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Here we can revisit the starting activity and determine as a class if the post it note positions need to be changed. The 3 groups of post its were correct facts, incorrect facts, and who is the most correct. We may need to move some of the post its from correct to incorrect or vice versa. Then we will determine based on this who was the most correct from the 3 fictional students from the FACT activity.

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I think students will have different levels of difficulty depending on the situations described. Physical changes like cutting will be the easiest to explain because of the lack of change to the atoms. Situations like phase changes in which one group will have their material freeze where the other won't will be the most confusing for students to understand. They'll probably be able to explain the macroscopic change but will struggle with the atomic change. Other physical concepts such as density will have some effect on students thoughts and those might bring in their own misconceptions.

This will occur first when the post it notes are displayed and students will see that different students have different ideas of who is the most right, later on in their groups trying to determine the different material properties at each situation when not all group members have the same idea,  and lastly when the other groups share seeing how the other materials behaved in different ways than their own and what could be the cause of that.

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Now students will share in each of the 3 situations if the macro/ microscopic properties changed. We will also point out similarities between the different groups like the physical changes like cutting not changing the microscopic properties of any of the materials.

Language here will be a focus  and students will be asked to clarify different properties of the atoms. For example, if a material turned to gas, then do the atoms change? Students will be asked to describe the motion of the atoms using analogies as noted "To a sixth grader, it is easier to look into a macroscopic ball pit....than it is to imagine....microscopic gas molecules" (Naah, B 2015, pg 45)

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From the previous step, when students fill out the posters in groups, students will be describing in their own words what the properties of the material/atom are. I will be walking around and reading different groups posters to see if their ideas have changed from the first task of writing down who was wrong from the post it notes.

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I would have different materials as the titles of different posters. On each poster there is a line splitting down the middle. The right side would be "microscopic properties" and the left would be "macroscopic" properties.  Students would then be grouped into the different materials. For example, one group's material may be Iron.

Then I would describe a specific situation for example the room is at normal temperature and pressure. Students would first write down what they think are the different macroscopic properties of their material. Then they would repeat with the microscopic properties of their material. We would then repeat this 2 more times with a different situation that's more extreme like intense heat or something like physically cutting the material.

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Naah, B. (2015). Enhancing Preservice Teachers' Understanding of Students' Misconceptions in Learning Chemistry. Journal of College Science Teaching, 45(2), 41-47. 

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Naah, B. (2015). Enhancing Preservice Teachers' Understanding of Students' Misconceptions in Learning Chemistry. Journal of College Science Teaching, 45(2), 41-47. 

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Colburn, A. (2009). The Prepared Practitioner: Alternative Conceptions in Chemistry. The Science Teacher, 76(6), 10-10.

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Colburn, A. (2009). The Prepared Practitioner: Alternative Conceptions in Chemistry. The Science Teacher, 76(6), 10-10.

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I will put students into groups and show them the FACT below. From there in small group discussions, students will write down what they think is right from each student and what they think is incorrect from each student. Then each group will decide who is the most correct. They will do each of these (what is right, wrong, and who is the most correct) and different post it notes. Then we will get all the post it notes and place them on a board to see general trends around the classroom.

I've gotten the misconceptions from an article detailing student misconceptions about properties of matter in 8th, 10th, and 12th grades. Specifically , that "there are not any essential differences among atoms, molecules, and ions," "iron atoms of the solid state are solid," and "atoms...can melt, expand or evaporate (like the corresponding substances)"   ( PAPAGEORGIOU, MARKOS, & ZARKADIS, 2016 pg 476)

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Students in high school chemistry classes seem to have difficulty in understanding the difference between atom proprieties and the larger materials they make up. This is sometimes explained as the microscopic and macroscopic views of understanding materials. However, specific  choices in language lead to student misunderstandings that not only lead to confusion about the properties of atoms, but mix concepts with materials.

I've chosen to highlight differences in "macroscopic" and "microscopic" material properties in order to gauge student misconceptions between atoms and materials. The reason behind this is that from the start, this vocabulary starts gauging student misconceptions about what the term microscopic means in relation to atoms, (Colburn, A. 2009, pg 10).

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PAPAGEORGIOU, G., MARKOS, A., ZARKADIS, N. (2016). Understanding the atom and relevant misconceptions: Students’ profiles in relation to three cognitive variables. Science Education International, 27(4), 464-488.

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PAPAGEORGIOU, G., MARKOS, A., ZARKADIS, N. (2016). Understanding the atom and relevant misconceptions: Students’ profiles in relation to three cognitive variables. Science Education International, 27(4), 464-488.

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I will use the following FACT: Friendly Talk Probe with the following information

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I will use the following FACT: Friendly Talk Probe with the following information

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Different students were talking about atoms and molecule properties.

Greg says "Atoms make up molecules and molecules make up matter. So if matter is liquid like water then the molecules and the atoms are liquid."

Ben responds " I think atoms make up molecules but they don't share properties."

Sally chimes in "Well if atoms make up matter, they have to have some properties that are the same. Like atoms from iron are heavier then atoms from oxygen and a piece of iron is heavier than the oxygen around us. "

Which student do you agree with THE MOST? Are there some parts of Greg's, Ben's or Sally's ideas that you don't agree with? Are there some parts that you do?