Transcript How to construct a Concept Map.

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:
laptop
Linking Phrase
Nodes
(terms or concepts)
needs a
Linking lines
(usually with a unidirectional arrow)
charge
Linking Phrase
Linking phrases
Propositions
Linking Phrase
Linking Phrase
Linking Phrase
Linking Phrase
Short Assignment
Arrange the following three terms
and connect them with arrows and
linking phrases
Bacteria
Pneumonia
Antibiotics
A Mini Concept Map
Caused by
Pneumonia
Bacteria
Antibiotics
Variations on a Theme
Pneumonia
Caused by
Antibiotics
Bacteria
Bacteria
Antibiotics
Can cause
Pneumonia
Can cause
Bacteria
By reversing the arrows,
changing the linking words,
and adding color, the focus
and emphasis changes.
Pneumonia
Antibiotics
Concept Map Showing Key Concepts in Concept Mapping
CONCEPT MAPS
WORDS
Can
be
LINKING
WORDS
CONCEPT
LABELS
SYMBOLS
for
CONTEXT
DEPENDENT
To form
CONCEPTS
from
PROPOSITIONS
Are stored in
form
PERCEIVED
REGULARITIES
is
HIERARCHY
RELATIONSHIPS
MOST
GENERAL
COGNITIVE
STRUCTURE
are
MOST
IMPORTANT
to
are
in
EVENTS
e.g.
RAINING
EXPLOSION
PHOTOSYNTHESIS
in
OBJECTS
KNOWLEDGE
CLAIMS
Achieved by
are
LEARNING
e.g.
DOG
LEAF
WOMAN
MOST
SPECIFIC
Can be
ROTE
are
MEANFUL
Perception is
Adapted from: Joseph Novak (1991) Clarify with Concept Maps, The Science Teacher 58(7), 45-49.
LEAST
IMPORTANT
Where does Concept Mapping Fit Into PBL?
depends on
Individual
Accountability
Problem-Based
Learning
working on
reflected in
expected by
has
tied to
Grades
Faculty
Students
Society
Learning Goals
Content
Objectives
based on
Examinations
reflected in
Peer Evaluation
that address
and minimize
Academic
Dishonesty
Revision
informed by
Cooperative
Learning Groups
uses
Writing
Assignments
Group
Accountability
that are
including
Process
Skills
achieved with
Group
Assignments
should limit
Divide and Conquer
Strategies
Problems
such
as
Concept
Mapping
Real World
Open-ended
Complex
to promote
Individual
Learning
such as
Term Papers
PBL Problems
Case Studies
Peer Feedback
Scholarly Synthesis
Organization
Disciplinary Rhetoric
Student Voice
Library & Internet Resources
Leadership
Communication
Conflict Management
Sharing Information
Accepting Information
Peer Evaluation
Stages in the Construction
of 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.
Contains
BLOOD
Contains
Plasma
Which
includes
Clotting
Factors
Red Blood Cells
BLOOD TRANSPORT
OF OXYGEN
CHEMISTRY
Lyse in water
to release
Oxygen
In lungs
OXYGENATION AND DEOXYGENATION
Oxyhemoglobin
(Scarlet Cruorine)
Arterial
Blood
Deoxyhemoglobin
(Purple Cruorine)
Venous
Blood
In tissues
Reversible dissociation
Oxygen
Such
as
H2CO3
Fibrinogen
Has a
distinctive
Absorption
Spectra
Observable
with a
Spectroscope
Protein
Precipitate
Heme
Spontaneously reacts
with oxygen forming
Brown
Hematin
Soluble in
Reducing
Agents
H2O
irreversible
slow
SnII
Acid
Ether
fast
FeII
Oxidized
Products
SnIV
Reduced
Carbon
(Food)
Carbon
Dioxide
CELLULAR RESPIRATION
BIOLOGY
FeIII
Stabilized by
2H+
Anionic
Hematin
In tissues
O2
Heat, Acid, Ethanol
decomposition to form
Colored Compound
Water
Soluble in
Aqueous
Base
Tartaric Acid
Indigo
HEMATIN FORMATION
AND SEPARATION
Colorless
Product
OXIDATION AND Oxygen
REDUCTION REACTIONS
Concept map
illustrating the
relationships
among significant
words and ideas in
Stokes’ 1864 article.
Concept Map for Zinoffsky’s Purification of Horse Hemoglobin
generating
will
Fresh
Horse Blood
Coagulate (Clot)
Defibrinated
Blood
due to
Clotting Factors
consists of
consists of
and
Plasma
and
suspended in Red Blood Cells
suspended in
a.k.a. Erythrocytes
can be
or Corpuscles
Separated
Hypotonic
Solution
releasing
Slow
and leaving
contains
many
by
contains primarily
Hemoglobin
Serum
Settling
Other
Proteins
Decomposition
can form
based on
Solubility
diff. in
Crystals
Red Cell Ghosts
a.k.a. Stroma
in
20% ethanol
at 0ºC
Impurities
by removing
Purity
stay in
Mother
Liquor
compared to
Constant Composition
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?