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Marian DeWane
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Department of Chemistry & Biochemistry, University of Oregon, Eugene, OR 97403
Department of Chemistry, Iowa State University, Ames, IA 50010 |
MARIAN DEWANE, PH.DMarian DeWane taught AP Chemistry, Honors Chemistry, AP Environmental Science and AP Physics in Boise, Idaho for 30 years. She has been recognized as Teacher of the Year and has her National Board Certification. In 2009, Dr. DeWane won the Presidential Science Teaching Award from President Obama.
Dr. DeWane has been involved with the College Board for 15 years as a consultant. She is involved in the grading of the AP Exam and has been a Question Leader for four years, a Table Leader for seven years, a Reader for six years, and a Workshop Leader for five years. She has been a National Leadership Trainer, a consultant mentor, workshop writer for the new AP curriculum changes, and question writer for the new exam. Her teaching focuses on active learning, inquiry-based learning, and working on empowering students. Can be reached at: [email protected] |
Thomas J. Greenbowe, Ph.D.Thomas Greenbowe has developed and implemented a blended guided-inquiry approach to teaching and learning general chemistry using the Science Writing Heuristic (SWH) and Process Oriented Guided Inquiry (POGIL) formats. His chemical research education group’s web-based computer simulations and other instructional resources are being used by over 2,000 chemical educators and their students around the world. His web site URL is one of the top ten chemistry education instructional resources web sites in the USA: https://chemdemos.uoregon.edu
Thomas Greenbowe is a chemistry professor emeritus at Iowa State University and the University of Oregon. Over the past forty years, he has facilitated over seventy workshops for science teachers and college chemistry faculty in the USA and internationally (Canada, New Zealand, and Croatia). He served as a member of the College Board, Advance Placement Chemistry Test Development Committee (2007 – 2012), an AP Chemistry Reader and Table Leader (2008-2010) and is now a Question Leader for the AP® Chemistry Reading. His service to the American Chemical Society includes the ACS Board of Trustees Examination Institute (2007 – 2009), several ACS General Chemistry Exam committees, including the Laboratory Practical Exam Committee, and Co-Chair of the 1995 ACS General Chemistry Examination and the 2015 ACS General Chemistry Conceptual Examination.Thomas Greenbowe has received several major awards and recognitions for his teaching and contributions to chemistry education: 2014 American Chemical Society George C. Pimentel Award in Chemical Education; 2014 American Chemistry Society Northeast Section James Flack Norris Award for Excellence in the Teaching of Chemistry; 2013 American Chemical Society Fellow; 2013 American Chemistry Society Mid-West Regional Anne McNaley Volunteer Award. can be reached at E-Mail: [email protected] |
COURSE DESCRIPTION
Welcome to the AP® Chemistry Summer Workshop as presented by Professor Tom Greenbowe and Marian DeWane. One goal of the workshop is to provide each participant an opportunity to gain a deeper understanding of how the AP® Chemistry topics and learning objectives govern the AP Chemistry curriculum and the AP Chemistry Test. Participants will experience doing guided-inquiry classroom activities, interactive demonstrations, and guided-inquiry chemistry laboratory experiments. Activities are designed to prepare your students to understand specific chemistry concepts and principles so that the students will be able to solve the problems on the APChem Test. A second goal is to provide each participant with instructional resources to draw upon during the school year. Each participant will develop two instructional units for use in their AP Chemistry course.
Participants are encouraged to bring two existing classroom lessons, a demonstration, and two laboratory activities to share and to refine. Participants will work through six sample classroom activities using the Process Oriented Guided Inquiry Learning (POGIL) approach. We will work in teams to revise existing AP Chem classroom activities by incorporating (POGIL) principles. We will also modify POGIL activities by incorporating computer simulations and animations developed by John Gelder (Oklahoma State University), Mike Abraham (University of Oklahoma), and Tom Greenbowe (University of Oregon). Sample URL:
https://media.pearsoncmg.com/bc/bc_0media_chem/chem_sim/calorimetry/Calor.php
Participants will learn about the Science Writing Heuristic (SWH) and how it supports both students and teaches doing guided-inquiry laboratory experiments. For each laboratory activity participants will construct a ‘Question of the Day’ (a research question), design an experiment to answer the question, write claims and evidence statements and write an effective discussion about the experiment. Participants will work through five laboratory experiments using a combination of two guided-inquiry approaches: SWH and POGIL.
Participants will be provided with digital access to the AP® Chemistry Workshop Handbook and with web-based access to a variety of preparatory materials for the AP® Chemistry course. Participants will “read” (score) sample student work from the free-response questions from the recent AP® Chem Test. As a group, we will explore the topics students exhibited difficulty understanding on the current and previous years’ AP® Chem Tests. Topics of discussion include the Photoelectric Effect, Photoelectron Spectroscopy, Thermochemistry (calorimetry), Chemical Bonding, Intermolecular Forces, Kinetics, Acid-Base Equilibria, Thermodynamics (ΔH, ΔS, ΔG), Electrochemistry, and Structures in Organic Chemistry. Participants will learn strategies for helping students to understand what level of response is needed on the AP Chem Test with respect to writing effective justifications and explanations. We will review the test statistics for the current AP® Chem Test as well as select statistics for previous tests. As a group we will explore effective assessments and review the questions in the AP Chemistry Classroom Test Bank.
Participants have the option to share a favorite lesson, demonstration, laboratory activity, etc. Please bring an activity you want to share. Peer sharing will occur usually at the end of each day. Participants who volunteer to share activities are limited to a 10-minute presentation or a 15-20 minute hands-on activity.
What you need to bring to the workshop: Safety Goggles, a scientific calculator, a lab-top computer, notebook, pencil, eraser, your current AP® Chem course syllabus, your AP® Chem laboratory manual, and any instructional resources you may wish to share with the group such as a favorite laboratory experiment or favorite classroom activity. Participants should work the free-response problems on the current AP® Chem Tests prior to the workshop.
Laboratory Safety Note: appropriate attire is required each day when we are doing chemistry laboratory experiments. Please bring to the workshop: safety goggles, a pair of socks, closed toed shoes, a shirt with sleeves (can be short sleeves), long pants or a long dress, and safety goggles. A lab coat is optional.
Instructional Resources: During the workshop, participants will be invited to the AP Chemistry Workshop Participants’ Google Drive developed by Marian DeWane and Tom Greenbowe. This Google Drive contains all of the AP Chem workshop files discussed at the APSI AP Chem workshops led by DeWane and Greenbowe plus many additional instructional files. Participants will also be invited to use the public and “by invitation only to instructors ” instructional resources located on the University of Oregon Chemistry Demonstrations & Chemistry Instructional Resources web site: https://chemdemos.uoregon.edu/ and the new CIDER web-site.
AP Chemistry Workshop Schedule Workshop
This schedule will change in accordance with the participant needs as determined during the first day of the workshop.
Day 1
• Introduction of participants
• Workshop Content and Objectives – Participants preferences will taken into account
• Groups work: Analyzing and summarizing the AP® Chemistry Topics, Science Practices and the Learning Objectives
• AP Topic Thermochemistry: Calorimetry A POGIL classroom activity, a SWH laboratory activity, a calorimetry computer simulation, AP® Chem Test Free-Response Questions on Calorimetry.
• The AP® Chemistry Curriculum Framework: What instructors need to know: a. You do not have enough time to teach everything in the curriculum, b. There are topics in the textbook that are not assessed on the AP* Chemistry Test, c. You need to know some chemistry beyond what is in the general chemistry textbook, d. Even though you are teaching at a high school your AP® Chemistry course is expected to have the same things (topics, laboratory experiments, tests, etc.) that are in a college or university level General Chemistry course.
• Analysis and review of a thermochemistry question from the current AP® Chemistry Test.
• AP® Chemistry Test … all questions are tied to one or more of the AP Chem Learning Objectives.
• Assessing conceptual understanding using concept questions and particle (molecular view) diagrams.
• Reasoning from Data and models. The power of written explanations and justifications.
• The AP® Chemistry Laboratory Requirements focusing on guided-inquiry.
• Guided-Inquiry, Learning Cycles, the Science Writing Heuristic (SWH) and Process Oriented Guided Inquiry Learning (POGIL). Introduction to POGIL using a POGIL activity.
• A hands-on lesson of how the learning cycle, group work, pooling data, and POGIL/SWH drives instruction in the lab and in the classroom.
Day 2 (classroom, laboratory, and assessment)
AP® Chem Areas 1 and 2, and Corresponding Learning Objectives
Tentative Topics
• Intermolecular Forces
• Energetics of Solution Formation (Iattice energy, heat of hydration, Born-Haber diagrams)
• Acid/Base Equilibrium (pH, ICE Tables, Ka, Kb, titrations, buffer solutions)
• The use of particle diagrams to represent atoms at the molecular level. The use of computer simulations and animations in the classroom and in the laboratory.
• Converting traditional (or verification) labs to inquiry laboratory activities.
• Converting traditional classroom lessons into inquiry lessons.
Day 3 (classroom, laboratory, and assessment)
AP® Chem Big Ideas 3 and 4, and Corresponding Learning Objectives
Tentative Topics
• Acid/Base Equilibrium
• Kinetics (rate laws, integrated rate equations, mechanisms)
• Electrochemistry
• Compacting the AP® Chem curriculum
• Characteristics of guided-inquiry instruction. How do you know a lesson is guided-inquiry?
Day 4 and or Day 4.5 (classroom, laboratory, and assessment)
AP® Chem Big Ideas 5 and 6, and Corresponding Learning Objectives
Tentative Topics
• Electrochemistry: Galvanic Cells and Electrolysis Cells
http://media.pearsoncmg.com/bc/bc_0media_chem/chem_sim/html5/Electro/Electro.php
• Thermodynamics: Gibbs Free Energy
• Participants will develop classroom & laboratory instructional units and assessment questions on specific topics and share with the group.
• How to prepare your students to be successful on the AP® Chemistry Test.
• Submitting an AP® Chem audit – if you are new to the AP Chem program.
• Wrap-Up and Evaluation.
Welcome to the AP® Chemistry Summer Workshop as presented by Professor Tom Greenbowe and Marian DeWane. One goal of the workshop is to provide each participant an opportunity to gain a deeper understanding of how the AP® Chemistry topics and learning objectives govern the AP Chemistry curriculum and the AP Chemistry Test. Participants will experience doing guided-inquiry classroom activities, interactive demonstrations, and guided-inquiry chemistry laboratory experiments. Activities are designed to prepare your students to understand specific chemistry concepts and principles so that the students will be able to solve the problems on the APChem Test. A second goal is to provide each participant with instructional resources to draw upon during the school year. Each participant will develop two instructional units for use in their AP Chemistry course.
Participants are encouraged to bring two existing classroom lessons, a demonstration, and two laboratory activities to share and to refine. Participants will work through six sample classroom activities using the Process Oriented Guided Inquiry Learning (POGIL) approach. We will work in teams to revise existing AP Chem classroom activities by incorporating (POGIL) principles. We will also modify POGIL activities by incorporating computer simulations and animations developed by John Gelder (Oklahoma State University), Mike Abraham (University of Oklahoma), and Tom Greenbowe (University of Oregon). Sample URL:
https://media.pearsoncmg.com/bc/bc_0media_chem/chem_sim/calorimetry/Calor.php
Participants will learn about the Science Writing Heuristic (SWH) and how it supports both students and teaches doing guided-inquiry laboratory experiments. For each laboratory activity participants will construct a ‘Question of the Day’ (a research question), design an experiment to answer the question, write claims and evidence statements and write an effective discussion about the experiment. Participants will work through five laboratory experiments using a combination of two guided-inquiry approaches: SWH and POGIL.
Participants will be provided with digital access to the AP® Chemistry Workshop Handbook and with web-based access to a variety of preparatory materials for the AP® Chemistry course. Participants will “read” (score) sample student work from the free-response questions from the recent AP® Chem Test. As a group, we will explore the topics students exhibited difficulty understanding on the current and previous years’ AP® Chem Tests. Topics of discussion include the Photoelectric Effect, Photoelectron Spectroscopy, Thermochemistry (calorimetry), Chemical Bonding, Intermolecular Forces, Kinetics, Acid-Base Equilibria, Thermodynamics (ΔH, ΔS, ΔG), Electrochemistry, and Structures in Organic Chemistry. Participants will learn strategies for helping students to understand what level of response is needed on the AP Chem Test with respect to writing effective justifications and explanations. We will review the test statistics for the current AP® Chem Test as well as select statistics for previous tests. As a group we will explore effective assessments and review the questions in the AP Chemistry Classroom Test Bank.
Participants have the option to share a favorite lesson, demonstration, laboratory activity, etc. Please bring an activity you want to share. Peer sharing will occur usually at the end of each day. Participants who volunteer to share activities are limited to a 10-minute presentation or a 15-20 minute hands-on activity.
What you need to bring to the workshop: Safety Goggles, a scientific calculator, a lab-top computer, notebook, pencil, eraser, your current AP® Chem course syllabus, your AP® Chem laboratory manual, and any instructional resources you may wish to share with the group such as a favorite laboratory experiment or favorite classroom activity. Participants should work the free-response problems on the current AP® Chem Tests prior to the workshop.
Laboratory Safety Note: appropriate attire is required each day when we are doing chemistry laboratory experiments. Please bring to the workshop: safety goggles, a pair of socks, closed toed shoes, a shirt with sleeves (can be short sleeves), long pants or a long dress, and safety goggles. A lab coat is optional.
Instructional Resources: During the workshop, participants will be invited to the AP Chemistry Workshop Participants’ Google Drive developed by Marian DeWane and Tom Greenbowe. This Google Drive contains all of the AP Chem workshop files discussed at the APSI AP Chem workshops led by DeWane and Greenbowe plus many additional instructional files. Participants will also be invited to use the public and “by invitation only to instructors ” instructional resources located on the University of Oregon Chemistry Demonstrations & Chemistry Instructional Resources web site: https://chemdemos.uoregon.edu/ and the new CIDER web-site.
AP Chemistry Workshop Schedule Workshop
This schedule will change in accordance with the participant needs as determined during the first day of the workshop.
Day 1
• Introduction of participants
• Workshop Content and Objectives – Participants preferences will taken into account
• Groups work: Analyzing and summarizing the AP® Chemistry Topics, Science Practices and the Learning Objectives
• AP Topic Thermochemistry: Calorimetry A POGIL classroom activity, a SWH laboratory activity, a calorimetry computer simulation, AP® Chem Test Free-Response Questions on Calorimetry.
• The AP® Chemistry Curriculum Framework: What instructors need to know: a. You do not have enough time to teach everything in the curriculum, b. There are topics in the textbook that are not assessed on the AP* Chemistry Test, c. You need to know some chemistry beyond what is in the general chemistry textbook, d. Even though you are teaching at a high school your AP® Chemistry course is expected to have the same things (topics, laboratory experiments, tests, etc.) that are in a college or university level General Chemistry course.
• Analysis and review of a thermochemistry question from the current AP® Chemistry Test.
• AP® Chemistry Test … all questions are tied to one or more of the AP Chem Learning Objectives.
• Assessing conceptual understanding using concept questions and particle (molecular view) diagrams.
• Reasoning from Data and models. The power of written explanations and justifications.
• The AP® Chemistry Laboratory Requirements focusing on guided-inquiry.
• Guided-Inquiry, Learning Cycles, the Science Writing Heuristic (SWH) and Process Oriented Guided Inquiry Learning (POGIL). Introduction to POGIL using a POGIL activity.
• A hands-on lesson of how the learning cycle, group work, pooling data, and POGIL/SWH drives instruction in the lab and in the classroom.
Day 2 (classroom, laboratory, and assessment)
AP® Chem Areas 1 and 2, and Corresponding Learning Objectives
Tentative Topics
• Intermolecular Forces
• Energetics of Solution Formation (Iattice energy, heat of hydration, Born-Haber diagrams)
• Acid/Base Equilibrium (pH, ICE Tables, Ka, Kb, titrations, buffer solutions)
• The use of particle diagrams to represent atoms at the molecular level. The use of computer simulations and animations in the classroom and in the laboratory.
• Converting traditional (or verification) labs to inquiry laboratory activities.
• Converting traditional classroom lessons into inquiry lessons.
Day 3 (classroom, laboratory, and assessment)
AP® Chem Big Ideas 3 and 4, and Corresponding Learning Objectives
Tentative Topics
• Acid/Base Equilibrium
• Kinetics (rate laws, integrated rate equations, mechanisms)
• Electrochemistry
• Compacting the AP® Chem curriculum
• Characteristics of guided-inquiry instruction. How do you know a lesson is guided-inquiry?
Day 4 and or Day 4.5 (classroom, laboratory, and assessment)
AP® Chem Big Ideas 5 and 6, and Corresponding Learning Objectives
Tentative Topics
• Electrochemistry: Galvanic Cells and Electrolysis Cells
http://media.pearsoncmg.com/bc/bc_0media_chem/chem_sim/html5/Electro/Electro.php
• Thermodynamics: Gibbs Free Energy
• Participants will develop classroom & laboratory instructional units and assessment questions on specific topics and share with the group.
• How to prepare your students to be successful on the AP® Chemistry Test.
• Submitting an AP® Chem audit – if you are new to the AP Chem program.
• Wrap-Up and Evaluation.