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Transitioning to Guided Inquiry Labs in Advanced Chemistry Using Effective Mini scale Labs as an Effective Scaffolding Methodology Program Presented By Mark Langella [email protected] WB STANYS Spring Conference, April 21 st , 2018 This program is designed as a guide for Chemistry Instructors to use in developing ideas to adjust the labs they are presently using to become more Inquiry Based with techniques, questioning methodology, and by sheer design change. Inquiry has been advocated as an effective pedagogical strategy for promoting deep conceptual understanding and more sophisticated scientific thinking by numerous bodies associated with chemistry (and science) education. To allow inquiry to achieve these goals, the teacher must manage the amount of cognitive load experienced by students while they engage in inquiry activities. One of the objectives of this program is designed to help teachers and their students develop the notion of framing (a form of scaffolding) and by presenting a model designed to help teachers more effectively frame inquiry activities. Providing students with such a carefully developed background can better orient them to the purpose of the inquiry activity, put boundaries on the problem space they will be exploring, and reduce the cognitive load as they engage in the activity, all of which should improve the inquiry learning experience. The program will help teachers lay the proper foundation and slowly build up to more complex inquiry experiences. This program addresses the importance of a minor change of approach necessary to transition to the development of guided inquiry labs using the concepts of “ Green Chemistry” as the main reason of not using traditional equipment to perform some of the experiments typically performed in a general chemistry class. Examples of change is not using typical Burets, Pipets, Buret Stands, and Pipet Pumps as tools for measuring volume .Minimize flames with 30 students in a class by using alternative heating sources. Minimize Waste and stick to "Green Chemistry" methodology by reducing quantities to perform and get the same results. By adjusting the methodology more lab time can be used to develop the more time consuming Guided Inquiry Based Labs. 1. Methodology Change a. Methodology change is designed to both minimize the amount of material consumed and the time involved in the laboratory. Most of these experiments consume no more than 15 milliliters of reagent per trial and the maximum time required for any given trial is no more than ten minutes allowing several trials in a single class period. 2. Developing mini-scale kits a. Teachers are trained on how to develop cost effective mini scale kits which will reduce cost and storage issues. b. Bulky Apparatus such as Burets, eudiometers, large pipets are substituted with plastic analytical devices which are more cost effective. 3. Guided Inquiry Experiments Examples are shared.

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Transitioning to Guided Inquiry Labs in Advanced Chemistry Using Effective Mini scale Labs as an Effective Scaffolding Methodology Program Presented By Mark Langella

[email protected]

WB STANYS Spring Conference, April 21st, 2018

This program is designed as a guide for Chemistry Instructors to use in developing ideas to adjust the

labs they are presently using to become more Inquiry Based with techniques, questioning methodology,

and by sheer design change.

Inquiry has been advocated as an effective pedagogical strategy for promoting deep conceptual

understanding and more sophisticated scientific thinking by numerous bodies associated with chemistry

(and science) education. To allow inquiry to achieve these goals, the teacher must manage the amount

of cognitive load experienced by students while they engage in inquiry activities.

One of the objectives of this program is designed to help teachers and their students develop the notion

of framing (a form of scaffolding) and by presenting a model designed to help teachers more effectively

frame inquiry activities. Providing students with such a carefully developed background can better

orient them to the purpose of the inquiry activity, put boundaries on the problem space they will be

exploring, and reduce the cognitive load as they engage in the activity, all of which should improve the

inquiry learning experience. The program will help teachers lay the proper foundation and slowly build

up to more complex inquiry experiences.

This program addresses the importance of a minor change of approach necessary to transition to the

development of guided inquiry labs using the concepts of “ Green Chemistry” as the main reason of not

using traditional equipment to perform some of the experiments typically performed in a general

chemistry class. Examples of change is not using typical Burets, Pipets, Buret Stands, and Pipet Pumps as

tools for measuring volume .Minimize flames with 30 students in a class by using alternative heating

sources. Minimize Waste and stick to "Green Chemistry" methodology by reducing quantities to perform

and get the same results. By adjusting the methodology more lab time can be used to develop the more

time consuming Guided Inquiry Based Labs.

1. Methodology Change

a. Methodology change is designed to both minimize the amount of material consumed and the time

involved in the laboratory. Most of these experiments consume no more than 15 milliliters of reagent

per trial and the maximum time required for any given trial is no more than ten minutes allowing several

trials in a single class period.

2. Developing mini-scale kits

a. Teachers are trained on how to develop cost effective mini scale kits which will reduce cost and

storage issues.

b. Bulky Apparatus such as Burets, eudiometers, large pipets are substituted with plastic analytical

devices which are more cost effective.

3. Guided Inquiry Experiments Examples are shared.

Transitioning to Guided Inquiry Labs in Advanced Chemistry Using Effective Mini scale Labs as an Effective Scaffolding Methodology Program Presented By Mark Langella

[email protected]

WB STANYS Spring Conference, April 21st, 2018

a. In this course, we will explore, develop and apply Project -Based Learning (PBL) as an instructional

strategy in secondary science education. In doing so, we will pursue two lines of inquiry. In the first, we

will seek to better understand the value of Project -Based Learning and critically analyze the ways in

which it can be applied to science education in the secondary school context.

b. This course is designed to enable teachers to introduce inquiry into their curriculum through framing,

a form of scaffolding. Utilizing this approach, teachers will provide students with sufficient background

and better orient them to the purpose of each PBL inquiry - based experiment. The introduction of

theory and experimental techniques in such framing activities will help to define the problem space

students will explore with clear boundaries and reduce their cognitive load as they engage in the PBL

activity. The course will help teachers establish the proper foundation for complex PBL inquiry labs

through a progression of simpler experiments, thus improving the overall learning experience. The

course will demonstrate how the teacher must manage the cognitive load experienced by students

while they engage in PBL inquiry activities to achieve the maximum benefit from inquiry-based learning,

Here is a menu of experiments which will be discussed.

LAB NUMBER EXPERIMENT/SUBJECT Time Allotment includes clean up

1 Determination of Bunsen burner flame temperature using Thermocouple wire and voltage conversion Chart.

Unit Conversions

High Temperature Recording Methods

Types of Burners

Seebeck Effect and Thermocouple Wire

Voltage Concept

Use of Voltmeters

Big Idea 2-Properties of matter.pptx

40 Min

2 . Separation of components of a homogeneous mixture using simple distillation and column chromatography.

Use of Volumetric Glassware

Use of Ground Glassware

Methods of Separation Science

Chromatography

120 Min

Transitioning to Guided Inquiry Labs in Advanced Chemistry Using Effective Mini scale Labs as an Effective Scaffolding Methodology Program Presented By Mark Langella

[email protected]

WB STANYS Spring Conference, April 21st, 2018

Big Idea 2-Properties of matter.pptx

3 The Scientific Method Guided Inquiry Based

Student determines Identity of Unknown Liquid Based on physical characteristics and its ability to liquefy air.

Determine alternate method of recording temperature SP6

Big Idea 2-Properties of matter.pptx Science practices PWRpt.pptx

40 Min

4 Excitor LED Box -Relationship between Energy and Wavelength Big idea 1

40 Min

5 Graphical Determination of Planck’s Constant

Big idea 1

40 Min

6 Spectroscopy of Gases Using Discharge Tube

Determine the emission Spectrum of Various known gases from given gas discharge tubes.

Determine what elements present in a fluorescent light bulb

Determine energy of emissions

40 Min

Transitioning to Guided Inquiry Labs in Advanced Chemistry Using Effective Mini scale Labs as an Effective Scaffolding Methodology Program Presented By Mark Langella

[email protected]

WB STANYS Spring Conference, April 21st, 2018

Big idea 1

7 Flame Test of the Elements and Elemental Ions Determination of Dried Banana and Apricots

Emission Spectroscopy and Electron transition

Predict the color of the flame produced when each of your test solutions is heated in a Bunsen burner

Big idea 1

40 Min

8 Para magnetism using electron configuration and magnetic attractions

Paramagnetism

Aufbau Process

Hunds Rule

Pauli Exclusion Principle

Big idea 1

40 Min

9 Using Microsoft Excel for Analysis of Periodic Tendencies and Meet the Elements Lab

Exceptions to periodicity

Lanthanide contraction

Spreadsheet Analysis Techniques

Periodic relationships including, for example, atomic radii, ionization energies, electron affinities, oxidation states, Relationships in the periodic table: horizontal, vertical, and diagonal with examples from alkali metals, alkaline earth metals, halogens, and the first series of transition elements

Students are given the opportunity to take observations on many different elements on the periodic table and based on their physical characteristics determine periodic tendencies.

Students research the properties using the Internet and Each Lab Group Member gives a short 5 minute presentation on presentation on an element.

http://www.ptable.com/

Big idea 1

40 Min

10 Chemical Reactions using Crystal Growth.( Guided Inquiry)

Single replacement Reactions gel matrix

Predict what possible reactions can occur and based on periodicity and confirm based on observations

40 Min

Transitioning to Guided Inquiry Labs in Advanced Chemistry Using Effective Mini scale Labs as an Effective Scaffolding Methodology Program Presented By Mark Langella

[email protected]

WB STANYS Spring Conference, April 21st, 2018

.

Metallic Crystals

Big idea 3

11 Molecular Modeling Using modeling foam balls, sticks and Digital Chem Sketch

Predict the shapes of molecules by building a model of the molecule with a molecular modeling kit and applying the Valence Shell Electron Pair Repulsion Theory

Lewis Structures

Molecular geometry

Valence bond: hybridization of orbitals, resonance, sigma and pi bonds

VESPR

Big Idea 2-Properties of matter.pptx

40 Min

12 Intermolecular attractions Lab

Determine relationship of capillary action to polarity

Molecular Structure effects on polarity

Structure effects of hydrogen bonding

Angle of curvature relationship to IMF

Drop size and IMF

Rate of Evaporation

Big Idea 2-Properties of matter.pptx

40 Min

13 Molecular Interactions Guided Inquiry

Random miscibility determines solubility of given solutes and solvents

Observations determine relationship of structure to solubility

IMF effects on solubility and extraction

Big Idea 2-Properties of matter.pptx

40 Min

14 Saponification

Surfactants Tri-esters Surface Tension Measurement

VWR® Analog Dry Block Heaters Big Idea 2-Properties of matter.pptx

40 Min

15 . Esterification

Banana Oil and oil of wintergreen Big Idea 3- Chemical Reactions.pptx

40 Min

Transitioning to Guided Inquiry Labs in Advanced Chemistry Using Effective Mini scale Labs as an Effective Scaffolding Methodology Program Presented By Mark Langella

[email protected]

WB STANYS Spring Conference, April 21st, 2018

16 Polymerization, Polymer identification and Elastomers

Synthesis of Polyurethane Identifying polymers based on chemical properties

Big Idea 3- Chemical Reactions.pptx

40 Min

17 Aspirin Synthesis and Analysis

Esterification Synthesis

Thin Layer Chromatography

Quantitative analysis

Theoretical Yield Calculations

Percent Yield Calculations

IR Spectroscopy Big Idea 1-Stoich, Atomic, Periodicity.pptx

40 Min

18 Experimental Determination of Empirical formula of Manganese Chloride

Big Idea 1-Stoich, Atomic, Periodicity.pptx

40 Min

19 Percent of Water and Formula of a Hydrate

Big Idea 1-Stoich, Atomic, Periodicity.pptx

40 Min

20 Determination of the Molecular Formula of a FREON Gas

Big Idea 2-Properties of matter.pptx

40 Min

Transitioning to Guided Inquiry Labs in Advanced Chemistry Using Effective Mini scale Labs as an Effective Scaffolding Methodology Program Presented By Mark Langella

[email protected]

WB STANYS Spring Conference, April 21st, 2018

21 Experimental Determination of the Molar Mass of Aluminum

Big Idea 1-Stoich, Atomic, Periodicity.pptx

40 Min

22 Heat (Enthalpy) of a Reaction: Mg-HCl-Water System Big Idea 5 thermochemistry.pptx

Big Idea 5 thermochemistry.pptx

40 Min

23 Heat of Dissolution or Guided Inquiry -Design Hand warmer Big Idea 5 thermochemistry.pptx

40 Min

24 Heat of Neutralization Big Idea 5 thermochemistry.pptx

40 Min

25 Stoichiometry Rockets

Calculate the needed volume of oxygen to react with given volume of gases, determine the heat of the reaction, to determine the amount of work and heat produced from the reaction.

Relate energy changes associated with a chemical reaction to the enthalpy of the reaction, and relate energy changes to PΔV work.

https://www.youtube.com/watch?v=wkEBrgYKp8Q

Big Idea 5 thermochemistry.pptx

40 Min

26 Determining the Molecular Mass of Butane

40 Min

Transitioning to Guided Inquiry Labs in Advanced Chemistry Using Effective Mini scale Labs as an Effective Scaffolding Methodology Program Presented By Mark Langella

[email protected]

WB STANYS Spring Conference, April 21st, 2018

Big Idea 2-Properties of matter.pptx

27 Avogadro’s Law Big Idea 2-Properties of matter.pptx

40 Min

28 -Determination of identity of unlabeled bottles from stock room Guided Inquiry

Covalent Bonding

Ionic Bonding

Metallic Bonding

Structural Units

Forces Within Units

Forces Between Particle Units

Types of Solids

Big Idea 2-Properties of matter.pptx

40 Min

29 Preparation of Standardized Salicylic Acid Solution

Solute

Solvent

Mass %

ppm

ppb

Mole fraction

Molality

Molarity

Normality

Big Idea 6 Equilibrium.pptx Science practices PWRpt.pptx

40 Min

30 Predicting Double Replacement Reactions in Solutions based on Solubility Rules Big Idea 3- Chemical Reactions.pptx

40 Min

Transitioning to Guided Inquiry Labs in Advanced Chemistry Using Effective Mini scale Labs as an Effective Scaffolding Methodology Program Presented By Mark Langella

[email protected]

WB STANYS Spring Conference, April 21st, 2018

31 Beers Law analysis of cobalt chloride solution

Big Idea 1-Stoich, Atomic, Periodicity.pptx

40 Min

32 Spectroscopy determination of the percent of salicylic acid in Aspirin Guided Inquiry

Students determine method of determine Salicylate lambda max

Method of preparation of stock solutions

Determine percent salicylic acid in expired Aspirin tablet.

40 Min

33 Using Freezing-Point Depression to Find Molecular Weight-SIM 40 Min

34 The Kinetics of a Bleach Reaction

Graphical Kinetics Analysis

Students develop procedure to determine graphical analysis of food coloring decomposition using Bleach

Determine pseudo rate law

Determine half- life of reaction graphically

40 Min

35 . Guided Inquiry Kinetics of decomposition of Hydrogen Carbonate

Nature of reactants

Surface area effects

Concentration Effects

Temperature Effects

40 Min

36 . Kinetics of the Acid Decomposition of Thiosulfate.

Graphical determination of order

Determination of rate law

Use of differential rate laws to determine order of reaction

rate constant from experimental data

40 Min

Transitioning to Guided Inquiry Labs in Advanced Chemistry Using Effective Mini scale Labs as an Effective Scaffolding Methodology Program Presented By Mark Langella

[email protected]

WB STANYS Spring Conference, April 21st, 2018

37 Determination of Solubility Constant of Calcium Hydroxide using Micro-titration techniques-

40 Min

38 Lechatelier’s Principle using Cobalt complexes and Chemical Equilibrium Lab Common Ion Effect Simultaneous Equilibrium

40 Min

39 Determination Of Equilibrium Constant for a system at Equilibrium. Colum Ion Exchange Combination Indicators Micro-Titration pH measurement Vernier Technology

40 Min

40 Preparation of Sodium Hydroxide Solution and Standardization using a primary standard .

Endpoint

Equivalence Point and Midpoint

Micro-titration using Syringes

Titration Curves

40 Min

41 Guided Inquiry Determination of Molecular Weight and Ka of an Unknown Organic Acid

pH Probes

Titration Curves using Data Acquisition ( Logger Pro)

Determination of Equivalence Point Using 2nd

Derivatives

Determination of Midpoint to determine pKa

Vernier Technology

40 Min

42 .Hydrolysis and Indicators

Types of Salts

Neutralization and Hydrolysis

40 Min

43 The determination of the Ionization Constant of a Indicator using Spectroscopy

Buffer Solutions

Calculations using Hasselbach Equation

Beers Law

Vernier Technology

40 Min

Transitioning to Guided Inquiry Labs in Advanced Chemistry Using Effective Mini scale Labs as an Effective Scaffolding Methodology Program Presented By Mark Langella

[email protected]

WB STANYS Spring Conference, April 21st, 2018

44 Redox Standardization of HCl using Potassium Iodate –

40 Min

45 Guided Inquiry Analysis of Household Peroxide

40 Min

46 Voltaic cell and Nerst Equation Lab.

Variations of concentration effects

Prepare a list containing all seven metal/metal ion half-reactions as reduction reactions, including the Ag/AgCl half-reaction at 0.00 volts. List the half-reactions from the most positive reduction potential to the most negative reduction potential.

compare with the order given on Chart in your Reference Tables for Chemistry

Sketch of an electrochemical cell for all the cells created Include each half-cell, the salt bridge, the electrodes and solutions, the voltmeter leads, the voltmeter and a switch in your drawing

40 Min

47 . Electrolysis of Aqueous Solutions Lab

A list of all the particles (ions and molecules) present in the U-tube before electrolysis

The oxidation half-reaction

The reduction half-reaction.

The net ionic equation for the chemical reaction.

Ions present in the solution are oxidized and which are reduced

Determine which electrode is the anode and which electrode in the cathode.

Determine E 0

Determine ▲G

40 Min

Transitioning to Guided Inquiry Labs in Advanced Chemistry Using Effective Mini scale Labs as an Effective Scaffolding Methodology Program Presented By Mark Langella

[email protected]

WB STANYS Spring Conference, April 21st, 2018

48 Copper Plating Lab Determine the number of faradays, coulombs, and current used to coat a leaf with copper

40 Min

49 Electrolysis of Sodium Sulfate using Micro Hoffman apparatus – Lab Final

Given experimental research using syringes to collect gases over water, Atmospheric pressure and room temperature,

collect an unknown volume of gas generated using an electrolytic cell,

determine the systems net ionic equation, moles of gas , moles of electrons used to generate gas ,

Determine amperes used in the experiment

40 Min

Summer APSI 2018 Science Teacher Training Programs

Methods of Teaching The AP Chemistry Course for Novice In-structors -

Chemistry SCE 5180

Presenter: Mark Langella, AP Chemistry Consultant Date: Monday, June 25th- Thursday ,June 28th, 2018 Time : 8:00 AM-3:30 PM

Cost: $695.00 To register or for additional information visit https://pwista.com/current-courses/

Place: Science Wing, Mahopac High School, Mahopac, New

York .Sponsored by: PWISTA-Mahopac and the College Board

This methodology course surveys the basic structure and content nec-essary for teaching an Advanced Placement Chemistry course. Chem-istry topics such as equilibrium, kinetics, and “how to” problem solv-ing are presented. Class size, student selection, textbooks and labs are also addressed. Special attention is paid to teaching strategies, the AP exam and its grading. Some lab experiments suitable for AP classes are incorporated into the course. Participants receive examples of past AP exams, appropriate tests, worksheets and lab experiments.

This institute will provide an opportunity for high school AP Chemis-try teachers to observe significant teaching demonstrations, perform experimental procedures using computer interfaced equipment, and to review with presenters a variety of topics covered in AP Chemis-try. Teachers will have the opportunity to discuss the methodology of converting typical cookbook labs into guided inquiry labs.

Participants will have the opportunity to perform several lab exercises that align with the College Board redesign. Best practices will be dis-cussed. For each of the labs AP published related Labs will be provid-ed and reviewed. Information about the requirements for the AP Chemistry Course Audit will be shared.

Please note that this course is a methodology class for novice teachers ( less than six years teaching New AP Chemistry Curriculum) . Con-tent for teaching will be provided for study in the evening.

All participants will have access for the workshop to Sequential Course Curriculum, Links to numerous Sequenced Online Ap-plets, Lab Activities and Class Demonstrations Sequenced by Top-ic ,Links to numerous sequenced curriculum video clips, Class Notes and HW Samples, Various PowerPoint’s, Overhead Notes, Handouts Organized by Topic ,Student Study Guidelines and Data Acquisition Software.

Day 1 – Focuses on Networking, Distribution of Resources, Equity

and Access, Syllabus design, Exam design, Multiple choice de-

sign Day 2-Transitioning to Guided Inquiry Experiments, Guided

Inquiry Experiments Day 3 -, Kinetics and Equilibrium Day 4– Acid

Base Chemistry, Released Exam Questions Review, Participant Frees

Response Lessons

Methods of Teaching The AP Physics Course - Physics 1

SCE 5191

Presenter: Greg Jacobs , AP Physics Consultant Date: Monday, June 25th –Thursday, June 28th, 2018 Time : 8:00 AM-3:30 PM

Cost: $695.00 To register or for additional information vis-it https://pwista.com/current-courses/

Place: Science Wing, Mahopac High School, Mahopac, New York. Sponsored by: PWISTA -Mahopac and the College Board

This is not your typical teacher training seminar. Why not? We’re not going to just talk, we’re going to see and do things that will be immediately useful in your classroom. We’re going to create and do experiments that you can use with or without modification. We’re going to see proven, effective methods of helping students understand difficult content You will get a gigabyte of files that can be used this fall in your classes. Techniques for Regents, hon-ors, and conceptual physics are consistent with approaches to AP Physics 1. We will discuss and model ideas for lower-level classes that will produce success there… and then can inspire those stu-dents to show up next year in your AP course. In this summer institute, we will discuss in detail the content and structure of the AP Physics 1 exams. More importantly, we will talk about how to teach students the physics skills that will be tested on the AP exams, and which are useful at all levels of phys-ics. We’ll be sharing teaching ideas within the group, especially in-cluding creative laboratory activities. I encourage attendance from those who are focused on improving their Regents, honors, or conceptual physics courses, as well as from those who are establishing or enriching an AP Physics program.

You will get an extensive set of materials intended for each of those courses in addition to materials for AP Physics 1. The over-arching goal of the week will be to communicate and share physics teaching ideas that, while focused on AP Physics 1, can be applied to any level of physics, including Regents / conceptual physics.

In particular, we will discuss:· Quantitative use of demonstra-

tions… whenever students can be asked to predict the result of a

demonstration, that demonstration has served a purpose beyond

simply attention-grabbing.· Laboratory activities… we will per-

form two or three of these. We will discuss how to create activities

that are not only pedagogically valuable, but which also directly

prepare the students for the types of exam questions they will

face.· In- and out-of-class assignments and activities that bring

students beyond focusing on an abstract answer. We’ll talk about

specific ideas that will help get students writing, communicating,

and experimenting.

Purchase College -CTLE certificates available at an additional processing fee.

Manhattanville College – Three Graduate Science Education Credits available upon completion of Pro-ject at an additional cost.

July 2018 Science Teacher Training Programs

PWISTA STEM Initiative 2018 Training Program

Industry Teacher Training Program SCE 5560

Tired of reading about the latest technologies and innovative science

techniques, come and experience them in our science teacher training

program.

PWISTA– Putnam-Westchester Industry and Science Teacher Alliance,

is designed to enhance teachers’ knowledge in modern instrumenta-

tion and technology used in industry today. This program will advance

your background in analytical skills used in modern laboratories. It will

help teachers transfer their knowledge of science applications into

better classroom activities.

The primary purpose for each of these sessions is to provide teach-

ers, like you, with the opportunity to experience relevant hands-on

science experiments that can be brought back to the classroom and

laboratory. This program is also designed to enlighten teachers on the

different jobs available for students who major in Science and Math.

Sponsors this year are IBM, Boeringer-Ingelheim, Siemens, Brother-

hood Winery, NYS Department of Environmental Conservation

Presenters: Local Science Researchers and Industry Representatives

Target Audience : Middle /High School Teachers and Science Re-

search Teachers

Place: Local Industry Sites, Participants provide own transportation

Date : Tuesday, July10th - Friday , July 13th , 2018

Time: 8:00am-4:00pm

Credit: 30 in-service credit hours certified upon completion

Cost : $ 295.00

Please use online registration form on registration page

https://pwista.com/current-courses/

Sponsored by: PWISTA-Mahopac and Local Industries

Transitioning to Guided Inquiry Labs in Advanced Chemistry

Using Effective Mini scale Labs

This program is designed as a guide for Chemistry Instructors to

use in developing ideas to adjust the labs they are presently using

to become more Inquiry Based with techniques, questioning

methodology, and by sheer design change.

Inquiry has been advocated as an effective pedagogical strategy

for promoting deep conceptual understanding and more sophisti-

cated scientific thinking by numerous bodies associated with

chemistry (and science) education. To allow inquiry to achieve

these goals, the teacher must manage the amount of cognitive

load experienced by students while they engage in inquiry activi-

ties.

One of the objectives of this program is designed to help teachers

and their students develop the notion of framing (a form of

scaffolding) and by presenting a model designed to help teachers

more effectively frame inquiry activities. Providing students with

such a carefully developed background can better orient them to

the purpose of the inquiry activity, put boundaries on the prob-

lem space they will be exploring, and reduce the cognitive load as

they engage in the activity, all of which should improve the in-

quiry learning experience. The program will help teachers lay the

proper foundation and slowly build up to more complex inquiry

experiences.

This program addresses the importance of a minor change of

approach necessary to transition to the development of guided

inquiry labs using the concepts of “ Green Chemistry” as the main

reason of not using traditional equipment to perform some of the

experiments typically performed in a general chemistry class.

Presenter: Mark Langella, AP Chemistry Consultant and 28 Year

Veteran Chemistry Instructor

Date: Monday, July 23rd – Thursday, July 26th, 2018

Time : 8:00 AM-3:30 PM

Cost: $499.00

Place: Purchase College, Natural Science Building, 735 Anderson

Hill Road, Purchase , NY 10577

Please use online registration form on registration page

https://pwista.com/current-courses/

Purchase College -CTLE certificates available at

an additional processing fee.

Manhattanville College – Three Graduate Science Education Credits available upon completion of Pro-ject at an additional cost.

For Additional information visit https://pwista.com/current-courses/