent of thatof its container. To represent this the particles in the particle model:

• are arranged in rows and sheets;

• are close together;

• are held together tightly;

• have energy and vibrate around a point;

• cannot easily change places.

A liquid has a fixed volume and takes up the shape of its container up to thelevel of the surface of the liquid. To represent this the particles in the particlemodel:

• have no set pattern;

• are also close together;

• are not so tightly held together as in a solid;

• have more energy and move randomly;

• can change places.

A gas takes up the whole volume of its container. If that container is open, it willdiffuse into the air. To represent this the particles in the particle model:

• are not arranged in any way;

• are far apart;

• are very weakly held together;

• have much more energy and move very rapidly in all directions;

• constantly change places in no pattern.

Note: the distance between particles in air is about nine diameters.

Handout 3.9


Developing a sequence of ‘good enough’ particle models

Scientific idea

Matter made ofparticles that aremoving, very small andbroadly of similar size

Particles are ofdifferent size/mass

When particlesinteract there areforces acting betweenthem

Particles are ofdifferent types. Thereare a set number ofatoms and all otherparticles are madefrom these

The types of particleinteractions:

A + B ➔ AB

AB ➔ A + B

AB + C ➔ AC + B

AB + CD ➔ AC + BD

Teaching model

Billiard ball (Handout3.9) Computeranimations

Use marbles, ballbearings, beads, etc.to illustrate

Use magneticmarbles, or sticky andnon-sticky balls toillustrate forces

Use commerciallyproduced modelssuch as Molymod orLego to illustratedifferent types

Use Molymod type orLego to model eachreaction type andmodel reactions whilstthey take place

Can be used to explain

Changes of state,solidifying, melting,evaporating

Density, viscosity,movement ofsubstances through cellmembranes, Brownianmotion

Dissolving

Elements, compoundsand chemical change

Patterns in chemicalchange:

• combination

• disassociation

• displacement (special case of recombination)

• recombination

Handout 3.10




■ be clear about what a conceptmap is and how it can be used toascertain pupils’ understanding;

■ be more aware of how pupils canbe encouraged to develop anddiscuss their own models;

■ be aware of a sequence of ‘goodenough’ models for teachingparticles and how this could beused in their teaching.



■ To provide a teaching strategy foridentifying and correcting pupils’misconceptions on cells

■ To establish the importance ofmodels in the teaching of cells


‘The four Ws’ Slide 4.2

When? Where?

Why? What?

Cells


An approach to teaching Handout 4.3

cells using models

• Build three-dimensional models of typical plant and animal cells

• Discuss what each part represents, developing specificlanguage

• Discuss strengths and weaknesses of any model and howeach may be improved

• Ask pupils to build their own models of specialised cells,identifying any strengths and weakness

• Build a model tissue from model cells as a class

• Relate the model to what is seen through a microscope

• Consider how you might construct some model organs frommodel tissue, e.g. leaf, heart, eye

Handout 4.3


Models of typical animal Slide 4.4and plant cell


Specialised cells – Slide 4.5pupils’ models

Spermatozoa Nerve Cell


Cells arranged as tissue Slide 4.6in a tank


Developing a sequence of ‘good enough’ cell models

Handout 4.7

Teaching model

Plastic bag filled withwater or jelly and atable tennis ball

Plastic bag filled withwallpaper paste(shows vacuole)placed in jar (showscell wall)

Different materials canbe used to show howcells are specialisedand adapted to theirfunction such asballoons for guardcells, football for eggand marble with tail forsperm (to showrelative size)

Plastic bag cellsplaced in fish tank toshow tissue; comparethis with looking downthe microscope to seelayers

Visking tubing andparticle-sieve models

Nucleus made ofjumble of pipecleaners, animations

Can be used toexplain

All living things havesimilar structures

Differences betweenplant and animal cells

Differences in cell formreflect their functions

Tissue under themicroscope containsmany cells that are thesame

Gas exchange in thelungs, respiration,digestion, wateruptake in root hair,photosynthesis

Reproduction andgrowth

Scientific idea

The cell is the basicbuilding block of livingmaterial, consisting ofnucleus, cytoplasmand membrane

Plant cells also have acell wall and vacuole

Cells are adapted totheir function and havespecialised forms

Tissue is composed ofgroups of the sametype of cells anddifferent tissues canform organs

The cell membrane isdifferentiallypermeable

Nucleus containsgenetic material andcan divide causing celldivision




■ have had the opportunity to carryout a strategy to determinepupils’ understanding of cells;

■ be aware of an approach theycould use to teach cells usingmodels;

■ be developing an understandingof a ‘good enough’ approach tousing models to teach cells.



■ To provide teaching strategies foridentifying and correcting pupils’misconceptions on energy

■ To establish the importance ofmodels and analogies in theteaching of energy


Why concept cartoons work Slide 5.2

■ They help make learners’ ideasexplicit

■ They challenge and developlearners’ ideas

■ They apply scientific ideas ineveryday situations

■ They promote discussion

■ For more able pupils they canprovide cognitive conflict whichhelps to clarify ideas

■ They help legitimise alternativeviewpoints – reduce the threat ofgiving the ‘wrong’ answer


Handout 5.3

The faster we gothe more energy

the car uses.

The caruses fuel, not

energy.

The wheelsmake energy from the fuel.

What do YOU think?


Alternative approaches to teaching energy at Key Stage 3

Energy transfer

In this approach the energy is located in one place, and when somethinghappens energy is transferred from that place to another.

Typical language to use:‘The energy in the battery is transferred to the bulb by electricity and then fromthe bulb to the surroundings by heating and light.

‘Energy from the Sun is transferred to the leaf cells by light.’

‘Energy is transferred from the reaction between magnesium and hydrochloricacid to the surroundings by heating.’

‘A weightlifter transfers energy from his muscles to the bar by lifting (moving)his arms.’

Energy transformation

Here energy takes on different forms, for example chemical, heat, light, etc.Energy is transformed or changed from one form or type to another when achange occurs. In this approach teachers use words such as ‘changed’ or‘converted’.

Typical language to use:‘The chemical energy in the battery is transformed into electrical energy inthe wires and then to light energy and heat in the bulb.’

‘The light energy from the Sun is changed into chemical energy in the leaf.’

‘Chemical energy in the magnesium and hydrochloric acid is changed intoheat when they react together.’

‘The chemical energy in the weightlifter’s muscles is changed into kineticenergy when lifting the bar and is changed into potential energy at the topof the lift.’

Neither of these approaches is right or wrong. The two points of substance arethat:

• pupils need to be aware that either energy transfer or energy transformationmight be used in different Key Stage 3 text books, tests or examinations;

• teachers in a science department need to adopt a consistent approach toteaching energy across the science curriculum.

Handout 5.4


… but what is energy?! Slide 5.5

‘ … there is a certain quantity,which we call energy, that does notchange in all the manifold changeswhich nature undergoes.

That is a most abstract idea,because it is a mathematicalprinciple: it says that there is anumerical quantity, which does notchange when something happens.It is not a description of amechanism, or anything concrete:it is just a strange fact that we cancalculate some number and whenwe finish watching nature gothrough her tricks and calculatethat number again it is the same.’

Richard Feynman


Slide 5.6


Dennis the Menace(Adapted from Richard Feynman)

‘Imagine Dennis who has blocks that areabsolutely indestructible and cannot bedivided into pieces. Each is the same asthe other. Let us suppose he has 28.

His mother puts him with his 28 blocks intoa room at the beginning of the day.

At the end of each day, being curious, shecounts them and discovers a phenomenallaw. No matter what he does with theblocks, there are always 28 remaining.

This continues for some time until one dayshe only counts 27, but with a little searching she finds one under a rug. Sherealises she must be careful to look everywhere.

One day later she can only find 26. She looks everywhere in the room, butcannot find them. Then she realises the window is open and the two blocks arefound outside in the garden.

Another day, careful counts show there are 33 blocks. This causesconsiderable dismay until it is realised that Bruce came to visit bringing hisblocks with him and left a few.

She removes the five extra blocks and gives them back to Bruce and all returnsto normal.

We can think of energy like this except there are no blocks.’

We can use this idea to track energy transfers during changes. We need to becareful to look everywhere to ensure that we can account for all the energy.

Handout 5.7


Money as an analogy Slide 5.8

Source: Primary School Teachers’ and ScienceProject 1991 – Pack 2 Understanding Energy,published by Oxford University Department ofEducational Studies and Westminster CollegeOxford ISBN 0 903535 11 4


Using energy transfer to explain Slide 5.9why current is not used up in an electric circuit

Model the electric circuit

■ The teacher represents the battery with a supply ofsmall sweets

■ Pupils form a ring; each has a paper cup; one pupil isasked to represent the bulb

■ The cups are passed round the circuit and the teacherplaces small sweets (2) in each as they pass the battery

■ The ‘bulb’ eats a small sweet as it passes

■ The moving cup represents the current or flow ofelectrons

■ A small sweet represents a unit of energy

■ The teacher holding sweet packets represents the cell


By the end of this session participants should:

■ be aware of how concept cartoons can be used todetermine pupils’ understanding;

■ have clarified their understanding of energy transfer andenergy transformation;

■ be aware of the implications of the different models ofenergy for their teaching;

■ have experienced different models and analogies theycould use for teaching energy.



■ To provide teaching strategies foridentifying and correcting pupils’misconceptions aboutinterdependence and Earthscience

■ To consider strategies to use inteaching interdependence andEarth science including the use ofmodels


Handout 6.2A pupil’s initial poster onplant nutrition


Bloom’s Taxonomy – a summary

Knowledge

Knowing facts and describing what is observed

Comprehension

Using ideas in familiar contexts, explaining how and whysomething happens

Application

Using knowledge and understanding in a new context

Analysis

Breaking information down, contrasting information and seekingpatterns

Synthesis

Generalising from given information, linking ideas and makingpredictions

Evaluation

Comparing and discriminating between ideas, making choicesbased on reasoned argument, verifying the value of evidence

Handout 6.3


Questions about Goldilocks using Bloom’s Taxonomy

Knowledge

Whose porridge was too sweet?

Comprehension

Why did Goldilocks like Little Bear’s bed best?

Application

What would have happened if Goldilocks had come to yourhouse?

Analysis

Which parts of the story could not be true?

Synthesis

Can you think of a different ending?

Evaluation

What do you think of the story?

Was Goldilocks good or bad? Why?

Handout 6.4


Key Stage 3 plant growth

Knowledge What is a fertiliser?

Comprehension Why do plants need minerals?

Application Why don’t plants in a woodland habitat needfertilisers?

Analysis Look at the data. Which mineral has the greatesteffect on tomato yield?

Synthesis What combination of minerals would you recommendfor a tomato fertiliser?

Evaluation ‘Tomato feed’ is the name of a new commercialtomato fertiliser. What do you think of this name?

Handout 6.5


The Rock Cycle

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Handout 6.6


A model to explain photosynthesis

1. Draw a huge leaf in chalk in the playground/hall with gaps for pupils to get inand out.

2. Assign pupils different tasks:

• At least one pupil outside the leaf holds three trays containing cards forwater, carbon dioxide and oxygen.

• At least one pupil inside the leaf holds a tray containing cards for sugar.

• At least one pupil will carry out photosynthesis only in the light.

• At least three pupils carry cards into and out of the leaf.

• Two pupils stand round the leaf and shine torches to represent daytime.

• The remaining pupils are observers and write down what is happeningduring the day and night.

3. Give pupils a job description and explain what they have to do. Start withnight-time, use freeze-frame to check pupils understand what they aredoing. (Freeze-frame: Call ‘freeze’ and pupils stop; ask some of the pupils toexplain what job they are doing and the observers to describe what ishappening overall.)

4. Turn the torches on and start the game.

5. Run through day and night a few times to check everyone understands.

6. Extension:

• If pupils have learned that plants respire all the time as well asphotosynthesising during the day, this process can be included. Thepupils that represent respiration will be active even when the torches areswitched off.

• Ask pupils to find fault with the model, e.g. the leaf does not take inwater from the atmosphere (unless it’s an airplant).

These are the cards to use. They Velcro together and are written on both sides:

front: back: front: back:

front: back:

The respirers split the velcro of sugar and turn over all the half cards to putwater together: su gar + oxygen ➝ wa ter + carbon dioxide

The photosynthesisers split the Velcro of water and turn over all the half cardsto put sugar together: wa ter + carbon dioxide ➝ su gar + oxygen

Handout 6.7

wa gar

oxygen ter

su carbondioxide


Front and back of photosynthesis/respiration activity cards

Handout 6.8

wa gar

oxygen ter

su carbondioxide


Job description: RESPIRER

You will need to be inside the leaf.

Hold a tray with 15 paired cards labelled ‘sugar’.

You will be able to do your job all the time.

Look out for oxygen coming into the leaf.

Take the oxygen card.

Split your sugar into two and make water and carbon dioxide.

Give both of these back to the carrier to take out of the leaf.

If you run out of pairs of sugar cards shout ‘STOP!’ and the gamemust stop.

Handout 6.9


Job description:PHOTOSYNTHESISER

You will be based inside the leaf.

You should not end up holding any cards – always give them toother people!

You will only be able to do your job when it is light. If it is dark, tellthe courier to go away (politely!)

Look out for water and carbon dioxide coming into the leaf!

Take the water and carbon dioxide cards.

Split the water into two and make sugar and oxygen.

Give the oxygen back to the carrier to take out of the leaf.

Give the sugar card to a nearby respirer.

Handout 6.10


Job description: CARRIER

You have a very important job in this model (but would not beneeded in real life!).

You carry things in and out of the leaf.

OUTSIDE THE LEAF

Go to the outsider and collect:

• 1 oxygen card;

• 1 carbon dioxide card;

• 1 sugar paired card.

REMEMBER TO KEEP THE CARDS THIS WAY UP!

Now go through a gap into the leaf

INSIDE THE LEAF

Offer your cards to one of the people inside the leaf – it doesn’tmatter if they are a respirer or a photosynthesiser.

They will tell you what to do.

If they give you cards back leave the leaf immediately and return tothe outsider.

Handout 6.11


Job description: OUTSIDER – (at least one needed)

You will hold the stocks of raw materials needed to keep the leafalive.

You have three trays:

• 1 tray of oxygen cards;

• 1 tray of carbon dioxide cards;

• 1 tray of sugar paired cards.

Give each carrier:

• 1 oxygen card;

• 1 carbon dioxide card;

• 1 sugar paired card.

When the carriers come back, take their cards and put them in thetrays. Give them new ones and send them on their way.

Handout 6.12


Handout 6.13

Process C, P, B Explanation

Weathering C, P, B Chemical attack; physical breakdown; organisms having physical and chemical effects

Erosion and P, C Physical movement of material; chemical transport transport in solution

Deposition P, C, B Physical deposition, e.g. by slowing currents; chemical deposition, e.g. when saline waters evaporate; biological deposition, e.g. by trees falling into coal swamps

Compaction and P, C Physical compaction; chemical crystallisation of cementation natural cements

Metamorphism P, [C] Change without melting due to increased heat and/or pressure [while new minerals, chemically different from the originals may form, the bulk chemistry of the rock remains unchanged]

Melting P Change of state due to changes in temperature and/or pressure [but chemical changes can result from partial melting, since different minerals melt at different temperatures]

Rising P Rising of magma from hot to cooler regions, since magma has lower density than the surrounding rock

Crystallisation P, C Physical change of state from liquid to solid as under the Earth’s chemicals slowly crystallise into mineral surface compounds

Extrusion (as P, C Physical change of state from liquid to solid as lava, ash, chemicals quickly crystallise into mineral bombs, etc.) compounds

Uplift P Rock sequences rising due to Earth movements

Deformation P Folding = plastic deformation, faulting = brittle (folding, faulting, deformation, metamorphism as abovemetamorphism)


Handout 6.14

Earth’s internalheat energycauses:• metamorphism

of rocks• melting of rocks• plate tectonic

movements• folding, faulting

and uplift

Metamorphism

Rocks at the Earth’s surface

Metamorphic rocks

Magma

Sedimentary sequences

Mobile sediments

Rotten rocks/soil

Extrusive igneousrocks

▲▲

▲

▲

▲

▲

▲

▲

Intrusive igneousrocks

▲ ▲ ▲

Magma from below

Melting

Uplift Uplift

Sedimentary rocks

Compaction/cementation

Deposition

Erosion/transportation

WeatheringUplift

Rising

Extrusion Crystallisation

Metamorphism

▲

KeyProducts in therock cycle

Italics Processes in therock cycle

The Rock Cycle

Reproduced by kind permission of the Earth Science Education Unit, Keele University




■ understand how annotateddrawings can be used to identifypupils’ misconceptions;

■ have practised devisingquestions linked to Bloom’staxonomy and begun toappreciate the need to identifyappropriate questions in theirplanning;

■ have participated in a strategythat models photosynthesis;

■ have consolidated theirknowledge of the rock cycleprocess.


Topic/lesson notes

Topic/lesson:

Objectives

Possiblemisconceptions

Strategies to identifymisconceptions

Learning demand(high, medium,low)

Key questions

Handout 7.1




■ have begun to plan a unit ofwork which identifies and takes account of pupils’misconceptions

evaluation : misconceptions in key stage 3...

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