From: Maria Lester (alester@chesterfield.k12.va.us)
Date: Mon Mar 10 2003 - 16:12:29 EST
MessageThanks Tina!
More things to consdier. I think you are right about doing math with no
application.
-----Original Message-----
From: channel-talkchemistry-admin@learner.org
[mailto:channel-talkchemistry-admin@learner.org]On Behalf Of
tfalcone@comcast.net
Sent: Thursday, March 06, 2003 7:04 PM
To: channel-talkchemistry@learner.org
Subject: Re: [Channel-talkchemistry] Chemistry of life
Never :))) I actually work that in.For example, kids understand what we
mean when we do a percent composition lab and they get big errors because we
are using a tenth of gram scale. We also talk about the same problem and
significance in our first density lab (counterfeiting pennies) and discuss
why it' s better when you use more pennies. The other math stuff gets worked
in when we do moles and stoich and gas laws. I do not think it helps to do a
two week session on conversions or dimensional analysis without context to
tie it to. Tina
----- Original Message -----
From: Maria Lester
To: channel-talkchemistry@learner.org
Sent: Thursday, March 06, 2003 1:44 PM
Subject: RE: [Channel-talkchemistry] Chemistry of life
Tina,
When do you do signicant figures and the "math section"?
Maria
-----Original Message-----
From: channel-talkchemistry-admin@learner.org
[mailto:channel-talkchemistry-admin@learner.org]On Behalf Of
tfalcone@comcast.net
Sent: Wednesday, March 05, 2003 6:01 PM
To: channel-talkchemistry@learner.org
Subject: Re: [Channel-talkchemistry] Chemistry of life
We have one common topic sequence at my school:
1. inital safety /equipment stuff (a couple of days)
2. atoms and nuclear chemistry
3. periodic tables/electrons/
4. bonding/molecules/formulas
5. stoichiometry/moles
6. gases
7. liquids and solids/solutions/acid/base
8. organic
9. biochem
Tina
Seems to work well for us, we usually get through number five by
semester.
----- Original Message -----
From: Kathryn Aday
To: 'channel-talkchemistry@learner.org'
Sent: Tuesday, March 04, 2003 8:52 AM
Subject: RE: [Channel-talkchemistry] Chemistry of life
I too am interested in a topic sequence. I have been teaching
chemistry for many years. I have tried many different sequences. The other
chemistry at my school has a different philosophy from me and we seem to be
at odds over this. Input from everyone would really be appreciated.
Thank you.
Kathryn
-----Original Message-----
From: Jeff Bulgrin [mailto:jbulgrin@stvm.com]
Sent: Monday, March 03, 2003 3:22 PM
To: channel-talkchemistry@learner.org
Subject: Re: [Channel-talkchemistry] Chemistry of life
You mentioned that you don't start off the year with moles. What
IS your sequence of topics? I'm a first-time chem teacher (also teaching
bio & physics too) and I dislike starting off with lots of math, but I
haven't thought of a better way to do it. Any suggestions?
----- Original Message -----
From: Fiona Rae
To: channel-talkchemistry@learner.org
Sent: Saturday, March 01, 2003 12:42 PM
Subject: [Channel-talkchemistry] Chemistry of life
First a comment on the effective classroom strategies. I
certainly need to keep hearing these and see what I can improve on, and what
is slipping. I started "math buddies" this year when a started moles.
Happily we don't teach moles at the beginning of the year and so the
students are comfortable with the class environment by the time we hit that
place in the curriculum. I have found that the weaker students will be
pulled up by a having a math buddy to check homework answers or hearing a
different explanation in kid terms while they work on problems in class. The
student also doesn't have to wait until I help three other students en route
to them. So far I like what is happening in class. I definitely have fewer
kids in crisis mode right now!
On to the video. I don't have the bio background to draw from
for the Chem of Life so will have to do some reading. However even the
cereal demo showing the iron at the beginning of the year would be a great
way to start them talking about everyday chemistry. "Look at what you are
eating!" The reference to drugs affecting the body's equilibrium, and in
acids and bases, with poisoning, how diluting is not enough, are both very
interesting as teenagers are well aware of both (peers, and babysitting). I
have tried the reb cabbage indicators and found it to be great. (The
blackberries and blueberries may be too tempting a snack for some though.)
Just as I start reactions and how chemists are always looking
for ractions to make new or better products I need to bring in that idea of
the very best selective reactions having no byproducts. Perhaps if I send
the students away to mull over the question of what makes the best
reaction...?
I think that if I could get a quick synopsis of what the
students do in bio I would have been better prepared for this video. It's
all in the connections they make.
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