Presentation is loading. Please wait.

Presentation is loading. Please wait.

Chemistry is Hard Why?. Blooms Taxonomy l Psychologist who studied how people think l Broke thinking into levels of complexity l Each level required using.

Similar presentations

Presentation on theme: "Chemistry is Hard Why?. Blooms Taxonomy l Psychologist who studied how people think l Broke thinking into levels of complexity l Each level required using."— Presentation transcript:

1 Chemistry is Hard Why?

2 Blooms Taxonomy l Psychologist who studied how people think l Broke thinking into levels of complexity l Each level required using the information below l The lowest level is knowledge- memorizing textbook definitions l Easiest but least useful

3 Blooms Taxonomy l Understanding- being able to put the knowledge into you own words l Application- being able to use the information in new situations l Analysis- breaking the information into meaningful pieces l Synthesis- being able to put information together to generate new learning

4 Blooms Taxonomy l Evaluation- using all the information, making and defending value judgments about the information.

5 Knowledg e Understanding Application Analysis Synthesis Evaluation

6 What does this have to do with chemistry? l In the past, many of your classes relied on memorization. l Knowledge level l Chemistry focuses on the higher levels. l I dont ask you to memorize a lot of terms l I ask you to learn processes and techniques and then apply them to novel situations

7 Evaluation Synthesis Analysis Application Understanding Knowledg e 25% 50% 25%

8 Word Clues l How hard do I have to think? l Knowledge – Who, what, where, when, tell, label, define, select, choose, identify, describe, recall l Comprehension – Show, explain, discuss, classify, recognize, summarize, paraphrase

9 Word Clues l Application – Use, solve, teach, relate, explain, predict, compute, illustrate, simulate, demonstrate l Analysis – Probe, dissect, outline, compare, organize, diagram, distinguish, investigate, categorize

10 Word Clues l Synthesis – Plan, make, invent, develop, design, propose, predict, assemble, formulate, hypothesize l Evaluation – Rate, judge, revise, critique, defend, justify, assess, contrast, support, recommend, conclude, interpret

11 Information Processing Theory l Describes how we learn something new

12 Information Processing Theory l Filters what we know l What we pay attention to moves on Sensory Register Less than a second

13 Information Processing Theory l Room for 7 things (on average) l Less than a minute Sensory Register Less than a second Short- term Memory

14 Information Processing Theory l If we process it further it stays with us l To learn something requires practice Sensory Register Less than a second Short- term Memory Long Term Memory

15 Memory Techniques l Rehearsal- repetition l Chunking- grouping the information into meaningful categories l Remembering general rules is easier than every specific instance l We learn best by connecting new knowledge with old knowledge l ROY G BIV

16 Another Reason Chemistry is hard l Requires math skills. l Uses math to explain l Prerequisite l Algebra is used in this class regularly. l Used to describe the world around us

17 What can you do?

18 Laboratory Safety Rules

19 l While working in the science laboratory, you will have certain important ____________________ that do not apply to other classrooms. You will be working with materials and apparatus which, if handled carelessly or improperly, have the potential to cause __________________ or discomfort to someone else as well as yourself. responsibilities injury

20 l A science laboratory can be a safe place in which to work if you, the student, are foresighted, alert, and cautious. Violating any of the following regulations will result in you being _______________ from class or ______________________ from the class. The following practices will be followed: suspended permanently removed

21 l 1. An _________ must be present during the performance of all laboratory work. l 2. Report any accident to the __________ immediately, no matter how_________, including reporting any burn, scratch, cut, or corrosive liquid on skin or clothing. l 3. Prepare for each laboratory activity by ________ all instructions before coming to class. Follow all _________ implicitly and intelligently. Make note of any _________ in procedure given by the instructor. instructor teacher minor reading directions modification

22 4. Any science project or individually planned experiment must be __________ by the teacher. 5. Use only those materials and equipment _________ by the instructor. 6. Inform the teacher ____________ of any equipment not working properly. 7. Clean up any nonhazardous _______ on the floor or workspace ____________. approved authorized immediately spill

23 l 8. Wear appropriate ______________, as directed by the instructor, whenever you are working in the laboratory. Safety goggles must be worn during hazardous _________ involving caustic/corrosive chemicals, heating of liquids, and other activities that may injure the eyes. eye protection activities


25 l 9. Splashes and fumes from hazardous chemicals present a special danger to wearers of _____________. Therefore, students should preferably wear regular glasses (inside splash -proof goggles, when appropriate) during all class activities or purchase personal splash- proof goggles and wear them whenever exposure to chemicals or chemical fumes is possible. l 10. Students with _________________ on hands must wear gloves or be excused from the laboratory activity. contact lenses open skin wounds

26 l 11. Never _______ hot equipment or dangerous chemicals through a ______ of students. l 12. Check ______ and equipment instructions carefully. Be sure correct items are _______ in the proper manner. l 13. Be aware if the _________ being used are hazardous. Know where the material safety data sheet (_______) is and what it indicates for each of the hazardous chemicals you are using. carry group labels used chemicals MSDS

27 l 14. Never ______ anything or touch chemicals with the hands, unless __________ instructed to do so. taste specifically waving distance laboratory not 15. Test for odor of chemicals only by ______ your hand above the container and sniffing cautiously from a _________. 16. Eating or drinking in the ____________ or from laboratory equipment is _____ permitted.

28 l 17. When heating material in a test tube, do not ______ into the tube or point it in the direction of any person during the process. 18. Never pour _________ back into bottles, exchange stoppers of bottles, or lay stoppers on the table. 19. When diluting _____, always pour acids into _______, never the reverse. look reagents acids water

29 l 20. Wash hands as necessary and wash thoroughly at the __________ of the laboratory period. 21. To treat a burn from an acid or alkali, wash the affected area ___________ with plenty of running water. If the eye is involved, irrigate it at the eyewash station without interruption for ___ minutes. Report the incident to your ___________ ______________. immediately conclusion 15 instructor. immediately

30 l 22. Know the _________ of the emergency shower, eyewash and facewash station, fire blanket, fire extinguisher, fire alarm box, and exits. l 23. Know the proper fire and earthquake drill _____________. l 24. Roll long sleeves above the _______. Long, hanging necklaces, bulky jewelry, and excessive and bulky clothing should not be _____ in the laboratory. l 25. Confine long hair during a __________ activity. location procedures wrist laboratory worn

Download ppt "Chemistry is Hard Why?. Blooms Taxonomy l Psychologist who studied how people think l Broke thinking into levels of complexity l Each level required using."

Similar presentations

Ads by Google