Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Reactions in Chemistry
Broadcast ScheduleRegisterAbout the WorkshopSupport MaterialsSite MapChannel-Talk
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: Maria Lester (alester@chesterfield.k12.va.us)
Date: Thu Mar 06 2003 - 15:44:03 EST

When do you do signicant figures and the "math section"?
  -----Original Message-----
  From: channel-talkchemistry-admin@learner.org
[mailto:channel-talkchemistry-admin@learner.org]On Behalf Of
  Sent: Wednesday, March 05, 2003 6:01 PM
  To: channel-talkchemistry@learner.org
  Subject: Re: [Channel-talkchemistry] Chemistry of life

  We 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

  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.
      -----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.

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