Lisa K. DeGroff
OMDE 610
Section (9040)
1
Using Constructivist Theory in High School Chemistry
High school science classes provide rich opportunities for active and problem based learning, allowing
students’ participation in their own learning and knowledge construction. In this assignment, the teacher reminds
the students of what they already know, presents them with a lab that allows them to build on that previous
knowledge, and then challenges them with a project that not only uses that knowledge, but also requires further
research to construct their best solution.
Design a Coin
The teacher first introduces the activity by asking open-ended questions, such as:

What is the purpose of a coin?

Why are coins useful?

What are some characteristics of a “good” coin?
The purpose of these questions is to engage the students in the activity, but also to show them that they already
know quite a bit about coins in general. Some students may know much more about coins, possibly due to prior
coursework or because they or someone in their family may be a collector.
One of the bits of knowledge likely to emerge in the introductory discussion is that most coins are
composed of a mixture of metals. If not, the next part of the activity will provide that knowledge. Students
determine the average weight and water displacement of U.S. pennies dated before 1982 and after 1982. From the
data collected, students calculate the density of the two types of penny. These calculations lead to an investigation
of the composition of the pennies. Online research may be necessary to determine the metals used, but students
should eventually calculate the proportions of copper and zinc. From these findings, students hypothesize and
research the reasons for the composition. This activity is usually completed by lab partners.
Finally, the teacher challenges students to design a coin to replace one of the current U.S. coin or bill
denominations. In a previous iteration of this assignment, the teacher allowed students to design a challenge coin;
however the lesson of the monetary cost of coin production was lost. Challenge coins are a military tradition
“identifying (sic) the bearer as a member of a particular unit with a well-defined history and mission” (Challenge
Coin History, 2014, para. 2; Challenge Coin History and Rules, 1993). The project requires students to determine
the composition, source of raw materials, size and design of the coin, calculate the cost of raw materials and defend
these choices. Although designed for individual work, the project works equally well for teams of two students.
Lisa K. DeGroff
OMDE 610
Section (9040)
2
The final deliverables consist of a paper and a presentation. The paper describes the information pertinent
to the finished coin, emphasizing the reasoning behind decisions made by the student. The presentation may be
either a static display or a digital presentation covering an overview of this information and including a graphic
representation of the coin (both sides) to scale.
Technological Activity Support
The Internet provides most of the technological support for this activity for research purposes. The
Department of Defense District Schools (DoDDS) provides a variety of library databases for student research. Other
possible sources include the U.S. Mint’s website. Further, when preparing the final deliverables, students should use
graphic design software to prepare an image of their coin. Students choosing digital presentations rather than static
displays may use software such as Power Point, or online presentation services such as Prezi. If students work in
pairs on the coin design, they may choose to use an online collaboration tool that allows both partners to make
changes and communicate synchronously or asynchronously when not in school.
Constructivist Theory in the Assignment
Key to Constructivist Learning is a focus “on the role of the learner in making meaning and constructing
understanding” (Harasim, 2012, p. 68). This activity incorporates active learning, learning by doing and scaffolded
learning. Scaffolded learning begins as the class discusses what the students already know about coins, their
function and their composition. From this, students hypothesize and explore coins familiar to them (pennies). The
teacher asks questions and guides the discussion keeping it on track.
Active learning starts with the lab activity when students determine the density of pennies minted before
and after the composition change in 1982. Based on the results and research or information available in the text,
students calculate the proportional composition of the coins. The supportive scaffold is also present as the class
discusses their results and the reasons for their observations.
The coin design portion of the project incorporates active learning as students research which materials best
fit the requirements of a useful coin. The coin design process itself represents learning by doing as students consider
the issues considered in the real world. Supporting their choices in design also offers students practice in effective
argument, a skill necessary in many of life’s experiences and opportunities.
Lisa K. DeGroff
OMDE 610
Section (9040)
3
Rubric
The following rubric explains how this activity is to be graded. This is based upon the rubrics used for lab
reports and projects in the Chemistry Applications class at W.T. Sampson Middle/High School. This design allows
an instructor the latitude to weight different parts of the activity (listed on the left side of the rubric) based upon a
class’s ability or importance as judged by the teacher. The creativity facet encourages students to actually get
involved in the project, not simply “go through the motions.”
Outstanding
Above Average
Average
Below Average
Unsatisfactory
Penny density
lab report
Procedure &
calculations are
90% correct or
better. Lab report
is very neat,
ordered per go-by
and
spelling/grammar
are perfect or
nearly so.
Procedure &
calculations are
80-89% correct.
Lab report is
neat, ordered per
go-by and
spellinggrammar
are above gradelevel.
Procedure &
calculations are
70-79% correct.
Lab report is
neat, reasonably
ordered per go-by
and
spelling/grammar
are at grade-level.
Procedure &
calculations are
60-69% correct.
Lab report is not
need nor ordered
per go-by and
spelling/grammar
are slightly below
grade level.
Procedure &
calculations are
below 60%
correct. Lab
report is messy,
does not follow
go-by and
spelling/grammar
are well below
grade-level.
Coin paper
90% of the
requirements of
the paper are met
and spelling/
grammar are
perfect or nearly
so.
80-89% of the
requirements of
the paper are met
and spelling/
grammar are
above gradelevel.
70-79% of the
requirements of
the paper are met
and spelling/
grammar are at
grade level.
60-69% of the
requirements of
the paper are met
and spelling/
grammar are
slightly below
grade-level.
Below 60 % of
the requirements
of the paper are
met and spelling/
grammar are well
below gradelevel.
Coin display
90% of the
requirements of
the display are
met and spelling/
grammar are
perfect or nearly
so.
80-89% of the
requirements of
the display are
met and
spelling/grammar
are above gradelevel.
70-79% of the
requirements of
the display are
met and
spelling/grammar
are at grade level.
60-69% of the
requirements of
the display are
met and
spelling/grammar
are slightly below
grade-level.
Below 60% of
the requirements
of the display are
met and
spelling/grammar
are well below
grade-level.
Creativity in
coin design
Coin design
reflects much
thought and
effort.
Coin design
reflects more
thought and
effort.
Coin design
reflects some
thought and
effort.
Coin design
reflects little
thought or effort.
Coin design
reflects no
thought or effort.
Conclusion
This activity incorporates different activities allowing student exploration of coin composition in a number
of ways. The teacher provides scaffolding in the early steps of the activity by guiding the students through the
Lisa K. DeGroff
OMDE 610
Section (9040)
introduction and providing the structured density experiment. Students then further their knowledge through
research and eventually design a coin themselves and providing substantiation for their design decisions.
Technology supports these activities by providing a platform for Internet research and use of office and graphic
design software.
4
Lisa K. DeGroff
OMDE 610
Section (9040)
5
References
Challenge coin history. (2014). Retrieved from http://custom.nwtmint.com/news_challengecoinhistory.php
Challenge coin history and rules of the coin. (1993). Retrieved from http://www.goatlocker.org/resources/
cpo/history/cpocoin.htm
Harasim, L. (2012). Learning theory and online technologies. New York & London: Routledge.