Kelly,+Noah,+Scott,+Alex

code Fall Meeting - Seattle, WA code
 * October 16, 2009**

Questions for consideration after first lesson study group:

//1. How has rate of change developed and used throughout the text?// In our text there is rate of change of mass and rate of change of movement but the formal concept of rate of change is never explicitly introduced. Very disjointed, little connection between topics.

//2. Where does it appear in the content?// Weather, stream flow. Many topics but once again rate of change is never mentioned explicitly.

//3. How might the organization throughout the text influence students view of rate of change or in science as a whole?// It is never explicitly introduced or developed and consequently students will not notice this concept as something that they are actually learning. Students, if asked, would likely not know what rate of change even after learning related topics.

//4. What are similarities and differences between the different textbooks?// Physics books are the only ones that specifically introduce rates of change and take the time to develop the concept.

//5A. How is this analysis influencing your teams understanding of rate of change?// Using rate of change as a topic to bridge disparate topics, unify the field. Much in science can be boiled down to certain fundamental rules or concepts. Rate of change is exactly such a concept.

//5B. How is this analysis influencing your teams understanding of your view of what students should understand before learning about rates of change?// How does it change with time? --> How to quantify or measure within a topic?

-structure of an atom (protons, neutrons, electrons) -half life of C14 is 5700 years -decay is exponential -decay rate is proportional to the number of particles -N=No e^rt -measured with Geiger counter -random process which you cannot predict -only certain substances will decay -shorter the half life faster it decays -penny demonstration || -process / mechanism / driving force -begin / end products -applications -what makes it a danger to life -how giger counter works -common student misconceptions / misunderstanding -good teaching analogies -other ways to demonstrate decay || -Marie Currie isolated two new elements that caused most of the radioactivity of Uranium -All radioactive decay is not equally damaging. Gamma radiation is the most potentially damaging. Alpha and beta particles are less damaging. -Applications: irradiation for food preservation (extending the shelf life, slow the ripening process- the food does not become radioactive), this process disrupts the food cell metabolism and destroys microorganisms. -Radioactive decay occurs due to instability. Nucleus contains competing forces, an atom's nuclear stability can be determined by looking at a ratio of the protons and neutrons. The most stable ratio is a 1:1 ratio. The type of decay depends on the different causes of instability. -Geiger counter has a gas and uses the energy given off in the decay. The gas absorbs radiation and the gas ionizes. The electrons that are released then create and electric current that is picked up by the geiger counter. - misconceptions - radiation can be reduced by boiling an object, radiation and contamination are the same thing; all radioactivity is man-made; radiation can result in sudden, visible, drastic mutations; after one half life you do not lose half the mass. - two different ways to measure radiation: amount of decay vs. amount of harmful radiation. - rem: radiation equivalent in rem (750 rem is fatal) - 150-250 millirem from sun per year. - alpha: Helium nucleus - Beta: electron - Gamma: gamma particle. - penetration of particles damages DNA and causes mutations. - energy damages sells ||
 * KWL - Afternoon Session**
 * __Know__ || __Want to Know__ || __Learned__ ||
 * -radio active decay is a tool


 * Hierarchy of Content Knowledge**

Topic: Radio Active Decay Grade Level: 9 -12

__Unifying Concepts and Processes__ 1) Structure leads to function 2) Rate of change

__Big Ideas__ 1) There are different types of radioactive decay some of which are harmful to human health and some are not. 2) Rate of decay is proportional to the number of atoms remaining and the number of remaining atoms changes exponentially with time. 3) Decay is the result of nuclear instability.

__Related Concepts__ -Misconceptions from KWL table. -Atomic structure -Electron cloud -Carbon dating

__Related Sub-concepts__ -Nuclear and electrical forces -Geiger Counters

__State or District Learning Goal(s)__ MA CHEM 2.5: Compare the three main types of radioactive decay: alpha, beta, gamma. Compare their properties: composition, mass, charge and penetrating power. MA ES 1.1: Identify sources of Earth's internal and external energy, including radioactive decay.

__Specific Ideas__ Repulsion

__Facts & Terminology__ Alpha particle, beta particle, gamma particle, electron, neutron, proton, nucleus, strong force, electric force


 * Potential Questions for Assessment of Student Knowledge on Radioactive Decay**


 * Concept Background **
 * 1. What is radiation? **
 * 2. What is radioactive decay? **
 * 3. What is in a nucleus? **
 * 4. What is the force that two positively charged protons exert on each other? **
 * - Is it repulsive? **
 * - is it attractive? **
 * 5. What causes radiation? **
 * 6. Is radiation good or bad? Why? **
 * 7. Where does radiation come from? **
 * 8. What is half life? **
 * 9. What is a decay rate? **
 * 10. How much does the mass of a substance change after one half-life? **
 * 11. What is rate of change? **

1. What is a non-linear relationship? 2. What does it mean when something is exponential? 3. What type of relationship is in the graph below? 4. What is the rate of change depicted in the graph below? 5. Is this graph increasing or decreasing in time? 6. Graph of population dynamics. 7. Coin flip: how many people left? - Half of us do coin flip. -Half of us use population dynamics.
 * Math Background **

Application Background 1. What is Carbon dating? 2. What are the uses of radioactive elements? 3. How can we use radiation to our benefit?

Student Knowledge Assessment- Kelly 8th Grade

Students were given the following assessment:

1. Explain how the slope of a line relates to rate of change. 2. Define rate of change in your own words. 3. You have studied exponents in math. Please write an example of an exponent and calculate its value. 4. Do exponents get bigger slowly or quickly? Explain. 5. Exponential growth is a term used to describe how some things grow. This term is often used to describe the growth of bacteria and cancer cells. In your own words please describe what you think exponential growth is, based on your knowledge of exponents from math. Does this kind of growth happen quickly or slowly? 6. If exponential decay is the opposite of exponential growth, please explain what you believe/know exponential decay is. When there is exponential decay are things getting bigger or smaller? Does this process happen quickly or slowly? 7. Please explain the difference between a chemical change and a physical change. Include an example of a chemical change and an example of a physical change. 8. Please explain what an electron, neutron and proton are. 9. Please explain how electrons, neutrons and protons are related to the atom, if at all. If they are related please include a drawing with labels. 10. Please tell whether or not neutrons, protons and electrons have a charge. 11. What happens if anything, when a neutron is close to a proton? 12. What happens if anything, when a proton gets close to an electron? 13. Explain when repulsion can happen in atoms, if at all. 14. Explain to the best of your ability what factors contribute to the stability of an atom. 15. Explain to the best of your ability what factors contribute to the instability of an atom. 16. Explain the difference between an atom of hydrogen and helium. 17. Based on your knowledge of the difference between hydrogen and helium, can you explain the process by which helium could become hydrogen? If this is not possible, please explain why. 18. Explain what it means when something is a "random process". 19. Explain __**//everything and anything//**__ you know about radioactivity. Topics to address should include if possible, where does it come from and how does it happen. 20. Explain the uses of radioactive materials that you are aware of.

I will bring the assessments for you all to review at the meeting. I broke down the assesments into high knowledge, medium knowledge and low knowledge. Listed below are some generalizations:
 * __Kelly 8th Grade Assesment Results-__**
 * Everyone knows what exponens are
 * Most can relate rate of change to slope
 * Recognize "quick" changes with exponents, ie exponential growth happens quickly
 * Most recognize decay means to get smaller, most also assume exponential decay happens very slowly (though they identify growth as happening very fast)
 * Most know the parts of the atom (proton, neutron and electron)
 * Some know the difference between H and He is the number of electrons
 * Hardly any know what radioactivity is
 * Many know about radioactive weapons and "toxic waste"
 * Some know about atomic stablity, they all relate atomic stablity to the number of valance electrons, ie 8 valance e= stable atom
 * Most know the atom parts and their corresponding charges, though in diagrams there is some confusion about the location of these components
 * some call atoms cells, or protons a type of atom

In terms of student knowledge
 * 6 assesments were "high"
 * 8 assessments were "medium"
 * 11 assessments were "low"

I have given my students the following assessment based from the potential question list above:
 * __Scott's Evidence of Student Understanding to be brought to Atlanta__**

1. Define rate of change in your own words (remember speed is an example of a rate of change). 2. How is slope related to rate of change (once again remember speed is an example of rate of change that you have studied).

3. You have studied exponents in math. Please give an example of an exponent. 4. Explain the difference between a chemical change and a physical change. Include an example of a chemical change and an example of a physical change. 5. What is a proton, electron, and neutron? 6. Please explain how electrons, neutrons and protons are related to an atom. Include a drawing. 7. What happens when an electron gets close to a proton? 8. Explain the difference between an atom of hydrogen and helium.

9. How could you turn helium into Hydrogen?

10. What is radiation? What does it do to you? What materials are radioactive?


 * __Noah's Evidence of Student Understanding__**

//Questions// 1. Define rate of change in your own words and give an example. 2. Exponential growth is a term used to describe how some things grow. This term is often used to describe the growth of bacteria and cancer cells. In your own words please describe what you think exponential growth is. Does this kind of growth happen quickly or slowly? 3. Explain the difference(s) between an atom of hydrogen and helium. 4. What are common uses of radioactive materials?

//Summary of Responses// 1. Definitions of rate of change were accurate and the examples were relevant. 2. Good descriptions of exponential growth-- many people mentioned that it was multiplicative (sp?) rather than additive. It is important to note, however, that there were two people who thought exponential growth could be either fast or slow. 3. Responses from this question had the most variation. Three people explicitly listed differences that had to do with differences in protons & neutrons. One person implicitly noted these differences, "hydrogen is polar; helium is not." One person talked about the differences in how we use the two elements. 4. First my favorite response, "giving super heroes their powers." The most common responses were: carbon-dating, nuclear weapons, chemotherapy-- however the elements involved were never explicitly stated.

Lesson Study- Protocol Followed

Scott’s survey- 10 questions · ELL’s, some IEPs (not many), 90% Latino · Should understand the periodic table · Algebra/pre-algebra · Studied velocity, physical changes · No discussion of radiation · Feel for rate of change Kids at this age can’t necessarily articulate what they know · Know charges on protons, neutrons & electrons o Some can draw atoms · Familiar with the words radiation and radioactive, do not know what they mean · Tried to make simple direct questions for ELL · Many did know that radiation is toxic (30%) · Kids run the gamut with their knowledge · Do interviews, add diagrams/structure to help the kids better articulate their knowledge. · Seek ways to get at their knowledge that are less “pen/paper”
 * Background**
 * Discussion**
 * Scott’s Take**
 * Suggestions**-


 * Kelly’s Review**-
 * Surprised by the breadth of understanding
 * Difference in ability and decision to articulate answers
 * I don’t know the factors that contribute, I honestly don’t know
 * Better language skills? Conscious decision to think about these things?
 * Student understanding is really broad
 * Exponents, familiarity with radiation
 * Electrons, protons, neutrons make a cell
 * Don’t fully articulate slope, rate of change

o Kids get graphs and rate of change o Half life- after this time, half of the something is gone o Have they used half-life in math class? o All kids are dealing with the proton repulsion in class right now o Some kids did know what radiation is o Some did get atoms and cell confused
 * Alex-**
 * Given to 11th and 12th graders, Honors Mechanical Physics and AP Mechanical Physics
 * Discussion**
 * Kids really know a lot
 * They don’t get what radiation is, but most know what a half-life is, how is that?
 * All got that two protons close together repel
 * Alex’s Take-**


 * Noah’s Survey- on survey monkey**
 * Adults know more, but they have some misconceptions still.

Does everything have a rate of change? Does structure impact function or function impact structure? How does rate of change help us make predictions and understand our world? What is radiation? Is radiation a misnomer? Is radioactivity good or bad?
 * Essential Questions-**


 * KUDs**

//__Knowledge__// //Vocab-// proton, neutron, electron, nucleus, atom, radio-active, electromagnetic spectrum, gamma, beta, alpha rays, Madam Curie, Hiroshima, Chernobyl, sun, //Applications//- x-rays, radiation therapy, MRI, dating, power/energy, bombs, //Formulas//-Exponential growth/decay equation, slope, rate of change, E=MC2 //Critical Details//- radiation comes from the energy emitted from atoms, there are specific radioactive elements, isotopes, ratio of protons to neutrons,

//__Understanding__// Students will understand that radiation has various applications and implications to life on earth. All processes have a rate of change which can be constant or non-constant. Structure yields function.

//__Do (swbat)__// Solve half-life problems Describe the process of radioactive decay Determine based on atomic number whether or not an element is radioactive Interpret and create graphs Sketch a radioactive decay curve Identify uses and dangers of radiation

__**Scott's Evidence for Understanding**__


 * Goals:**

 **1. Determine based on atomic number whether or not an element is radioactive**  What would student understanding look like?  **2. Interpret and create graphs** What would student understanding look like?
 *  When given an element a student will correctly state whether it is radioactive
 *  Student’s will know the atomic number cut-off for stability.
 *  Student’s will be able to explain why elements with higher atomic mass are unstable.


 * Student’s will able to produce the general equation for exponential decay.
 * Student’s will be able to correctly explain the meaning of both axis of a radioactive decay curve.
 * Given half-life and an initial quantity of a radioactive substance students will be able sketch a radioactive decay curve.
 * Given a radioactive decay curve for a certain substance, student’s will be able to extract the half-life and initial quantity of the substance.