Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Monthly Update sign up
Mailing List signup
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: Tue Mar 18 2003 - 12:02:49 EST

I like this idea. I need to try to do something like that I feel like I
reinvent old info every time we "add on". It can be frustrating.
  -----Original Message-----
  From: channel-talkchemistry-admin@learner.org
[mailto:channel-talkchemistry-admin@learner.org]On Behalf Of Nina Vehslage
  Sent: Wednesday, March 12, 2003 6:43 PM
  To: channel-talkchemistry@learner.org
  Subject: Re: [Channel-talkchemistry] sequence of topics

  I really like your idea of everytime questions. This makes the test into a
partial cumulative review every time which is what chemistry is to me.
  NIna Vehslage
    ----- Original Message -----
    From: Martha Harson
    To: channel-talkchemistry@learner.org
    Sent: Friday, March 07, 2003 1:22 PM
    Subject: [Channel-talkchemistry] sequence of topics

    I have been teaching chemistry for 24 years and have tried various
sequences. I've tried delaying significant digits, scientific notation, and
metric conversions until actually needed. But it seems to work best for me
to tackle those topics early on. The first week, we do metric estimations
and play metric mania. We do lots of easy labs where we measure masses and
volumes and calculate densities. I think it makes things easier for
students when we get to moles, etc. if the math skills have been introduced

    One thing that has helped my students is a list of "every time
questions". After each test, I have students mark the questions that I
consider to be most important. They keep a list of those questions. They
know that those same questions (with the numbers changed) will appear on
every subsequent test throughout the semester. We are on block schedule and
just completed the midterm test for spring semester. It was just a
compilation of "every time questions". Every single student knew how to
name compounds and write formulas and convert grams to moles and moles to
grams. That's quite an accomplishment for us because we are in a
low-economic rural area that does not generally score high on standardized
tests, etc.


© Annenberg Foundation 2017. All rights reserved. Legal Policy