I would have thought sorting and classifying materials is a useful way to introduce SoM (states of matter) although experiences of different gases may be unusual at this age #ASEChat
Think particle model = states of matter limits its importance to the science curriculum. Connects to sound (vibrations) understanding, how we smell, density etc all introduced at primary #asechat
classifying into s.l.g can lead to children thinking that they are diff entities instead of phases of same substance. anyone experienced this? #asechat
I would focus on solids and liquids first - introduce particles then as part of change of state understanding. Particle model for gases can be introduced in year 5 perhaps building on solid/liquid understanding #asechat
In the past I have had some success with LAPS writing 6mq answers to questions based on fairy tales to make the 6mq less of a psychological hurdle. Then bring in the sci #TeamScience#ASEchat
Particles of soil is wrong though - given soil is a mix of rock and organic matter. Age appropriate to talk about soil = rock and organic particles mixed up I think (happy to be challenged on that point!) #asechat
I think gases as actually being stuff is a big issue. How do you explain? Once watched two yr 5's argue about whether air existed. One waved hands and said he could feel it! #asechat
This is why changes of state is important - the issue here is water and how we talk about it. It has different names for the phases which doesnât help and has unusual property changes #ASEchat
We talk about melting points of halogens... but apparently iodine sublimes... and still has a melting point... (found out it can melt and sublime) #ASEChat
New KS3 AQA Activate course defines âsubstancesâ as things only made up of one type of particle, including pure water âparticlesâ đ˘ and âmixturesâ as basically everything else...not fun! #ASEChat
I would do it when changes of state are done - so again maybe y3 or y4. For such fundament science of one of the most abundant chemicals on the planet it isnât well done (by curriculum or teachers) in my experience #ASEchat
Once phenomena have been looked at talked about zooming in - visualiser can help establish principle - drama or using âball pitâ balls to model and then apply model to multiple examples over several lessons #ASEchat
Our beautiful new posters have arrived! We will post them to you for free, just email education@biochemistry.org (while stocks last!)
#ASEchat#scied#stem
Conveying a sense of scale when teaching particle diagrams is definitely important â though tricky to do. Anyone got any good strategies for this? #ASEChat
In reply to
@hecharden, @cleverfiend, @oboelizzy, @ViciaScience
How would we define âparticleâ? Because I think itâs an important word for the model. Otherwise we would say, âthe molecules or ions or atoms...â all the time. #ASEChat
The word particle is very problematic. Once students have learnt atom, molecule, ion it can be confusing and misinterpreted.Also particulates in air pollution on much larger scale #asechat
In reply to
@ViciaScience, @ndbrning, @cleverfiend, @oboelizzy
I think the debate is less around when to âdoâ the particle model but when it is introduced and mapping out the progression of the model to where we want children to be at each year so they understand related concepts. It shouldnât be a one off learning event. #asechat
I think so but this understanding has be combined with understanding the effect of temperature on the model - time to bring in cognitive load theory đ¤ #ASEchat
(un)fortunately so many ideas in science revolve around particle model that I think children get confused when model is enhanced for certain ideas - eg gas diffusion and enzyme action seem to be different scales to me #ASEChat
Using spheres or balls really helps with understanding but set you on a path to strong misconceptions, or at least big diversion from reality. #ASEChat
What would make a good diagnostic question to probe student understanding of particle model? I would ask what the areas between particles represent. #asechat
#asechat and yet it seems to be standard material/ substance for exploring states and particles and corresponding models, need an as accessible alternative
In reply to
@oboelizzy, @Glazgow, @ViciaScience, @MarcNeesam
The word particle is very problematic. Once students have learnt atom, molecule, ion it can be confusing and misinterpreted.Also particulates in air pollution on much larger scale #asechat
In reply to
@ViciaScience, @ndbrning, @cleverfiend, @oboelizzy
I work with trained primary (science) and I would suggest introducing the simple model in Y4/5 - normally via a role play using our bodies as particles #asechat
In reply to
@hecharden, @oboelizzy, @ViciaScience, @MarcNeesam
Exactly- if I could get away with it, Iâd not even use the âpâ word with Y7! Confusing and often misleading to shy away from correct terms like atom, molecule etc! #ASEChat
Tied into all this is of course teacher and children understanding what a model is and this isnât in science curriculum (the American NGSS does include something on models I think) #asechat
Many do this, and probably helps, but I often wonder if they realise that what their bodies are modelling is a scientists model and not reality? #asechat
I work with trained primary (science) and I would suggest introducing the simple model in Y4/5 - normally via a role play using our bodies as particles #asechat
In reply to
@hecharden, @oboelizzy, @ViciaScience, @MarcNeesam
#asechat We explicitly teach models and what they are try to achive as part of out Let's Think / Dialogical Education approach with our grade 6 classes.
Suppose emphasising with students that 'particles' is something of a broad umbrella term (and reminding them of this when new terms introduced) is important #ASEChat
In reply to
@theed_ucator, @hecharden, @NeedhamL56
Models are an important part of what scientists have done historically to understand the world so should be taught and assessed. How will children learn about atomic structure without a model? #asechat
We need to be clear in using scientific terminology. Children are not quite as adept as us at recognising when to use a particular interpretation whereas we can happily swap between meanings given right context clues #ASEChat
Apparently models, and progression in understanding models, was going to be clearly positions in the 2014 science curriculum reforms but was dropped... #asechat
There is a discussion to be had on the difference between a computer simulation and a computer model. See PhET for an example #ASEChathttps://t.co/tw3C4vWcoa
One of my Y7s today asked me if we were going to be studying dark matter as a part of the âparticlesâ topic. I told her to come and teach me about it when she was a graduate physicist đ #ASEChat
There is a discussion to be had on the difference between a computer simulation and a computer model. See PhET for an example #ASEChathttps://t.co/tw3C4vWcoa
Absolutely. Children need to understand the difference between observation / explanation just as they need to understand the difference between fact and opinion #ASEChat
For my Y8 class, trying to compress sealed syringes of air, water and sand triggered a great discussion around what could be 'felt' and their explanations for it #ASEChat
To describe phenomena and engage with the explanation the teacher gives and is able to evaluate that description (when older more so) and evaluate is the model is good enough - part of the journey science is on #ASEchat
I find simulations âparticularlyâđ useful. Especially Boardworks animations. Great for arrangement and movement of particles. Also, for diffusion.
I once got my class to construct their own computer simulations of SLG using the animation feature in PowerPoint. Looking back this may have been an example of child cruelty #ASEchat
Do not overlook the importance of a good grasp of particle theory for biology - osmosis, gas exchange, digestion, nerve impulse transmission etc #ASEChat
#asechat not should but MUST sadly too many do not understand the why and wherefore and therefore how to introduce and use models, presented as 'real' for too many
I always see the particle model as the first step towards atomic models. Otherwise we are just moving children too quickly from macro to sub-atomic thinking #ASEchat
One way to introduce use of models, and particle model in particular is to play 'what is in the tin', but never allowed to reveal the contents, only explore the evidence for hypothesis #ASEChat
Prob with waiting until KS3 to introduce these ideas is that you inadvertently build up misconceptions which can then take a long time to undo #asechat
