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The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils
 * Standard 1**
 * Teachers know the subjects they are teaching. **

Evidence 1: (EDT650 Lesson Plan) An Introduction to Molecular Modeling

Rationale 1: This is a lesson I use with my 11th and 12th grade chemistry classes. In this lesson students use a molecular modeling program created by ACDLabs to build and analyze a number of compounds. The analysis includes both the molecular structure and the chemical and physic properties of the compound.

Prior to the lesson students are given extensive instruction on all aspects of molecular structure and intermolecular bonding. This is necessary because the ACD software assume the user possesses this knowledge. Unlike the traditional ball & stick modeling kits, the software will not allow students to make structures that are unstable. The software automatically stops the user when s/he attempts to create an unstable molecule. Therefore, students quickly learn the rules that govern chemical bonding and the correct way to apply them.

After the student successfully creates a molecule s/he must then use the three embedded databases to answer a number of questions about the chemical and physical properties of the structure. Examples of information needed to complete this part of the lesson include molecular mass, common names, chemical names, density, color, toxicity, availability, manufacturers, environmental effects, legal regulations, and common applications. This section of the lesson is designed to help students become aware of the role of chemistry in modern society.

Developing this lesson has made me more aware of the free science software applications that can be used to supplement my science classes. Many of these applications are designed for scientists and engineers and require a higher order of thought than the rote exercises that come with most textbooks. In the lesson described above, students are able to bring together several weeks of learning in a single exercise. This allows my students to glimpse the bigger picture and see how the pieces all fit together.

KSD: 1.K.1 The teacher understands the major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the discipline(s) s/he teaches. This lesson gives students a unique tool to understand how chemical and physical properties are connected to molecular structure. The software forces students to follow the basic rules of chemical bonding and connects physical and chemical properties to molecular structure.

1.S.1 The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to students’ prior understandings. Students create a variety of molecular shapes using the ACD software. Then they use internet databases to connect the shapes with the chemical properties of the compounds. Many of these chemicals are common compounds that students are familiar with such as carbon dioxide, sodium chloride or oxygen gas. In this way students can link their understanding of chemical properties such as color, density, order and solubility with the structure of the molecules that compose the substance.

1.D.3 The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life. Each of the three databases in the software allows students to access an enormous amount of chemical information. For each chemical structure students must show where and how these substances are used in everyday life. This helps teach students how chemistry is connected to our everyday live.