Analysis+of%20Insights

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Also initially the choices between hot and cold led students to place room temp in the hot category. Therefore Warm was added to the y axis.
 * Temperature graph** - initially had to X-axis units for time - Students either recorded data for the first 30 seconds or perhaps even 10 minutes. Since it was unclear to students how long to record data, even in cases where verbal instructions were given, our group decided to give specific time intervals on the x axis.======

//Evidence: See Pictures Below// Take 1 Graph response - Although pack is at room temperature student classifies it as "cold". Not sure how long the time interval is for the data representation.

Take 4 response - Time units are clear and Temperature axis has warm in the middle so students can better estimate the qualitative temperature of their pack.

Initially in question 6 we asked students what happened when the pack was activated based on their observations. However, we wanted students to recognize that particles were rearranging on a microscopic level – instead we got mainly macroscopic properties.
 * What is Causing the Change?**

Since many of our group members took the Chemistry Modeling PD, over the next three years we asked students to specifically use a particle model of before and after the pack was activated to explain the chemical reaction taking place in the pack. This line of questioning cumulated in Question 4b in the Take 4 handout question where the before particle diagram is shown and students need to complete the after particle diagram while accessing the macroscopic properties they observed. Thus, by setting up the question with the initial particle diagram, this helped students understand specifically what was being asked. While they could access their macroscopic observations, they needed to provide a microscopic particle level diagram.

//Evidence: See pictures “below”.// Take 1 - Student mostly refer to macroscopic observations to explain the cause of the changes instead of thinking on a microscopic/particle level.

Take 2 - The specific particle models depicting the inital state of the packs on a particle model are used to stimulate and require the students to think about the changes happening at a particle level while still referencing their macroscopic observations.



Check in questions – We wanted students to express how they could identify an exothermic/endothermic by both the way the packs felt and by how the equation is written. However since the check in questions in the Take 1 worksheet do not specifically ask students to explain both methods to identify them, many students only gave one method or were confused by the question. In the Take 4 the check in questions specifically ask the students to address the “feel” of the reaction and the “written” form in their response.

//Evidence: See pictures below//

Take 1 - Students don't discuss how a written reaction equation can depict an exothermic or endothermic reactions since we did not specify this in the question.

Take 4 - The check-in question now specifically asks for how the reaction feels and also how energy would be represented in a written chemical reaction.

Placing heat in a chemical reaction- In question 8 of version Take 1, we wanted students to place heat on either the reactant or product side. However, based on the responses, students were confused by the question. Some circled either products or reactants, many left it blank, placed it above the arrow. In the latest version, question 7 asks students to place the word “energy” in either the product or reaction size. This way the question is very direct in explaining to the students what is required.

//Evidence: See Handouts Day 1 Take 1 and Day 1 Take 4//