FACILITATOR Job Description: • Make sure group starts quickly and remains focused during the entire activity. ¾ • Takes care of time management. ¾ • Good tools/phrases to use: Assign tasks for collecting and distributing materials as needed. Assign roles like calculator or significant figure checker. “I think we have everything, are we ready to begin?” Good tools/phrases to use: Keep an eye on the clock. Keep group moving forward. Communicate with group on discussion deadlines. “I think we need to focus on _______ now in order to complete this section of the activity on time.” “We have _____ minutes before we need to be ready to discuss this section. Let’s get this done.” Make sure all voices in the group are heard. ¾ Good tools/phrases to use: Address group members by name. Ensure every group member contributes. Assign different members to read sections of activity on a rotating basis. “(Name), what do you think about . . . .?” “I would like to hear what you think, (name).” FACILITATOR Job Description: • Make sure group starts quickly and remains focused during the entire activity. ¾ • Takes care of time management. ¾ • Good tools/phrases to use: Assign tasks for collecting and distributing materials as needed. Assign roles like calculator or significant figure checker. “I think we have everything, are we ready to begin?” Good tools/phrases to use: Keep an eye on the clock. Keep group moving forward. Communicate with group on discussion deadlines. “I think we need to focus on _______ now in order to complete this section of the activity on time.” “We have _____ minutes before we need to be ready to discuss this section. Let’s get this done.” Make sure all voices in the group are heard. ¾ Good tools/phrases to use: Address group members by name. Ensure every group member contributes. Assign different members to read sections of activity on a rotating basis. “(Name), what do you think about . . . .?” “I would like to hear what you think, (name).” PERIODIC TABLE OF THE ELEMENTS PERIOD GROUP IA 1 1 1.0079 H 1 HYDROGEN 3 6.941 LITHIUM 11 3 22.990 GROUP NUMBERS IUPAC RECOMMENDATION (1985) IIA 2 4 9.0122 ATOMIC NUMBER Be Li 2 SODIUM 39.098 20 40.078 Ca POTASSIUM 37 85.468 CALCIUM 38 87.62 3 21 IIIB 4 22 44.956 Sc 88.906 Sr Y RUBIDIUM STRONTIUM YTTRIUM 55 6 132.91 56 Ba Cs CAESIUM 87 (223) 137.33 BARIUM 88 (226) Fr Ra FRANCIUM RADIUM 7 57-71 La-Lu Lanthanide Ac-Lr Actinide 6 Editor: Aditya Vardhan (adivar@nettlinx.com) PERIOD IA 1.0079 6.941 Li LITHIUM 11 22.990 NIOBIUM 73 180.95 Ta Hf HAFNIUM TANTALUM (261) 43 95.94 105 (262) (98) IRON Tc 44 101.07 Ru MOLYBDENUM TECHNETIUM RUTHENIUM 74 75 183.84 W Re 107 (266) 76 190.23 OSMIUM (264) 108 (277) Rf Db Sg Bh Hs DUBNIUM SEABORGIUM BOHRIUM HASSIUM La Ce LANTHANUM CERIUM 232.04 SODIUM 39.098 K 4 POTASSIUM 37 85.468 Pr 144.24 91 92 231.04 238.03 Th Pa U ACTINIUM THORIUM PROTACTINIUM URANIUM 9.0122 ATOMIC NUMBER Be 24.305 61 (145) 93 (237) Np MAGNESIUM 20 40.078 Ca CALCIUM 38 87.62 3 21 IIIB 4 22 44.956 Sc SCANDIUM 39 56 137.33 Ba BARIUM 88 (226) Fr Ra FRANCIUM RADIUM 88.906 TITANIUM 40 La-Lu Lanthanide ZIRCONIUM 72 Ac-Lr Actinide 178.49 Hf HAFNIUM 89-103 104 (261) VB 6 24 50.942 V IRIDIUM 109 (268) 106.42 Pd PALLADIUM 78 195.08 Pt Cu (281) 107.87 Ag SILVER 79 IIB 196.97 65.39 Zn ZINC COPPER 47 48 112.41 ALUMINIUM 31 GOLD 111 SILICON PHOSPHORUS 200.59 112 114.82 In 50 204.38 Tl 118.71 Sn INDIUM 81 TIN 82 207.2 33 74.922 OXYGEN 16 SULPHUR 34 ARSENIC 121.76 78.96 Se SELENIUM 52 127.60 ANTIMONY TELLURIUM 83 84 208.98 35.453 Cl CHLORINE 35 79.904 Br BROMINE 53 126.90 Te Sb (209) VANADIUM 41 92.906 10.811 I IODINE 85 (210) NIOBIUM 180.95 62 150.36 63 151.96 94 (244) 64 157.25 Gd EUROPIUM GADOLINIUM 95 (243) 96 (247) 65 158.93 Ta TANTALUM 105 (262) 6 7 Fe 43 (98) IRON Tc 44 101.07 Ru 183.84 TUNGSTEN (266) 75 186.21 Re RHENIUM 107 (264) 76 190.23 66 OSMIUM 108 (277) Db Sg Bh Hs DUBNIUM SEABORGIUM BOHRIUM HASSIUM Ce LANTHANUM CERIUM 232.04 KRYPTON 54 131.29 Xe XENON 86 (222) Rn LEAD BISMUTH POLONIUM ASTATINE RADON (289) AMERICIUM CURIUM 162.50 67 164.93 Ho TERBIUM DYSPROSIUM HOLMIUM 97 (247) 98 (251) 99 (252) Es Cf BERKELIUM CALIFORNIUM EINSTEINIUM 68 167.26 69 168.93 70 173.04 Er Tm Yb ERBIUM 100 (257) THULIUM 101 (258) YTTERBIUM 102 (259) Fm Md No FERMIUM MENDELEVIUM Co COBALT 45 102.91 B Rh RHODIUM 77 192.22 Ir IRIDIUM 109 (268) 26.982 58.693 Ni NICKEL 106.42 Pd PALLADIUM 78 195.08 Pt 11 29 Cu (281) 107.87 Ag SILVER 79 IIB 196.97 65.39 Zn ZINC COPPER 47 48 112.41 ALUMINIUM 31 CARBON 14 GOLD 111 (272) 69.723 LUTETIUM 103 (262) Lr NOBELIUM LAWRENCIUM 18 VIIIA 2 4.0026 PHOSPHORUS CADMIUM 200.59 MERCURY 112 In 50 204.38 Tl 118.71 Sn INDIUM 81 TIN 82 207.2 33 74.922 As ARSENIC 51 121.76 Sb 18.998 F O OXYGEN 16 32.065 S SULPHUR 34 78.96 Se SELENIUM 52 127.60 ANTIMONY TELLURIUM 84 (209) HELIUM 10 35.453 Cl CHLORINE 35 79.904 Br BROMINE 53 126.90 I IODINE 85 (210) 20.180 Ne NEON FLUORINE 17 Te 83 208.98 VIIA 18 39.948 Ar ARGON 36 83.80 Kr KRYPTON 54 131.29 Xe XENON 86 (222) Pb Bi Po At Rn LEAD BISMUTH POLONIUM ASTATINE RADON THALLIUM 114 (285) Mt Uun Uuu Uub MEITNERIUM UNUNNILIUM UNUNUNIUM 72.64 GERMANIUM 114.82 30.974 SILICON GALLIUM 49 NITROGEN 15 P 32 VIA 17 15.999 9 N Si Ge Cd 80 28.086 Ga Au Hg PLATINUM 110 IB 12 30 63.546 VA 16 14.007 8 C Al 46 174.97 Lu He IVA 15 12.011 7 IIIA 14 10.811 6 13 5 13 VIIIB 9 10 27 58.933 28 71 (289) Uuq UNUNBIUM UNUNQUADIUM Copyright © 1998-2002 EniG. (eni@ktf-split.hr) 140.91 Pr 60 144.24 61 (145) 62 150.36 231.04 63 151.96 Nd Pm Sm Eu PRASEODYMIUM NEODYMIUM PROMETHIUM SAMARIUM 91 83.80 Kr At Dy Pu Am Cm Bk Os Rf ACTINIDE 89 (227) 90 However three such elements (Th, Pa, and U) do have a characteristic terrestrial isotopic composition, and for these an atomic weight is tabulated. 95.94 55.845 RUTHERFORDIUM La ARGON 36 UNUNQUADIUM BORON VIB 7 VIIB 8 25 54.938 26 W 106 39.948 Ar Po Tb ELEMENT NAME MOLYBDENUM TECHNETIUM RUTHENIUM 74 NEON 18 Uuq UNUNBIUM B 51.996 Nb Mo 73 20.180 Ne Bi 114 RELATIVE ATOMIC MASS (1) CHROMIUM MANGANESE 42 10 FLUORINE 17 S As 51 32.065 HELIUM Pb THALLIUM (285) Mt Uun Uuu Uub MEITNERIUM UNUNNILIUM UNUNUNIUM 72.64 GERMANIUM CADMIUM 80 32 GALLIUM 49 30.974 P Ge Cd MERCURY (272) 69.723 NITROGEN 15 Si Ga Au Hg PLATINUM 110 IB 12 30 63.546 IIIA 13 5 Cr Mn LANTHANIDE 57 138.91 58 140.12 59 (1) Pure Appl. Chem., 73, No. 4, 667-683 (2001) Editor: Aditya Vardhan (adivar@nettlinx.com) 91.224 Zr 57-71 Relative atomic mass is shown with five significant figures. For elements have no stable nuclides, the value enclosed in brackets indicates the mass number of the longest-lived isotope of the element. IVB 5 23 47.867 Ti YTTRIUM (223) Ir NEPTUNIUM PLUTONIUM BORON STRONTIUM CAESIUM 192.22 NICKEL 46 11 29 GROUP NUMBERS CHEMICAL ABSTRACT SERVICE (1986) SYMBOL BERYLLIUM 12 RUBIDIUM 87 RHODIUM 77 PRASEODYMIUM NEODYMIUM PROMETHIUM SAMARIUM GROUP NUMBERS IUPAC RECOMMENDATION (1985) Y Cs Rh Ni Nd Pm Sm Eu Ac IIA 2 4 Sr 132.91 102.91 58.693 28.086 18.998 F O http://www.ktf-split.hr/periodni/en/ Rb 55 COBALT 45 CARBON 14 VIIA Copyright © 1998-2002 EniG. (eni@ktf-split.hr) 60 140.91 Na Mg 19 Co 26.982 VIA 17 15.999 9 N C Al VIIIB 9 10 27 58.933 28 Os RHENIUM TUNGSTEN 106 186.21 RUTHERFORDIUM H 3 7 178.49 Fe CHROMIUM MANGANESE 42 55.845 13 VA 16 14.007 8 PERIODIC TABLE OF THE ELEMENTS GROUP 2 92.906 ACTINIDE 89 (227) 90 7 HYDROGEN 41 VIB 7 VIIB 8 25 54.938 26 Cr Mn LANTHANIDE 57 138.91 58 140.12 59 However three such elements (Th, Pa, and U) do have a characteristic terrestrial isotopic composition, and for these an atomic weight is tabulated. 6 BORON 51.996 Nb Mo ZIRCONIUM 72 89-103 104 Relative atomic mass is shown with five significant figures. For elements have no stable nuclides, the value enclosed in brackets indicates the mass number of the longest-lived isotope of the element. 1 VANADIUM 91.224 Zr (1) Pure Appl. Chem., 73, No. 4, 667-683 (2001) 1 1 TITANIUM 40 VB 6 24 50.942 V Ti SCANDIUM 39 IVB 5 23 47.867 B ELEMENT NAME BORON Rb 5 5 RELATIVE ATOMIC MASS (1) B 24.305 MAGNESIUM K 4 3 10.811 IVA 15 12.011 7 IIIA 14 10.811 6 13 5 IIIA 13 5 SYMBOL BERYLLIUM 12 He GROUP NUMBERS CHEMICAL ABSTRACT SERVICE (1986) Na Mg 19 18 VIIIA 2 4.0026 http://www.ktf-split.hr/periodni/en/ 92 238.03 Ac Th Pa U ACTINIUM THORIUM PROTACTINIUM URANIUM 93 (237) Np 94 (244) 64 157.25 Gd EUROPIUM GADOLINIUM 95 (243) 96 (247) 65 158.93 AMERICIUM CURIUM 162.50 67 164.93 Tb Dy Ho TERBIUM DYSPROSIUM HOLMIUM 97 (247) Pu Am Cm Bk NEPTUNIUM PLUTONIUM 66 98 (251) Cf 99 (252) Es BERKELIUM CALIFORNIUM EINSTEINIUM 68 167.26 69 168.93 70 173.04 Er Tm Yb ERBIUM 100 (257) THULIUM 101 (258) YTTERBIUM 102 (259) Fm Md No FERMIUM MENDELEVIUM 71 174.97 Lu LUTETIUM 103 (262) Lr NOBELIUM LAWRENCIUM SPOKESPERSON Job Description: • Communicates group questions and clarifications with the teacher or other groups. (This is the only group member designated to do so.) ¾ • Ensures all group members have had the opportunity to respond to the question before asking outside sources. ¾ • Good tools/phrases to use: “Does anyone in our group know the answer to _______?” “Before we ask the teacher, could someone in our group clarify the answer to….” Ensures that everyone in the group agrees on what question to ask if an outside source is needed. ¾ • Good tools/phrases to use: “Our group is confused about how _____ relates to _____.” “Our group reached consensus that the answer to number _____ was ______.” Good tools/phrases to use: “Does everyone agree we need to find out . . . ?” Presents conclusions of the group to the class, as requested. ¾ Good tools/phrases to use: “The reasoning we used to answer number ______ was . . .” SPOKESPERSON Job Description: • Communicates group questions and clarifications with the teacher or other groups. (This is the only group member designated to do so.) ¾ • Ensures all group members have had the opportunity to respond to the question before asking outside sources. ¾ • Good tools/phrases to use: “Does anyone in our group know the answer to _______?” “Before we ask the teacher, could someone in our group clarify the answer to….” Ensures that everyone in the group agrees on what question to ask if an outside source is needed. ¾ • Good tools/phrases to use: “Our group is confused about how _____ relates to _____.” “Our group reached consensus that the answer to number _____ was ______.” Good tools/phrases to use: “Does everyone agree we need to find out . . . ?” Presents conclusions of the group to the class, as requested. ¾ Good tools/phrases to use: “The reasoning we used to answer number ______ was . . .” Quality Indicators for POGIL Roles Facilitator ¾ The group begins promptly. ¾ The group stays on task, progressing through the activity in a timely fashion. ¾ All members of the group are participating. Spokesperson ¾ Seeks group input before consulting teacher or other groups. ¾ All group members feel satisfied that their issues have been addressed. ¾ Articulates questions and responses well. Quality Control ¾ Any individual sample collected should accurately demonstrate the groups’ understanding. ¾ Regularly checks that group members’ answers are consistent (not necessarily identical). ¾ Encourages individuals to make sure answers are thorough (i.e. showing work). Process Analyst ¾ Analyst reports to group regarding group performance at least one time during the activity as well as at the end. ¾ Analyst provides insightful and positive feedback on how the group is working. ¾ Analyst completes the process questions report form if directed. Quality Indicators for POGIL Roles Facilitator ¾ The group begins promptly. ¾ The group stays on task, progressing through the activity in a timely fashion. ¾ All members of the group are participating. Spokesperson ¾ Seeks group input before consulting teacher or other groups. ¾ All group members feel satisfied that their issues have been addressed. ¾ Articulates questions and responses well. Quality Control ¾ Any individual sample collected should accurately demonstrate the groups’ understanding. ¾ Regularly checks that group members’ answers are consistent (not necessarily identical). ¾ Encourages individuals to make sure answers are thorough (i.e. showing work). Process Analyst ¾ Analyst reports to group regarding group performance at least one time during the activity as well as at the end. ¾ Analyst provides insightful and positive feedback on how the group is working. ¾ Analyst completes the process questions report form if directed. QUALITY CONTROL Job Description: • Guides consensus-building process; group must agree on responses to questions. ¾ • Verifies that ALL individual responses are: 1) consistent on paper, 2) reflect the group’s consensus, and 3) are high quality. ¾ • Good tools/phrases to use: “Would you all agree that _____ is an acceptable answer for question number _____?” “Could you please rephrase what you just said?” “Is your response/answer completely supported by your explanation/calculations?” “Would that response make sense to someone from another group?” Good tools/phrases to use: Look at responses from individual papers (sampling!). Have all group members shown work on quantitative problems? Do all group members’ responses have complete thoughts or explanations? Ensures that accurate revisions happen after class discussions. ¾ Good tools/phrases to use: Can all group members respond correctly to a question about what you learned? “(Name) when you read (name’s) answer, do you see any differences?” QUALITY CONTROL Job Description: • Guides consensus-building process; group must agree on responses to questions. ¾ • Verifies that ALL individual responses are: 1) consistent on paper, 2) reflect the group’s consensus, and 3) are high quality. ¾ • Good tools/phrases to use: “Would you all agree that _____ is an acceptable answer for question number _____?” “Could you please rephrase what you just said?” “Is your response/answer completely supported by your explanation/calculations?” “Would that response make sense to someone from another group?” Good tools/phrases to use: Look at responses from individual papers (sampling!). Have all group members shown work on quantitative problems? Do all group members’ responses have complete thoughts or explanations? Ensures that accurate revisions happen after class discussions. ¾ Good tools/phrases to use: Can all group members respond correctly to a question about what you learned? “(Name) when you read (name’s) answer, do you see any differences?” Process Skills Personal Skills • Judging own progress in learning (i.e. Concepts, techniques and skills) • Accepting peer review Management • Managing time • Utilizing resources effectively – both people and materials Critical Thinking • Visualizing • Building analogies • Identifying similarities / differences • Summarizing • Defining rules • Drawing conclusions Information Processing • Observing / recognizing • Listening • Predicting • Reading • Interpreting graphs / models Communication • Articulating an idea o Expresses concepts, definitions and explanations in grammatically correct sentences o Verbally expresses ideas to group members during activity • Defining purpose • Rephrasing o Develop concept in own words • Writing with technical detail o Express concepts, definitions, and explanations using scientifically correct language. • Contributions to group discussion Problem Solving • Persisting / taking risks • Identifying key issues • Identifying assumptions • Applying prior knowledge • Understanding context Teamwork • Respecting everyone’s opinions • Forming shared understanding • Compromising/Cooperating • Building consensus • Sharing ideas • Including all group members Process Skills Personal Skills • Judging own progress in learning (i.e. Concepts, techniques and skills) • Accepting peer review Critical Thinking • Visualizing • Building analogies • Identifying similarities / differences • Summarizing • Defining rules • Drawing conclusions Communication • Articulating an idea o Expresses concepts, definitions and explanations in grammatically correct sentences o Verbally expresses ideas to group members during activity • Defining purpose • Rephrasing o Develop concept in own words • Writing with technical detail o Express concepts, definitions, and explanations using scientifically correct language. • Contributions to group discussion Management • Managing time • Utilizing resources effectively – both people and materials Information Processing • Observing / recognizing • Listening • Predicting • Reading • Interpreting graphs / models Problem Solving • Persisting / taking risks • Identifying key issues • Identifying assumptions • Applying prior knowledge • Understanding context Teamwork • Respecting everyone’s opinions • Forming shared understanding • Compromising/Cooperating • Building consensus • Sharing ideas • Including all group members PROCESS ANALYST Job Description: • Observes group dynamics and behavior with respect to the learning process, using report format. ¾ • Reports to the group periodically during the activity on how the group performs. ¾ • Good tools/phrases to use: Is everyone in the group participating? Are group members listening carefully to each other? Are group members being patient and respectful of each other? Fill out the report form that may be collected for the activity. Good tools/phrases to use: “Let’s stop for a minute. I have a couple comments on what we are doing well and a suggestion on how we could be more productive.” “Let’s wait for (name) to catch up before we move on.” Be ready to report to the entire class about how well the group is operating. PROCESS ANALYST Job Description: • Observes group dynamics and behavior with respect to the learning process, using report format. ¾ • Reports to the group periodically during the activity on how the group performs. ¾ • Good tools/phrases to use: Is everyone in the group participating? Are group members listening carefully to each other? Are group members being patient and respectful of each other? Fill out the report form that may be collected for the activity. Good tools/phrases to use: “Let’s stop for a minute. I have a couple comments on what we are doing well and a suggestion on how we could be more productive.” “Let’s wait for (name) to catch up before we move on.” Be ready to report to the entire class about how well the group is operating. Process Analyst Report Form 1. Use of Time 100% Socializing 100% On Task 2. Which three process skills (from the list) did your group do particularly well? 3. What process skill(s) need improvement? Explain. 4. What frustrated your group most today? 5. Team Effectiveness We were NOT Effective (0%) We Rocked! (100%) Process Analyst Report Form 1. Use of Time 100% Socializing 100% On Task 2. Which three process skills (from the list) did your group do particularly well? 3. What process skill(s) need improvement? Explain. 4. What frustrated your group most today? 5. Team Effectiveness We were NOT Effective (0%) We Rocked! (100%)
