Cool Mole Lab

WHAT AM I DOING TO HELP KIDS ACHIEVE?

HOW DO I KNOW WHEN THEY ARE THERE?

WHAT IS THE EVIDENCE?

     Did a cool mole lab from Flinn Scientific.  I found it through their free elearning series.  It was one by Bob Becker.  Students had to solve conversion problems with moles, find the amounts in the room, measure out the correct amount and then bring it to me and I would check for accuracy.  The closer they got to the correct answer, the better the grade.  They also had to show their work.  It went well and I plan on doing this with Academic with a slight modification as part of their test.  I would encourage anyone to check out the Flinn E-learing series.  It has been a gold mine of teacher tested activities.  The best part is that it is free.  There was a high level of engagement and excitement when the students met their goal and curiosity when they did not.  Here is some evidence below.

  I would give both of these a big thumbs up.  Hope to try it with Academic this week.  I will let you know how it goes....

Searching for skills and understanding....

WHAT AM I DOING TO HELP KIDS ACHIEVE?

HOW DO I KNOW WHEN THEY ARE THERE?

WHAT IS THE EVIDENCE?

     Found a really cool activity from the Flinn elearning series.  Bob Becker does a great activity in dimensional analysis and moles.  He has several mole problems in which not only do students have to do the correct dimensional analysis, but then they have to get the material and bring it to him.  He measures it and gets instant feedback.  

     Here would be a sample question.  "Find 1.80 moles of water and bring it to the instructor."  Think about this..the other way of doing this might state the problem, "How many grams is 1.80 moles of water?"  Students would simply do the conversion and be done.  The new way students would have to ask, "What unit would the answer be in?  How would I go from grams to milliliters?"  Also, they would have to have a skill of carefully measuring out the milliliters.  Students bring the volume of water up to the instructor in a cup.  The instructor pours it into a graduated cylinder and checks.  There is a spreadsheet the he or she can check which has the group number and then volumes that are exact, within 2%, 5% and 10% (fewer points are given to the least accurate).  This new method incorporates the actual process of dimensional analysis, the skills of measuring and immediate feedback.  It is a "power punch"  of good teaching.  I hope to give it a shot tomorrow...I will let you know how it goes....

Quick diagnostic tools and inquiry...

WHAT AM I DOING TO HELP KIDS ACHIEVE?

HOW DO I KNOW WHEN THEY ARE THERE?

WHAT IS THE EVIDENCE?

     Tried a couple of things this week.  First, I started using the "clicker" response system.  In one case I gave students a fast intro to scientific notation (pretty sure most of them have had it).  I then gave them a 7 question "quiz" over scientific notation.  If they got 100% then they did not have homework.  If they did not get 100%...then they had homework over scientific notation.  I would like to think it worked well...I think they go the idea.  I stole this idea from Mike Geyer.  I like the idea of getting quick data and adjusting instruction accordingly.

     I also used the clickers for a  homework check.  I pulled 5 questions from their homework.  I checked it by how they responded with the "clickers".  It was a quick fast way to check.

     The "salt sense" lab turned out O.K.  Again...some got it and some did not.  Here is some samples below.  You be the judge....

My goal for next week...dimensional analysis of fudge making and a Mole "POGIL"...I will keep you posted.

Tough Week...for other reasons

WHAT AM I DOING TO HELP KIDS ACHIEVE?

HOW DO I KNOW WHEN THEY ARE THERE?

WHAT IS THE EVIDENCE?

     I spent most of this week in the hospital with a sick kid...good news is she is getting better but it makes for a mentally and physically exhausting week.

     I think this week I am going to steal an idea from my friend Mike Geyer.  In Academic Chemistry he would give quick little diagnostic assessments as the students were working on scientific notation and other forms of dimensional analysis.  If they scored well and knew what they were doing they could move on, if not it meant more homework.  I kind of like this idea and am going to attempt it in Academic.  Sorry for such a short blog..but the well is running a bit dry.....