According to Grossman and Loeb (2010),“the variation in teacher preparation pathways can propel understanding of how best to prepare teachers.” (p.22). Using this premise, I was able to synthesize the different pathways of actual teaching deliveries by the teachers who are teaching chemistry topics for engineering programs.

 I was doing my dissertation and one of the problems required me to observe engineering classes on general chemistry select topics. The classes that were observed were those of the topics the students found to be difficult in the previous departmental examinations (term examinations) for engineering general chemistry course. These topics include atomic structure and periodic table, chemical equation and reactions, stoichiometry, thermochemistry, chemical nomenclature and gas laws. Item analysis on the previous departmental examination results was used to identify these topics.

 In the process of classroom observations, I found commonality on the teachers steps and pathways in teaching so as their differences in routes as they cycle to the steps and pathways. I was then able to synthesize a new model of classroom teaching which I call the “Five-Step, Five-Cycle Teaching Model”

 There are five (5) steps in this model namely, Lecture/Discussion, Student activity, Presentation, Feedback and Assignment. There are also five (5) cycles the model proposes. Cycle 1 cycles around four steps: Lecture/discussion, Students’ activity, Presentation, and Feedback. Cycle 2 revolves around three (3) steps; Assignment, Presentation, and Feedback. Cycle 3 revolves around four (4) steps: Feedback, Lecture/discussion,assignment and Presentation. Cycle 4 revolves around three (3) steps: feedback, students’ activity, presentation. Cycle 5 revolves around; Assignment,lecture/discussion, students’ activity,presentation, feedback. In this model, the teacher can start at any step and goes through any of the cycles. The teacher may shift from one cycle to another as the need arises.

 The advantage of this model is that it allows the teacher to prepare topics of long coverage that require two or more class sessions. The model was designed to be student-centered so that it proposes the incorporation of the learning style model of Felder and Silverman's (1988). This model is also a major part of FIER ( Formulation, Implementation, Evaluation, and Review/Revision), pronounced as "fire", a proposed instructional design for engineering general chemistry course (Tabinas, 2012)

 My next article will dwell on this model and FIER in more detail. For now, this article answers the question: how to teach inorganic nomenclature to non-chemistry major such as engineering students  in application to the five-step, five-cycle teaching model?

 Below is a sample teaching plan designed for naming and writing simple inorganic chemical formulas in application to the “5-Step, 5-Cycle Teaching Model’.

 The teaching plan has the following components: Preparation Stage, Topic, Dates of Use, Objectives,Time Frame, Material, Teaching Delivery ( using the 5-Step, 5-Cycle Teaching Model), Summative Assessment, and References/Textbook.

Here is the teaching plan:

PREPARATION:

TOPIC: Naming and Writing Chemical Formulas of Simple Inorganic Bases, Oxides, Acids, and Salts (BOAS)

DATES OF USE: e.g.  MWF, June 25, 27, &29,2012 (one hour per meeting/session or TTh; June 26&28, 2012 (one and a half per meeting/session)

OBJECTIVES

 Through varied teaching strategies and activities, the students are expected to be able to do the following correctly:

 1. name the chemical formulas of simple inorganic compounds;

 2. write the chemical formulas of simple inorganic compounds; 

 3. demonstrate the use of IUPAC rules in naming and writing simple inorganic acids, bases, salts and oxides; and 

 4. differentiate acids, bases, salts and oxides on the basis of their chemical formulas.

TIME FRAME: 2 to 3 hours ( 2 meetings TTH class, 3 meetings MWF class)

MATERIALS: transparency acetates,charts, or powerpoint slides; dilute solutions of BOAS

TEACHING DELIVERY

 CYCLE ONE from “Lecture/discussion with intro” to “Assignment”

Step 1 LECTURE/DISCUSSION

1. Introduction

1. For a memory test next meeting ,ask the students to memorize the anions with their correct symbolsand practice on their own by writing down what they have memorized(active/sensing)

CYCLE TWO From “Assignment” to“Presentation” and on

Step 3 PRESENTATION

Give the students a memory test on anions. Mention the name of the ion, let the student write both the correct spelling of the name and the correct symbol of the anion mentioned for one point. (active/sensing)

Ask the students to exchange their assignments and let them check the papers. Let the students encircle the wrong answer and write the correct one.(sensing/active/reflective)

Call a student to write the formulas and names of the acids for anions with suffix –ide.(active/sensing/reflective)

Call another student for the acids of anions with suffix –ite

Call another student for the acids ofanions with suffix –ate.

Step 4 FEEDBACK

Ask the class to comment on the answer.(reflective/intuititve/global)

Show again the flowchart in naming and writing the formula of acids to remind the students on the rules in naming acids. (visual/sensing/reflective/intuitive/sequential/global)

Ask students for questions (reflective)

 CYCLE THREE (From Feedback to Lecture/Discussion)

Step 1 LECTURE/DISCUSSION

A, Introduction

Ask the students the question: What if the formula do not start with H?

Introduce some common bases, oxides,and salts with their uses. Show pictures. (reflective/visual)

B. Lecture Proper

Write formulas of salts,oxides, and bases and point out how they differ from each other.(verbal)

 Let the students go to pages 19&20 of the book “Naming....”.(active)

-Point out that formula is derived and start with the cation followed with the anion ( page 19). Analogize this with a person first name and family name. (reflective/intuitive)

-As a review, point out also that the charges or the ions are neutralized and show how the subscripts are formed and why in some, there is a need for parentheses (page 20).(reflective/intuitive/global)

- Ask student to open their book“Naming...” on page 66 for Flowchart C (active)

- Show also transparency of the flow chart. (visual/verbal)

-Read and discuss the flowchart following the flow (visual/ verbal/ reflective/ 

intuitive /global/sequential)

Step 2. STUDENTS’ ACTIVIY

Activity 1

Let the students answer Practice Task No. 4 on page 25,Practice Task No. 5 on page 31and Practice Task No.7 on page 47.(sensing/ active/sequential/intuitive/global)

Go around to see to it that students are answering the tasks.

Attend to questions or needs of individual student who has concerns.(reflective)

Take note with the concerns of the students and reserve them for Step 4 Feedback.

Activity 2

Ask the students to group themselves by three and let them share each other answers. Let them discuss with their group members their answers and decide the final answers to be submitted to the teacher.(Acive/reflective/intuitive/global/sequential)

Step 3. PRESENTATION-

Call students to write answers on the board and let the students state the rules that were used to arriveto the answers.(active/reflective)

Step 4. FEEDBACK

Ask the class to comments on the answers written.(reflective/active)

Tell the class your comments on the answers and the rules applied.

Tell the students the concerns you gathered from the students’ activity.

Ask students if they have questions(reflective)

Step 5. ASSIGNMENT

Tell the students to memorize the cations found in pages 3-4. (sensing/active)

 Back to CYCLE ONE ( Lecture/Discussion to Students’ activity and so on)

Step 1 LECTURE/DISCUSSION

1. Introduction

Give a memory test on cations(active/sensing/reflective)

Show the students a periodic table and ask them whether the cations and ions are 

metals or non-metals.(visual/verbal/reflective)

Point out to the students that when a metal reacts with a non-metal they form an 

ionic compound.(intuitive/reflective)

1. Lecture Proper

Show again to the students Flowchart C and remind them that there are two types of inorganic compounds :Ionic compounds and covalent compounds.(visual/verbal/sensing/sequential)

Ask the student what system of nomenclature is appropriately used for ionic compounds and what system of nomenclature is appropriately used for covalent compounds.(reflective/intuitive/global)

Point out to the students that Greek Prefix system can be used for all types of compounds, however,following the textbook being used, “Chemistry for Engineering Students” by Brown and Holme, Greek Prefix System will be used appropriately for covalent compounds while Roman Numeral System for ionic compounds. (sensing/global)

Step 2 STUDENTS’ ACTIVITY

Activity 1

Ask the students to answer Practice Task No. 8 on page 55 (active/reflective)

Go around to see to it that students are answering the task.

 Attend to individual concerns. Take note of these concerns for Step 4 Feedback.

Activity 2

Ask the students to group by pair and let them share their answers with their partner. Give them time to discuss their answers and to decide which answers will be submitted to the teacher. (active/reflective/global)

Step 3 PRESENTATION

Ask students to write answers on the board and state the rules used for arriving the answer. (active)

Step 4 FEEDBACK

Ask students to comments on the answers on the board.(reflective/

intuitive/global)

Tell the class your comments on the answers and rules applied.(verbal)

 CYCLE 4 (From Feedback to Students’ activity, and so on)

Tell the students to prepare for a summative test next meeting. (verbal)

Tell the student to study on their own the nomenclature of hydrate.(Let them refer to Flowchart C on page 64and Step 7 on page 57. (verbal)

Tell them the coverage is all the topics discussed about naming and writing inorganic chemical formulas.(verbal)

SUMMATIVE ASSESSMENT

 -Conduct a memory test for both cations and anions. 

 -Let the students answer the post-test in pages 69-70 or let them answer a 

 summative test that you prepared that covers the objectives written in this teaching plan.

TEXTBOOK/REFERENCE

Brown&Holme (2007). Chemistry for engineering students. Singapore: Thomson Learning Asia.

Tabinas, Camilo A (2006). Naming and writing simple inorganic chemical formulas. Manila, 

Phils.: C&E Publishing Inc.

Acknowledgement:

This article is an extract from my study entitled " Students' Learning Styles and Achievement in Chem 4 Departmental Examination for Enhanced Instructional Design" in which, for this portion that I used for this article, the valuable recommendations of Dr. Fajatin, Dr. Tabasa, and Dr. Locaylocay are acknowledged.

References:

Brown&Holme (2007). Chemistry for engineering students. Singapore: Thomson LearningAsia.

Felder, R.M. * Silverman, L.K.(1988). Learning and teaching styles in engineering education.

       Engr. Education Journal78(7), 674-681(1988) Retrieved May 26,2012 from

       http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-1988.pdf

Grossman, P.&Loeb, S. (2010)Learning from multiple routes. Educational Leadership:

       67(8), 22-27.

Tabinas, Camilo A (2006). Naming and writing simple inorganic chemical formulas. Manila,

       Phils.: C&E Publishing Inc.

______________ (2012). Students’ learning styles and achievement in Chem 4 departmental  

       examination for enhanced instructional design. Unpublished Doctor of Philosopyin Education

       major in Research and Evaluation. Dissertation.University of San Carlos Cebu City,

       Philippines