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What Happens When Chemical Compounds Are Added to Water? An Introduction to the Model-Observe-Reflect-Explain (MORE) Thinking Frame

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Adam C. Mattox and Barbara A. Reisner

Department of Chemistry, James Madison University, Harrisonburg, VA 22807

Dawn Rickey

Department of Chemistry, Colorado State University, Fort Collins, CO 80523

J. Chem. Educ., 2006, 83 (4), p 622

DOI: 10.1021/ed083p622

Publication Date (Web): April 1, 2006

Section:

History, Education, and Documentation

Abstract

This article describes a laboratory module designed to help students understand how different compounds behave when they are dissolved in water. Students measure the conductivities of various aqueous solutions using handheld conductivity testers with LED displays. By counting the number of LEDs illuminated, students can differentiate between electrolytes and nonelectrolytes and approximate the relative numbers of ions in solution. This enables students to discover how ionic compounds dissociate when dissolved in water. The laboratory module introduces the model–observe–reflect–explain (MORE) thinking frame, an instructional tool that encourages students to connect their macroscopic observations with their understanding of the behavior of particles at the molecular level. These activities are designed for college-level general chemistry courses, but have also been adapted to the high-school level.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Laboratory Instruction

Keywords (Pedagogy):

Hands-On Learning / Manipulatives

Keywords (Subject):

Aqueous Solution Chemistry

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This article has been cited by 1 ACS Journal articles (1 most recent appear below).

Effectiveness of a MORE Laboratory Module in Prompting Students To Revise Their Molecular-Level Ideas about Solutions
Lydia T. Tien , Melonie A. Teichert and Dawn Rickey
Journal of Chemical Education2007 84 (1), 175
- Effectiveness of a MORE Laboratory Module in Prompting Students To Revise Their Molecular-Level Ideas about Solutions
  Lydia T. Tien , Melonie A. Teichert and Dawn Rickey
  Journal of Chemical Education2007 84 (1), 175
  This study investigates the effectiveness of a Model–Observe–Reflect–Explain (MORE) laboratory module in prompting three different populations of general chemistry students (honors students at a research university, chemistry majors at a primarily ...
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