Career-Oriented Performance Tasks in Chemistry: Effects on Students' Critical Thinking Skills
Table 3
Learning plan comparison between the COPT and TTA classes on the topic gas laws.
COPT
TTA
Motivation Prior to the start of the lesson, the COPT is already distributed and explained to the class. Activity: Kinetic Molecular Theory Song (1) Teacher plays the KMT Song while students sing along with the song. (2) Students identify the postulates of KMT as well as the properties of gases from the song. (3) Teacher flashes pictures of different professions and let students identify the different professions. He then tells the class to keep these professions in mind, and at the end of the lesson they must relate these professions to the topic to be tacked. Lesson Proper Activity: Learning Stations (1) The class is divided into three groups. (2) Each group is given a worksheet for the three learning stations. (3) The task of each group is to work on each of the three learning stations and identify the relationship of the given properties of gases with each other. (a) Learning Station 1: Marshmallow Madness In this learning station, students investigate the relationship of pressure and volume. (b) Learning Station 2: Hot or Cold? In this learning station, students investigate the relationship of volume and temperature. (c) Learning Station 3: The Amazing Soda Can In this learning station, students investigate the relationship of temperature and pressure. Concept Development: Boyle’s law (1) Students describe what they found out in the first learning station. (2) Students realize that pressure and volume are inversely proportional. (3) Students set up a mathematical equation for the relationship of pressure and volume. (4) Teacher posts a sample problem on Boyle’s law. (5) Students identify the given and the required to find in the problem. (6) Students solve the problem using think-aloud technique. (7) Teacher shows the interrelatedness of pressure and volume using PhET simulation and relates it to the solved problem. (8) Students solve several problems on Boyle’s law. Concept Development: Charles’ law (1) Students describe what they found out in the second learning station. (2) Students realize that temperature and volume are directly proportional. (3) Students set up a mathematical equation for the relationship of temperature and volume. (4) Teacher posts a sample problem on Charles’ law. (5) Students identify the given and the required to find in the problem. (6) Students solve the problem using think-aloud technique. (7) Teacher shows the interrelatedness of temperature and volume using PhET simulation and relates it to the solved problem. (8) Students solve several problems on Charles’ law. Concept Development: Gay-Lussac’s law (1) Students describe what they found out in the third learning station. (2) Students realize that temperature and pressure are directly proportional.
Motivation Activity: Kinetic Molecular Theory Song (1) Teacher plays the KMT Song while students sing along with the song. (2) Students identify the postulates of KMT as well as the properties of gases from the song. Lesson Proper Concept Development: Boyle’s law (1) Teacher shows the mathematical equation of Boyle’s law. (2) Students realize that pressure and volume are inversely proportional. (3) Teacher posts a sample problem on Boyle’s law. (4) Students identify the given and the required to find in the problem. (5) Teacher shows how to solve the problem. (6) Students solve several problems on Boyle’s law. Concept Development: Charles’ law (1) Teacher shows the mathematical equation of Charles’ law. (2) Students realize that temperature and volume are directly proportional. (3) Teacher posts a sample problem on Charles’ law. (4) Students identify the given and the required to find in the problem. (5) Teacher shows how to solve the problem. (6) Students solve several problems on Charles’ law. Concept Development: Gay-Lussac’s law (1) Teacher shows the mathematical equation of Gay-Lussac’s law. (2) Students realize that temperature and pressure are directly proportional. (3) Teacher posts a sample problem on Gay-Lussac’s law. (4) Students identify the given and the required to find in the problem. (5) Teacher shows how to solve the problem. (6) Students solve several problems on Gay-Lussac’s law. Concept Development: Combined Gas law (1) Teacher shows the equation for combined gas law as well as a problem on about it. (2) Students identify the given and the required to find the problem. (3) Teachers show how to solve the problem. (4) Students solve several problems on combined gas law. Generalization/Synthesis Students enumerate the different gas laws as well as the equations for them. Assessment Board work, seatwork, quiz
(3) Students set up a mathematical equation for the relationship of temperature and pressure. (4) Teacher posts a sample problem on Gay-Lussac’s law. (5) Students identify the given and the required to find in the problem. (6) Students solve the problem using think-aloud technique. (7) Teacher shows the interrelatedness of temperature and pressure using PhET simulation and relates it to the solved problem. (8) Students solve several problems on Gay-Lussac’s law. Concept Development: Combined Gas Law (1) Students derive the equation for the combined gas law using the mathematical relationship of the three basic gas laws, namely, Boyle’s, Charles’, and Gay-Lussac’s. (2) Teacher shows a problem on combined gas law. (3) Students identify the given and the required to find out the problem. (4) Students solve the problem using the think-aloud technique. (5) Teacher shows the interrelatedness of temperature, pressure, and volume using PhET simulation and relates it to the solved problem. (6) Students solve several problems on combined gas law. Generalization/Synthesis (1) Using the same group, students do a mind map on the properties of gases and gas laws. (2) Students relate the different gas laws to the professions flashed at the beginning of the lesson. (3) Students present their COPT outputs. Assessment Boardwork, seatwork, quiz, mindmap (gas laws), career-oriented performance task
