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| JanelleHollingshead | Simulations | Atomic Stucture | 0 | Sunday, 4:34 PM EST by JanelleHollingshead | ||||
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Thread started: Sunday, 4:34 PM EST
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If you search for "s orbitals" on you-tube you will get a simulation of how s and p orbitals come together in 3-D...you can also find d orbitals and hybridization.
Lots of great simulations including rutherford's gold foil model, the photoelectric effect, how a microwave works (one of my favorites), how the hydrogen atom releases color (another of my favorites....use white light, turn on the prediction button with the bohr model, and turn on the energy level button of the right), and lots more! http://phet.colorado.edu/simulations/index.php?cat=Chemistry |
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| JanelleHollingshead | Amazing interactive periodic tables | Periodic Table | 0 | Sunday, 3:27 PM EST by JanelleHollingshead | ||||
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Thread started: Sunday, 3:27 PM EST
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http://periodictable.com/index.html - has some applications to elements....not all of the examples are good though....ONLY chose the examples that are used by most of the population ! Some of these uses are too rare and not applicable to people’s lives...though they are interesting. http://periodic.lanl.gov/naming.html – how the last elements were named...well 105 – 109 http://periodic.lanl.gov/default.htm - Talks about the history, sources, uses, properties, compounds http://www.rsc.org/chemsoc/visualelements/pages/periodic_table.html – pick flash if your computer lets you, if not then click html, then pick an element, then on the side of the screen you will see “chemical data” and click html or pdf. http://www.periodicvideos.com/# - short video clips on each element http://www.webelements.com/ - lots of information of each element from the British Chemical Society http://www.rsc.org/chemistryworld/podcast/element.asp – podcasts that talks about uses of the elements http://www.everypoet.net/element/display.php?symbol=H – poetry about each element http://azuregrackle.com/periodictable/table/ - prints based on each element http://www.nndc.bnl.gov/content/elements.html#hydrogen – The history and origin of each element |
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| JanelleHollingshead | Amazing links to interactive periodic tables | Links and Technology | 0 | Sunday, 3:26 PM EST by JanelleHollingshead | ||||
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Thread started: Sunday, 3:26 PM EST
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http://periodictable.com/index.html - has some applications to elements....not all of the examples are good though....ONLY chose the examples that are used by most of the population ! Some of these uses are too rare and not applicable to people’s lives...though they are interesting. http://periodic.lanl.gov/naming.html – how the last elements were named...well 105 – 109 http://periodic.lanl.gov/default.htm - Talks about the history, sources, uses, properties, compounds http://www.rsc.org/chemsoc/visualelements/pages/periodic_table.html – pick flash if your computer lets you, if not then click html, then pick an element, then on the side of the screen you will see “chemical data” and click html or pdf. http://www.periodicvideos.com/# - short video clips on each element http://www.webelements.com/ - lots of information of each element from the British Chemical Society http://www.rsc.org/chemistryworld/podcast/element.asp – podcasts that talks about uses of the elements http://www.everypoet.net/element/display.php?symbol=H – poetry about each element http://azuregrackle.com/periodictable/table/ - prints based on each element http://www.nndc.bnl.gov/content/elements.html#hydrogen – The history and origin of each element |
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| JanelleHollingshead | Intro to phase changes | States of Matter | 0 | Oct 10 2009, 9:39 PM EDT by JanelleHollingshead | ||||
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Thread started: Oct 10 2009, 9:39 PM EDT
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To introduce students to phase changes I have them go out in the hall. First i have them line up in rows and rock back and forth to represent a solid. THen I ask them to turn into a liquid. Some students start to most faster in place but then i say no....you are not just a hot solid. then another student will start to walk around and i will say..."look at chuck...he has it" then everyone will start to walk around. then I ask them to turn into a gas and they will walk fast. then I say things like now melt....then condense, evaporation...show me sublimation....it is really fun!
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| JanelleHollingshead | "Back to School" night for parents | Diversity, Parents, and Community | 3 | Oct 10 2009, 7:42 PM EDT by JanelleHollingshead | ||||
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Thread started: Aug 15 2009, 4:32 PM EDT
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I am planning to have a back to school night for my parents. I plan to go over the syllabus (give each parent a section of the syllabus, put them in groups, have them share with a group, and then ask me questions), go over the list of concepts we will cover, talk about study skills (ask them about their ideas first), mention community service opportunities that are connected to science that students can do to get their service hours, show them how to use the school web-site as well as my personal one, and maybe do an activity to mimic take home experiments I will send home. This may take too long.
Has anyone every done these before. Do you have any advise? Did you do any activities with parent and what were they? I still do not know what activities I am going to do. Is there anything I mentioned that I shouldn't do?
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| JanelleHollingshead | Take home experiement, diversity, and cooking | Diversity, Parents, and Community | 0 | Oct 10 2009, 7:30 PM EDT by JanelleHollingshead | ||||
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Thread started: Oct 10 2009, 7:30 PM EDT
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I expanded on the typical unknown powder lab and included parents and diversity. First, before the lab, I have the students work with their parents to find white powders in their kitchen....examine them.....and then create an experiment with them. Many of them burnt them or put them in water. Because they did this first, when they started the powder lab they had previous knowledge that they can use to start making hypothesis. To make it a true inquiry activity I told them I was never going to tell them what the powders were......they were just required to make a good argument about what powders they thought they had. Then I collected the data from all of the groups in every class and ....if groups with cup #5 from every class came up with the same conclusion then we could make a scientific law that those powders were in the mixture.
To finish the activity and the unit of chemical and physical changes, I had them bake something using at least three white powders and they were encouraged to bring in something that represented their heritage or a family recipe. Along with the food they were asked to research each ingredient and talk about how it contributes to the final product. They also had to list chemical and physical changes that they saw. I made a stipulation that they had to put it in the oven to make sure they would have chemical changes. They learned things like sugar is what makes the food brown, baking soda makes the batter rise because of a chemical change that produces gas, and corn starch is what thicken sauces. It as fun and it was the first time many of them had ever baked. When they gave presentations many of them were proud of their ethnic dishes and the students loved tasting new things. Students had to bring in a small sample of what they cooked but if they wanted they could bring in enough for the whole class. They loved it..especially because they could eat in the classroom. For handouts e-mail me at jlarendt@cps.edu |
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| JanelleHollingshead | Protons, electrons, and neutrons | Atomic Stucture | 0 | Oct 10 2009, 6:45 PM EDT by JanelleHollingshead | ||||
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Thread started: Oct 10 2009, 6:45 PM EDT
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This activity is simplistic ....i am sure most teachers have done this. I give the students bingo chips.....seven of each color....not all of them have the same color because you usually will not be able to find that many bingo chips in the same color. I ask them to separate the chip into protons, electrons, and neutrons. I give them a picture where the center is labeled nucleus and then there is an outer ring. I put on the board an isotopes with a charge and ask them to create the atom on their paper with their chips. Then if you get see through bingo chips you can use your transparency to show the class your answer. I usually put up the answer with some mistakes and have them correct the picture instead of always showing them the answer. It works well for kids with learning disibilities.
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| JanelleHollingshead | Gold foil experiment demonstration | Atomic Stucture | 0 | Oct 10 2009, 6:39 PM EDT by JanelleHollingshead | ||||
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Thread started: Oct 10 2009, 6:39 PM EDT
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I learned this demonstration from JulieAnn Villa. I first have students copy and color the picture of the gold foil experiment for homework so students are familiar with its set up. I tell them that the walls of the classroom is the detector and i have a nerf gun that shoots out the positive particles. I talk to them about how J.J Thomson thought that atoms were made out of plum pudding and that they expected the positive particles to shoot right through the gold foil. I stand in the middle of the classroom to show the students where the gold foil is and have a student shoot through the imaginary foil and have the balls hit the back wall. I tell them that this is what Rutherford expected to happen but it is not what actually happened. I go to the center of the room where the gold foil should be, tell the students that I am the real representation of gold foil and ask the student to shoot the rest of the nerf balls. They are instructed to miss sometimes (JullieAnn had them shoot at a ball that was hanging from a stick to represent the nucleus. I am too lazy so I just have them hit me) I then talk about how, because I had mass, the balls were deflected to other parts of the classroom. We go back to the picture and I show them how just like me....the nucleus deflected the positive particle and they learned that the nucleus was small, positive. Based on the number of times the positive particles missed Rutherford also came to the conclusion that the atom is mostly space.
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| JanelleHollingshead | My FAVORITE websites | Links and Technology | 3 | Aug 26 2009, 5:53 PM EDT by gferren | ||||
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Thread started: Jul 19 2009, 8:36 PM EDT
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Lets start a list of favorite web-sites!
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| JanelleHollingshead | Room Managment Advice | Room Managment Advice | 1 | Aug 19 2009, 10:46 PM EDT by mindilynn | ||||
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Thread started: Jul 13 2009, 5:36 PM EDT
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There are both new and experienced teachers on this site. Offer any advice no matter how small to those who are just starting out.
It is helpful to learn all of your students names as soon as possible. If you need to play a name game on the first day of school for your sake. Then as they come in the room welcome them by name. This is very impressive and helps them understand that you care about them individually. They also think you are super smart. My father used to learn their names before the first day of school because he had access to their pictures. Then he would pretend he had physic powers and he would go around the room pretending he could tell by their faces what their name was. He made sure to skip the students with difficult names to make it look real but would go back to them at the end.
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| mindilynn | Awesome Lab Safety Rap Song | Discussion Forum | 0 | Aug 19 2009, 10:38 PM EDT by mindilynn | ||||
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Thread started: Aug 19 2009, 10:38 PM EDT
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This was passed along to me by Mary Kenney at Adali Stevenson...it's sweet!
http://www.educationalrap.com/67/lab-safety.html |
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| JanelleHollingshead | How to teach the rules of your classroom. | Room Managment Advice | 1 | Aug 19 2009, 10:34 PM EDT by mindilynn | ||||
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Thread started: Aug 15 2009, 4:26 PM EDT
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I got this idea from how our faculty meetings are run believe it or not.
Cut up your syllabus into maybe six sections, if you do not include your class procedures in your syllabus you may want to add that to this activity. Put your students in groups of six and have each of them read their section quietly. Then have them share their section of the syllabus. After they are done give the students markers and crayons and have them make pictures about the section of the syllabus they were given. Then have the students who have the same sections find each other and have each group present their rules again to the class but this time sharing their pictures. This way you can hang up the best pictures and have your rules posted for the rest of the year. If you do not want that many pictures you can have the students with the same sections of the syllabus find each other first and then have them create a LARGE joint poster. You can follow this up with an open notebook quiz about the rules in your class. Are there any other ideas to help students PAY ATTENTION when the important information about the syllabus is being relayed?
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| bfalli | State of the art chemistry classroom | Past Meeting Notes and Future Meeting Ideas | 0 | Aug 19 2009, 10:54 AM EDT by bfalli | ||||
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Thread started: Aug 19 2009, 10:54 AM EDT
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I just found out that we have a suite of rooms that can be renovated. I can't recall the place or contact information where we saw the tech savy chem room. I couldn't make that meeting could somebody please refresh my memory and provide contact info?
Thanks.. Bruce |
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| JanelleHollingshead | Fun review for lab safety rules! | Intro Demos and Lab Safety | 0 | Aug 15 2009, 4:16 PM EDT by JanelleHollingshead | ||||
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Thread started: Aug 15 2009, 4:16 PM EDT
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I got this activity from Amanda Raymond at a class sponsored by fermi lab. On the activity itself it has a web-site www.KaganOnline.com
It is called Quiz-quiz-trade. Each student gets a card with a lab safety rule and the answer. The music starts and they walk around. Then when the music stops they find the person nearest them and each student will quiz each other on the lab rule they are holding. Then the music starts again and they walk around again. This seems like a fun way to review any concept really but it was first presented to me as a way to help students learn lab safety rules. You can either go over the rules first and have this be a review or have them learn the rules through this game. |
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| JanelleHollingshead | Heterogeneous mixture, Homogeneous mixture, compound, element | Intro Topics | 0 | Aug 15 2009, 4:09 PM EDT by JanelleHollingshead | ||||
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Thread started: Aug 15 2009, 4:09 PM EDT
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I used to feel that teaching these vocabulary words were a waste of time. HOWEVER, I learned that when I taught students that compounds and elements are NOT hetero or homogeneous mixtures they gained a better understanding of what compounds and elements actually are!
I have 4 places in the room that are marked either Heterogeneous mixture, Homogeneous mixture, compound, or element. We talk about the definitions and how if you look at the label and only see one ingredient it cannot be a mixture. The students with objects have to decide what part of the room their object belongs. Then the students that did not originally receive an object get to rearrange the objects they think are in the wrong place. At the end I pick up each object, have my students vote as to whether it should move, take suggestions as to why, and try to lead them to the correct answer through asking them questions. Some products can be arguable so there is really no wrong answer as long as students are using the definitions correctly. After finishing we create a table. The objects I give my students are the following. Make sure they have labels of ingredients to read on each product. Homo- mixtures - maple syrup, dish washing soap, flour, baking powder, air (a beaker with a label marked air), pudding, sugar water, salt water, Ajax, pink gum, and creamy peanut butter (basically things from my house) Hetero- mixtures - Pineapple chunks, soda (2 phases), spaghetti sauce with spices, raisins (these are arguable), wheat thins, ice water (2 phases), shaving cream (2 phases) , chunky peanut butter, different colored gum. (again stuff from my house) Compounds oil, baking soda, lead sulphite, aluminum potassium sulphate (they think that this is more then one ingredient), water, sugar, salt, water Elements (they should know they are found on the periodic table) - whatever you have around the lab - iron, zinc,..... |
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| JanelleHollingshead | physical vs chemical change | Intro Topics | 0 | Aug 15 2009, 3:30 PM EDT by JanelleHollingshead | ||||
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Thread started: Aug 15 2009, 3:30 PM EDT
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These are things I do to demo physical vs chemical changes as I know many teachers do. I would love to collect suggestions from teachers in Chem West for more. I know that some of you have flashy ones! All of these demonstrations have been passed down to me from other teachers.
If you are a new teacher looking at this site for ideas basically, after explaining the definition of physical vs chemical changes. I perform these demos and ask the students if they saw any physical or chemical changes. Mix up the physical changes with the chemical changes demonstrations. Some teachers have students do these as a lab. Make sure your set ups make sure your students will be safe during these demos especially with the chemical changes. Physical change demonstrations - ripping paper, bending glass with fire (when I heat the glass in the Bunsen burner flame I roll the glass until I see it start to wobble and then take it out of the flame and bend it.), dissolving salt in water, boiling water, crushing chalk, melting ice, sublimation of Iodine (just put some Iodine in a flask, cap it, and then have a student hold it. The purple gas will be apparent in a few minutes if you hold it up to a white piece of paper, fizzing soda, and dissolve sugar and water Chemical changes - burn Magnesium in a flame (looking at the flame will damage eyes), baking soda and vinegar, magnesium and hydrochloric acid - the more concentrated the acid the faster the reaction......I like 6 M HCl but 1 M still works I think,), calcium and water (be careful because calcium is more reactive when put in small amounts of water as opposed to large amount of water) |
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| DaveStimpson | One Year Chemistry Position | Job Postings | 0 | Jul 22 2009, 11:48 AM EDT by DaveStimpson | ||||
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Thread started: Jul 22 2009, 11:48 AM EDT
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We have a position open teaching "Chemistry Concepts". This is listed as a one year position teaching "chemistry concepts" co-taught with a special education teacher.
Interested? Apply Quickly at www.hinsdale86.org or http://www.generalasp.com/D86/onlineapp/jobpostings/view.asp Remember apply quickly, they would like to start interviewing yesterday. |
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| JanelleHollingshead | Diversity | Diversity, Parents, and Community | 0 | Jul 20 2009, 4:13 PM EDT by JanelleHollingshead | ||||
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Thread started: Jul 20 2009, 4:13 PM EDT
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I asked students to research diverse scientists. They researched a short overview of the scientist's life, their contribution to the science community, their application to society, and how the discovery directly effects the student's life. The application to the student's life was the most important part. If they could not figure out how the discovery changed their life then they had to find a new scientist.
I was shocked at how proud my students were to report on scientists from their heritage. Many students have commented that the history of chemistry is racists. Though I disagree with that comment and have a discussion about the definition of the word racism, I desire to include scientists from around the world in my curriculum. My students had a lot of fun finding scientists from their cultural background and did a lot of great research for me! We spent a day presenting what they found....they were able to report their research through many mediums including drama, song, poetry, summary of a paper, or a comic strip. I have attached the assignment and a rubric to help grade different kinds of presentation. It seemed at first that this would be over whelming to grade....but the students learned so much that basically......if they did the project and showed enthusiasm...they got an A. The point of the project was for students to research cultures that are under-represented in science education. It is really touchy however to communicate this instruction. We had to come up with a definition of "under-represented population" together and then stick with it. I first asked students to "research scientists that were not Caucasian" but evidently no one knows what that means. So next year I may just give a list of countries I want them to avoid. I don't know. HOW DO YOU REACH UNDER-REPRESENTED POPULATIONS IN YOUR CLASSROOM ? |
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| JanelleHollingshead | Regular vs Diet coke | Density | 0 | Jul 20 2009, 2:57 PM EDT by JanelleHollingshead | ||||
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Thread started: Jul 20 2009, 2:57 PM EDT
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If you buy a little can of regular coke and then one of diet coke and put them in water. I believe...if i remember correctly.....regular will sink because it has more sugar and diet will float. It demonstrates that density does not depend only on volume. I have no idea who originally came up with this idea. If you did then make yourself known! :) I saw my other co-workers with this demonstration.
Use this as an inquiry demonstration if you want. They may be able to figure it out themselves. If you do do not ask the students if one will float or if one will sink first unless you have a lower level group of kids that will get frustrated. See what they say if you simply ask them what will happen when you put the can in water and then if their answer if vague see if you can ask them to be more detailed in their prediction? If you were the creator of this demo make yourself known ! At a workshop from Fermi, Sue Bober used a small dense ball that sunk and a BOWLING BALL that will float! But she warns that water does ruin bowling balls so you can't bowl with it but you can use it for that demonstration for as long as you want! |
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| JanelleHollingshead | Lab Equipment | Intro Demos and Lab Safety | 0 | Jul 13 2009, 6:18 PM EDT by JanelleHollingshead | ||||
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Thread started: Jul 13 2009, 6:18 PM EDT
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Instead of showing students equipment in the lab I have them find it. Give them a list of the equipment. Things like "iron ring," "clay triangle," and "bunsen burner" they can find themselves.
I put the equipment around the room with letters on them. THen I give them a list of the equipment and have them put the correct number next to the equipment. They are then sent out to match the name. You can send them out as individuals or groups. If you have a timid or lower class send them in groups so they feel more secure. Then when they are done I reveal the names and ask them why they made their choices. Mark says - "the clay triangle is a triangle and it is made out of clay." Sara says - "I remember seeing test tubes on TV" If they learn these names on their own and if they can rationalize how the equipment got its name they are more apt to remember the names. At the same time we also go over the uses of each piece of equipment. |
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