CONCEPT ATTANINMENT MODEL
LESSSON TRANSCRIPT
Name
of shcool:
Standard : IX.C
Name
of teacher: Lekshmi. A.S
Strength:
Subject
: Chemistry
Date:
Unit
: Separation of Mixtures
Duration:45min
Topic
: Adsorption
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I. Name of the concept : Adsorption
II.Definition of the Concept :
A process of retaining the molecules of a substance
on the surface of another substance [liquid / solid] resulting into a higher
concentration of molecules on the surface.
III. Essential attributes :
I.Adsorbate
II.Adsorbant
III.Increase in concentration of
adsorbate molecules on the surface of adsorbent.
IV.Non essential attributes :
Colour, amount, shape, climate
V. Preparing Exemplars
Positive
Exemplars
|
Negative Exemplars
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Ink spreading
on chalk
|
Wetting of
sponge
|
Dust particle
sticking on the surface of wall
|
Tissue paper
get wetting
|
Spreading of
ink on the surface of the thermocole
|
Cotton gets
wetting
|
Dust particles
on the mats
|
Soil absorbing
water
|
Coal adsorbing
harmful gases
|
Roots
absorbing water from soil
|
Charcoal used
for adsorbing colored and harmful substance for purification of water
|
Rasagula
|
Chalk dust on
black board
|
Water adsorbed
by bricks
|
Oil on steel
plate
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Biscuit dipped
in tea
|
Paint on wall
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Clothes put in
bucket of water
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Spreading of
ink on glass paper
|
Wetting of
paper
|
Charcoal in
water purification
|
Clay absorbing
water
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Water on lotus
leaf
|
Plants
absorbing minerals from soil
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VI. Instructional Effects:
1. Competency
for close, meaningful observation of examples and no examples leading to
attributes analysis.
2. Ability
to identify the essential attributes of the members of the category.
3. Competency
to generating attributes meaningful hypothesis regarding the new category.
4. Practice
of testing hypothesis formed on the light of new examples.
5. Skill
for categorizing the items observed on the basis of essential attributes and to
justify.
6. Skill
to define the category formed, in terms of essential attributes.
7. Ability
to generate new examples, independently and to test the acceptability of them.
VIII. Nurturant Effect.
1. Acquires
sensitivity to logical reasoning.
2. Becoming
tolerant to ambiguities.
3. Developing
positive attitude towards alternate perspectives.
SYNTAX
PHASE 1
Presentation of data and concept identification
T:
Dear students, here we are going to play a game. I have a concept in my mind.
I’ll provide you some positive exemplars (YES example) for the concept in my
mind and some negative exemplars (NO examples) which do not bear the
characteristics of the concept. All the Yes examples have some attributes in
common. By comparing the examples you have to identify the concept in my mind
its characteristics and suggest some more examples. Moreover based on the
attributes you have to define the concept.
Here is a pair
of positive and negative examples.
Dust
particles sticking on wall (+ve)
Wetting
of sponge (-ve).
S:
Mixing of molecules of different substance.
S:
Adhesive force between different molecules.
T:
Now, listen here is your second set of examples spreading if ink on chalk
piece (+ve)
wetting of bricks (-ve)
S:
Attraction between two different molecules.
T:
If so check the next set of examples.
Dust
particles stick on wall (+ve)
Wetting
of cotton (-ve).
S:
in one case one type of molecule is present on second and in other case the
second type of molecule spread over the first fully.
S:
can you give more examples.
T:
Yes sure, see the next set
Charcoal
used in water purification (+ve)
Intake
of water by plants (-ve)
S:
In all positive examples II type molecule is trapped on the surface only and
the negative examples are bulk process.
T:That’s
right anything more?
S:
One type of molecule is present on the surface of other molecule only.
T:
Yes, you are absolutely correct can you name concept?
S:
No, teacher.
T:
All right, I will tell you. This process is known as adsorption, Can you list
the attributes of adsorption and also perspective of adsorption and also
perspective of adsorption one more.
S:
In adsorption there are two substance adsorbent and adsorbate are required.
S:
It is a surface process.
T:
Very good.
Adsorption Is the process of retaining
the molecules of a substance on the surface of another substance resulting,
into a higher concentration of molecule on the surface of the substance.
In
the above mentioned +ve examples shape of the substance is a non-essential
attributes of adsorption. Can you suggest some other non essential attributes?
S:
Ok, Colour of the substance.
T:
anything more?
S:
amount of the substance.
T:
very good.
S:
Climate.
T:
Absolutely right.
PHASE 2
Testing the attainment of the concepts
T:
Now I am going to check your knowledge about adsorption. I will give you a
set of examples from which you should identify the YES examples and the NO
examples
Spreading
of ink on glass plate.
Wetting
of clay.
S:
Spreading of ink on glass plate: YES.
Wetting of clay: NO.
T:
Now listen the next set
Chalk
dust on board.
Rasagula.
S:
Chalk dust on board: YES.
Rasagula: NO.
T:
Now listen the next set of example.
Painting
the wall.
Wetting
of clothes.
S:
Painting the wall: YES.
Wetting of clothes: NO.
T:
Very good. Can you define adsorption?
S:
The process of retaining the molecule of a substance on the surface of
another substance is adsorption.
T:
Can you suggest some more examples.
S: Oil on glass plate.
S:
Water on leaf surface.
S:
Dust on floor.
T:
Very good.
PHASE 3
Analysis of the Thinking Strategy.
T:
Can you explain how you reached your conclusion.
S:
Teacher, your first +ve example, dust particles sticking on wall and –ve
example wetting of Sponge made use of think the concept might be something
related to mixing of two different types of molecules. But then you provided
the next +ve example of spreading of ink on chalk piece leads to the
rejection of Hypothesis 1 and Hypothesis of adhesive force remains.
T:
What about the next example?
S:
When you told about dust particles sticking on wall and wetting of cotton, we
thought that the concept was related to amount of one type of molecule on
another molecule leading to Hypothesis 3.
T:
Then how did you reach the correct conclusion?
S:
We analyzed all the +ve and –ve examples again and again on comparing, we
came to identify that in all the +ve examples there is an increase in
concentration of substance on the surface of another substance. Thus we
arrived at the concept of adsorption.
T:
Very good.
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Orientation to
the process.
Teacher
present the first pair of labeled examples
Hypothesis 1
Hypothesis 2
Teacher
presents the second set of labeled examples.
Hypothesis 2
persists
Hypothesis 1
rejected
Teacher
present the third set of labeled examples.
Hypothesis 3
Teacher
presents the fourth pair of examples.
Hypothesis 4
Hypothesis 3 persists
Hypothesis 5
Teacher name
the concept
Students list
the essential attributes
Teacher states
the concept rule
Students list
the non essential attributes.
Teacher
presents first set of unlabeled examples.
Students label
unlabeled examples.
Students label
unlabeled examples.
Students label
unlabeled examples.
Students
states concept rule.
Students
generate additional examples.
Student
describes thought.
Discuss the
role of Hypothesis.
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