I have not tried to access the safety information. I have not worked with
radioactive sources in my classroom, so I'm not aware of any Missouri
standards.
I agree that binding energy can be difficult to teach. I have to admit
that I usually stress how to do the mathematical calculation in AP
Chemistry. I"m guilty of not doing a good job teaching the micro/macro
connection. Unfortunately, I don't have any tips for you on binding
energy.
I predict, as the video stated, that the boys will want to see explosions
and such. The girs will probably want to see color changes and "pretty
colors". I plan to use these ideas to help them differentiate between
what they want to "see" and what I want them to actually observe and how
these connect between the micro and macro. For explosions, for example, I
can show them a combustion reaction, but then disuss what the reactants
and products are, conservation of matter, models of reactants and
products, etc. I've always taught using demonstrations, but I've never
really made a concerted effort to make sure the connection between micro
and macro is made explicitly.
Kathleen
Discussion list for REACTIONS IN CHEMISTRY
<channel-talkchemistry@learner.org> on Friday, June 30, 2006 at 7:58 AM
wrote:
>I'm working by myself, and there have been times that I would have liked
>to
>share ideas with another person or ask them questions. Like for example,
>did you try to access the safety information for working with radioactive
>substances described in video 3 (listed in the safety section of Ms.
>Berry's
>activity on p. 111). I was concerned about the use of gamma radiation
>sources in a high school lab and was curious about what the state of IL
>standards said. However, I was not able to access that web site. Could
>(any of) you?
>
>Another question I'd like to throw out there: in the pre-workshop
>preparation for workshop 3, it asked us to choose a topic about nuclear
>chemistry that we find complex to teach. I always find binding energy
>difficult to help the student conceptualize and I wondered if anyone had
>any
>nice analogies/activities/demos that might help?
>
>Also interesting thought, Kathleen, about having students tell us what
>they
>want to "see"...what kind of answers do you think you will get? Should be
>interesting!
>
>Thanks in advance!
>
>Kathy
>
>-----Original Message-----
>From: channel-talkchemistry-bounces@learner.org
>[mailto:channel-talkchemistry-bounces@learner.org] On Behalf Of Kathleen
>Shearrer
>Sent: Thursday, June 29, 2006 9:16 AM
>To: Discussion list for REACTIONS IN CHEMISTRY
>Subject: Re: [Channel-talkchemistry] any watched some of the video
>segments?
>
>Kathy,
>
>I have watched the first three segments of the videos and completed almost
>all of the homework for those three videos. So far I've found most
>interesting video number three. I picked up some ideas that I'd like to
>use in my chemistry classroom. On the first day of school I might ask the
>students what they want to "see" this year in chemistry. That question
>can then serve as a spring board to discuss seeing vs. observing
>throughout the year.
>
>Was there anything specific you'd like to discuss?
>
>Kathleen
>
>Discussion list for REACTIONS IN CHEMISTRY
><channel-talkchemistry@learner.org> on Wednesday, June 28, 2006 at 10:09
>AM wrote:
>
>
>>I was just wondering if anyone has watched any of the video segments
>>yet. I am currently watching video 4 and would like to chat with anyone
>>who has viewed the videos of completed any of the homework.
>>
>>Kathy
>>
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>
>
>
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Received on Wed Jul 5 09:26:28 2006
