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EDUC 603 Child Development & Education

Signature Assignment Worksheet

Concept/Title: Chemical Energy

Name: Albertina Lindsey
Date: December 10, 2012

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Section I: Concept Analysis & Interviewee Profile

Identify the concept:
Energy is all around us. It is a source of life. It can be interpreted in various ways
depending on its context. It can be viewed as an abstract idea, where we cant see it, but knows
it exists- potential energy, stored energy. Or it can be viewed as a concrete idea, where we can
feel and see it through our senses- kinetic energy, energy of motion. Within each aspect of
energy, whether potential or kinetic, it can covert itself from one form to another. For example,
when we stand in the sun, the light energy is changed into heat. When wind blows, it turns
windmills and electricity can be generated. When you turn on a flashlight, the battery generates
light and heat. This happens because of the chemical elements stored in potential energy. When
the chemical elements in potential energy are released, a chemical reaction will occur, converting
energy from one form to another. This is known as chemical energy.
Chemical energy evolved through the investigations of heat dating back to almost 200
years ago. Through investigating heat, Antoine Lavoisier, a scientist, discovered calorique.
Calorique is a chemical fluid like substance found in heat, in which it expanded objects by
getting in between particles. Scientists found it fundamental to breakdown caloriques
substances and when in doing so, the periodic table of elements (chemical elements) was
concluded. The periodic table of elements laid down the groundwork of energy itself. It
generalized and theorized energy converting from one form to another through chemical
reactions of the chemical elements.
Three common chemical elements of energy are carbon, oxygen, and hydrogen. Carbon,
oxygen, and hydrogen, when consumed in chemical reactions, give off energy. A good example
of this can be seen in the digestion of the foods we eat. The foods we eat store or release energy

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in our bodies. It contains sugars, fats, and proteins. Sugars, fats, and proteins are considered
carbohydrates, a combination of the chemical elements of carbon, hydrogen, and oxygen. When
we eat these foods, the foods digest in our stomachs, breaking the bonds between the chemical
elements in the food. When the bonds are broken, a chemical reaction will occur, where new
compounds are created. Our bodies will either produce fats from the carbohydrates to store
energy, or our bodies will metabolize the energy from the carbohydrates.

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Interviewee profile
Grade Level:

7th Grade

Age:

12

Language status:

Hawaiian Creole (Pidgin)

Gender:

Male

Unique information relevant to your learner & concept:

This student has ADHD, Attention Deficit Hyperactivity Disorder. He has difficulty with
staying focus, completing tasks, cooperating with teachers, getting along with peers, and selfcontrol. He is also being bullied in school, both verbally and physically, which effects his
motivation in learning. As for the concept of energy and the task at hand, it is aligned with
Hawaii State Content Standards in 7th grade science.
Profile Explanation:
This task is appropriate for this student because he has ADHD and is being bullied in school.
Because of his disability and harassment by others, this task will help to enhance his abilities and
motivation in his learning, behaviors, and communication skills. This task will address the
following attributes:

Staying focus-The activity engages the student in which the student will observe the
chemical reactions between the vinegar and the egg, and the activity is hands-on.

Completing task-This task will be seen as cool because the eggshell will dissolve and
can be played with as a bouncing ball. Because of this tasks outcome, the student will
want to complete it.

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Cooperating with teachers and getting along with peers- Student will actively engage in
the task and have the opportunity to work with another peer, which the classroom teacher
doesnt incorporate often. Student will be cooperative and will seek help from a peer and
teacher when needed. Student will appropriately help his other peer as well, when

needed.
Self-control-Because the experiment is hands-on, can be exciting, is a group effort, and
may cause conflict between the student and his partner, the student will express his

emotions calmly and appropriately.

Being bullied- Working with another peer will help to build a relationship between peer

and himself.
Energy- The concept of energy and the task at hand is aligned with Hawaii State Content
Standards in 7th grade Science, Strand 1: The Scientific Process, Standard 7.1.1-7.1.3.

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Section II: Learning/interview Task

Describe the task:
Materials:

1 egg
1 bottle of white vinegar
1 plastic container
1 egg submerged in vinegar for three days
1 image of an egg submerged in vinegar after day 2
1 copy of the different images of the task (images can be displayed on a
SMART board or just simply showing it to the students during active
processing.)
1 observation worksheet

Task:
The student will observe three eggs that were submerged in vinegar over the course of
three days. Container one includes an egg in which the student will submerge in vinegar himself
and observe chemical reactions occurring within the first several minutes. Container 2 includes a
three-day-old egg in which the teacher submerged in vinegar three days prior to introducing the
task. An image of the teachers egg submerged in vinegar on day two will be shown. Through
observing the containers of eggs, day twos image of the egg, discussion with teacher, and
playing with the egg in container 3, the student will be able to define and understand the concept
of how chemical energy, a form of potential energy, converts from one form to another through
chemical reactions.
This task requires conceptual thinking because as the egg was submerged in vinegar for
three days, the concept of how energy converts from one form to another through chemical

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reactions is abstract. Student will be able to observe chemical reactions, the disintegration of an
eggshell, and the size of the eggs changing, but may have difficulty interpreting the rationale of
it. Through the active process of observing the eggs, the student will explore the concept of
chemical reactions in energy and cognize and recognize its applications.
Instructions:
Review with the class the concept and different forms of energy, and how chemical
reactions convert energy from one form to another. Next, present the task to the class by
showing the students the different images of the task, container 2, and discuss. Split the class (4
students in the class) into two groups. Have students write a hypothesis on the data worksheet.
Then, have students fill container 1 with vinegar and place the egg in the container. Scaffold
with students what theyre observing as the egg was placed in the vinegar for the first few
minutes. Students will discuss and write their observations on the data worksheet. Last, in sub
sequential order, line container 1, the image of day 2, and container 2 on the table. With
interviewee, scaffold, discuss, compare and contrast, the eggs and what has happened. Have
students write a summary of the task on the data worksheet.

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Describe your reasoning:

This problem-solving task supports the concept of energy because students will be able to
explore how chemical reactions in potential energy can transform energy from one form to
another through observing the chemical reactions between the egg and vinegar. For example, the
bubbles (carbon dioxide/ a gas) that are first observed when the egg is placed in the container of
vinegar are creating water. Then, by looking at image 2 of what the egg looks like on day 2, it
can be observed that the eggshell was slowly disintegrating because the eggshell reacted with the
vinegar (acid) to form carbon dioxide. Last, by observing day 3s egg, the eggshell has
disintegrated and has a different form and can be bounced lightly on the desk. Because of this
tasks nature, it could be intriguing to compare and contrast what has happened to the eggs over
the course of three days.
How is this task planning to encourage..?
1. Active processing:
Active processing will be encouraged through first, teacher reviewing the concept of
energy and explaining the task. Next, the teacher will show pictures of the task to draw student
interest. Then students will be able to share any information they know about energy before
engaging in the activity. Finally, the teacher will relate the activity to the thoughts and
information shared by the students and students will then begin the task. Students will observe
and compare and contrast the eggs soaking in vinegar for three days.
2. Minimizing cognitive load:
The cognitive load for this task is simple, yet challenging. The task is simple because the
instruction and the activity are short and shouldnt take longer than 20 minutes. The task is
challenging because the concept of energy is abstract and the students working together, because

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of their disabilities, will be able to observe whats happening to the egg yet, may have difficulty
with grasping the concept of energy and the conversion of energies happening. For example,
students will probably explain what they observed by stating, I saw bubblesthe egg got
biggerthe egg shell is gone rather than saying the bubbles and acid of the egg and vinegar
are creating water.
3. Direct Modeling
The teacher will initially show the students pictures of the component parts of the
activity. Students will then conduct their own experiment, observing their egg as it is placed in
the vinegar and compare and contrast it to the other eggs. As a group, the students will conclude
their own understanding of the different forms of energies occurring between the eggs and the
vinegar. Physically, the students will convey what theyre thinking through their observations.
Teacher will scaffold activity as well, and will help guide thinking and check for student
understanding.
Focusing on the learner:
This task relates to the learners interests because its bringing the concept of chemical
energy to life. Its realistic and can be easily understood when the concept is explored
collaboratively. Rather than the teacher lecturing, the student will grasp the concept of energy
hands-on. Also, because this student has ADHD, the tasks cognitive load is minimal and the
task will keep the student focus because he will be interested to see the outcome of the task.
Socially, because the class rarely engages in group work, this task will help to enhance the
students relationships with other peers, being he is considered a student who is often bullied. He
will have the opportunity to express himself with another peer and peers will see him in a
different perspective rather than the stupid kid.

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Physical development
Being this task is intended for middle school, qualities of physical development that are
necessary for this task are complex thinking processes, looking beyond surface elements,
detecting abstract concepts, and controlling impulses.

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Data Worksheet: (Label Day 1, 2, or 3)

Key Words: These words can be used to help complete data worksheets.
eggs

vinegar

water

air

dissolve

disintegrate energy

chemicals

bubbles

recycle

carbon dioxide

convert

acid

Hypothesis: If _________________________then, _____________________________ will

happen.
Observations:

Describe what you saw: What does the eggs look like? What does the vinegar look
like? What differences do you see in the egg and vinegar??? Size??? Color??? Smell???

What do you think is happening with the eggs and the vinegar?

Can you make any conclusions about energy?

Do you think the experiment may confirm your hypothesis? Explain.

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How did your hypothesis prove to be accurate? Explain. (Include the scientific
process of the task and the different energies observed/discussed.)

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(Images to use for active processing and direct modeling.)

What will happen to our eggs???

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Day 2 Image (Egg submerged by teacher prior to task interview)Section III Assessment Plan
Brief Task Description:
The student will observe three eggs that were submerged in vinegar over the course of
three days. Container 1 includes an egg in which the student will submerge in vinegar himself
and observe chemical reactions occurring within the first several minutes. Container 2 includes a
three-day-old egg in which the teacher submerged in vinegar three days prior to introducing the
task. An image of the teachers egg submerged in vinegar on day two will be shown. Through
observing the containers of eggs, day twos image of the egg, and discussion with teacher, the
student will be able to define and understand the concept of chemical energy- how chemical
reactions in energy convert from one form to another.
Low Understanding:
My interviewee demonstrated low understanding by participating in the task, but
minimally completed a hypothesis statement and lacked applications of the scientific
investigation. He provided little or no data and incorrectly identified chemical reactions between
the vinegar and egg, and the rationale of the task. He did not complete the data worksheet or
summary of the task.
Medium Understanding:
My interviewee demonstrated medium understanding by attempting to complete a
hypothesis statement by asking his peers and then making his own hypothesis based on what his
peers shared with him. He would ask questions to his peers and teacher to collect, organize,
detail, and explain the analysis and rationale of the task, but lacked or had missing information in
trying to put the task into perspective. He would communicate what he is seeing-bubbles, egg
enlarging, discoloration of the vinegar and egg, foam- but was more so dependent on the

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information from his peers and teacher in completing the task, which typlified medium
understanding.
High Understanding:
My interviewee demonstrated high understanding by accurately completing a hypothesis
statement and scientific investigation by collecting, organizing, and detailing data. He would
explain and show adequate knowledge of the chemical reactions occurring and the concept of
energy to peers and to the teacher, using scientific terms and completing the data worksheets.
For example, When the egg was placed in the container, bubbles were forming. The reactions of
the vinegar and the egg, which are acids, created the bubbles forming carbon dioxide, which
converted to water. And the acid from the vinegar soaks into the egg, causing the egg to get
bigger and become bouncy. Thats how energy works. It converts from one form to another.
This demonstrated high understanding.

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Phase IV Field Testing

Field Testing Experience:
Initially, when reviewing and discussing the concept of energy and how chemical
elements in energy convert from one form to another, the student seem to be hesitant in
participating in the discussion. Through his facial expressions and body language, his thoughts
seem to be distorted and/or perhaps confused, maybe intimidated to speak because of recursive
thinking. Being he is often bullied, he probably didnt want to participate in the discussion to
prevent social-cognitive biases. However, when introducing the task, I could tell he became
intrigued. He had a curious look, yet he seemed to be hindering his ideas and thoughts.
When starting the task, the students (4 of them in the class) were split into two groups. In
our group, the student was a different person. He went from being completely quiet in the class
discussion to very talkative in our group. He was excitingly discussing with me what he was
observing. At the same time, he kept looking at the other group, which to me, he was regulating
himself.
In completing the task, the student completed his data worksheet and was able to
accurately elaborate on it. I was proud of him for controlling his composure and participating in
the task. He was proud of himself too. He said I did a good job yeah?! Successful
Scaffolding:
Scaffolding efforts that were successful in this task were the use of questions, visuals, and
the hands-on task itself. Questions that were successful were:

How do you think we can make eggs change with vinegar?

What will happen if you put the egg in vinegar?

How are eggs one, two, and three alike? Different?

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In our review of energy and chemical reactions, we discussed the breakdown of food.
How can the rationale of this experiment, as far as chemical reactions which convert

energies from one form to another, be seen in other forms of energy?

When the student examined the effects of the vinegar on the egg at hand, the results confirmed
his hypothesis and he was able to make thoughtful connections. He could cognize the concept of
chemical reactions that convert energy from one form to another. He also recalled information
from past learning experiences, relating the task to teeth.
Unsuccessful Scaffolding:
Unsuccessful scaffolding that did not work well was reviewing and discussing the
concept. In discussing the concept, Im not sure if the student had difficulty recalling energy and
chemical reactions that convert energy from one form to another; if he was hindering his
thinking; or perhaps, my task discussion was not clear.
Developmental Assessment:
According to the rubric provided, my interviewee demonstrated high understanding.
Though he didnt use scientific terms to explain his observations, he was engaged in the task
through its hands-on conception and teacher and peer scaffolding. Through actively observing
chemical reactions through placing the egg in the vinegar, the student could see the bubbles
and how the bubbles were settling on the egg shell. I told him the chemical reactions of the egg
and vinegar are converting to water. Thats why we are seeing the bubbles. Through egg 2
(image) and egg 3 (container 2, my egg soaked in vinegar for three days) the student could
compare and contrast the three eggs, and explain what had happened to the egg over the course
of three days. He said da bubbles is reaction of da vinegar and egg yeah Miss?... and dat whats
making da egg bigger and the shell to fall off yeah?... I reinforced his thinking by discussing,
again, the chemical reactions of food when we digest it. When we eat food, the chemical
elements in the food- carbon, hydrogen, and oxygen- start to loosen and break apart It either

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stores energy in our bodies or releases energy. So in the egg, the chemical elements of the
vinegar and egg, started to loosen, break through the shell, causing the shell to disintegrate, like
energy being released in our bodiesthen, whatever chemical elements were stored in the egg, it
caused the egg to expand, like stored energy or fats that we eat and are store in our bodies.
My interviewee was also able to recall the information in this task and relate it to a past
learning experience about teeth. He said, Miss dats like taking care your teethyou no
brush um, da chemicals eat away your teeth and you get cavities. Da vinegar is like the bad stuff
dat make your teeth yellowMiss I know. I did this last year.
My interviewee confirmed his hypothesis, completed the task, and completed the data
worksheet.
Normative Development:
The childs level of understanding is consistent with normative and linguistic
development. Normatively, according to Kholbergs three levels and six stages of moral
reasoning, stage 3: good boy/good girl, the student was participating in the task, making
decisions based on what I think, trying to please others. He was very talkative with me, trying to
maintain a relationship, but kept looking back at his peers in the other group, concerned about
what they may be thinking. To me, he was concerned about my approval as well as his peers,
which is his moral standards. He was thinking abstractly yet reasoned in a pre-conventional
manner.
Linguistically, the student speaks Pidgin. His dialect is consistent with his culture and the
local dialect of the classroom. According to the language development theory of functionalism,
my student used his language, both hereditarily and environmentally, in communicating his
thoughts and making connections. I allowed him to use his language because it was a way for

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him to control his own behavior, be comfortable in participating in the task, and to motivate him
to want to complete the task. I geared the task to fit his needs so he wouldnt be discouraged.

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Write up/reflection:
Concept
Strengths: I chose to do an interview task on the concept of chemical energy. Initially, I
chose the concept of energy itself because energy is a concept that is abstract, a concept I am
familiar with, and the task I decided to do was relevant to the concept.
Areas of Improvement: Though I had a good sense of the concept of energy, an area of
improvement would be to really know my concept and brainstorm the whole picture before
putting the task, assessment, and field-testing together. In trying to keep my task aligned with the
concept of energy, I had to research more into energy. I found the idea of chemical energy to be
relevant. I knew little about chemical energy, which evolved through completing the task and
assessment assignments.
Task Development
Strengths: I consider my motivation in developing the task to be of strength. Generally,
I think in any teaching situation, teachers need to have that drive to want to do something so the
task will be productive and effective. Developing the task was fun and exciting to do. I enjoyed
putting the task together and testing it before conducting it with my interviewee.
Areas of Improvement: I was so excited to do my task. Just hearing about it from a coworker, it was interesting and I knew right away this is what I wanted to do. However, in trying
to put the task together I realized that my explanation on the concept of energy could not be seen
in my task. So in trying to develop the task, I had to revise it several times to link the task and the
concept. Also, the task itself is meant for a time period between three-four days, but because the
task could only be completed in one day, I had to revise it as well, to fit into a one-day time

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frame. So an area of improvement in task development would be to brainstorm and map out my
ideas before jumping the gun and determine the pace of instruction.
Assessment
Strengths: The assessment was aligned with Hawaii State Content Standards in 7th grade
science. The interviewee was given an assessment rubric as to whats expected- low, medium,
and high understanding. Based on the assessment rubric, the interviewee demonstrated high
understanding.
Areas of Improvement: Based on my assessment rubric, under high understanding,
using scientific terms to explain chemical reactions occurring between the egg and vinegar I
would take that out of the assessment. According to Dr. Moseley, 2012, one of the key principles
in assessment is to try and avoid exact textbook language. I think that I was over doing it with
having my interviewee use the correct scientific terminology. He showed his understanding of
the concept with the use of cover terms.
Field Testing
Strengths: My task was hands-on so in field-testing, my interviewee enjoyed the task
and I enjoyed working with him. When the images and the eggs were introduced to the
interviewee, I could tell right away he was intrigued and throughout the task, he was intrinsically
motivated. Usually he will work and participate in his assignments only if he is rewarded
somehow, but through this task, he did it simply because it was fun and of interest to him. Also,
since my task was completed through experiential means, it brought the concept of chemical
energy to life, which my interviewee could visualize the concept, moving from concrete thinking
to abstract thinking.

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Areas of Improvement: My task wasnt as challenging as I hoped it to be. In

improving it, I would first, present the concept in a more striking way to spark curiosity. The
interviewee was not so motivated when I was introducing the concept. Then, I would adjust my
scaffolding strategies to make the task more effective in problem-solving and critical thinking.
Last, I would provide more positive feedback. For example, when I noticed my interviewee
looking back at his other peers consistently trying to regulate himself, I shouldve redirected his
attention to the task with a positive comment rather than saying dont worry about themfocus
here.
Conceptual Adjustments/Refinements:
Based on my assessment of the interviewee, I would modify the activity for the future
while still retaining the concept by working with the student one-on-one rather than with a
partner. I allowed the other two students in the class to participate as well, but in another group.
Because I didnt conduct the task as a one-on-one interview, I noticed my student was regulating
himself, which I think, was holding him back from going more into depth with me. Though he
demonstrated high understanding of the task, I shouldve took my interviewee to another room to
conduct the task so he would feel comfortable. I wouldve manipulated the task more so and
inspired critical and problem solving thinking too. I think my scaffolding questions were to
direct.

References:

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Harvard-Smithsonian Center for Astrophysics. (2002). What is energy? Retrieved on October 3,

2012 from http://learner.org/vod/vod_window.html?pid=1708.
Hawaii State Department of Education. Hawaii Content & Performance Standards III (HCPS
III) Database. Retrieved on October 19, 2012 from
http://165.248.30.40/hcpsv3/search_results.jsp?
contentarea=Science&gradecourse=7&strand=&showbenchmark=benchmark&showspa=
spa&showrubric=rubric&Go!=Submit
Images [Egg and Vinegar Task]. (2012). Retrieved November 2, 2012, from:
http://www.google.com/search?
q=egg+and+vinegar&hl=en&client=safari&rls=en&prmd=imvnse&tbm=isch&tbo=u&source=u
niv&sa=X&ei=DNyVUKyrLenSiwKboYGYBA&ved=0CB8QsAQ&biw=1582&bih=838
Moseley B. (2012). Assessment. [PowerPoint slides, Podcast]. Retrieved
from http://chaminade.ecollege.com.