It was the empty terrible feeling in the pit of my stomach at 9:30 at night that really bothered me as I am wading through the stack of papers that I was grading. I had the students do experiments, worksheets, I lectured and there was homework. Some of the students could “do” what I thought was science. They could calculate the answer. They could balance the equation.
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Like most chemistry teachers, one of the first things I go over in the beginning of the year is unit conversions. Students come into my class with all sorts of prior knowledge concerning unit conversions; some good, some bad and some downright ugly.
With the Olympics just finishing up, I was excited to see the following link posted on twitter entitled: Significant Digits and Pool Tolerances are Why There are So Many Ties in Swimming. You see in my attempt to connect chemistry content to a real world application, I had used a scenario in an old YouTube video I had created
During my 2nd week into summer “vacation” I met with nine other secondary science teachers from my district. We set forth on a week-long curriculum design journey that involved the new Michigan Science Standards (basically NGSS).
I always feel a need to start the year off with an activity that ties in observations and conclusions but I also know that most students have had that in science classes since the early grades. Is there a way to revisit an old topic with a new or more challenging bent?
This exercise is intended as an ice-breaker for a first or second class meeting. It also serves as an introduction to physical & chemical properties and application of the macro/micro/symbolic representations of chemical phenomena. Finally, it also provides a framework to mention many of the topics to be covered in a general chem first semester course.
Just this week I'm reviewing equilibrium with my IB Chemistry seniors after they finished some summer study on the topic. One of our classes was spent manipulating a classic equilibrium involving copper ions and a copper-chloride complex ion.
Approximately 45-60 minutes is usually enough time to complete all six test tubes, and to answer most of the questions and have some discussion about the results.
The first day of school for me has always been daunting for my new students (in AP chemistry, where I know the kids, it’s so much easier). I want my students to know the following: -Who is this tiny person who looks like a teenager (that’d be ME, folks)? Where did she come from and why is she teaching us? -What does chemistry look like?
I had a tough week. I had a front row seat in which I witnessed someone almost lose their life. I also almost accidently deleted both of my class websites just days before the kids walk in as we are starting a one to one lap top program. Here is the amazing part to all this...I get something that we all get as teachers every year...a second chance.
This summer I had the opportunity to attend my first Biennial Conference on Chemical Education (BCCE) in Greeley, Colorado. When I first expressed interest in this conference more than one fellow high school educator told me some version of, “Don’t bother with that. It’s a bunch of stuff for college professors, it won’t be of use to you.” Nothing could have been further from the truth. Yes, much of the programming is directed at a higher-education audience, but many of the workshops and symposia have something to offer for precollege educators and there is a very vibrant and continually growing strand of high-school specific programing.