From: Kathryn Aday (email@example.com)
Date: Tue Mar 04 2003 - 10:52:03 EST
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.
From: Jeff Bulgrin [mailto:firstname.lastname@example.org]
Sent: Monday, March 03, 2003 3:22 PM
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: HYPERLINK "mailto:FRae@hopkinton.k12.ma.us"Fiona Rae
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
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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