Using Classroom Assessment Techniques to assess the effectiveness of crystal growing in student research

1. Using Classroom Assessment Techniques to assess the effectiveness of crystal growing in student research David McDonald Sidney High School

2. Non-Integer Crystals • Ferroelectric Non-Integer crystals • We used the KDP KH2PO4 family of crystals • Largest crystal grown is in the 700 lb range at Lawrence Livermore National Laboratory used in the National Ignition Facility (a giant laser) • We grew K1-xNaxH2PO4 such as K.8Na.2H2PO4, K1-xLixKH2PO4 such as K.3Li.7H2PO4 • Other Ferroelectric crystals of interest (K.5La.5)TiO3 PMN (lead-magnesium niobate) PbMg1/3Nb2/3O3 The platinum 1-D complex K2Pt(CN)4Br.3.3H2O

3. How to balance a chemical reaction with Non-Integer Crystals • algebraic method __K2CO3 + __Na2CO3 + __H3PO4 __K1-xNaxH2PO4 + __CO2 + __H2O 6K2CO3 + 4Na2CO3 + 20H3PO4 20K.6Na.4H2PO4 + 10CO2 + 10H2O A handout with problems and sample solutions will be available.

4. Extra Credit: Baking soda + vinegar -->

5. Growing crystals by evaporation • Non-integer ferroelectric water-soluble crystals of the KDP (KH2PO4) family • Sidney High’s students and teachers have grown K1-xNaxH2PO4 Rb1-xCsxH2PO4 K1-xLixH2PO4 • The crystals still to be grown Rb1-x(NH4)xH2PO4 Rb1-xKxH2PO4 K1-xAgxH2PO4

6. Method of growing • Using stoichiometry, the reactant amounts were calculated. • Using solubilities, the solutions were calculated and slowly mixed together. The final solution was then left to slowly evaporate. • Students measured and graphed the actual solubility of new compound.

7. Some crystal growers

8. Some data!

9. CAT’s Sorry, not this kind of cat!

10. Classroom Assessment Techniques by Thomas Angelo & Patricia Cross 2nd edition CR 1993 ISBN 1-55542-500-3 • Techniques to allow teachers to become better observers of learning • Examples of fifty different techniques • NOTE: No special training need to carry out classroom assessment

11. Muddiest Point • What is the muddiest point or the most confusing part of the "balancing chemical equations algebraically" idea? • You have two minutes to respond and please use no more than one or two sentences. This is a way to assess how you are learning and not what you have learned. As we go through the semester there will be other types of assessment. This will allow you to focus more on your ability to learn and allow me to focus on the best methods to deliver the concepts. • Thanks • Your Chemistry Coach

13. Student responses to the Muddiest Point • 1. Variables (61%) a. confusing Greek letter as variables too many and what are they 22% “The whole idea, mostly the alpha, beta, and like signs and putting things where they are supposed to go.” b. What variable to solve for 22% >>> there is no definite letter to start with… c. Writing compound formulas17% “I just hate converting the word equations to the symbolic equations. What is the symbol(s) for manganous? • 2. Algebra (38%) a. Too many variables to solve for 6% “After you get the equations, when you are solving them I can never seem to do that right. “ I know how to solve equations but that part is the hardest.” b. Too many equations to solve for 17% “When I have to put all the symbols in one term. c. How to solve when you have more than one unknown 11%

15. Defining Features Matrix In the following Matrix please categorize each situation as (+)-Safe or (o)-Unsafe.

17. Crystal project questionnaire

19. 17. Give one or two examples of specific things your instructor does that really helped you learn chemistry while doing the crystal project. • 18. Give one or two examples of specific things your instructor does that made it more difficult for you to learn chemistry while doing the crystal project. • 19. Suggest one or two examples of specific practical changes your instructor can make that would help you improve your learning in this class. • 20. CAT #13 – One sentence summary • Describe in one sentence your feelings about the crystal research that you did last year in chemistry II. • Answer the question who does what to whom, when, where, how & why?” then synthesize those answers into a single informational, grammatical, and long summary sentence.

20. Results from Survey! • The Self-confidence Survey showed that the students were all either confident or very confident in working on science research or increasing their enjoyment of science. • The Interest Survey showed the students agreed or strongly agreed that the science project improved their science skills and attitudes.

21. 17. Give one or two examples of specific things your instructor does that really helped you learn chemistry while doing the crystal project. • Mr. McDonald aided my learning in many ways. The first that comes to mind is record keeping. Before the crystal project, I would often do research and not record data very well. Through the crystal project I learned how important documentation is; not only for analysis, but also the upkeep of the crystal growth. Another thing that also comes to mind is preciseness. Mr. McDonald spent a lot of money on the raw chemicals, so we had to be careful and not waste any. By being careful, we had to keep a clean lab space and clean glassware (It was very easy to get a contaminate in the solution). Measurement also demanded perfection from us. We often checked the measurement many times. • -- I learned how to keep a good record of my project, which I had never really done before. It is now an integral part of my current crystal growing in college. Along with that, I basically had to use basic trial and error experiments to make the crystals grow. • he sends us in the right direction and lets learn as if we were the first ones doing the project so we have to learn the techniques in growing a crystal through experience.

22. 18. Give one or two examples of specific things your instructor does that made it more difficult for you to learn chemistry while doing the crystal project. I struggle to think of anything that Mr. McDonald did to make my learning more difficult. Often, we were on the same level as Mr. McDonald when we were growing never-before grown crystals. It would have been easier to know what is supposed to happen and when it should happen, but the nature of the project did not allow this. I would venture to say that both Mr. McDonald and we (students) learned a great deal through this project.

23. 19. Suggest one or two examples of specific practical changes your instructor can make that would help you improve your learning in this class. • I don’t know how practical it would be, but it would be beneficial to have more time. I think that if Chemistry II lasted two periods, it would be easier to learn and easier to do the project in itself. It would be nice if administration could make the Chemistry II class worth two credits and be scheduled in two consecutive periods. • Perhaps just a little more discipline when we, the students, don't push ourselves.

24. 20. CAT #13 – One sentence summary Describe in one sentence your feelings about the crystal research that you did last year in chemistry II. • I feel that last year I learned more about how crystals form, how the scientific process really works and how scientists learn more about how chemistry and the world really work. • Chemistry II was one of the best classes I took during high school; I learned through practical and experimental means and I think the knowledge I’ve gained through the class will stick with me much more than if I would have simply read a book and took a test.

25. Thanks to Murdock Charitable Trust grant summers 2001,2002 • Thanks to RET summer 2003 • Thanks to students in Chemistry II class 2002-2003