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Chemistry is Hard Why?.

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Presentation on theme: "Chemistry is Hard Why?."— Presentation transcript:

1 Chemistry is Hard Why?

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

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

4 Bloom’s Taxonomy Evaluation- using all the information, making and defending value judgments about the information.

5 Evaluation Synthesis Analysis Application Understanding Knowledge

6 What does this have to do with chemistry?
In the past, many of your classes relied on memorization. Knowledge level Chemistry focuses on the higher levels. I don’t ask you to memorize a lot of terms I ask you to learn processes and techniques and then apply them to novel situations

7 Evaluation 25% Synthesis Analysis Application 50% Understanding 25% Knowledge

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

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

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

11 Information Processing Theory
Describes how we learn something new

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

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

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

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

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

17 What can you do? Practice!

18 Laboratory Safety Rules

19 responsibilities injury
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 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 1. An _________ must be present during the performance of all laboratory work.
2. Report any accident to the __________ immediately, no matter how_________, including reporting any burn, scratch, cut, or corrosive liquid on skin or clothing. 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.
approved 5. Use only those materials and equipment _________ by the instructor. authorized immediately 6. Inform the teacher ____________ of any equipment not working properly. 7. Clean up any nonhazardous _______ on the floor or workspace ____________. spill immediately

23 eye protection 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. activities


25 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. 10. Students with _________________ on hands must wear gloves or be excused from the laboratory activity. contact lenses open skin wounds

26 11. Never _______ hot equipment or dangerous chemicals through a ______ of students.
12. Check ______ and equipment instructions carefully. Be sure correct items are _______ in the proper manner. 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 14. Never ______ anything or touch chemicals with the hands, unless __________ instructed to do so.
taste specifically 15. Test for odor of chemicals only by ______ your hand above the container and sniffing cautiously from a _________. waving distance 16. Eating or drinking in the ____________ or from laboratory equipment is _____ permitted. laboratory not

28 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. look 18. Never pour _________ back into bottles, exchange stoppers of bottles, or lay stoppers on the table. reagents 19. When diluting _____, always pour acids into _______, never the reverse. acids water

29 20. Wash hands as necessary and wash thoroughly at the __________ of the laboratory period.
conclusion 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 15 instructor. immediately

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

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