It's been a few days since my summer break began. I have had a few days to decompress, relax, and think about my next post. I have been planning to write about concept mapping since the end of our first semester. I first recognized the effects of concept mapping in the classroom when I read Shannon Bowen's blog post last December.
Organic chemistry was when I fell in love with chemistry. Also known as Chem 210 at the University of Michigan, it was the first time I actually started to connect what was going on at the nanoscopic level to the macroscopic world. Since then, I’ve been hooked.
We’ve all seen and use the so-called Aufbau Diagram. It is a mnemonic used to remember the order of “filling” of atomic orbitals during the construction of the ground state electron configurations of the elements. The presentation of this diagram is largely disconnected from any physical meaning. Here’s what we tell our students: “Memorize the diagram, learn to use it, and you’re guaranteed to get the right answer.”
A complete understanding of why each element has a particular electronic configurations is a very complex subject. Even so, some confusion regarding the electronic configurations of the elements may be alleviated by looking at the physical properties of the electronic orbitals.
A raspberry pi is the one of the world's cheapest computers. It is a $35 computer that runs off of an eight gig SD card. Anyone can program it with Python (a relatively simple coding lanquage) and it can do small things.
Previously I wrote about taking part in a district-wide high school blended learning pilot. You can read about it here. I received my Chromebook cart near the end of February/beginning of March. A little late but just in time for the periodicity unit I was planning as a blended unit. The following is a breakdown of how I designed the unit.
In my high school chemistry class, a unit we cover is that of atomic structure. In particular, given an elements symbol, mass number, atomic number, and charge, the objective would be for the student to determine the atoms number of protons, neutrons, and electrons. I have several apps/program suggestions that can be useful for this purpose.
The new IB curriculum includes compound identification using NMR, IR and Mass spectroscopy. My current high school lab does not have any of these available. And that's no surprise, given the cost of these machines is far out of our budget. And while some of you may be lucky enough to have a connection to a local university or college, for the rest of us what are the options when it comes to teaching spectroscopy?
Last year, I researched and practiced what I thought to be "flipping the classroom". But, now that I am taking part in a district-wide "High School Blended Learning Pilot", I can say that I was attempting blended learning early in my teaching career. You see, the flipped classroom is really a small subtype of blended learning. So, the goal of this post is to define blended learning and share what my professional development has in store for me during this academic year.
What am I doing to help kids achieve?