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: Martha Harson (mharson@nls.k12.la.us)
Date: Fri Feb 28 2003 - 14:50:34 EST

I am taking the workshop alone in Haynesville LA. Have gotten some great
ideas. I also would be hesitant to let students eat anything prepared in
lab. Our Foods and Nutrition teacher and I work closely together. We plan
to do the cooking (chocolate chip cookies) lab together in the foods kitchen
(home economics department).

I have had students do a popcorn lab to calculate the percentage of moisture
in popcorn. We used prepackaged bags of microwave popcorn. Students
measure the mass of the bag, pop in a microwave according to direction on
the bag, and measure mass again after letting the moisture excape. We do
this in the classroom using a microwave that I bring from home.
Martha Harson
----- Original Message -----
From: "Cindy Lee Duckert" <duckert@focol.org>
To: <channel-talkchemistry@learner.org>
Sent: Friday, February 21, 2003 9:41 AM
Subject: [Channel-talkchemistry] Video 5 - kitchen chemistry and my intro

> Lisa Morine's chemistry of cooking is similar to an activity I do with
> groups. I start with the following untitled recipe I found long ago on
> the internet. (Unfortunately, I do not have its original source and I did
> correct some errors I found in it.) We talk about how all aspects of life
> have specialized vocabulary - sports, cooking, chemistry among them. Then
> we translate the following and determine its vocabulary base (they usually
> need to be led to the engineering aspect.) For me, this is both an intro
> duction to lab notebooks and technical writing as well as a way to relate
> chemistry to a more familiar part of life. I hope the subscripts and
> superscripts transfer well - my mailer program does not accept them
> (chocolate chip cookie recipe)
> Ingredients:
> 1.) 532.35 cm3 gluten
> 2.) 4.9 cm3 NaHCO3
> 3.) 4.9 cm3 refined halite
> 4.) 236.6 cm3 partially hydrogenated tallow triglyceride
> 5.) 177.45 cm3 crystalline C12H22O11
> 6.) 177.45 cm3 unrefined C12H22O11
> 7.) 4.9 cm3 methyl ether of protocatechuic aldehyde
> 8.) 2 calcium carbonate-encapsulated avian albumen-coated protein
> 9.) 473.2 cm3 theobroma cacao
> 10.) 236.6 cm3 de-encapsulated legume meats (sieve size #10)
> Procedure:
> To a 2 liter jacketed round reactor vessel (Reactor #1) with an overall
> heat transfer coefficient of about 100 BTU/ft2-hr, add ingredients 1, 2
> 3 with constant agitation. In a second 2 liter reactor vessel with a
> radial flow impeller operating at 100 rpm, add ingredients 4, 5, 6 and 7
> until the mixture is homogenous. To Reactor #2, add ingredients 8,
> followed by three equal volumes of the homogenous mixture in reactor
> #1. Agitate. Additionally, add ingredients 9 and 10 slowly, with
> agitation. Care must be taken at this point in the reaction to control
> temperature rise that may be the result of an exothermic reaction.
> Using a screw extrude attached to a #4 nodulizer, place the mixture
> piece-meal on a 316SS sheet (300 x 600 mm.) Heat in a 460 degree K oven
> for a period of time that is in agreement with Frank & Johnston's first
> order rate expression (see JACOS, 21,55,) or until golden brown.
> Once the reaction is complete, place the sheet on a 25 degree C
> heat-transfer table, allowing the product to come to equilibrium.
> revisions CLD, 2001
> I am a homeschooler in Neenah WI. My normal class size has been two,
> this year down to one as my eldest is off to college. Our glassware is in
> the same cabinet as the wine galsses, etc. - but woe to him who tries to
> use science equipment for food or vice versa! I also do workshops and one
> day activities with groups of homeschoolers, student and adult. It is
> quite fascinating listening & watching the safety, cost and
> breakage issues in labs in school settings. Most suppliers will not sell
> chemicals to homeschoolers - we might be drug dealers!- so the idea that
> maing aspirin iis not a usual part of 10 grade chem classes is quite an
> opener.
> I have the advantage of knowing my usual two students very, very well and
> because we have been doing chemistry throughout their entire
> educations. We have the time to do things from an inquiry-based approach.
> I am relishing the course as I get to reap the experience of teachers who
> teach the same subject more than once. I, too, do wish I had a group
> locally with whom to discuss the course.
> ---
> Cindy Lee Duckert, duckert@focol.org
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