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Adapting a Transformed Undergraduate Chemistry Curriculum for High School Robert McKay†, Ryan L. Stowe†, Deborah Herrington‡ and Melanie M. Cooper† † Department of Chemistry, Michigan State University, East Lansing, Michigan ‡ Department of Chemistry, Grand Valley State University, Allendale, Michigan Current Curricular Models in High School Chemistry 3-Dimensional Learning Chemistry, Life, the Universe, and Everything (CLUE) First Semester CLUE Learning Progression CLUE as a Curricular Model for High School Teachers Improvement in Learning Outcomes from CLUE • How well does CLUE align with the Physical Science Performance Expectations and Disciplinary Core Ideas in the NGSS? • How does the CLUE alignment compare with the new Standards relative to traditional chemistry curricula? • What are the most significant modifications needed to make CLUE suitable for the secondary school classroom? Most secondary school chemistry curricula derive from a textbook published by Michell Sienko and Robert Plane in the late 1950s. 1 No strong evidence supports the efficacy of their approach in improving student outcomes. 2,3 H1-NMR CLUE Performance Expectation Alignment vs. Traditional Course Measurement Atomic Structure Bonding Stoichiometry States of Matter CLUE is a transformed undergraduate general chemistry curriculum designed around the “Big Ideas” of structure, properties and energy. 2 It was designed and iteratively refined concurrently with the development of the Framework for K-12 Science Education and shares a focus on Scientific Practices in addition to disciplinary content. The Next Generation Science Standards 4 and The Framework 4 from which they were derived have put forth a vision of science education that moves beyond factoid recollection and toward integrated understanding of disciplinary core ideas, scientific practices and crosscutting concepts that can be leveraged to explain phenomena (3- dimensional learning). Performance Expectations CLUE Trad. Course Structure and Properties of Matter HS-PS1-1 Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms HS-PS1-3 Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles HS-PS1-8 Develop models to illustrate the changes in the composition of the nucleus of the atom and energy released during the processes of fission, fusion, and radioactive decay HS-PS2-6 Communicate scientific and technical information about why the molecular level structure is important in the functioning of designed materials Chemical Reactions HS-PS1-2 Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table and knowledge of the patterns of chemical properties HS-PS1-4 Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature of concentration of the reacting particles on the rate at which a reaction occurs HS-PS1-6 Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium HS-PS1-7 Use mathematical representations to support the claim that atoms and therefore mass, are conserved during a chemical reaction Forces and Interactions HS-PS2-4 Use mathematical representations of Newton’s Las of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects Energy HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known HS-PS3-2 Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative position of particles (objects. HS-PS3-4 Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics) PS-PS3-5 Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction Waves and Electromagnetic Radiation HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other HS-PS4-4 Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter HS-PS4-5 Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy • CLUE students significantly better at drawing Lewis structures 6,7 • CLUE students more likely to self-report that they could predict physical properties with information from Lewis structures 7,8 • CLUE students are less likely to depict intermolecular forces as occurring within a single molecule 9,10 • CLUE students’ improved understanding of intermolecular forces persists into the first semester of organic chemistry 10 Ongoing Work References • Develop the agenda for a 2-week focus-group aimed at crafting a “working model” of the CLUE curriculum for high school • Identify chemistry educators willing to participate in the focus-group and beta-test portions of the resultant work model in their classrooms • Develop training opportunities for pre-service teachers at MSU centered around the CLUE curriculum 1. Sienko, M. J. & Plane, R. A. Chemistry: Principles and Properties. (Mcgraw hill International Book Company, 1974). 2. Cooper, M. & Klymkowsky, M. Chemistry, Life, the Universe, and Everything: A New Approach to General Chemistry, and a Model for Curriculum Reform. J. Chem. Educ. 90, 1116–1122 (2013). 3. Borman, S. A Tale Of Two Textbooks: History and influence of Sienko & Plane and Morrison & Boyd detailed at symposium. Chem. Eng. News 83, 48–51 (2005). 4. NGSS Lead States. Next Generation Science Standards: For States, By States. (The National Academies Press, 2013). 5. National Research Council. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. (2011). 6. Cooper, M. M., Grove, N., Underwood, S. M. & Klymkowsky, M. W. Lost in Lewis Structures: An Investigation of Student Difficulties in Developing Representational Competence. J. Chem. Educ. 87, 869–874 (2010). 7. Cooper, M. M., Underwood, S. M., Hilley, C. Z. & Klymkowsky, M. W. Development and Assessment of a Molecular Structure and Properties Learning Progression. J. Chem. Educ. 89, 1351–1357 (2012). 8. Cooper, M., M. Underwood, S. & Z. Hilley, C. Development and validation of the implicit information from Lewis structures instrument (IILSI): do students connect structures with properties? Chem. Educ. Res. Pract. 13, 195–200 (2012). 9. Cooper, M. M., Williams, L. C. & Underwood, S. M. Student Understanding of Intermolecular Forces: A Multimodal Study. J. Chem. Educ. 92, 1288–1298 (2015). 10. Williams, L. C., Underwood, S. M., Klymkowsky, M. W. & Cooper, M. M. Are Noncovalent Interactions an Achilles Heel in Chemistry Education? A Comparison of Instructional Approaches. J. Chem. Educ. 92, 1979–1987 (2015).

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Page 1: Adapting a Transformed Undergraduate Chemistry …conference.create4stem.msu.edu/sites/default/files/papers/Robert...Adapting a Transformed Undergraduate Chemistry Curriculum for

AdaptingaTransformedUndergraduateChemistryCurriculumforHighSchoolRobertMcKay†,RyanL.Stowe†,DeborahHerrington‡ andMelanieM.Cooper†

†DepartmentofChemistry,MichiganStateUniversity,EastLansing,Michigan‡DepartmentofChemistry,GrandValleyStateUniversity,Allendale,Michigan

CurrentCurricularModelsinHighSchoolChemistry

3-DimensionalLearning

Chemistry,Life,theUniverse,andEverything(CLUE)

FirstSemesterCLUELearningProgression

CLUEasaCurricularModelforHighSchoolTeachers

ImprovementinLearningOutcomesfromCLUE

• HowwelldoesCLUEalignwiththePhysicalSciencePerformanceExpectationsandDisciplinaryCoreIdeasintheNGSS?

• HowdoestheCLUEalignmentcomparewiththenewStandardsrelativetotraditionalchemistrycurricula?

• WhatarethemostsignificantmodificationsneededtomakeCLUEsuitableforthesecondaryschoolclassroom?

Most secondary school chemistry curricula derive from a textbook published byMichell Sienko and Robert Plane in the late 1950s.1 No strong evidence supportsthe efficacy of their approach in improving student outcomes.2,3

H1-NMR

CLUEPerformanceExpectationAlignmentvs.TraditionalCourse

Measurement AtomicStructure Bonding Stoichiometry

StatesofMatter

CLUE is a transformed undergraduategeneral chemistry curriculum designedaround the “Big Ideas” of structure,properties and energy.2 It was designedand iteratively refined concurrentlywith the development of theFramework for K-12 Science Educationand shares a focus on ScientificPractices in addition to disciplinarycontent.

The Next Generation Science Standards4and The Framework4 from which theywere derived have put forth a vision ofscience education that moves beyondfactoid recollection and towardintegrated understanding of disciplinarycore ideas, scientific practices andcrosscutting concepts that can beleveraged to explain phenomena (3-dimensional learning).

Performance Expectations CLUE Trad.CourseStructureandPropertiesofMatter

HS-PS1-1 Usetheperiodictableasamodeltopredicttherelativepropertiesofelementsbasedonthepatternsofelectronsintheoutermostenergylevelofatoms

HS-PS1-3Planandconduct aninvestigationtogatherevidencetocomparethestructureofsubstancesatthebulkscaletoinferthestrengthofelectricalforcesbetweenparticles

HS-PS1-8Developmodels toillustratethechangesinthecompositionofthenucleusoftheatomandenergyreleasedduringtheprocessesoffission,fusion,andradioactivedecay

HS-PS2-6Communicatescientificandtechnicalinformationaboutwhythemolecular levelstructureisimportantinthefunctioningofdesignedmaterials

ChemicalReactionsHS-PS1-2Constructandreviseanexplanationfortheoutcome ofasimplechemicalreactionbasedontheoutermostelectronstatesofatoms,trendsintheperiodictableandknowledgeofthepatternsofchemical

propertiesHS-PS1-4 Developamodeltoillustratethatthereleaseorabsorptionofenergyfromachemicalreaction

systemdependsuponthechangesintotalbondenergyHS-PS1-5Applyscientificprinciplesandevidencetoprovideanexplanationabouttheeffectsofchangingthe

temperatureofconcentrationofthereactingparticlesontherateatwhichareactionoccursHS-PS1-6Refinethedesignofachemicalsystembyspecifying achangeinconditionsthatwouldproduce

increasedamountsofproductsatequilibriumHS-PS1-7Usemathematicalrepresentationstosupporttheclaimthatatomsandthereforemass,are

conservedduringachemicalreaction

ForcesandInteractionsHS-PS2-4UsemathematicalrepresentationsofNewton’sLasofGravitationandCoulomb’sLawtodescribe

andpredictthegravitationalandelectrostaticforcesbetweenobjects

EnergyHS-PS3-1 Createacomputationalmodeltocalculatethechangeintheenergyofonecomponentinasystemwhenthechangeinenergyoftheothercomponent(s)andenergyflowsinandoutofthesystemareknownHS-PS3-2 Developandusemodelstoillustratethatenergyatthemacroscopicscalecanbeaccountedforasacombinationofenergyassociatedwiththemotionofparticles(objects)andenergyassociatedwiththe

relativepositionofparticles(objects.HS-PS3-4Planandconductaninvestigationtoprovideevidencethatthetransferofthermalenergywhentwocomponentsofdifferenttemperaturearecombinedwithinaclosedsystemresultsinamoreuniform

energydistributionamongthecomponentsinthesystem(secondlawofthermodynamics)PS-PS3-5Developanduseamodeloftwoobjectsinteractingthroughelectricormagneticfieldstoillustrate

theforcesbetweenobjects andthechangesinenergyoftheobjectsduetotheinteraction

Waves andElectromagneticRadiationHS-PS4-3Evaluatethe claims,evidence,andreasoningbehindtheideathatelectromagneticradiationcanbedescribedeitherbyawavemodeloraparticlemodel,andthatforsomesituationsonemodelismoreuseful

thantheotherHS-PS4-4 Evaluatethevalidityandreliabilityofclaimsinpublishedmaterialsoftheeffectsthatdifferent

frequenciesofelectromagneticradiationhavewhenabsorbedbymatterHS-PS4-5Communicatetechnicalinformationabouthowsometechnologicaldevicesusetheprinciplesof

wavebehaviorandwaveinteractionswithmattertotransmitandcaptureinformationandenergy

• CLUEstudentssignificantlybetteratdrawingLewisstructures6,7• CLUEstudentsmorelikelytoself-reportthattheycouldpredictphysical

propertieswithinformationfromLewisstructures7,8• CLUEstudentsarelesslikelytodepictintermolecularforcesas

occurringwithinasinglemolecule9,10• CLUEstudents’improvedunderstandingofintermolecularforces

persistsintothefirstsemesteroforganicchemistry10

OngoingWork

References

• Developtheagendafora2-weekfocus-groupaimedatcraftinga“workingmodel”oftheCLUEcurriculumforhighschool

• Identifychemistryeducatorswillingtoparticipateinthefocus-groupandbeta-testportionsoftheresultantworkmodelintheirclassrooms

• Developtrainingopportunitiesforpre-serviceteachersatMSUcenteredaroundtheCLUEcurriculum

1.Sienko,M.J.&Plane,R.A.Chemistry:PrinciplesandProperties.(Mcgraw hillInternationalBookCompany,1974).2.Cooper,M.&Klymkowsky,M.Chemistry,Life,theUniverse,andEverything:ANewApproachtoGeneralChemistry,andaModelforCurriculumReform.J.Chem.Educ. 90, 1116–1122(2013).3.Borman,S.ATaleOfTwoTextbooks:HistoryandinfluenceofSienko &PlaneandMorrison&Boyddetailedatsymposium.Chem.Eng.News 83, 48–51(2005).4.NGSSLeadStates.NextGenerationScienceStandards:ForStates,ByStates.(TheNationalAcademiesPress,2013).5.NationalResearchCouncil.AFrameworkforK-12ScienceEducation:Practices,CrosscuttingConcepts,andCoreIdeas.(2011).6.Cooper,M.M.,Grove,N.,Underwood,S.M.&Klymkowsky,M.W.LostinLewisStructures:AnInvestigationofStudentDifficultiesinDevelopingRepresentationalCompetence.J.Chem.Educ. 87, 869–874(2010).7.Cooper,M.M.,Underwood,S.M.,Hilley,C.Z.&Klymkowsky,M.W.DevelopmentandAssessmentofaMolecularStructureandPropertiesLearningProgression.J.Chem.Educ. 89, 1351–1357(2012).8.Cooper,M.,M. Underwood,S.&Z. Hilley,C.DevelopmentandvalidationoftheimplicitinformationfromLewisstructuresinstrument(IILSI):dostudentsconnectstructureswithproperties?Chem.Educ.Res.Pract. 13, 195–200(2012).9.Cooper,M.M.,Williams,L.C.&Underwood,S.M.StudentUnderstandingofIntermolecularForces:AMultimodalStudy.J.Chem.Educ. 92, 1288–1298(2015).10.Williams,L.C.,Underwood,S.M.,Klymkowsky,M.W.&Cooper,M.M.AreNoncovalentInteractionsanAchillesHeelinChemistryEducation?AComparisonofInstructionalApproaches.J.Chem.Educ. 92, 1979–1987(2015).

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