Reflection On Student Work

Reflection on student work
Adam sharp
Description of the task

The following activity falls at the beginning of an inquiry activity sequence on photosynthesis. Prior to this stage of the sequence students have finished an abbreviated unit on energy, ATP, and cellular respiration. The students have been briefly introduced to autotrophs and producers and the importance of photosynthesis but with little reinforcement in the areas of products/reactants. Students have been given the following general equation for photosynthesis: Water + carbon dioxide gas +Energy = glucose + Oxygen gas Prior to this lesson students have had little practice interpreting coefficients and subscripts. During the energy unit, students had some practice counting atoms but molecular formulas are still somewhat indistinct. Each student was given an envelope filled with enough atoms of carbon, oxygen, and hydrogen to produce 1 molecule of glucose and 6 molecules of oxygen gas. Students have been briefed on the formula for molecular oxygen and that products must equal reactants. The class is first told to make as many water and carbon dioxide molecules as possible. Following these instructions the students were instructed to make as many glucose and oxygen molecules as they could (keeping in mind that products must equal reactants) Students were asked to write the equation for photosynthesis as an exit ticket.
Ideal response
Students would arrive at the conclusion that the following balanced equation represents the molecular makeup of the formation of 1 molecule of glucose 6H2O+6CO2+sunlight yields C6H12O6+6O2
Patterns in student responses
All students had a difficult time remembering the formula for molecular oxygen. Most students understood that the energy input in the equation was sunlight. The following three examples are representative of common misconceptions held by many students in the class. Student A
H20+CO2+sunlight yields C6H12O6+O (and a lot of extra letters when asked to write down what they had for products/reactants)
Student A showed the correct molecular makeup of the products/reactants but neglected to use the correct coefficients for the elemental makeup of each molecule.
Student B 12H+6C+18O yields C6H12O6 + 12O Student B seemed to understand that glucose and oxygen were the products of photosynthesis but failed to understand what reactants were used in the equation. Additionally, student B failed to recognize the formula for molecular oxygen.
Student C 12H+ 6C + 18O yields 12H + 6C + 18O Student C appeared to understand that the products in the equation equaled the reactants but failed to recognize what molecules each element formed in the products/reactants/
Implications for prior lessons and for assessment task

It is apparent when examining the student work that somewhere prior to the start of this activity the students should be introduced/acclimated to reading the molecular formula for this particular equation. Students labeled molecular oxygen as a single oxygen atom across the board. As this is the start of a unit on photosynthesis it is possible that this information could be covered more intensively in the preceding units on ATP and cellular respiration. Additionally, I believe that in the future having the students do this individually rather than as an entire class may prove to be beneficial. Several students felt rushed as we went through the exit ticket process as it occurred within the last few minutes of class. In the future, I may want to give this assessment as an entrance ticket or exit ticket earlier on.
Implications for following lessons
As students begin to attain a functional understanding of photosynthesis and its molecular components they will be asked to relate this understanding to previous understandings in cellular respiration. I will ask students to contextualize the equation based on direction of products/reactants as well as energetic inputs. From this information students will be able to demonstrate the interrelatedness of photosynthesis and cellular respiration.
What I learned about how students learn - Implications for teaching in general
First and foremost I learned never to assume anything when it comes to young minds and chemistry. I had assumed that a quick once over on the formula for molecular oxygen would be enough for my students to retain the information. Based on my results, I was wrong. Any time an abstract concept is examined in teaching, it is absolutely crucial that you reinforce the concept as you go along. Additionally, I learned how crestfallen students can get any time you give them something resembling math/numbers. I think a great deal of the difficulty the students had when doing this activity was a direct result of overthinking. I think that helping the students realize simplicity through example would make them more comfortable doing these types of tasks.

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Reflection On Student Work

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Reflection on student work

Description of the task

Patterns in student responses

Implications for prior lessons and for assessment task

Implications for following lessons

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