Tag Archive | "chemistry"

Unknown Identification – CSI Style – 8171




Summary

Honors chemistry students are given a set of 10 unknown chemicals that they must identify using techniques that they have already used in the current year. Absolutely NO procedure is given. Each day, lab groups will come up with a procedure, equipment list and necessary chemicals list for the next class.

A pair of AP chemistry students is partnered with each honors lab group. The AP students receive the procedure and lists of necessary supplies and are responsible for highlighting possible problems with the procedure as well as mixing the required chemicals and getting together all of the requested equipment.

The culmination of this activity is a presentation in which the honors student groups must share their findings with a panel of experts from industry and nearby universities, their peers, and an assortment of non-science faculty members. Following their presentations, the students must then answer questions from the panel regarding their techniques and results.

TIPC Ratings

With little to no guidance from the teacher, students must research and then come up with their own procedures based on the information they gather.

Teacher determines groups and sets up GoogleDoc to allow sharing of information between students in different classes. (*Though the GoogleDoc was meant to be used an electronic lab notebook – checked once a day – many groups created their own blogs or G-chats to communicate with their AP helpers in a more interactive way!)

Students must come up with their own procedure with minimal guidance (the AP students/teacher will only step in if safety is a concern). Based on their results, they have to reflect and perhaps make changes to their procedures for the rest of the activity.

Students must come up with their own procedure (there are multiple ways of identifying many of these chemicals) as well as their own means of communicating their results to the panel (PowerPoint, flipchart, mixed media video, infographic, etc). The expert, peer and self-evaluations gave a tremendous amount of feedback so that students could reflect on the experience and make changes moving forward.

Student Artifact

Posted in Chemistry, Comm/Collab - App, Creativity - Target, Critical Thinking - Target, Grade Level, High School, Info Fluency - Target, Project, Science, SubjectComments (0)

The Chemistry Social Network – Interactive Periodic Table



Submitted by: Domonique Butler
Collaborators: Mike Dunavant (ITRT)
School: Varina High School

Summary

The Interactive Periodic Table is an opportunity for students to gather, filter, assimilate and share their knowledge of the Periodic Table. A critical process in the development of student’s scientific knowledge, this study of the Periodic Table helps to foster student appreciation of and familiarity with the Periodic Table’s organization, development and practical uses for chemical problem solving strategies. Each student is responsible for creating and developing a “mosaic” of information for a specific element by applying research skills and creativity. Once the individual students have published their respective “portraits” they collaborate locally and globally with students to identify relationships between various elements throughout the periodic table.

TIPC Ratings

Ideal/Target – Students are responsible for selecting and prioritizing research sources based on accuracy, relevance and variety. Students are expected to maintain a comprehensive list of all resources and to filter for content.

Ideal/Target – it allows students to collaborate with peers throughout five chemistry classes and any individuals who access the interactive periodic table through the internet. Students must communicate ethically at all times with all individuals as well as monitor the comments that are posted on their individual sites. As a part of the process students must seek out the work of other students that have similar characteristics (properties) and those that have opposing characteristics (highly reactive).

Approaching – Students must use critical thinking skills to correctly comment on their reactions with the other elements in the periodic table. They have to generate and respond to purposeful questions, justify their decision making and apply digital tools to think critically while solving open-ended authentic tasks.

Approaching – Students must be creative in their creation of their Facebook templates for their periodic elements, take on their personalities and interact and react to the other elements in their Voicethreads.They have to analyze trends and make predictions that inspire new solutions to authentic tasks, while creating meaningful work within their assigned parameters.

Posted in Chemistry, Comm/Collab - Target, Creativity - App, Critical Thinking - App, Grade Level, High School, Info Fluency - Target, Science, Subject, TIP ChartComments (0)

Chemical Reaction Cartoons



Submitted by: Kathryn Brock
Collaborators: Mike Dunavant (ITRT)
School: Varina High School

Summary

Students are given an explanation of the five different types of chemical reactions, with chemical equations as examples of each. Each example is explained in detail to show the specifics of the process taking place. Then students are assigned to groups to brainstorm and create a cartoon showing one of the five reaction types. Students are encouraged to be creative and place the reaction in the context of real world examples. My sample cartoon showed bread and cheese being combined into a cheese sandwich, as an example of a combination reaction. Students copy and paste their cartoon into a PowerPoint slide and submit to my dropbox on Schoolspace.

TIPC Ratings

Ideal/Target: Students used the opportunity and basic structure of the cartoon to illustrate their knowledge and understanding of the types of chemical reactions

Ideal/Target: Students used the opportunity and basic structure of the cartoon to illustrate their knowledge and understanding of the types of chemical reactions

Approaching: Students used technology to solve the problem of how to communicate their ideas in a cartoon that accurately illustrated the reaction type. Construction of the cartoon required understanding the concept, communicating that understanding to the groups, building consensus in how best to illustrate the concept, and using various computer programs to accomplish the task.

Ideal/Target: Students use their critical thinking skills and knowledge to create an original cartoon to illustrate a type of chemical reaction.

Student Artifact

Download Files

LESSON PLAN
Contents:

  • LESSON PLAN
  • LESSON HANDOUT WITH RUBRIC
  • STUDENT ARTIFACT

Posted in Chemistry, Comm/Collab - Target, Creativity - App, Critical Thinking - App, Grade Level, High School, Info Fluency - Target, Science, Subject, TIP ChartComments (0)


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