TE 408: ANALYSIS OF STUDENT WORK

Name: Andrew Warner Partner: James Nelson

Mentor Teacher: Ms.Omillian School: Mason High School
Class and grade level: 10
th
Applied Chem Date: 3/31/2013

A. Brief Descriptio of t!e T"s#
Students were asked to participate in lecture Checkpoints that involved pairing up in
groups and answering the followings questions:
Give a real life example of metals' ductility and malleability.
Rubber is a compound made up of C, H, and S. Is rubber a conductor, semi-conductor,
or an insulator.
This was a semi-formative assessment because students participated throughout the
lecture itself. Students then filled out a worksheet utilizing inquiry-based reasoning
regarding proton number electron distribution and real life e!amples.
B. I$e"% Respose
"uestion- #hy are metalloids used to make semi-conductor
$deal response- %etalloids used to make semi-conductors because metalloids do not
conduct electricity as well as metals but still conduct let enough electrons pass through
the atoms.
$ asked this question to get students thinking about electron transfer while still relating
back to the wat based premise of the characteristic of a metalloid. $ don&t believe this is
a wy based question because it&s not e!plaining a process as much as asking why a
specific process happens. 'rom the (ower(oint students know that metalloids are brittle
)like nonmetals* yet shiny )like metals* so $ want them to start thinking about the
importance of the electron and how it is used in bonding and conduction of electricity.
(lus $ was hoping that students would understand that an element containing both
characteristics of metals and nonmetals would show patterns of both of these categories.
%any students said they let electrons through +half-way, so this could be a
misinterpretation due to my e!planation.
&. St'$et (or#
!or" #iven in person
#hen given the composition of glass )Si-.* $ asked if glass easily allows the flow of
electrons.
$roblemed response-%o, because it's a really compac"ed solid made from roc"s&#ravel
$roblemed response-%o, because it's a semi-conductors
Correct response- %o, because it is a nonmetal and a better insulator.
D. A"%)*i+ st'$ets, resposes - I$etif)i+ p"tters
Students learned how to state whether or not an element )or compound* would be
a metalloid metal or nonmetal based on its composition. Students also did well at
identifying which element fit into which category. Suprisingly the students actually did
very well on the whole worksheet and $ feel confident that $ hit the /01 succession rate.
'or the first part of the worksheet $ stuck to a rather wat based learning which involved
rewriting definitions of key words so that students could progress later into the
worksheet. #hen asked +wic of te two 'platinum or silicon(would ma"e a better
telepone wire), $ was e!pecting most students to get this answer incorrect as it was
delving deeply into wat and wy-based thinking. %ost students got it correct and $&m
not confident enough to say that my lesson actually taught it that well. (erhaps students
knew most of this information before my lesson2 Students were able to look at an
element (latinum and determine that it was a better conductor than another element.
F. I.p%ic"tios fro. )o'r (ritte "ssess.et ""%)sis for t!is %esso p%"
The most successful part of my lesson was the (ower(oint. Students really en3oy
the color coding and checkpoints during my lecture. $t allows them to stay awake and
participate during what should be the +boring, part of class. #ith this another successful
part was the repetition of information. 4aving students that have already failed
chemistry they need to be spoonfed the initial information so that they can have it
understood for the worksheet. 4opefully by this time they can start to synthesize this
information and eventually learn it.
5n unsuccessful portion of my lesson plan was the ease of the worksheet. $ do
not believe that $ taught this lesson well enough for all students to get 6781 on the
worksheet. $ wanted to challenge them more and that is what $ have been working at.
5pparently $ made the worksheet too simple however for my three day lesson $ will
hope to make a +grueling, lesson plan for the first day and scope where the students
stand with the difficulty of the material $ give them. $ want to ask more inquiry-based
questions but $&ve realized that this takes more effort than face value. $n order to think of
wy questions you have to not 3ust think of questions. $t almost takes a sort of
metacognition of the students by thinking what they will know by the end of the day and
thinking of questions that 3ump a little further than that.
/. I.p%ic"tios fro. )o'r (ritte "ssess.et ""%)sis for t!e fo%%o(0'p %esso.
Since my 9 day teaching is approaching very soon students will begin to build on
the proton number. #ith the proton number students will become equipped with the
number of electrons each element has )which they should be familiar with by now*. -n
top of this we will then begin to introduce valence which will be a gateway to bonding.
Students will combine their knowledge of the (eriodic Table )knowing group numbers
etc* and mesh it with the idea of the valence electron number. Students will then be able
to bond ionically )if that is a word* metalically and covalently and use the categories of
metal nonmetal and metalloid to determine which atoms will bind and how. Students
will need activities that help them understand the octet so $ might use pennies as a micro-
lab to incorporate symmetric valence pairing and bonding. $ might even do human
demos to show covalent bonding and how electrons may need to share as opposed to steal
from each other.