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
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: Waring, Cynthia (Cwaring@phoenix.k12.ny.us)
Date: Fri Feb 07 2003 - 10:55:46 EST

I haven't read the exact half life lab but I've done it with M&M's. Many
of my students went home a little more radioactive after the class so I
switched to pennies.

The physics teacher and I are waiting for the entire series to be taped so
that we can start the course. It sounds interesting do far


At 06:46 PM 02/06/2003 -0500, you wrote:
>I think the sciences more easily taught as integrated courses in the lower
>grades where the students have not yet made the divisions. Then at the
>upper levels, where we can go more in depth, the students see that we can
>approach a topic from a biology standpoint and then the next year pick it
>up and look that it through the eyes of a chemist and then again in
>physics. The more angles we show, the bigger and better the perpective. I
>almost feel as though I am poaching on physics territory when we do the
>atom and nuclear but at least those not going on to physics have had some
>exposure. We teach nuclear at the end of the year when things are hectic
>with grades, finals, inventory and ordering, so last year I had the
>students do a project in groups of four. I gave them the topics to be
>covered with a fairly heafty rubric and lots of sites that they could draw
>from. It was a lot of work ahead of time but we all enjoyed the end
>product. The finale was that they each had to write a paper for or against
>the nuclear power expansion in light of what they had learned.
>PS I liked the M&M activity but I would not be able to keep up with "lost"
>M&M's! One of our previous teachers did a similar activity to teach half
>lives using sugar cubes with one side (I think) colored with food color.
>He said that the data gave a very good exponential curve.


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