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Monthly Archives: January 2016

Implicit Procedures

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My students are amazing, especially at solving big-idea-type problems, but they’ve been getting a little sloppy with some basics. Today is the first day of second semester, so (instead of worksheets) I figured they needed an activity to review significant figures and other simple skills. 
I came up with The Popcorn Lab. In small groups and the span of 55 minutes, they had to create some sort of procedure, data table, and results to answer the following questions: 

  1. What is the mass, volume, and density of a popcorn kernel before and after popping?
  2. What accounts for the differences between those values?

It was possibly one of the most beneficial things I’ve done recently in terms of getting them to ask their own questions and critique ideas (and as a side benefit, they’re using lab notebooks for, ya know, notes instead of filling in blanks). There was a lot of scratching out and revising, especially for the “after” kernels. A few kids looked up ways to measure volume of popped popcorn on their phones rather than using water displacement. 

Tomorrow, I plan to ask them about:

  1. Easy/straightforward parts
  2. Problematic parts
  3. Differences between groups’ procedures and would they get different answers/results
  4. Sources of error, and how they would be different for different groups

(Cross posting to the Better Qs blog.)

Cooperative, Competitive

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I started a bunch of posts, but haven’t finished them. Here they are, all combined: I like playing games with my students, and my students are competitive enough (in a friendly way) that they work well in my classroom.

Based on things I’ve seen in the #MTBoS (oh hey, it’s MTBoS season!), I’ve had my students play a bunch of games to practice new and in-progress skills. Also, I’ve never had whiteboards in class before, and I have a set of small, individual boards with periodic tables on one side, and a large set for group work. I’m all over these boards.

Battleship, which I haven’t found time for previously, was a nice way to practice groups and periods on the periodic table. And we needed a low-key class period.

Electron Memory to review electron configurations, symbols, and a sketch of electrons in their shells/clouds. Yes, it’s a match-three kind of situation! Much harder than normal. Not sure it was super effective in review, however.

Chemical War reviewed compound formation. Each kid had a slip of paper with an ion and a small whiteboard. When they met someone with an oppositely-charged ion, they raced to come up with the correct compound first. Some good questions came out of it, and these particular kids are pretty conscious about asking for clarifications.

The Mistake Game is my new faaaaavorite thing! So far, we’ve used them for practicing balancing equations, and now some stoichiometry. Stoich is funny: it’s almost too complicated to make a mistake, and they don’t want to mess up the beauty in the perfected equations. But I love that they’re seeing where mistakes can be made, and how to fix them. (And BCA tables are amazing!)

Particle drawings is kinda borrowed from the Modeling series of stuff. I haven’t gone to the seminars, but I did attend a few sessions while at ChemEd last summer, and I’ve made my own version of them, which goes along with our new textbooks’ examples. While the kids groan about doing it, they definitely have a better grasp about what’s really happening during reactions.

And now that all of this is on the table, I’m left with the educator-part of my brain saying, what questions am I asking? And therefore, what am I valuing?

I mean, I’m supposed to be posting to Sam Shah’s collaborative Better Qs blog, and I haven’t posted anything anywhere recently. Not for lack of interest, but for lack of questions. I’ve asked students to do things this year that I haven’t before (no required homework, SBG, draw reactions rather than entirely equations, etc.), but what’s my implicit question? I guess I’m looking for more explanations rather than merely regurgitating processes, but I need to shift my (non-required) homework to meet that.