CHEM-342 Jigsaw Group Assignment

Construct a Concept Map that summarizes the significance of the

articles you are studying and can be useful to the rest of the class.

What does it mean when you say, I understand?....

Does it mean the same thing to you that it does to another

student or to the professor?..…

How can you demonstrate you understanding to others?

Concept Mapping

• What is a concept map?

• What are the features of a concept map?

• How do you construct a concept map?

What is a Concept Map?

A Concept Map Includes:

Nodes (terms or concepts)

Linking lines (usually with a unidirectional arrow)

Propositions

Linking phrases

needs a

Linking Phrase

Linking PhraseLinking Phrase

Linking Phrase

Linking Phrase

Linking Phrase

laptop

charge

Short Assignment

Arrange the following three terms and connect them with arrows and

linking phrases

Bacteria Pneumonia Antibiotics

BacteriaPneumonia

Antibiotics

Caused by

Treated with Kill

A Mini Concept Map

BacteriaPneumonia

Antibiotics

Caused by

Treated with

Kill

Variations on a Theme

Bacteria Pneumonia

Can cause

Trea

tmen

t forKilled by

By reversing the arrows, changing the linking words, and adding color, the focus and emphasis changes.

Antibiotics

Bacteria Pneumonia

Antibiotics

Can cause

Treatment for

Kill

WORDS

SYMBOLS

CONCEPT LABELS

CONCEPTS

PERCEIVEDREGULARITIES

EVENTS OBJECTS

CONCEPT MAPS

LINKING WORDS

PROPOSITIONS

COGNITIVESTRUCTURE

RELATIONSHIPS

HIERARCHYCONTEXT

DEPENDENT

MOST GENERAL

MOST IMPORTANT

MOST SPECIFIC

LEAST IMPORTANT

ROTE

KNOWLEDGECLAIMS

LEARNING

MEANFUL

RAININGEXPLOSIONPHOTOSYNTHESIS

DOGLEAFWOMAN

Can be

havehave have

are

To form

To form

is

are

areare

Related to

Can beM

emorized by

Achieved by

of

from

to

Perception is

are

in in

e.g. e.g.

are repr

esen

ts

Are stored inform

As stored in are

for

Concept Map Showing Key Concepts in Concept Mapping

Adapted from: Joseph Novak (1991) Clarify with Concept Maps, The Science Teacher 58(7), 45-49.

Problem-Based Learning

Cooperative Learning Groups

Concept Mapping

ProcessSkills

ContentObjectives

Learning Goals

Library & Internet Resources

Real WorldOpen-endedComplex

Individual Learning

LeadershipCommunicationConflict ManagementSharing InformationAccepting InformationPeer Evaluation

Writing Assignments Divide and Conquer

Strategies

Scholarly SynthesisOrganizationDisciplinary RhetoricStudent Voice

Term PapersPBL ProblemsCase Studies

IndividualAccountability

Grades Problems

Revision

FacultyStudentsSociety

Academic Dishonesty

Examinations

uses

working on

that are

to promote

depends on

reflected in

tied toexpected by has

Group Accountability

including

Peer Evaluation

based on

GroupAssignments

need

achieved with

should limitseen in

such as

including

such as

that displaythat access

that addressand minimize

that

inco

rpor

ate

Peer Feedbackinformed by

reflected in

Where does Concept Mapping Fit Into PBL?

Stages in the Constructionof a Concept Map

Brainstorming Stage

Organizing Stage

Layout Stage

Linking Stage

Revising Stage

Finalizing Stage

Brainstorming Stage

• List any and all terms and concepts associated with the topic of interest.

• Write them on Post It Notes, one word or phrase per note.

• Don't worry about redundancy, relative importance, or relationships at this point.

• The objective is to generate the largest possible list.

Brainstorming Stage

Organizing Stage

• Spread concepts on a table or blackboard so that all can be read easily.

• Create groups and sub-groups of related items. Try to group items to emphasize hierarchies.

• Identify terms that represent higher categories and add them.

• Feel free to rearrange items and introduce new items omitted initially.

• Some concepts will fall into multiple groupings. This will become important in the linking stage.

Organizing Stage

Layout Stage

• Arrange terms so that they represent your collective understanding of the interrelationships and connections among groupings.

• Use a consistent hierarchy in which the most important concepts are in the center or at the top.

• Within sub-grouping, place closely related items near to each other.

• Think in terms of connecting the items in a simple sentence that shows the relationship between them.

• Feel free to rearrange things at any time during this phase.

• Do not expect your layout to be like that of other groups.

Layout Stage

Linking Phase

• Use lines with arrows to connect and show the relationship between connected items.

• Write a word or short phrase by each arrow to specify the relationship.

• Many arrows can originate or terminate on particularly important concepts.

Revising Stage

• Carefully examine the draft concept map.

• Rearrange sections to emphasize organization and appearance.

• Remove or combine items to simplify.

• Consider adding color or different fonts.

• Discuss any aspects where opinions differ

Finalizing the Concept Map

• After your group has agreed on an arrangement of items that coveys your understanding, convert the concept map into a permanent form that others can view and discuss.

• Be creative in a constructive way through the use of colors, fonts, shapes.

BLOOD

Plasma

ClottingFactors

Fibrinogen

Colored Compound

AbsorptionSpectra

Spectroscope

Red Blood Cells

O2

Oxyhemoglobin(Scarlet Cruorine)

Deoxyhemoglobin(Purple Cruorine)

ArterialBlood

VenousBlood

BrownHematin

Heme

AnionicHematin

ProteinPrecipitate

OXYGENATION AND DEOXYGENATION

BLOOD TRANSPORTOF OXYGEN

HEMATIN FORMATION AND SEPARATION

OXIDATION ANDREDUCTION REACTIONS

CELLULAR RESPIRATION

CHEMISTRY

BIOLOGY

H2CO3

H2O

ReducingAgents

OxidizedProducts

Acid Ether

AqueousBase

Reduced Carbon(Food)

CarbonDioxide

SnII

FeII FeIII

ColorlessProduct

Tartaric Acid

Indigo

SnIV

WaterOxygen

Oxygen

Oxygen

irreversible

slow

fast

Stabilized by2H+

Spontaneously reactswith oxygen forming

Heat, Acid, Ethanoldecomposition to form

Reversible dissociation

Mim

ics

Mim

ics

In lungs

In tissues

In tissues

Lyse in waterto release

Contains

Contains

Has adistinctive

Observablewith a

Whichincludes

Suchas

Is a

Is a

Is a

Soluble in

Soluble inConcept map illustrating the relationships among significant words and ideas in Stokes’ 1864 article.

Fresh Horse Blood

Coagulate (Clot) Defibrinated Blood

Serum

Clotting Factors

Other Proteins

Impurities

HypotonicSolution

Red Blood Cellsa.k.a. Erythrocytesor Corpuscles

Plasma

CrystalsSolubility

HemoglobinSettling

DecompositionSlow

Red Cell Ghostsa.k.a. Stroma 20% ethanol

at 0ºC

Concept Map for Zinoffsky’s Purification of Horse Hemoglobin

Separated

will generating

consists of consists ofdepleted ofcontains

suspended insuspended in

by

fromcontainsmany

mai

nly

can be

risking

which iscontains primarily

lyse in

and leaving

releasing

can form

based ondiff. in

inin

recrystallized to

and

by removing

between

Purity

due to

Mother Liquor

stay in

Constant Composition

judged by compared to

and and

Evaluating Concept Maps

Accuracy and Thoroughness. Are the concepts and relationships correct? Are important concepts missing? Are misconceptions apparent?

Organization. Is the concept map laid out in a way that higher order relationships are apparent and easy to follow? Does it have a title?

Appearance. Is the assignment done with care showing attention to details such as spelling and penmanship? Is it neat and orderly or is it chaotic and messy?

Creativity. Are there unusual elements that aid communication or stimulate interest without being distracting?