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Chemistry is Hard

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Register. Less than. a second. Information Processing Theory. Room for 7 things (on average) ... Register. Less than. a second. Short- term. Memory. Long. Term ... – PowerPoint PPT presentation

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Title: Chemistry is Hard


1
Chemistry is Hard
  • Why?

2
Blooms 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
Blooms 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
Blooms 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 dont 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
Synthesis
25
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
  • 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
instructor
  • 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.

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
24
(No Transcript)
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
laboratory
16. Eating or drinking in the ____________ or
from laboratory equipment is _____ permitted.
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
reagents
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.
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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