1. CHEM-342 Jigsaw Group AssignmentConstruct a Concept Map that summarizes the significance of the articles you are studying and can be useful to the rest of the class.

2. What does it mean when you say, I understand?.... Does it mean the same thing to you that it does to another student or to the professor?..… How can you demonstrate you understanding to others?

3. Concept Mapping • What is a concept map? • What are the features of a concept map? • How do you construct a concept map?

4. laptop Linking Phrase Nodes (terms or concepts) Linking Phrase needs a Linking lines (usually with a unidirectional arrow) charge Linking Phrase Linking Phrase Linking Phrase Linking Phrase Linking phrases Propositions What is a Concept Map? A Concept Map Includes:

5. Short AssignmentArrange the following three terms and connect them with arrows and linking phrases Bacteria Pneumonia Antibiotics

6. A Mini Concept Map Caused by Pneumonia Bacteria Treated with Kill Antibiotics

7. Variations on a Theme Causedby Pneumonia Bacteria Antibiotics Treated with Kill Kill Treatment for Can cause Antibiotics Bacteria Pneumonia Can cause Bacteria Pneumonia By reversing the arrows, changing the linking words, and adding color, the focus and emphasis changes. Treatment for Killed by Antibiotics

8. Concept Map Showing Key Concepts in Concept Mapping CONCEPT MAPS WORDS have are have have LINKING WORDS Can be CONCEPT LABELS CONTEXT DEPENDENT is HIERARCHY To form SYMBOLS of for To form CONCEPTS from PROPOSITIONS represents As stored in are are are Are stored in MOST GENERAL MOST IMPORTANT form PERCEIVED REGULARITIES RELATIONSHIPS COGNITIVE STRUCTURE to Memorized by are in in are MOST SPECIFIC LEAST IMPORTANT Achieved by KNOWLEDGE CLAIMS EVENTS OBJECTS LEARNING Related to e.g. e.g. Can be RAINING EXPLOSION PHOTOSYNTHESIS DOG LEAF WOMAN ROTE are MEANFUL Perception is Adapted from: Joseph Novak (1991) Clarify with Concept Maps,The Science Teacher 58(7), 45-49.

9. Where does Concept Mapping Fit Into PBL? Individual Accountability depends on Problem-Based Learning Cooperative Learning Groups uses working on need reflected in expected by has tied to Group Accountability Problems Faculty Students Society Grades Learning Goals that are Content Objectives including Process Skills based on Real World Open-ended Complex achieved with Examinations Group Assignments reflected in including Peer Evaluation such as to promote Writing Assignments seen in should limit Individual Learning that address and minimize Divide and Conquer Strategies Concept Mapping Academic Dishonesty such as that display Scholarly Synthesis Organization Disciplinary Rhetoric Student Voice that incorporate Leadership Communication Conflict Management Sharing Information Accepting Information Peer Evaluation that access Term Papers PBL Problems Case Studies Revision Peer Feedback Library & Internet Resources informed by

10. Stages in the Constructionof a Concept Map Brainstorming Stage Organizing Stage Layout Stage Linking Stage Revising Stage Finalizing Stage

11. Brainstorming Stage • List any and all terms and concepts associated with the topic of interest. • Write them on Post It Notes, one word or phrase per note. • Don't worry about redundancy, relative importance, or relationships at this point. • The objective is to generate the largest possible list.

12. Brainstorming Stage

13. Organizing Stage • Spread concepts on a table or blackboard so that all can be read easily. • Create groups and sub-groups of related items. Try to group items to emphasize hierarchies. • Identify terms that represent higher categories and add them. • Feel free to rearrange items and introduce new items omitted initially. • Some concepts will fall into multiple groupings. This will become important in the linking stage.

14. Organizing Stage

15. Layout Stage • Arrange terms so that they represent your collective understanding of the interrelationships and connections among groupings. • Use a consistent hierarchy in which the most important concepts are in the center or at the top. • Within sub-grouping, place closely related items near to each other. • Think in terms of connecting the items in a simple sentence that shows the relationship between them. • Feel free to rearrange things at any time during this phase. • Do not expect your layout to be like that of other groups.

16. Layout Stage

17. Linking Phase • Use lines with arrows to connect and show the relationship between connected items. • Write a word or short phrase by each arrow to specify the relationship. • Many arrows can originate or terminate on particularly important concepts.

18. Revising Stage • Carefully examine the draft concept map. • Rearrange sections to emphasize organization and appearance. • Remove or combine items to simplify. • Consider adding color or different fonts. • Discuss any aspects where opinions differ

19. Finalizing the Concept Map • After your group has agreed on an arrangementof items that coveys your understanding, convert the concept map into a permanent form that others can view and discuss. • Be creative in a constructive way through the use of colors, fonts, shapes.

20. Contains BLOOD TRANSPORT OF OXYGEN BLOOD Red Blood Cells CHEMISTRY Lyse in water to release Oxygen Contains In lungs Plasma OXYGENATION AND DEOXYGENATION Arterial Blood Venous Blood Which includes Oxyhemoglobin (Scarlet Cruorine) Deoxyhemoglobin (Purple Cruorine) In tissues Clotting Factors Reversible dissociation Mimics Oxygen Water Such as H2CO3 Fibrinogen O2 In tissues H2O Reduced Carbon (Food) Heat, Acid, Ethanol decomposition to form Carbon Dioxide Is a irreversible Protein Precipitate Reducing Agents Oxidized Products CELLULAR RESPIRATION Colored Compound Heme Is a Mimics slow BIOLOGY Has a distinctive Spontaneously reacts with oxygen forming SnII SnIV Is a Brown Hematin Soluble in Acid Ether Absorption Spectra fast FeII FeIII Stabilized by 2H+ Concept map illustrating the relationships among significant words and ideas in Stokes’ 1864 article. Observable with a Tartaric Acid Anionic Hematin Soluble in Aqueous Base Spectroscope Colorless Product Indigo HEMATIN FORMATION AND SEPARATION OXIDATION AND REDUCTION REACTIONS Oxygen

21. Concept Map for Zinoffsky’s Purification of Horse Hemoglobin generating will Fresh Horse Blood Coagulate (Clot) Defibrinated Blood due to Clotting Factors consists of consists of contains depleted of and and suspended in suspended in Plasma Red Blood Cells a.k.a. Erythrocytes or Corpuscles Serum from contains many can be lyse in Separated Hypotonic Solution by contains primarily Other Proteins which is Settling releasing Slow Hemoglobin Decomposition risking mainly and leaving between can form based on diff. in and Impurities stay in Solubility Crystals Mother Liquor by removing recrystallized to in Red Cell Ghosts a.k.a. Stroma Purity in judged by compared to 20% ethanol at 0ºC Constant Composition

22. Evaluating Concept Maps • Accuracy and Thoroughness. Are the concepts and relationships correct? Are important concepts missing? Are misconceptions apparent? • Organization. Is the concept map laid out in a way that higher order relationships are apparent and easy to follow? Does it have a title? • Appearance. Is the assignment done with care showing attention to details such as spelling and penmanship? Is it neat and orderly or is it chaotic and messy? • Creativity. Are there unusual elements that aid communication or stimulate interest without being distracting?