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    This document contains observations from a teacher's chemistry class. The teacher discusses lab safety with students using a personal anecdote. Students then participate in a lab activity involving copper sulfate to determine molar mass. Some students understand the purpose while others are unclear. The teacher explains that understanding can be difficult when introducing new material before it is fully covered in class.

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    This document contains observations from a teacher's chemistry class. The teacher discusses lab safety with students using a personal anecdote. Students then participate in a lab activity involving copper sulfate to determine molar mass. Some students understand the purpose while others are unclear. The teacher explains that understanding can be difficult when introducing new material before it is fully covered in class.

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    18 views3 pages

    Muyskenswt15 16

    Uploaded by

    api-313496561
    This document contains observations from a teacher's chemistry class. The teacher discusses lab safety with students using a personal anecdote. Students then participate in a lab activity involving copper sulfate to determine molar mass. Some students understand the purpose while others are unclear. The teacher explains that understanding can be difficult when introducing new material before it is fully covered in class.

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    of 3

    DATE/TIME/

    Class

    Observation/ReflectiveQuestions

    TeacherResponse

    9115Pd6

    Youaretalkingtothestudentsaboutanexperiencethatyou
    hadwhenworkingwithDranoandmixingitwithatoxic
    substance.Someonewhoshouldknowbettermakes
    mistakes.Youaretalkingaboutwhyitismoreimportanttobe
    safeandlearnfrommistakes.Gogglesinlab.Youtalkabout
    howtheyalsoneedtobecognizantofothersinthelab.
    IamadifferentpersonwhenIaminthelab.
    REFLECTION
    QUESTION
    :Labsafetyissuchacriticalcomponentofthe
    ScienceClass.Bythistimestudentshavebeenexposedto
    labsafetysothisisagreatreviewforthesestudents.You
    havehadexperiencepresentingtheseforalongtime.Whatis
    themosteffectivewaytogetstudentstounderstandthe
    seriousnessofthistopic?

    Ithinktalkingaboutmyreallifeexampleisoneway
    theycanseetheseriousnessoflabsafetyandwhyI
    emphasizewearinggoggles.Hopefullystudentswill
    understandthataccidentscanhappentoanyoneand
    youneverknowwhentheywilloccur.
    Wellsaid.

    92115
    1:572:03

    10studentsduetoNWEAtestingofJuniors.Nevertheless,
    studentswereengagedintheactivity.Empiricaland
    TheoreticalCriteriaClaim/Evidence/Justification.Your
    guidingquestion:Whichchangesareanexampleofchemical
    changeandwhichareanexampleofphysical?Studentswould
    createaclaimandtheneventuallythegroupswouldhaveto
    defendtheirclaimwhiletheotherswouldtrytodisputeit.We
    followeduptheconversationbytalkingaboutwhattopicsare
    coveredintheACTs.
    REFLECTIONQUESTION:
    DataRepresentation,researchsummaries,conflicting
    viewpointsarethreeformatsthatarecoveredonACTs.
    PleasenotehowyoutouchupontheseinyourChemistry
    class.

    Datarepresentationtakesplaceallthetimewhenyou
    aregraphingdataorevenjustcollectingittousein
    yourexperiment.Hopefullyyouaredoingresearch
    summarieswhenyouarewritingalabreportorwriting
    apaper,somethingwedo,althoughinfrequentlyin
    chemistryclass.UpuntilthisyearImnotsurehow
    muchIcoveredonconflictingviewpoints,however,the
    argumentdriveninquirylabscontainalotofthisas
    studentscomparetheiranswerstoothersandoften
    timesthereareconflictsbetweenthosetwoanswers.
    Theideaisthattheywillneedtoreevaluate,possibly
    retestthingsinthelabtodeterminewhichviewpointis
    correct.
    Nicelysummarized!

    8:4532216

    21Studentsworkinginthelab.DontforgetIneedthoselab

    Understandinginlabsisalwaysalittledifficultatleast

    sheetsinthebasketifyouagreewithit.Iaskedtwostudents
    andneitherknewwhatthelabwasabout.Askedanother
    studentwhosaid:Heatingupcoppersulfateandthencooling
    ittofindoutmolarmass.Allstudentswearingpropersafety
    equipmentwithyoucirculatingtheroom.Studentsworking
    togetherlikescientists.Thelabisprojectedonthenew
    monitor.Onceagainabout5minutesandletitcoolsoitdoes
    notburnthescale.Studentasksyouaquesiton:Doweadd
    waternow?Youaskdidyouweighitfirst.Student:Yes.You
    thenmovethesmallcontaineroverandtellhimtoaddwater.
    Youalsoletthestudentsknowthattheycanleavethe
    equipmentoutforthenextclass.
    REFLECTIONQUESTION:
    Howdoyouexplainonegrouphavingagreatgrasponthelab
    whereasanother(the2Ispoketo)notknowingwhatisgoing
    on?

    relatingittowhatwearelearninginclass.This
    particularlabwasanintroductiontothematerialon
    empiricalformulas,sowehaventevendiscussedthe
    materialyet.Wewentoverthedatainclassthenext
    daytoshowhowitrelatedtothevideotheyhadjust
    watchedandtheproblemstheywereassignedtodo.
    Hopefullyifyouaskedthemtodaywhatthelabwas
    abouttheywouldhaveabetterunderstandingofit.

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