LCP Evaluation Information Page

Note: Many videos use a balance analogy which has issues but we will NOT code this as a science inaccuracy.

Johnstone's Triangle Elements

Gas Law Specific Criteria

Element	Examples
Macroscopic	Visible phenomena - most common ones involve things that change color. For example, cobalt chloride equilibrium system (blue to pink) or N₂O₄ to 2NO₂ system (brown vs. colorless). This can be a video/pictures of the system or a simulation.
Symbolic	Most common is a chemical equation of the equilibrium system, but some videos show a graph of change of concentrations of reactants and products as the reaction proceeds
Particulate	This tends to be the least common element included in LCP videos. Particle representations should show reactants and products going back and forth. Particles sitting on a balance does NOT meet this criteria. It can be a static picture that shows the ratio of reactant:product particles changing due to the stress. Key idea: particle representation must be explicitly linked to the explanation or equilibrium/LCP.
Connection between levels	Videos should make explicit connections between two or more levels for this to be coded as present. For example, they could show a particle level diagram of how reactants are converted to products and then the reverse reaction and connect that to how the concentrations are changing on a concentration vs. time graph.

Core Ideas

Core Ideas Elements
Change and Stability in Chemical Systems	Energy	Particulate Nature of Matter
Change: “Stressing” an equilibrium system (changing concentrations or temperature) causes changes in relative rates of the forward and reverse reactions. Return to Stability: The system “shift to offset the stress” as the equilibrium system returns to a state where the forward and reverse reactions are equal. Must have both parts	Changing the temperature causes a shift in an equilibrium by altering the number of collisions that are “successful” in overcoming the activation energy barrier for the reaction. Due to the differences in the activation energy barriers for the forward and reverse reactions, the two processes will be differentially impacted leading to change in the relative concentrations of the reactants and products.	Stresses on the system will alter the rates of the forward and reverse reactions by changing the number of collisions and consequently the number of successful collisions (collisions with enough energy and correct orientation).

Casual Mechanistic Reasoning

How:

Collisions between molecules lead to forward and reverse reactions occurring.
Changes in concentration or temp alter the relative rate of success of collisions to lead to the forward or reverse reaction. (Level below the process of interest)

Why:

Changes in concentration alter the relative forward and reverse reaction rates by increasing number of reactant collisions which increases the number of successful collisions
Changes in temperature result in more collisions that can successfully overcome the activation energy barrier. Due to the differences in the activation energy barriers for the forward and reverse reactions, the two processes will be differentially impacted.
If rates are unequal, then the rate of one will increase and the other decrease (due to changing concentrations of reactants and products) until they become equal.

Must have both parts though can explain only concentration (bullet 1 of Why) or only temp (bullet 2 of Why)!

Scientific Practices

We expect that the most common practices will be:

Constructing explanations and engaging in argumentation from evidence.
Developing & Using Models (e.g. using a simulation to show how changing variables affects the equilibrium
system).
Analyzing and Interpreting Data (e.g. looking at specific data about equilibrium systems and explaining it).
Using Mathematical & Computational Thinking (e.g. using K & Q to explain changes in equilibrium systems)

Most Frequent Science Practices
SP 2: Developing and Using Models Instruction presents an event, observation, or phenomenon for instructor/students to explain or make a prediction about. Instruction presents a representation or asks instructor/students to construct a representation. Instruction has instructor/students explain or make a prediction about the event, observation, or phenomenon. Instruction has instructor/students provide the reasoning that links the representation to their explanation or prediction.
SP 4: Analyzing and Interpreting Data Instruction presents a scientific question, claim, or hypothesis to be investigated. Instruction provides a representation of data (table, graph, or list of observations) used to answer the question or test the claim or hypothesis. Instruction provides an analysis of the data or asks instructor/students to analyze the data. Instruction has instructor/students interpret the results or assess the validity of the conclusions in the context of the scientific question, claim, or hypothesis.
SP 5: Using Mathematics and Computational Thinking Instruction presents an event, observation, or phenomenon. Instruction has instructor/students perform a calculation or statistical test, generate a mathematical representation, or demonstrate a relationship between parameters. Instruction has instructor/students give a consequence or an interpretation in words, diagrams, symbols, or graphs of their mathematical results while demonstrating reasoning in the context of the given event, observation, or phenomenon.
SP 6: Constructing Explanations and Engaging in Argument from Evidence Instruction presents an event, observation, or phenomenon. Instruction presents or asks instructor/students to make a claim based on the given event, observation, or phenomenon. Instruction has instructor/students provide scientific principles or evidence (data or observations) to support the claim. Instruction has instructor/students provide reasoning about why the scientific principles or evidence support the claim.

Multimedia Principles

Multimedia learning as knowledge construction: The goal of multimedia presentations is not only to present information but also to provide guidance for how to process the presented information – that is, for determining what to pay attention to, how to mentally organize it, and how to relate it to prior knowledge.

We will categorize the videos using each of the following criteria (High and Low should be mutually exclusive.)

High	Low
Video almost exclusively involves meaningful and relevant images and verbal components AND images are explained for a novice learner Text on screen is minimal (ex. Only brief bullet points or keywords or definitions if text is used) Content is all relevant to the topic and learning (no music, unhelpful animations, graphics, etc.) Contains elements that meaningfully support student organizing content or identify key ideas (introductory organizer, section heading, summary, guiding questions/topic (for short, focused video only) Key Question: Could a novice learner clearly understand what they should take away from the video? Yes=high.	Large segments of video are presented just verbally and not pictorially (ex. just the instructor talking, or just written words) OR images presented are not relevant to learning or explained Contains full sentences of written text that are also narrated (e.g., several bullet points or sentences on one screen OR full sentences of text on many screens) Contains extraneous content, music, graphics, animations, background changes, sounds, or just too much stuff on the screen at one time - anything that detracts attention from core content Does not contain any elements that meaningfully help learners organize content or identify key ideas (e.g., no introductory organizer, section headings, video segments, summary, guiding question/topic (for short focused videos only)

High

Low

Video almost exclusively involves meaningful
and relevant images and verbal components
AND images are explained for a novice
learner
Text on screen is minimal (ex. Only brief
bullet points or keywords or definitions if text
is used)
Content is all relevant to the topic and learning
(no music, unhelpful animations, graphics,
etc.)
Contains elements that meaningfully support
student organizing content or identify key
ideas (introductory organizer, section heading,
summary, guiding questions/topic (for short,
focused video only) Key Question: Could a
novice learner clearly understand what they
should take away from the video? Yes=high.

Large segments of video are presented just
verbally and not pictorially (ex. just the
instructor talking, or just written words) OR
images presented are not relevant to learning
or explained
Contains full sentences of written text that are
also narrated (e.g., several bullet points or
sentences on one screen OR full sentences of
text on many screens)
Contains extraneous content, music, graphics,
animations, background changes, sounds, or
just too much stuff on the screen at one time -
anything that detracts attention from core
content
Does not contain any elements that
meaningfully help learners organize content or
identify key ideas (e.g., no introductory
organizer, section headings, video segments,
summary, guiding question/topic (for short
focused videos only)

Example High Quality Videos

Examplar Videos

These are examples of videos that were found to provide good illustrations of some or many of the framework components for this concept. Develop a deep understanding of chemistry concepts requires multiple experiences with the material and these videos may provide one such experience.

Exemplar Video 1	Exemplar Video 2
Strengths The strengths of this video lie within its representations of the topic. This is one of the few videos that represent the topic of Le Chatelier’s Principle at each the macroscopic, symbolic, and particulate levels. The video also makes solid connections across the levels. The video also engages in the science practice of Developing and Using Modles. The video also exhibits very strong organization as it provides an overview at the beginning, chapters through the video, and a summary at the end.	Strengths The strengths of this video lie within the content. This video was one of relatively few that really focused on the rates of the forward and reverse reactions and how it is changes in these that lead to changes in the equilibrium. This allowed the video to score high on both the core ideas and it provided causal mechanistic reasoning. Because there were no actual phenomena presented, the explanations did not meet the criteria for the Explanation Science Practice.
Weaknesses The weaknesses of this video lie within the content. Although the video discusses the content at a level suitable to answer questions in many general chemistry classes, the explanations provided did not actually link to the core ideas nor did they provide a level of depth for Causal Mechanistic reasoning. Although most aspects of our multimedia scored high for this video, having the instructor on screen for the full time scored low in the coherence category. Lastly, it is worth noting that the video employed the balance as an analogy, which we define to be misleading, as students often connect the idea of equality to the reactants and products rather than the rates of the forward and reverse reactions.	Weaknesses The weaknesses of this video revolved around the overall approach. The video only presented the topic at the symbolic level. Further, the approach of having a person on the screen in front of a white board meant that it scored lower on several of the multimedia criteria. Further, the video was only autocaptioned, so there was no punctuation or capitalization.

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