Transcript Big ideas ISOMERS

Big ideas
ISOMERS
By Željko Mikulić
Beliefs
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KNOWLEDGE SHOULD LEAD TO UNDERSTANDING
THE PERSONAL DEVELOPMENT OF THE STUDENT IS CENTRAL
INDEPENDET LEARING SHOULD BE ENCOURAGED AND
SUPPORTED
DIFFERENT KINDS OF MINDS AND INTELLEGENCES SHOULD BE
RESPECTED AND FOSTERED
STUDENTS SHOULD BE GIVEN OPPORTUNITY TO THINK ABOUT
WHY AND HOW THEY LEARN, ABOUT HOW THEY KNOW WHAT
THEY KNOW
TRANSPARENCY: THE GOALS OF THE PROGRAMME SHOULD BE
CLEAR; THE MODELS OF ASSESSMENT AND THE ASSESSMENT
CRITERIA SHOULD REFLECT COMMON STRATEGIES AND BE
KNOWN TO THE STUDENT
STUDENT FEEDBACK AND VIEWS ARE ESSENTIAL. STUDENTS ARE
COLLABORATORS
Goals
• To develop thinking and understanding
• To use learned knowledge in real life and
for better understanding of the next lesson
• Students get acquainted with concept of
isomers
• Correct access to understanding of concept
of isomers
Strategies
• Experiential learning: practical work in tandem with theory
• Opportunities for learning both inside and outside the classroom
• Subject material with “real life applications” and connections to the
world outside the classroom
• Diversity of teaching methods, resources and aids
• A participatory approach to class, with students taking responsibility
for contributing
• Students challenged to develop their own, well-founded and express
them in their work
• Collaborative work amongst students and between students and
teacher
Necessary material
• “Modelling clay” and toothpicks
• “Modelling clay” used for atoms of carbon,
toothpicks used for presentation bonds
st
1
lesson
• Repetition of alkanes
• For introduction students fill in a table
Whath is in nature similar but diffrence
1st example 2nd example
similarity
of nature
of nature
difference
St. Bernard
dog
Newfoundland
dog
Big dogs for
rescue
1st - rescue in
mountains
2nd - rescue in sea
match
lighter
Use to set on
fire
structure
nd
2
lesson
• Distribution of students in three groups
• Each group gets a task to make 6 configurations
with precise instructions (make all configuration
with 6 atoms of carbon in chain, every
configuration must have 8 atoms of carbon (6))
• Every group makes different models
• Students visit other groups to see what other
students made
• Teacher explains that isomers formula is C8H18
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3
lesson
• Using created models, teacher explains structure
of isomers and explains the rule of naming the
alkanes
• For training, students give names to created
models (students draw structures on blackboard)
• Students explain how they respect the rule of
naming
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4
lesson
• Teacher must explain impossibility of rotation
around duplex bond
• Students distribute in three groups
• Every group makes equal models
• Each group gets the task to make 4 configurations,
(every configuration must have 4 atoms of carbon
and 1 duplex bond, in place of hydrogen atoms
they use end of toothpicks)
• Students must discover geometric isomers by
themselves
th
5
lesson
• Teacher explains geometric isomers and rule of
naming the alkenes
• For training, students draw stuctures and give
names to structures (cis and trans)
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6
lesson
• Based on previous knowledge students modulate
configurations of alkines and give names to
alkines in consensus with logic of naming of
alkanes and alkenes
• For homework students must write a report about
isomers and how every hydrocarbon is given name
Students’ opinion
• At the end of the project the students filled in
evaluation forms and gave their opinion
anonimously
• Statistics are based on 11 students
• Results are presented in percentages
M olim o vas da ispunite anketu stavljajući znak + u odgovarajuću kockicu prem a naznakam a
+2=slažem se, +1=slažen se u velikoj m jeri, 0=neutralno, -1=ne slažem se u velikoj m jeri,
-2=ne slažem se
A
B
C
U čenik
1.redovio pohađa nastavu
2.aktivnosudjeluje u nastavi
3.prati zadane zadatke
N astavnik
4.predstavlja tem u na zanim ljiv način
5.posjeduje znanje potrebno za predm et
6.se zanim a za m oj napredak
N astavnik… .u razredu
8.predstavlja gradivo na jasan i organiziran način
9.otvoren je za pitanja i kom entare na satu
10.zna objasniti teške pojm ove
11.zna m ijenjati tehnike i m aterijale kad je to
potrebno
12.zna povezati tem u sa širinom područja ako j e to
potrebno
13.ohrabruje sve učenike da sudjeluju u radu
14.obrađuje tem u u odgovarajućem vrem enu
+2
+1
0
-1
-2
+2
+1
0
-1
-2
+2
+1
0
-1
-2
K ojom bi ocjenom ocijenili nastavnikov rad u okviru radionice?
K ojom bi ocjenom ocijenili svoj rad u okviru grupe?
Što m isliš da je bio cilj ove radionice?
U kojoj m jeri je postignut cilj kod tebe?
D ali ti se sviđa ovakav vid nastave?
Zašto?
Important questions for project
• What do you think were aims of this
workshop?
• 54% students think that aim was to learn
better
• 36% students don’t know what the aim of
workshop was
• 10% students think that the aim was for
teachers to see how they work as a group
• To what extent was this aim achieved in
your case?
• 10% completely
• 54% enuogh
• 26% don’t know
• 10% nothing
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Do you like this form of lecture?
73% students liked this form of lecture
9% didn’t give answer to question
9% students liked some parts and some
don’t
• 9% didn’t like this form of lecture
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Why?
36% students answered it was interesting
36% answered it was amusing
28% students didn’t answer