P982: Developing middle school science modules with data-driven decision making

Author: Melissa S. Reeves, Tuskegee University, USA

Co-Author:

Date: 8/7/14

Time: 11:10 AM11:30 AM

Room: MAK A1165

Related Symposium: S68

Under the Next Generation Science Standards (NGSS), a paradigm shift away from “The Scientific Method” to “Science and Engineering Practices” intends to emphasize questioning, experimenting, data collection, and argumentation from evidence. In order to accommodate this shift, new curriculum materials are needed which put projects before memorization of vocabulary words. An eighth grade module to compare different methods of generating light is shown. The science content emphasized in the module includes energy transformation (from electrical to light or chemical energy to light and heat, for example). Process skills developed in this module include experimentation, graphical data display, interpretation of data, and data-driven decision making. This work was supported by NSF MSP Grant 1102997.

P393: Using a number line to visualize K, Q, and LeChatelier’s principle

Author: Melissa S. Reeves, Tuskegee University, USA

Co-Author:

Date: 8/4/14

Time: 6:00 PM7:15 PM

Room: KC

Related Symposium: S33

Three related topics in the study of chemical equilibrium are the significance of the size of the equilibrium constant K, the relationship between the reaction quotient Q and K, and the interplay between Q and K when stressing a system at equilibrium. Common textbooks list a set of conditions to memorize for each of these three topics. For example, a common rule of thumb is that K > 1000 indicates a dominance of products at equilibrium, while K < 0.001 indicates a dominance of reactants in an equilibrium mixture. A number line construct is introduced which provides visual and mathematical connections among reactants, products, Q, K, and the direction of a reaction's shift toward equilibrium.