Day 3 — Modeling institute
Wednesday, July 21st, 2010posted by: lrose
Addressing misconceptions
Problem 1. What students hear and what we say are 2 different things?
Problem 2. how do we know what student know?
Problem 3. whiteboarding — not permanent how do we have them have a permanent record of what students do?
Problem 4. How to grade and what do we grade?
whiteboarding homework is a reason to have it done and not having to grade it!!! still must walk around the room and check that the work is done.
Problem 5 : how much material can a student learn at a time. LIke forcing a shreaded wheat down there throat . Will they come back for breakfast the next day. But if we make them mini wheats and sugar coat them might they come back .
This curriculum is like these people have read my mind and added activities that will actually do what I want. I am awed.
Avogadro– how much do we teach about him?
A lab to prove oxygen is diatomic. that the number of particles in equal volumes of the gas must be the same. Try mole rockets lab. Google micro mole rockets.
Dalton’s playhouse
Ring of truth video
The bean, rice and pasta lab goes right along with the chemistry modeling. In fact, I think its a clearer connection with Avogadro’s principal that there are the same number of particles in every mole.
