From: MARTINA FALCONER (tfalcone@comcast.net)
Date: Thu Jan 23 2003 - 19:37:26 EST
Fiona - wow ! do our classrooms sound alike! I am encouraged to find
that maybe what I am doing is the right thing! Tina
----- Original Message -----
From: Fiona Rae <FRae@hopkinton.k12.ma.us>
Date: Thursday, January 23, 2003 2:41 pm
Subject: RE: [Channel-talkchemistry] workshop 1 ideas
> Our students come to Chemistry after half a year of physical
> science in ninth grade so rather than repeating the instruction,
> the students do a research project on the Development of the Atom.
> I provide a rubric that covers the models and apparatus used by
> Democrtius, Dalton, Thomson, and Rutherford. For the project the
> students can choose to present in various ways. I now have great
> models of the Crookes' tube and the Gold Foil Expt. from students
> that help our visual learners with visualizing the set-up. Models
> of the atom at various stages of development are also great fro
> teh students to see.
> I also do an element project with the students where physical and
> chemical properties are researched as well as electron
> configuration, which help reinforce what I am teaching at the
> time. I assigned the project by letting students pick from a stack
> of periodic table hot cups that have one of the symbols
> highlighted. That way the students pick randomly and no two
> students have the same element. The students are funny about
> taking ownership of their elements when later in the year we look
> the a certain student as the "expert" if a question ever arises
> about their element. At the end of the unit the students have a
> puzzle to complete by fitting physical and chemical properties of
> "unknown elements" together.
> I was happy to see the marble board in action as a demo. We bought
> one a couple of years ago and I have not used it since I could
> not work out how to show the orbitals. However I liked the idea of
> the two boards side by side to show electron transfer. I have
> never played the rummy with cards but play element bingo and ion
> bingo (for prizes) to help the students learn their element facts
> and ion changes and formulas.
> I'm afraid the balloons did not do anything for me because, as the
> teacher said in the video, the central atoms around the electron
> clouds are not there. Pity, because the shapes are great. Can
> anyone out there help me to make the concept workable since they
> are great visual apart from that problem?
> As to the pre workshop, liked the chicken mesh representing the
> layers of graphite. I may use that next year. We have a paper
> model of the C 60 that the students color and put together while
> they watch the Buckyball video. These hang from the ceiling of the
> classroom all year! Again hands on and ownership seem to help get
> the student invested.
>
> -----Original Message-----
> From: Niffenegger, Tammie [Tammie.Niffenegger@pwssd.k12.wi.us]
> Sent: Thursday, January 23, 2003 11:31 AM
> To: 'channel-talkchemistry@learner.org'
> Subject: RE: [Channel-talkchemistry] workshop 1 ideas
>
>
> I also have the students make a timeline of their own, but we do
> not make a
> class timeline. Who does what part? I am interested.
>
> Also I have them each research an element and make square for a
> huge class
> periodic table that includes who discovered, when, what does it
> looks like,
> and what does it do? I am interested in the advertising though.
> Thatsounds fun!!
>
> I have never played the rummy game with the cards. In your
> opinion, does
> this really help with the students understanding? Curious.
>
> I have never had the students put together a table like Mendeleev
> either. I
> run out of time in the year as it is and feel I do not have time.
> I am
> wrong for doing this?
>
> thanks for your input.
>
> Tammie
> Port Washington, WI
>
> -----Original Message-----
> From: MARTINA FALCONER [tfalcone@comcast.net]
> Sent: Wednesday, January 22, 2003 8:09 PM
> To: channel-talkchemistry@learner.org
> Subject: [Channel-talkchemistry] workshop 1 ideas
>
>
>
> After watching the first videos I thought about some ways my
> department does similar things that work for us in chemistry:
>
> 1. To introduce the atom we do a research project where each kid
> researches someone involved in developing the model of the atom (
> from
> a Woodrow Wilson Workshop), we also have made models of some of
> the
> most important experiments, like the Rutherford gold foil
> experiment,
> that are hands-on for students to use. The research gets put
> together
> into a class timeline and from that we build the concepts of the
> modern atom.
>
> 2. On the periodic table we also research. Each students get one
> element to adopt and must design an advertising campaign for that
> element. On the research sheet they have to find various
> properties
> and industrial uses. We assign elements 1-36. Once we have all the
> advertising presented, we have the class form a living periodic
> table
> and then we start having them read out certain properties to see
> if
> they can perdict the trends. Works great! I also have this
> learning
> game that uses playing cards to show how Mendeleev predicted
> missing
> elements. If you are interested I can look up the name.
>
> 3. The wooden marble board works great on valence electrons and so
> forth. I also have a formula rummy, but my rummy cards have
> corners -
> two if the charge is +2, three if the charge is +3, while the
> negative
> charges are indented. Molecules then "fit" together and students
> can
> write formulas from that.After a while they no longer need the
> rummy
> cards.
>
> 4. I also use the ballons and think they work best, but I aslo
> have
> snap on ropes tied to a central ring and have students play
> terminal
> atoms and try to maneuver themselves as far away from each other
> as
> possible - fun!
>
> Tina
>
>
>
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