Key Stage 3 National Strategy Strengthening teaching and learning of particles in Key Stage 3 science

Key Stage 3 National Strategy Session 1 A systematic approach to teaching particle theory Slide 1.0

Key Stage 3 National Strategy Introduction Session 1 A systematic approach to teaching particle theory Session 2 Using the key scientific idea of particles to explain physical events: Year 7 Session 3 Teaching about different kinds and sizes of particles: Year 8 Session 4 Using particle theory to improve understanding of chemical reactions: Year 9 Slide 1.1

Key Stage 3 National Strategy Objectives for the unit To explain how the yearly teaching objectives set out progression in developing an understanding of particle theory, and to relate this to a teaching methodology To introduce and evaluate some of the models appropriate to teaching particles at Key Stage 3 To illustrate an approach to using the particle theory in teaching about some observed phenomena To apply an understanding of particle theory in teaching Key Stage 3 science, including ideas and evidence and contemporary science issues To suggest a range of practical work and other teaching and learning activities relating to particle theory appropriate to Key Stage 3 To enhance participants’ knowledge and understanding of the key scientific idea of particles To determine priorities and actions for follow-up in school Slide 1.2

Key Stage 3 National Strategy Developing an understanding of particle theory Objectives for session 1 To explain why particle theory is a key scientific idea To explain that the yearly teaching objectives set out progression in developing an understanding of particle theory To relate the yearly teaching objectives to a teaching methodology Slide 1.3a

Key Stage 3 National Strategy Developing an understanding of particle theory By the end of this session participants should: know that an understanding of particles is fundamental to learning science be aware of the yearly teaching objectives for particles and the progression within them know that models for particles need to be taught explicitly and that pupils regularly need to apply these to explain their observations know there is a four-stage method for using models in teaching about particles have identified one significant change they will make to their teaching Slide 1.3b

Key Stage 3 National Strategy Understanding particle theory For pupils to understand the particle theory properly we need to: teach a simple model challenge pupils to use the model to explain what they observe Slide 1.4

Key Stage 3 National Strategy Task AUsing particle models to explain phenomena Find handout 1.5. Add your suggestions of other phenomena that pupils could explain with the models used in each year group. Slide 1.5

Key Stage 3 National Strategy Using models in science

Key Stage 3 National Strategy Developing pupils’ models We should not make assumptions that pupils see things as we do. We need to help pupils visualise ideas. We need to build pupils’ pictures of the world step by step. One model cannot explain everything; models sometimes break down. Slide 1.6

Key Stage 3 National Strategy A strategy for using models and analogies Using models and analogies as a teaching approach (The four-stage method) Teach the model explicitly. Test the model by applying it. Challenge the model. Increase sophistication if necessary. Slide 1.7

Key Stage 3 National Strategy Encouraging pupils to identify the strengths and weaknesses in a model Discuss the model and encourage pupils to: identify what each part represents; think about the strengths and weaknesses; what it can explain, what it cannot explain; suggest improvements for the model. Provide models created by others that are problematic and encourage pupils to: identify limitations of the model; consider what misconceptions it might generate. Slide 1.8

Key Stage 3 National Strategy Plenary for session 1 Objectives for session 1 To explain why particle theory is a key scientific idea To explain that the yearly teaching objectives set out progression in developing an understanding of particle theory To relate the yearly teaching objectives to a teaching methodology Slide 1.10a

Key Stage 3 National Strategy Plenary for session 1 By the end of this session participants should: know that an understanding of particles is fundamental to learning science be aware of the yearly teaching objectives for particles and the progression within them know that models for particles need to be taught explicitly and that pupils regularly need to apply these to explain their observations know there is a four-stage method for using models in teaching about particles have identified one significant change they will make to their teaching Slide 1.10b

Key Stage 3 National Strategy Session 2 Using the key scientific idea of particles to explain physical events: Year 7 Slide 2.0

Key Stage 3 National Strategy Year 7 introduction Objectives for session 2 To introduce and evaluate some of the models appropriate to teaching particles in Year 7 To suggest a range of appropriate practical work and other teaching and learning activities To illustrate an approach to using the particle theory in teaching about some observed phenomena To apply particle theory to a contemporary science issue Slide 2.1a

Key Stage 3 National Strategy Year 7 introduction By the end of this session participants should: know some of the misconceptions about materials held by many pupils early in Key Stage 3 and be able to suggest a way to counter these know a range of modelling explanations of phenomena appropriate to Year 7 and appreciate some of their strengths and limitations Slide 2.1b

Key Stage 3 National Strategy Task B Response to pre-unit task Retrieve your pre-unit task. In pairs identify any misconceptions demonstrated by the pupils. Slide 2.2

Key Stage 3 National Strategy Development of ideas in Year 7 The substance and size of the particles in a solid, a liquid and a gas of one material are the same. Heating a material makes its particles move faster as the temperature rises. The arrangement and motion of the particles change with a physical change of state. Particle theory can explain melting, evaporation, freezing, condensing, diffusion, pressure and the conservation of mass in dissolving. Solid and liquid substances dissolve more quickly with increasing temperature. Slide 2.3

Key Stage 3 National Strategy Using particle theory to explain observed physical phenomena Diluted milk under a microscope Can you explain the appearance and movement of the milk? Slide 2.4 Dave Walker, Microscopy – UK; dww/home/hombrown.htm

Key Stage 3 National Strategy Using particle theory to explain observed physical phenomena Scanning tunnelling microscope image of platinum particles Slide 2.5 Source:

Key Stage 3 National Strategy Task C Concept cartoon pro-forma Retrieve handout 2.7, the concept cartoon pro-forma. Work in pairs. Suggest your ideas for movement of the blobs. Write these in the speech bubbles. In groups of four discuss strengths and limitations. Write these on sticky notes. Place these on the poster. Slide 2.6

Key Stage 3 National Strategy Task D Using role-play to demonstrate ideas of particle theory and address common misconceptions Pupils have misconceptions about changes in materials. Several of these misconceptions are quite common. Use role-play to model particles. Retrieve handouts 2.9 and Slide 2.8

Key Stage 3 National Strategy Examples of phenomena taught in the Year 7 yearly teaching objectives Solids and liquids are much less compressible than gases Heating causes expansion in solids, liquids and gases Air exerts a pressure Why there are changes of state Why mass is conserved when substances dissolve to form solutions Why saturated solutions form Why temperature increases are likely to result in substances dissolving more quickly Slide 2.11

Key Stage 3 National Strategy Task EUsing particle theory to explain practical demonstrations Collapsing plastic bottle Egg in a bottle Chromatography of water-soluble felt pen ink Suggest particle model explanations for one of these. Slide 2.13

Key Stage 3 National Strategy Plenary for session 2 Modelling the solubility of a dissolved gas as water heats up due to global warming or local power station outlets Use your knowledge of particles to model a gas in a solution. Decide on its strengths and limitations. Be prepared to share these with others in your group. Slide 2.14

Key Stage 3 National Strategy Plenary for session 2 Objectives for session 2 To introduce and evaluate some of the models appropriate to teaching particles in Year 7 To suggest a range of appropriate practical work and other teaching and learning activities To illustrate an approach to using the particle theory in teaching about some observed phenomena To apply particle theory to a contemporary science issue Slide 2.15a

Key Stage 3 National Strategy Plenary for session 2 By the end of this session participants should: know some of the misconceptions about materials held by many pupils early in Key Stage 3 and be able to suggest a way to counter these know a range of modelling explanations of phenomena appropriate to Year 7 and appreciate some of their strengths and limitations Slide 2.15b

Key Stage 3 National Strategy Session 3 Teaching about different kinds and sizes of particles: Year 8 Slide 3.0

Key Stage 3 National Strategy Year 8 ideas, models and analogies Objectives for session 3 To introduce and evaluate some of the models and analogies appropriate to teaching the key scientific idea of particles in Year 8 To suggest a range of appropriate practical work and other teaching and learning activities To enhance participants’ background knowledge and understanding of the key scientific idea of particles To illustrate an approach to using particle theory in teaching about digestion To use atoms, elements, molecules and compounds as a context to teach about ideas and evidence Slide 3.1a

Key Stage 3 National Strategy Year 8 ideas, models and analogies By the end of this session participants should: know a range of models and analogies appropriate to Year 8 and appreciate some of their strengths and limitations know some of the more common misconceptions about elements and compounds and be able to suggest a way to counter at least one of these have a method of adapting their teaching about digestion to build upon pupils’ understanding about particles understand some of the changing ideas about atoms, elements and compounds and some of the evidence that supported these ideas have a range of teaching and learning activities upon which they can draw Slide 3.1b

Key Stage 3 National Strategy Development of ideas in Year 8 There are different types and sizes of particles The atom as the basic building block Molecules as groups of atoms Elements and compounds Representation by symbols and formulae Interaction between atoms or molecules in chemical reactions Slide 3.2

Key Stage 3 National Strategy Elements or mixtures? Slide 3.3

Key Stage 3 National Strategy Compound or mixture? Slide 3.4

Key Stage 3 National Strategy Task FExamining some physical particle models for elements and compounds Try out one type of model. Decide on the strengths and limitations. Write these on sticky notes. Stick your notes on the poster. Slide 3.6

Key Stage 3 National Strategy Task GUsing appropriate teaching and models to address misconceptions Find handout 3.7. Work on one misconception. Decide how you would overcome it. Briefly record your teaching sequence. Slide 3.7

Key Stage 3 National Strategy Alternative method of teaching digestion and absorption Emphasising the role of particle size to improve understanding of digestion Find handout 3.8. Skim read items 1–4 on page 1 of the handout. Study item 5 onwards of the handout. Slide 3.8

Key Stage 3 National Strategy Task HPredicting the digestion of starch How can this approach to preparing for practical work aid pupils’ understanding of the process of digestion? Slide 3.9

Key Stage 3 National Strategy Task IComparing other models of digestion Try out one of the suggested models from item 9 on handout 3.8. Decide on its strengths and limitations for learning and management. Be prepared to share these with others in your group. Slide 3.10

Key Stage 3 National Strategy Task JChanging evidence and ideas about particles Find handout 3.11, which traces some of the changing ideas about atoms and molecules. Find the evidence cards which list some of the evidence that led to these ideas. Match each evidence card to the idea or theory that it supported. Slide 3.11

Key Stage 3 National Strategy Summary Practical work to illustrate the formation of compounds from elements Points to emphasise: compounds need not resemble their constituent elements elements are not easily separated again no new matter is created names of the compounds usually signify the constituent elements elements combine in fixed proportions (unlike mixtures) Slide 3.13

Key Stage 3 National Strategy Plenary for session 3 Objectives for session 3 To introduce and evaluate some of the models and analogies appropriate to teaching the key scientific idea of particles in Year 8 To suggest a range of appropriate practical work and other teaching and learning activities To enhance participants’ background knowledge and understanding of the key scientific idea of particles To illustrate an approach to using particle theory in teaching about digestion To use atoms, elements, molecules and compounds as a context to teach about ideas and evidence Slide 3.14a

Key Stage 3 National Strategy Plenary for session 3 By the end of this session participants should: know a range of models and analogies appropriate to Year 8 and appreciate some of their strengths and limitations know some of the more common misconceptions about elements and compounds and be able to suggest a way to counter at least one of these have a method of adapting their teaching about digestion to build upon pupils’ understanding about particles understand some of the changing ideas about atoms, elements and compounds and some of the evidence that supported these ideas have a range of teaching and learning activities upon which they can draw Slide 3.14b

Key Stage 3 National Strategy Session 4 Using particle theory to improve understanding of chemical reactions: Year 9 Slide 4.0

Key Stage 3 National Strategy Introduction to Year 9 ideas Objectives for session 4 To demonstrate some practical approaches to teaching about chemical reactions and conservation of mass in Year 9 To explore ways of improving understanding about chemical reactions and equations To enhance participants’ background knowledge and understanding of particles associated with Year 9 To determine priorities and actions for follow-up in school Slide 4.1a

Key Stage 3 National Strategy Introduction to Year 9 ideas By the end of this session participants should: have experienced a range of modelling systems and be aware of some of their strengths and limitations be aware of several demonstrations they can use to illustrate conservation of mass be more confident in teaching about conservation of mass, equations and displacement have selected several actions for follow-up at school Slide 4.1b

Key Stage 3 National Strategy Year 9 teaching about particles Year 9 teaching about particles includes: chemical reactions and particle rearrangements conservation of mass using chemical equations and predicting reactions types of chemical reactions, e.g. –neutralisation –displacement –reactions of metals Slide 4.2

Key Stage 3 National Strategy Teaching about the conservation of mass Demonstrations to illustrate conservation of mass Find handout 4.4. Observe the demonstration. How reliable are the measurements? How could you use this as a teaching point? Slide 4.4

Key Stage 3 National Strategy Task KModelling conservation of matter Possible models cards computer animations drawings flicker books plastic bricks molecular models Slide 4.6

Key Stage 3 National Strategy Instructions for task K Use the given modelling systems to represent one or more of the following combustion reactions: C + O 2 → CO 2 2H 2 + O 2 → 2H 2 O CH 4 + 2O 2 → CO 2 + 2H 2 O Record your evaluations as bullet points on handout 4.5. When complete, circulate around the other models. Slide 4.7

Key Stage 3 National Strategy Time lapse sequence of silver crystal growth

Key Stage 3 National Strategy Task LReaction between copper and silver nitrate copper + silver nitrate → copper(II) nitrate + silver Cu + 2AgNO 3 → Cu(NO 3 ) 2 + 2Ag Identify the particles represented on handout Annotate the diagrams to explain what is happening. Slide 4.11

Key Stage 3 National Strategy Before Slide 4.13 For simplicity the water particles (molecules) are not shown Silver particles moving in the silver nitrate solution Nitrate particles moving in the silver nitrate solution Copper particles (atoms) in solid copper

Key Stage 3 National Strategy After Slide 4.14 For simplicity the water particles (molecules) are not shown Some copper particles have dissolved and are moving in the solution (now copper nitrate solution) Nitrate particles have not changed and remain in the solution Silver particles (atoms) have been displaced from solution and now form a crystal of solid silver

Key Stage 3 National Strategy Plenary for session 4 Objectives for session 4 To demonstrate some practical approaches to teaching about chemical reactions and conservation of mass in Year 9 To explore ways of improving pupil’s understanding about chemical reactions and equations To enhance participants’ background knowledge and understanding of particles associated with Year 9 To determine priorities and actions for follow-up in school Slide 4.15a

Key Stage 3 National Strategy Plenary for session 4 By the end of this session participants should: have experienced a range of modelling systems and be aware of some of their strengths and limitations be aware of several demonstrations they can use to illustrate conservation of mass be more confident in teaching about conservation of mass, equations and displacement have selected several actions for follow-up at school Slide 4.15b