Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Reactions in Chemistry
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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

[Channel-talkchemistry] Reactions in chemistry workshop #2

From: Joe Lannan <jlannan@esu3.org>
Date: Mon Oct 18 2004 - 12:21:39 EDT

Susanıs candy ³periodic table² sound like an excellent way to start
discussing periodic trends, why elements are arranged they way they are,
etc. Also she brought up a great point about doing this type of activity,
being able to refer back to this activity when questions come up related to
periodic trend etc. I start with a periodic table unit later this week and I
am going to try and work this in.
Comments on workshop #2:
After reading ³Concept change model² I came away with the idea that it is
important to identify where the students are, have them reconstruct their
understanding, then apply it and compare to the old. Throughout the film
studentıs concepts where put to the test. In each event the student had to
work through the discrepancy to develop a new and more appropriate
understanding. I have an activity on developing a quantum model of the
atom. I make my classroom into an atom by running string from the front to
the back of my room, string from one side wall to the other and from the
ceiling to the floor. All three string meet in the middle of the room to
represent the nucleus. I then use one color crepe paper to represent s
orbital, I try to go to 3s. Making larger circles that I attach to the x
and z axis to represent s orbital of higher energy I use a second color to
represent p orbital. I try to go to 3p orbital. Making the double lobes on
the x and z planes are not too hard. The y plane is a little harder but it
works. When I am done the model is throughout my entire room. It does make
it hard to get around for about a week but the learning experience is worth
it. Once the model is done I have the students step out of the ³atom² and I
talk about what the crepe paper represent. Then we discuss grounded and
excite states and move ³electrons² (stryrofoam balls with tape on them to
stick to the crepe paper) with in the atom representing those states.
After a discussion on quantum numbers as a class we fill ³electrons² in our
class room atom. We go through 3 to 4 elements no larger than element #18
argon. I have found after doing this activity my students understanding of
quantum mechanics improves.

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Received on Mon Oct 18 13:23:46 2004


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