1. The POGIL Method Workshop
Stefanie Paternostro
Terry Biondo

2. POGIL Background Process Oriented Guided Inquiry Learning
Students in small groups working through activities
Content learning
Piaget
Learning Cycle
Induction Deduction
E → I → A
Exploration Concept Invention Application
Piaget believed that the material is better digested and then understood if the students experience a process that entails “construct[ing] knowledge by creating and testing their own theories of the world.”

3. A POGIL Classroom Facilitator Reporter Recorder Manager
Strategy Analyst
Facilitator

4. Efficacy of POGIL
POGIL General Chemistry at Franklin & Marshall College
8 years of data (n = 905)
Lecture
POGIL
D, W, F
Drop, Withdraw, Fail
A, B, C
Grades Earned
Data from classrooms of Moog, Farrell and Spencer
Chi-squared = alpha < 0.005
Farrell, J.J.; Moog, R.S.; Spencer, J.N. J. Chem. Educ. 1999, 76, 570.

5. Structure of an Activity
Introduction for the facilitator
Engage the student
Model
Questions based on Piaget’s learning cycle
Exercises

6. Developing a Model Focus & Clarity Acceptable Forms Tables Equations
Diagrams
Sets of written relationships
Short reading passage
Pictures

7. Following the Learning Cycle
Explorative questions
Observations from model/previous knowledge
Concept Inventive questions
Observation + Observation concept
Discussion
Application
Concepts in action

8. Excerpt from Activity 1 For the Teacher
Why? Acids and bases are used in everyday life in a variety of places: our bodies use acids to aid in digestion; acids are used in the power cells of batteries; and many ingredients in cooking have either acidic or basic properties.

9. Learning Objectives Understand Arrhenius Acids and Bases
Understand reactions of Arrhenius Acids and Bases
Understand Brønsted-Lowry Acids and Bases
Understand reactions of Brønsted-Lowry Acids and Bases

10. Success Criteria Compare Arrhenius Acids and Brønsted-Lowry Acids
Compare Arrhenius Bases and Brønsted-Lowry Bases
Explain the relationship between Brønsted-Lowry Acids and Bases
Identify these acids and bases in reactions

11. Prerequisites
Understand parts of a chemical reaction (i.e. products and reactants)
Have a familiarity with ions

12. Excerpt from Activity 1 Engaging the Student
Have you ever sucked on a lemon to get rid of your hiccups? If you have, did you stop to wonder why the lemon was sour?
The answer is in the acid which the juice contains! And while these acids taste sour, bases taste bitter.

13. Excerpt from Activity 1 Model
Model 3: Reactions of Brønsted-Lowry Acids
Model 4: Reactions of Brønsted-Lowry Bases
15. How do Brønsted-Lowry Bases relate to Brønsted-Lowry Acids?
They are the reverse reactions of one-another.

14. Excerpt from Activity 1 Exploration Questions
Model 1: Dissociation Reactions of Arrhenius Acids
1. What type of reactions are these?
2. What do the products of each of these reactions have in common?
They are dissociation reactions.
Each reactant yields a hydrogen ion.

15. Concept Invention Question
Excerpt from Activity 1
Concept Invention Question
Question 3: The acids pictured in Model 1 are all Arrhenius Acids. Based on the dissociation reactions of these acids, define an Arrhenius Acid. Answer 3: Arrhenius Acids yield hydrogen ions. Question 9: HCl, HF, and HSO4- are all considered Brønsted- Lowry Acids. Given your observations of the reactions above, define Brønsted-Lowry Acids. Answer 9: Brønsted-Lowry Acids yield hydrogen ions. 10.Based on your answers to questions 3 and 9, explain any differences or similarities between Brønsted- Lowry Acids and Arrhenius Acids. Both yield hydrogen ions.

16. Exercise (Application)
Excerpt from Activity 1
Exercise (Application)
C6O7H8, a component of citric fruit juices, would dissociate to form C6O7H7- and H+ ions. Explain how this accounts for the taste of many citric fruits.
Since C6O7H8 is yielding an H+, it is an acid, which we learned earlier tastes sour. This makes sense because citric fruits often taste sour (i.e. lemons and grapefruits).

17. Excerpt from Activity 2A Engaging the Student
We all know lifeguards save lives by learning how to rescue victims from the water and perform CPR, but did you know they have to also understand chemistry? It’s true! The water in a swimming pool must be kept neutral in order to keep swimmers safe. Have you ever seen the pH bottles with their little color guide? Have you ever wondered how they work?

18. Excerpt from Activity 2A Model
Model 2: pH Scale
Excerpt from Activity 2A Model
Taken from:
de Dios, Angel C. Home Page of Angel C. de Dios. bouman.chem.georgetown.edu/S02/lect14/ph.gif (accessed 14 Apr 2008), Lect 14.

19. Excerpt from Activity 2A Exploration Questions
Model 2: pH Scale
According to Model 2:
A) What is the approximate pH of cola?
B) What is the approximate [H+] of cola? 3
1 x 10-3

20. Concept Invention Questions
Excerpt from
Activity 2A
Concept Invention Questions
Model 2: pH Scale
Question: What do you notice about the exponents of the hydrogen ion concentration and their relationship to the pH?
pH = -log [H+]

21. Excerpt from Activity 2A Exercise (Application)
The following are the more precise pH’s of several household items. Use the pH equation to calculate their [H+]. Household Item pH [H+] Milk 6.5 Lemon Juice 2.5 Milk of Magnesia 10.5
3.16 x 10-7
3.16 x 10-3
3.16 x 10-11

22. Excerpt from Activity 2B Engaging the Student
Now that we know how to determine how strongly present an acid or base is in aqueous solution, let’s figure out how to determine strength out of solution. What if the acid or base is pure? How do we know how strong it is?
More of a bridge from Activity A to Activity B

23. Excerpt from Activity 2B Model
Model 1: Dissociation Reactions
Table 1: Acid Dissociations and Concentrations
Acid
Concentrations Ka
H2C2O4
1.00 M
HC2O4-
0.24 M H+
H2PO4-
HPO42-
6.93 x 10-7 M
H2CO3
HCO3-
6.56 x 10-4 M

24. Excerpt from Activity 2B Exploration Question
Table 1: Acid Dissociations and Concentrations
Acid
Concentrations Ka
H2C2O4
1.00 M
HC2O4-
0.24 M H+
H2PO4-
HPO42-
6.93 x 10-7 M
H2CO3
HCO3-
6.56 x 10-4 M
Looking at Table 1:
A) What is the concentration of hydrogen ion produced by the dissociation of H2C2O4?
B) What is the concentration of conjugate base (HC2O4-) produced by the dissociation of H2C2O4?
C) What is the concentration of acid H2C2O4?
0.24 M
0.24 M
1.00 M

25. Excerpt from Activity 2B Concept Invention Question
14. Using your answers to questions 12 and 13, circle the correct answer.
pH is (proportional/inversely proportional) to Ka.
15. What does your answer to question 14 mean about the strength of an acid in relationship to its Ka?
The higher the Ka, the stronger the acid.

26. Excerpt from Activity 2B Application Question
Table 1: Acid Dissociations and Concentrations
Answer 6
Answer 7
Answer 8
Acid
Concentrations Ka
H2C2O4
1.00 M
HC2O4-
0.24 M H+
H2PO4-
HPO42-
6.93 x 10-7 M
H2CO3
HCO3-
6.56 x 10-4 M
5.76 x 10-2
4.80 x 10-13
4.30 x 10-7
10. Using your answers from questions 6, 7, and 8, calculate the Ka’s of the acids listed in Table 1 and write your answer in Table 1 under the column labeled Ka.

27. Excerpt from Activity 3B Engaging the Student
The answer comes in a type of reaction called the oxidation-reduction or redox reaction. This reaction is a process which turns the copper from that shiny color of the penny we know so well, to the blue-green color of the Statue of Liberty!
Redox!

28. Excerpt from Activity 3B Model
Model 1: 1st Definition of Redox Reactions
Reduction Reactions
Oxidation Reactions

29. Excerpt from Activity 3B Exploration Questions
Model 1: 1st Definition of Redox Reactions
Reduction Reactions
Oxidation Reactions
1. Under the reduction reactions of Model 1, what are the products of:
A) the reduction of CO?
B) the reduction of SO2?
C) the reduction of 2NO2?
2. Using your answers to question 1, what do the reduction reactions of Model 1 have in common?
An O2 molecule is produced in each reduction reaction.
2C and O2
S and O2
N2 and 2O2

30. Excerpt from Activity 3B Concept Invention Questions
3. Using your answer to question 2, fill in the blank for the first definition of reduction reactions.
A reduction reaction results in the loss of an oxygen molecule.

31. Excerpt from Activity 3B Exercise (Application)
Label the following half reactions as oxidation or reduction and list the rule being followed.
Oxidation/Reduction Rule
oxidation
loss of e-
reduction reduction in oxidation number

32. Acknowledgements Chestnut Hill College Franklin & Marshall College
Dr Butler, Advisor
Franklin & Marshall College
Rick Moog
Jim Spencer
Washington College
Frank Creegan
Cheltenham High School
Donna Reinhart