tag:blogger.com,1999:blog-3735309683126458126.post4832108671550630005..comments2024-02-09T03:19:33.181-05:00Comments on A Lever and a Place to Stand: Teach my [Stoichiometry] LessonAmy Roedigerhttp://www.blogger.com/profile/10114636944219127418noreply@blogger.comBlogger5125tag:blogger.com,1999:blog-3735309683126458126.post-88343875915472095672016-02-07T12:46:04.298-05:002016-02-07T12:46:04.298-05:00Nice. Congratulations on successful differentiatio...Nice. Congratulations on successful differentiation. You made it look easy. I would love for you to dissect that portion more sometime. Anonymoushttps://www.blogger.com/profile/03847827275878152025noreply@blogger.comtag:blogger.com,1999:blog-3735309683126458126.post-13402957173659371742016-02-07T11:12:15.487-05:002016-02-07T11:12:15.487-05:00The reaction was just zinc and hydrochloride acid....The reaction was just zinc and hydrochloride acid. The kids had a lot of interesting ideas about what prevented the balloon from getting to its full size - loss of reactants (zinc lost when filling the balloon) or gas escaping between test tube and balloon or not enough pressure to force the hydrogen into the balloon. Lots of good thinking!Amy Roedigerhttps://www.blogger.com/profile/10114636944219127418noreply@blogger.comtag:blogger.com,1999:blog-3735309683126458126.post-37351497911799095812016-02-07T09:31:14.490-05:002016-02-07T09:31:14.490-05:00I have used a flipped classroom approach to stoich...I have used a flipped classroom approach to stoichiometry for the past few years that includes some of the elements of your differentiation--students who need extra help after watching the online lessons form a group that gets extra help they need, the other students work with each other, and there are always challenge problems. I like the idea of allowing those who complete the challenge question the ability to perform their reaction and I'm curious about what the reaction was and why their reaction did not produce their expected theoretical yield. Did you "sabotage" their reactants and give them an impure reactant or did you make one reactant (unbeknownst to them) limiting? Had you covered limiting reactants yet or was this a first introduction to the concept?<br /><br />Thanks for your great blog! Anonymoushttps://www.blogger.com/profile/03316544656914649959noreply@blogger.comtag:blogger.com,1999:blog-3735309683126458126.post-77216205690242568602016-02-07T00:08:58.636-05:002016-02-07T00:08:58.636-05:00Thanks for commenting and sharing the modeling web...Thanks for commenting and sharing the modeling website. I'd love to read more about your approach to stoichiometry!Amy Roedigerhttps://www.blogger.com/profile/10114636944219127418noreply@blogger.comtag:blogger.com,1999:blog-3735309683126458126.post-19926780299779214632016-02-06T23:59:06.519-05:002016-02-06T23:59:06.519-05:00I'm a math teacher who is asked to teach Chemi...I'm a math teacher who is asked to teach Chemistry (& Physics) at my small school, so I was really excited to see your blog post on Stoichiometry, which we're tackling now, too!<br /><br />I had an interesting interaction this past week when my principal observed me "teaching" stoichiometry (it was actually day 2 of stoichiometry where students would work on a problems on whiteboards and switch partners when I gave the signal). Both my principal and I were Chemistry minors in college, so we knew our stuff, but neither of us were trained to teach science (he, like me, is a math teacher).<br /><br />He was taught using dimensional analysis/factor-label system, as you referenced in your other blog post, but I was taught to label grams and moles on every compound in the reaction, so it was interesting seeing students try to understand his way of explaining it. He suggested that I try teaching it his way in one of my two classes, thought that would be for next year.<br /><br />The exploding hydrogen balloon sounds awesome! What a cool extension for students who "get it". My only question/worry is, as you pointed out, would students who are in the small group with you start to feel worse and "stupid" because they recognize that they're always in the slower "we didn't get it yet" group? I've been doing random grouping for that reason, both in math and in science, and I've really liked how it's going. However, it does miss out on those interactions, like you said with the girl who became the "helper rather than the helped", unless they were randomly assigned together (which likely wouldn't happen? I dunno.)<br /><br />I'm also interested in how you "let them figure it out" from your other blog post. In math I'm getting better at that sort of thing, but in Chemistry I still lean too heavily on lecture 99% of the time. Have you ever heard of the Modeling curriculum? That might be just want you're thinking of. I do it in Physics and it's incredible, but I've never tried it Chemistry, mostly cause I think I'm too intimidated that it won't work as well. That and I haven't attended a summer class on it and want to do that before I try it. Here's their website:<br /><br />https://modelinginstruction.org/<br /><br />They have some sample units available, but unfortunately you have to become a member (only $30, I think) to get access to all the units. I don't know why I haven't done it yet.<br /><br />Good luck and thank you for sharing! One of these days I'll have to do a blog post on how I was taught (and now teach) stoichiometry!Jonathanhttps://www.blogger.com/profile/06701195188081637932noreply@blogger.com