active chemistry - university of massachusetts boston...nsta . goals for today Ł ... presentation....
TRANSCRIPT
Act
ive
Che
mis
try
NS
TA
Goa
ls fo
r tod
ay
�In
trodu
ctio
n of
Act
ive
Che
mis
try�
Con
vers
ion
of a
lab
to IN
QU
IRY
�W
hat w
e ha
ve fo
und
from
the
field
test
�R
esea
rch
resu
lts�
Org
aniz
ing
prin
cipl
es o
f che
mis
try�
Wha
t will
the
full
AC
look
s lik
e
"...a
t las
t the
cat
erpi
llar
addr
esse
d he
r in
ala
ngui
d sl
eepy
voi
ce."
"Who
ar
e yo
u?"
Wha
t is
a S
peci
al E
ffect
?�
Attr
ibut
es o
f FX
(How
do
we
know
whe
n a
spec
ial e
ffect
is b
eing
us
ed?)
Exp
losi
onU
nrea
lS
low
mot
ion
Bod
y m
orph
ing
Out
of t
he o
rdin
ary
Too
dang
erou
sTo
o ex
pens
ive
FX C
halle
nge
�Yo
ur ta
sk is
to p
lan
and
dem
onst
rate
an
activ
ity th
at
coul
d be
use
d as
a s
peci
al e
ffect
in a
mov
ie.
Thin
k of
a
scen
ario
for y
our s
cene
and
how
it m
ight
fit i
nto
a fe
atur
e fil
m.
�Yo
ur fi
rst t
ask
is to
writ
e a
scrip
t for
a s
impl
e sc
ene
in a
m
ovie
.�
Cho
ose
a sp
ecia
l effe
ct to
incl
ude
as p
art o
f you
r sce
ne.
�W
rite
a pr
oced
ure
on h
ow y
our s
peci
al e
ffect
is d
one.
�W
rite
an e
xpla
natio
n of
how
the
spec
ial e
ffect
wor
ks,
incl
udin
g th
e ch
emis
try b
ehin
d th
e de
mon
stra
tion.
Usi
ng
mor
e th
an o
ne c
hem
ical
prin
cipl
e w
ill st
reng
then
you
r pr
esen
tatio
n.
Res
earc
h th
at in
form
s Ac
tive
Che
mis
try�
Cog
nitiv
e Ps
ycho
logy
: How
Peo
ple
Lear
n�
Inst
ruct
iona
l mod
els
�In
quiry
�W
hat e
ngag
es s
tude
nts
inte
llect
ually
�Eq
uity
issu
es�
Prob
lem
bas
ed le
arni
ng m
odel
s�
Nat
iona
l Sci
ence
Edu
catio
n St
anda
rds
�As
sess
men
t �Kn
owin
g w
hat s
tude
nts
know
�Te
chno
logy
�Te
chni
cally
spe
akin
g; IT
EA�
Und
erst
andi
ng b
y D
esig
n�
The
teac
her a
s th
e pr
imar
y re
sour
ce�
IT�S
ALL
IN T
HE
RE
�in
quiry
. con
tent
, mat
h, a
sses
smen
t, th
e 7E
in
stru
ctio
nal m
odel
Wha
t we
don�
t val
ue in
Act
ive
Che
mis
try�
Rea
d th
e ch
apte
r, an
swer
the
ques
tions
�Te
lling
the
stud
ents
�P
assi
ve �l
earn
ing�
�E
xper
imen
ts w
hich
onl
y ve
rify
wha
t the
teac
her
or b
ook
has
said
�Te
achi
ng m
etho
ds th
at h
ave
only
wor
ked
with
a
smal
l sel
ectio
n of
stu
dent
s in
the
past
.�
Onl
y ce
rtain
stu
dent
s ca
n le
arn
chem
istry
: �T
hey�
re d
umb,
they
�re d
iffer
ent�
Wha
t do
we
valu
e in
Act
ive
Che
mis
try?
�H
ow P
eopl
e Le
arn
rese
arch
�In
stru
ctio
nal m
odel
s�
Inqu
iry�
Wha
t eng
ages
stu
dent
s in
telle
ctua
lly�
Equ
ity is
sues
�P
robl
em b
ased
lear
ning
mod
els
�N
atio
nal S
cien
ce E
duca
tion
Sta
ndar
ds�
The
teac
her a
s a
prim
ary
reso
urce
Whe
n A
re S
tude
nts
Mos
t Eng
aged
In
telle
ctua
lly(D
imen
sion
s of
Lea
rnin
g)
�S
tude
nts
help
def
ine
cont
ent a
nd ta
sk�
They
had
tim
e to
won
der -
to fi
nd a
pa
rticu
lar d
irect
ion
that
inte
rest
ed th
em.
�S
ubje
ct to
pics
had
a �s
trang
e� q
ualit
y -
som
ethi
ng d
iscr
epan
t or s
een
in a
new
w
ay e
voki
ng a
�lin
gerin
g� q
uest
ion.
Whe
n A
re S
tude
nts
Mos
t Eng
aged
In
telle
ctua
lly(D
imen
sion
s of
Lea
rnin
g)
�S
tude
nts
did
som
ethi
ng -
parti
cipa
ted
in a
a
polit
ical
act
ion,
wro
te a
lette
r to
the
edito
r, w
orke
d w
ith th
e ho
mel
ess.
�
Stu
dent
s se
nsed
that
the
resu
lts o
f the
ir w
ork
wer
e no
t pre
dete
rmin
ed o
r ful
ly
pred
icta
ble.
How
do
they
do
it?
�C
halle
nge
on 1
stda
y�
Rub
ric o
n th
e 1st
day
FX C
halle
nge
Your
task
is to
pla
n an
d de
mon
stra
te a
n ac
tivity
that
cou
ld
be u
sed
as a
spe
cial
effe
ct in
a m
ovie
. Th
ink
of a
sc
enar
io fo
r you
r sce
ne a
nd h
ow it
mig
ht fi
t int
o a
feat
ure
film
. �
Your
firs
t tas
k is
to w
rite
a sc
ript f
or a
sim
ple
scen
e in
a
mov
ie.
�C
hoos
e a
spec
ial e
ffect
to in
clud
e as
par
t of y
our s
cene
.�
Writ
e a
proc
edur
e on
how
you
r spe
cial
effe
ct is
don
e.�
Writ
e an
exp
lana
tion
of h
ow th
e sp
ecia
l effe
ct w
orks
, in
clud
ing
the
chem
istry
beh
ind
the
dem
onst
ratio
n. U
sing
m
ore
than
one
che
mic
al p
rinci
ple
will
stre
ngth
en y
our
pres
enta
tion.
FX C
halle
nge
Your
task
is to
pla
n an
d de
mon
stra
te a
n ac
tivity
that
cou
ld
be u
sed
as a
spe
cial
effe
ct in
a m
ovie
. Th
ink
of a
sc
enar
io fo
r you
r sce
ne a
nd h
ow it
mig
ht fi
t int
o a
feat
ure
film
. �
Your
firs
t tas
k is
to w
rite
a sc
ript f
or a
sim
ple
scen
e in
a
mov
ie.
�C
hoos
e a
spec
ial e
ffect
to in
clud
e as
par
t of y
our s
cene
.�
Writ
e a
proc
edur
e on
how
you
r spe
cial
effe
ct is
don
e.�
Writ
e an
exp
lana
tion
of h
ow th
e sp
ecia
l effe
ct w
orks
, in
clud
ing
the
chem
istry
beh
ind
the
dem
onst
ratio
n. U
sing
m
ore
than
one
che
mic
al p
rinci
ple
will
stre
ngth
en y
our p
rese
ntat
ion.
How
do
they
do
it?
�C
halle
nge
on 1
stda
y�
Rub
ric o
n 1st
day
�A
ctiv
ities
/labs
�W
DYT
?; F
or y
ou to
Rea
d; C
hem
talk
�R
efle
ctin
g on
the
Activ
ity a
nd th
e C
halle
nge
�P
ost l
ab d
iscu
ssio
ns�
Phy
sics
to G
o
Den
sity
stu
dy in
mos
t te
xtbo
oks
Den
sity
as
an in
quiry
act
ivity
How
do
they
do
it?
�C
halle
nge
on 1
stda
y�
Rub
ric o
n 1st
day
�A
ctiv
ities
/labs
�W
DYT
?; F
or y
ou to
Rea
d; C
hem
talk
�R
efle
ctin
g on
the
Activ
ity a
nd th
e C
halle
nge
�P
ost l
ab d
iscu
ssio
ns�
Che
mis
try to
Go
�C
halle
nge
How
do
they
do
it?
�C
halle
nge
on 1
stda
y�
Rub
ric o
n 1st
day
�A
ctiv
ities
/labs
�W
DYT
?; F
or y
ou to
Rea
d; P
hysi
cs T
alk
�R
efle
ctin
g on
the
Activ
ity a
nd th
e C
halle
nge
�P
ost l
ab d
iscu
ssio
ns�
Phy
sics
to G
o�
Cha
lleng
e
The
Act
ive
Lear
ning
Cha
lleng
e
�R
evie
w th
e co
nten
t mul
tiple
tim
es in
di
ffere
nt c
onte
xts
(How
Peo
ple
Lear
n)
�Le
arni
ng ta
kes
plac
e du
ring
the
trans
fer
from
act
ivity
to c
halle
nge
(How
Peo
ple
Lear
n)
�M
otiv
atio
n (W
hat e
ngag
es s
tude
nts
inte
llect
ually
)
�E
xper
tnes
s (W
hat e
ngag
es s
tude
nts
inte
llect
ually
)
�Th
eir i
nter
est,
thei
r cul
ture
(Equ
ity)
7E in
stru
ctio
nal m
odel
�E
ngag
e�
Elic
it�
Exp
lore
�E
xpla
in�
Ela
bora
te�
Ext
end
Eva
luat
e
�En
hanc
ing
the
5E m
odel
: Th
e S
cien
ce T
each
er (9
/03)
Ava
ilabl
e at
ww
w.c
osm
ic.u
mb.
edu
AB
C�
Why
Act
ivity
bef
ore
Con
cept
?�
Exp
erie
nce
is re
quire
d �
scie
nce
is e
xper
imen
ts�
Lear
n ba
seba
ll w
ithou
t eve
r see
ing
the
gam
e�
Lear
n ba
seba
ll w
ithou
t eve
r hav
ing
equi
pmen
t�
Kni
tting
with
out i
nstru
ctio
n�
Ther
e is
no
com
mon
exp
erie
nce
�TV
, mus
ic, f
ood,
vac
atio
n, m
ovie
s, tr
avel
, hom
e�
Can
som
eone
imag
ine
wha
t a m
ango
tast
es li
ke?
�C
an s
omeo
ne im
agin
e ha
ving
a c
hild
?�
TRA
DIT
ION
AL
BO
OKS
AR
E F
ILLE
D W
ITH
�You
kno
w; I
mag
ine�
�E
xam
ples
from
you
r tea
chin
g�
Exa
mpl
es fr
om li
tera
ture
or m
ovie
s�
Mis
conc
eptio
ns re
sear
ch: Y
ou�re
ask
ing
peop
le to
cha
nge
the
way
they
lo
ok a
t the
wor
ld.
They
mus
t hav
e so
me
evid
ence
and
som
e ex
perie
nce.
�W
hy C
BV �
conc
ept b
efor
e vo
cabu
lary
?
Che
mis
t as
Arti
st
Per
iodi
c Ta
ble
Gam
es
Cha
lleng
e
PAR
T 1
�D
esig
n an
d pl
an a
ride
for A
nato
my
Wor
ld b
ased
on
a tri
p do
wn
the
alim
enta
ry c
anal
.�
Rid
ers
assu
me
the
size
of a
com
mon
nut
rient
mol
ecul
e (2
nm
)�
Vehi
cle
is a
mic
rosc
opic
par
ticle
of f
ood
from
a re
cent
mea
l�
Iden
tify
phys
ical
and
che
mic
al p
erils
they
will
enc
ount
er
PAR
T 2
�D
emon
stra
te o
n m
acro
leve
l wha
t hap
pens
to fo
od
PAR
T 3
�D
epic
t che
mic
al a
nd p
hysi
cal c
halle
nges
to b
e m
odel
ed in
a fu
ll-sc
ale
ride
1
2
3
4
4a
+
4b
5
6
7
8
9
10
10a
32
(g)
32
32
32
+
+
+
2
+ +2
11
12
13
2
Sym
bolic
M
icro
/ Nan
oM
acro
ACTI
VITY
4: O
BSE
RVI
NG
FO
OD
IN A
RTI
FIC
AL S
TOM
ACH
SH
YDR
OLY
SIS
, EN
ZYM
E A
CTI
VIT
Y A
ND
PH
, CA
TALY
ST
Sym
bolic
Mic
ro/ N
ano
Mac
ro
AC
TIV
ITY
3: S
TUD
YIN
G C
ARBO
N D
IOX
IDE
GA
S C
OLL
EC
TIO
N B
Y W
ATE
R D
ISP
LAC
EM
EN
T , C
HE
MIC
AL
TES
T FO
R C
O2
, A
BS
OLU
TE
TEM
PE
RA
TUR
E S
CA
LE, C
HA
RLE
S L
AW.
Sym
bolic
Mic
ro/ N
ano
Mac
ro
ACTI
VITY
2: A
NTA
CID
S IN
TH
E ST
OM
ACH
AC
IDS
AN
D B
AS
ES
, NE
UTR
ALI
ZATI
ON
, AC
ID/B
AS
E IN
DIC
ATO
R, T
ITR
ATI
ON
Sym
bolic
Form
ulas
M
icro
/ Nan
oR
eact
ions
M
acro
Vi
sual
ACTI
VITY
1: T
HE
UP
PER
EN
D O
F TH
E AL
IMA
NTA
RY
CAN
ALH
YDR
OLY
SIS
, CH
EM
ICA
L TE
ST
FOR
STA
RC
H A
ND
SU
GA
R, C
ATA
LYS
T A
ND
RE
AC
TIO
N R
ATE
.
Sym
bolic
Mic
ro/ N
ano
Mac
ro
ACTI
VITY
8: H
YDR
OLY
SIS
OF
LAC
TOSE
LAC
TOS
E IN
TOLE
RA
NC
E, M
ON
OS
AC
CH
AR
IDE
S, D
ISA
CC
HA
RID
ES
, TE
STI
NG
FO
RG
LUC
OS
E
Sym
bolic
M
icro
/ Nan
oM
acro
AC
TIV
ITY
7: S
IZE
OF
MO
LEC
ULE
SS
CA
LE A
ND
MO
DE
L
Sym
bolic
Mic
ro/ N
ano
Mac
ro
ACTI
VITY
6: P
H R
ANG
E O
F PE
PSI
N A
ND
AM
YLA
SE
HYD
RO
LYS
IS, E
NZY
MA
TIC
AC
TIV
ITY,
PH
, EXP
ER
IME
NTA
L D
ES
IGN
, LO
CK
AN
D K
EY
MO
DE
L FO
R
EN
ZYM
ES
Sym
bolic
Mic
ro/ N
ano
Mac
ro
ACTI
VITY
5: G
AS
PR
ES
SU
RE
GA
S P
RE
SS
UR
E,A
TMO
SP
HE
RIC
PR
ES
SU
RE
, GA
Y-L
US
SA
C�S
LAW
, RA
TE O
F R
EA
CTI
ON
Hyd
roly
sis
H2N
H2N
C
C
C
C
H
H
OHO
R1
H2N
CC
HO O
HR
2
R1
O
CC
HO OH
R2
N
+
Add
H20
Am
ino
grou
pC
arbo
xylic
aci
d
H
+H
-OH
Goa
ls fo
r tod
ay
�In
trodu
ctio
n of
Act
ive
Che
mis
try�
Con
vers
ion
of a
lab
to IN
QU
IRY
�W
hat w
e ha
ve fo
und
from
the
field
test
�R
esea
rch
resu
lts�
Org
aniz
ing
prin
cipl
es o
f che
mis
try�
Wha
t will
the
full
AC
look
like
�E
xciti
ng o
ppor
tuni
ties
for n
ext y
ear�s
ad
optio
n
Sta
ffC
o-P
ID
arle
ne S
chus
ter,
AIC
hEG
ary
Free
bury
, Hig
h S
choo
l con
tent
spe
cial
ist
Bar
bara
Zah
m, I
ts A
bout
Tim
eA
rthur
Eis
enkr
aft,
Pro
ject
Dire
ctor
Pro
ject
Coo
rdin
ator
: G
ary
Hic
kern
ell
Writ
ing
team
s:
�A
rt/le
isur
e/sp
orts
�C
arl H
eltz
el, D
iane
Joh
nson
, Bria
n R
adcl
iffe
�Fo
od/D
rug/
Hea
lth/M
edic
ine
�R
ober
t Har
tsho
rn, S
tanf
ord
Pep
penh
orst
, Pau
l Dun
bar
�S
usta
inab
ility
�L.
S. F
an, J
ohn
Par
son,
Him
ansh
uG
upta
, Peg
gy S
heet
s, D
arle
ne S
chus
ter
�N
atur
al a
nd F
abric
ated
Wor
ld -d
esig
n/m
anuf
actu
re/in
vest
igat
e�
Han
nah
Sev
ian,
Sea
n M
ulle
r, D
avid
Bar
ry, K
riste
n C
acci
ator
e
AC
pro
toty
pe re
late
d ch
apte
rs
�M
icha
el T
inne
sand
�G
ary
Free
bury
�M
ary
Gro
mko
�S
andy
Sm
ith�
John
Roe
der
�G
eorg
e M
iller
�C
arlo
Par
rava
no�
Mar
enR
eede
r
Add
ition
al T
eam
Mem
bers
�C
onsu
ltant
s:�
Aud
rey
Cha
mpa
gne
�as
sess
men
t�
Jim
Pel
legr
ino
�co
gniti
ve s
cien
ce�
Mik
e H
acke
r �te
chno
logy
�B
ill B
erlin
ghof
f-m
ath
�R
uta
Dem
ery
-edi
tor
�C
hem
istry
mis
conc
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Sam
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ear e
arlie
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Com
paris
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nd A
C s
tude
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wer
e si
mila
r in
alm
ost a
ll re
spec
ts
Env
ironm
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�A
C is
sup
porti
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activ
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tand
ards
bas
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�A
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e si
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lved
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chem
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cla
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�A
C s
tude
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mor
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rson
ally
con
nect
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thei
r ch
emis
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es a
nd
�A
C s
tude
nts
view
thei
r cla
ss a
s le
ss s
truct
ured
than
the
com
paris
on g
roup
stu
dent
s �
AC
cur
ricul
um w
as m
ore
likel
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hel
p co
unte
ract
a
gene
ral d
ecre
ase
in a
ttitu
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scie
nce
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r hon
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stud
ents
Act
ive
Che
mis
try h
elpe
d to
kee
p st
uden
ts in
tere
sted
in p
ursu
ing
a ca
reer
in s
cien
ce.
Env
ironm
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l Diff
eren
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�A
ctiv
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hem
istry
teac
hers
repo
rted
thei
r cl
asse
s �
as m
ore
activ
e,
�m
ore
stud
ent c
ente
red,
and
�
mor
e re
leva
nt to
thei
r stu
dent
s,
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t mor
e di
fficu
lt to
impl
emen
t tha
n th
e co
mpa
rison
gro
up te
ache
rs.
�B
oth
grou
ps o
f tea
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s re
porte
d th
e sa
me
leve
ls o
f rig
or in
thei
r cla
sses
Ach
ieve
men
t Diff
eren
ces
�st
rong
evi
denc
e th
at th
e Ac
tive
Che
mis
try
curr
icul
um c
an in
crea
se s
tude
nt u
nder
stan
ding
of
che
mis
try c
onte
nt a
s sp
ecifi
ed in
the
Nat
iona
l S
cien
ce E
duca
tion
Sta
ndar
ds
�A
ctiv
e C
hem
istry
is a
s go
od a
s ot
her c
hem
istry
cu
rricu
la in
term
s of
hel
ping
stu
dent
s to
lear
n ch
emis
try c
onte
nt k
now
ledg
e B
UT
bette
r for
fe
mal
es a
nd m
inor
ities
FT S
umm
ary
�O
vera
ll it
appe
ars
that
the
Act
ive
Che
mis
try
curr
icul
um o
ffers
a s
trong
ly v
iabl
e al
tern
ativ
e to
tra
ditio
nal c
hem
istry
cur
ricul
a es
peci
ally
for
typi
cal c
hem
istry
stu
dent
s.
�S
tude
nts
and
teac
hers
repo
rt m
ore
stan
dard
s-ba
sed
lear
ning
env
ironm
ents
and
the
cont
ent
test
s sh
ow th
at th
e A
ctiv
e C
hem
istry
stu
dent
s pe
rform
at l
east
as
wel
l as
the
com
paris
on g
roup
st
uden
ts
Goa
ls fo
r tod
ay
�In
trodu
ctio
n of
Act
ive
Che
mis
try�
Con
vers
ion
of a
lab
to IN
QU
IRY
�W
hat w
e ha
ve fo
und
from
the
field
test
�R
esea
rch
resu
lts�
Org
aniz
ing
prin
cipl
es o
f che
mis
try�
Wha
t will
the
full
AC
look
s lik
e
Wha
t Che
mis
try C
lass
es N
eed
�O
rgan
izin
g pr
inci
ples
�A
sses
smen
t lin
ked
to c
onte
nt li
nked
to
peda
gogy
.
�W
hat a
re th
e en
durin
g un
ders
tand
ings
that
yo
ur s
tude
nts
leav
e w
ith?
�W
hat a
re th
e en
durin
g un
ders
tand
ings
that
yo
u w
ant y
our s
tude
nts
to h
ave?
Act
ive
Che
mis
try
�12
cha
pter
s�
Teac
hers
are
exp
ecte
d to
com
plet
e 8
chap
ters
�B
egin
s w
ith P
erio
dic
Tabl
e�
Incl
udes
�2nd
sem
este
r� c
hapt
ers
�Fu
el c
ells
�W
ater
�M
eets
all
stat
e fra
mew
orks
�C
onte
nt, p
edag
ogy
and
asse
ssm
ent
4Q a
sses
smen
t mod
el
�W
hat d
oes
it m
ean?
�H
ow d
o w
e kn
ow?
�W
hy d
o w
e be
lieve
?�
Why
sho
uld
I car
e?
Org
aniz
ing
Prin
cipl
es o
f Che
mis
try
�M
ater
ials
that
hav
e ob
serv
able
pro
perti
es
can
reac
t with
diff
eren
t mat
eria
ls th
at h
ave
othe
r obs
erva
ble
prop
ertie
s an
d cr
eate
ne
w m
ater
ials
with
diff
eren
t obs
erva
ble
prop
ertie
s.�
Mac
ro�
Nan
o�
Sym
bolic
Four
Que
stio
nsI.
Wha
t doe
s it
mea
n?C
hem
istry
exp
lain
s th
e m
acro
scop
ic p
heno
men
on (w
hat y
ou o
bser
ve)w
ith a
n ex
plan
atio
n of
w
hat h
appe
ns a
t the
nan
osco
pic
leve
l (at
oms
and
mol
ecul
es) u
sing
sym
bolic
stru
ctur
es a
s a
way
to
com
mun
icat
e. C
ompl
ete
the
char
t bel
ow in
you
r jou
rnal
:
•Sho
w h
ow y
ou w
ould
re
pres
ent a
dec
reas
e in
di
sord
er u
sing
a
draw
ing
and
a �n
umbe
r lin
e�.
•Exp
lain
how
the
arra
ngem
ent o
f pa
rticl
es c
hang
es a
s di
sord
er c
hang
es.
Des
crib
e th
e ob
serv
atio
ns y
ou m
ight
m
ake
in e
ach
of th
e fo
llow
ing
situa
tions
:•D
isord
er o
f mat
ter
incr
ease
s
Sym
bolic
Nan
oM
acro
II. H
ow d
o I k
now
?D
escr
ibe
the
four
met
hods
use
d to
pro
duce
car
bon
diox
ide
gas
and
how
you
cou
ld k
now
wha
t typ
e of
cha
nge(
s) o
ccur
red
in e
nerg
y an
d en
tropy
in e
ach
case
.III
. W
hy d
o I b
elie
ve?
Cha
nges
in e
nerg
y an
d en
tropy
are
com
mon
occ
urre
nces
in e
very
day
life.
Des
crib
e th
e en
ergy
an
d en
tropy
cha
nges
that
occ
ur in
a s
ituat
ion
that
you
hav
e ex
perie
nced
or a
re a
war
e of
. Yo
u m
ight
cho
ose
a co
okin
g ov
er a
n op
en fi
re, b
urni
ng g
asol
ine
in a
car
, or a
noth
er o
f you
r cho
ice.
IV.
Why
do
I car
e?Yo
u w
ill b
e de
velo
ping
a s
erie
s of
phy
sica
l and
/or c
hem
ical
cha
nges
that
resu
lt in
the
light
ing
of a
sm
all b
ulb
calle
d an
LED
. As
sum
e th
at ti
ppin
g a
leve
r will
be
the
first
ste
p in
you
r app
arat
us.
Brai
nsto
rm a
list
of t
hing
s th
at ti
ppin
g th
e le
ver c
ould
cau
se to
hap
pen
next
.
To re
plac
e th
e 4Q
we
hear
�S
houl
d w
e ta
ke n
otes
?
�W
hat d
id y
ou s
ay?
�D
o w
e ha
ve to
kno
w th
is?
�Is
this
on
the
test
?
The
Min
i-Cha
lleng
e
�H
alfw
ay th
roug
h th
e ch
apte
r�
Pra
ctic
e�
Feed
back
�R
emov
e so
me
of th
e m
yste
ry�
Eng
inee
ring/
Tech
Des
ign
Car
eer H
ighl
ight
s
�H
igh
scho
ol le
vel
�C
omm
unity
col
lege
or c
olle
ge le
vel
�P
rofe
ssio
nal l
evel
Goa
ls fo
r tod
ay
�In
trodu
ctio
n of
Act
ive
Che
mis
try�
Con
vers
ion
of a
lab
to IN
QU
IRY
�W
hat w
e ha
ve fo
und
from
the
field
test
�R
esea
rch
resu
lts�
Org
aniz
ing
prin
cipl
es o
f che
mis
try�
Wha
t will
the
full
AC
look
like
�E
xciti
ng o
ppor
tuni
ties
for y
our a
dopt
ion
Teac
her I
nter
est
Stu
dent
Inte
rest
(con
tent
)
(pro
ject
)
Quo
te fr
om R
e-re
adin
g by
Am
y Fa
dim
an
�The
Aci
d Te
st�
�C
onve
rsat
ion
with
som
eone
on
the
plan
e or
in th
e co
rrid
or
��I
wis
h m
y ch
emis
try c
ours
e ha
d be
en li
ke
that
.�
Nat
iona
l Aca
dem
y R
epor
tIn
vest
igat
ing
HS
Lab
s�
Labs
in c
onte
xt�
Labs
con
nect
ed to
con
tent
�La
bs a
s an
inte
gral
par
t of t
he p
rogr
am
�M
ost l
ab p
rogr
ams
are
poor
in th
ese
rega
rds
Act
ive
Che
mis
try�
Cha
lleng
e�
Act
ivity
leve
l�
Wha
t do
you
thin
k?�
Inve
stig
ate
�C
hem
istry
Tal
k (T
his
is y
our t
radi
tiona
l pro
gram
)�
4Q a
nd M
acro
/Nan
o/S
ymbo
lic�
Ref
lect
ing
on th
e Ac
tivity
and
the
Cha
lleng
e�
Wha
t do
you
thin
k no
w?
�C
hem
istry
to G
o (T
his
is y
our t
radi
tiona
l pro
gram
)�
Inqu
iring
Fur
ther
�M
ini c
halle
nge
�en
gine
erin
g de
sign
�C
halle
nge
Pro
ject
�P
robl
em B
ased
Lea
rnin
g
Res
earc
h A
necd
otes
�M
ore
cont
ent l
earn
ed�
Bet
ter r
eten
tion
in A
P C
hem
istry
cla
ss th
e fo
llow
ing
year
.�
Faci
litat
es th
e in
stru
ctio
n th
at te
ache
rs
and
adm
inis
trato
rs w
ant.
Lear
ning
Com
mun
ity
AC
can
be
the
vehi
cle
to b
uild
a s
trong
er
lear
ning
com
mun
ity.
�M
ore
com
mun
icat
ion
amon
gst t
each
ers
�M
ore
colla
bora
tion
�M
ore
team
effo
rts�
Mor
e ef
ficie
ncy
in o
ur e
fforts
Cha
nge
�C
hang
e is
har
d, e
xciti
ng, f
right
enin
g��
For u
s, fo
r our
stu
dent
s, fo
r our
com
mun
ity�
And
it�s
eas
y to
reve
rt ba
ck to
bad
be
havi
or.
We
do it
all
the
time.
�R
emem
ber w
hy y
ou a
re c
hang
ing
and
supp
ort o
ne a
noth
er to
mai
ntai
n th
e co
urag
e to
cha
nge.
Ref
orm
�Ref
orm
, ref
orm
, don
�t sp
eak
to m
e of
re
form
. W
e ha
ve e
noug
h pr
oble
ms
alre
ady.
� -Lor
d Th
omas
Mac
aula
y(1
9thce
ntur
y B
ritis
h po
litic
ian)
Be
the
chan
ge y
ou
wan
t to
see
in th
e w
orld
.
Mah
atm
a G
andh
i