Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Sub Image2:Macro to Micro Structures
         
 
Workshops
1) Atoms and Molecules2) Macro to Micro Structures 3) Energetics and Dynamics 4) Theory and Practice in Chemical Systems 5) Chemical Design 6) The Chemistry of Life 7) Chemistry and the Environment 8) Chemistry at the Interface
 
From: Maria Lester (alester@chesterfield.k12.va.us)
Date: Mon Mar 17 2003 - 15:07:21 EST


Thanks so much Tina!

Maria

-----Original Message-----
From: channel-talkchemistry-admin@learner.org
[mailto:channel-talkchemistry-admin@learner.org]On Behalf Of
tfalcone@comcast.net
Sent: Monday, March 10, 2003 6:01 PM
To: channel-talkchemistry@learner.org
Subject: Re: [Channel-talkchemistry] Chemistry of life

To be honest, I usually save that for year 2. I teach AP Chem also, and I
feel I can wait on those topics, as long as they have everything else. We do
talk about heat of reactions but just a little bit. Tina
----- Original Message -----
From: "Maria Lester" <alester@chesterfield.k12.va.us>
To: <channel-talkchemistry@learner.org>
Sent: Monday, March 10, 2003 2:05 PM
Subject: RE: [Channel-talkchemistry] Chemistry of life

> Tina, where do you slide in thermochemistry and equilibrium?
> Maria
>
> -----Original Message-----
> From: channel-talkchemistry-admin@learner.org
> [mailto:channel-talkchemistry-admin@learner.org]On Behalf Of Susan
> Aycock
> Sent: Thursday, March 06, 2003 10:29 AM
> To: channel-talkchemistry@learner.org
> Subject: Re: [Channel-talkchemistry] Chemistry of life
>
>
> The sequence you sent is the one that I have found works best in the years
> that I have taught chemistry and physical science. In reply to those who
do
> not like to start off with measuring and math, my kids have great fun with
> measuring projects!
> -Susan Aycock
>
> <<< tfalcone@comcast.net 3/ 5 5:27p >>>
> MessageWe 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.
> -----
>
>
>
>
> This email and any attachments thereto may contain private,
confidential,
> and privileg
>
>
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