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Assessment methods for students
Assessment methods for students
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This lesson will explore the themes of molecule motion and surface tension. While these themes may seem very complicated, we will break down the topic so the class learns a basic overview. Our audience is guided towards a sixth grade class, therefore these are still lower level thinkers. We will start off our presentation with the creation of a KWL chart on the white board. The K sections, which stands for previous knowledge, will be filled out prior to the beginning of the Power Point. This will be done by asking the class what they already know about molecules in general. The next section of the KWL chat is the W, which stands for what they would like to know. Once again through a group discussion, to engage the entire class, we will write questions that through discovery learning we will find the answers to.
Our presentation will then kick into action with a Power Point presentation with the backgrounds about molecules. This will be in a basic lecture form, with both key points and visuals on the powerpoint. The Power Point is aimed to engaged auditory and visual learners as it is important for teaches to adapt their learning strategies to the students needs. Keywords and concepts will be introduced and explained to build upon the already determined prior knowledge. The students will all be given a hand out to fill out for the discovery learning section of our presentation. This will be done through an fun colorful experiment.
The work sheet is broken down into three sections, a hypothesis, an observation in both a sentence and a picture, and questions. The hypothesis and observations will be done in class by students, as well as the actual experiment. The questions will not be done but simply are an example how we would ...
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... help the lesson sink into the students memory even further, as well as show us, the evaluators, if they are understanding the concepts.
The experiment is know over and the class will use discussion as the final method of evaluations. Students may refer back to their worksheets to state what they saw. Going back to the KWL chart, the L section, standing for what the class has learned, will filled in through out this discussion. Visually the students are able to see what they have discovered by organizing their thinking. The hypothesis in the beginning of the experiment will be briefly touched upon again to compare and contrast how the results differed. Finally, the class as a whole will conclude how this applies to what we have learned in the Power Point and ultimately real life. Teachers will then collect the work sheets, and clear the materials off of the table.
The lesson is about knowing the concept of place value, and to familiarize first grade students with double digits. The students have a daily routine where they place a straw for each day of school in the one’s bin. After collecting ten straws, they bundle them up and move them to the tens bin. The teacher gives a lecture on place value modeling the daily routine. First, she asks a student her age (6), and adds it to another student’s age (7). Next, she asks a different student how they are going to add them. The students respond that they have to put them on the ten’s side. After, they move a bundle and place them on the ten’s side. When the teacher is done with the lesson, she has the students engage in four different centers, where they get to work in pairs. When the students done at least three of the independent centers, she has a class review. During the review she calls on different students and ask them about their findings, thus determining if the students were able to learn about place value.
Writing in Biology is different than writing in other courses like English. In Biology, the writer must conduct an experiment prior to writing a lab report on the findings. For this lab report, I had to conduct an experiment comparing the cellular respiration rates of germinating peas and non-germinating peas. Before beginning the experiment, we had to create a thesis that would state which set of peas would have the higher respiration rate, germinated or non-germinated peas. We were expected to make a thesis based on our prior knowledge of how cellular respiration works in plants. I conducted the experiment during class two weeks before the lab report was due. The experiment consisted of placing peas in a Biochamber where the levels of carbon dioxide and oxygen would be measured every 6 seconds for 3 minutes. After completing that, my instructor stressed that we repeat the experiment 5 more times for each set of peas. After collecting the data, we compare...
This chemistry book report is focus on a book called “Napoleon's buttons: How 17 molecules changed history” by Penny Le Couteur and Jay Burreson. The publisher of this book is Tarcher Putnam, the book was published in Canada on 2003 with 17 chapters (hey the number match the title of the book!) and a total of 378 pages. The genre of this book is nonfiction. “Napoleon's Buttons” contain a fascinating story of seventeen groups of molecules that have greatly changed the course of history and continuing affect the world we live in today. It also reveal the astonishing chemical connection among some unrelated events, for example: Chemistry caused New Amsterdamers to be renamed New Yorkers and one little accident of detonating cotton apron in a minor housekeeping mishap lead to the development of modern explosives and the founding of the movie industry.
Goll, James G., and Lindsay Wilkinson. “Teaching Chemistry Using October Sky." Edgewood.edu. Edgewood College, n.d. Web. 7 Mar. 2014
...rmine and find out the shapes of molecular compounds and polyatomic ions. In the end I feel as if I understand the chapter more clearly now that I have analyzed the information and put it into my own words.
Smith, Roland. Conquering Chemsitry: HSC course. 4th ed. Vol. 1. N/A: Cengage Learning Australia, 2010. 74-90. 1 vols. Print.
Ever since I began studying science and mathematics at all levels of educations I have always had an interest in the production of useful materials. In the growing turmoil of today; a world full of global warming and diminishing resources, questions often arise in my mind such as, "can we make a more efficient, more durable and a renewable resource that will overshadow fossil fuels? and have less of an impact on our environment?" Up to now, I have not found a solution to these questions and answering these questions is a personal aspiration of mine which I aim to fulfil by achieving a degree in Chemical engineering and eventually I will contribute to the field in my own unique way. The debate surrounding sustainable energy fascinates me, having recently learned from personal research I have understood what an authoritative role chemists and chemical engineers play in the industry at the present time and how, by working as a team, they contribute to an improved future for the whole world. However, one of the main reasons that has single-mindedly driven me this far to want to study chemical engineering is a book I have read, “Beyond the Molecular Frontier: Challenges for Chemistry and Chemical Engineering” While reading this book, I had solidified my understandings of what chemical engineering is all about. Also, one of the main processes mentioned was polymerisation and is something I already study in A-level chemistry, it is something that not only interests me, but is a personal career aspiration of mine. Reading this book gave me a determination to be the person who helps improve the future of the industry and provide an answer to the questions I always ask myself by studying this degree.
VMD or Visual Molecular Dynamics is a computer program that can be used to design, animate, and model molecules especially organic molecules so that they can be visualized in 3-dimensional graphics for analysis and better understanding of their molecular structure and components. For the most part VMD is used to view and analyze the molecular stimulations, but the program also contains rendering tools that can be used to modify the dimensional and sequential data of the molecules. The data can be applied in various ways. Biochemists can rearrange and form amino acids to observe mutagenesis or functions of the proteins, it can also be useful to predict and understand catalytic mechanisms stimulated by proteins.
The work sample is a word problem worksheet on coins. The objective in this lesson was for students to solve problems using coins and the students had to either add up coins or subtract coins in this worksheet. Therefore, I was able to “match learning objectives with assessment methods”. Based on the work sample, the student correctly answered the questions that involved adding up coins but when she had to subtract coins, she got the answers incorrect because she assumed that the question involved adding up coins. It taught me that she did not know when to add or subtract when reading a word problem. As a result, I adjusted my instruction and taught the student to look for clue words such as, “in all” or “have left” when solving a word problem. I taught her that key words such as, how many are left, difference, how many more and fewer indicate that she needs to subtract. While, key words such as, altogether, in all, total and sum indicate that she needs to add. This show that I was able to “analyze the assessment and understood the gaps in her learning and use it to guide my instruction”. The student knew how to add and subtract but she had a difficult time knowing what operation to use when solving word problems. I provided the student with “effective and descriptive feedback” immediately after finishing her worksheet which helped her to improve her
First we placed the slide under the simple microscope and observed it at ten times magnification level. We each took turns looking. We then copied them as drawings into our Cornell notebooks. After that we changed the magnification to fifty times and observed the slide. We each took turns looking. We then copied what we saw into our Cornell notebooks. After that we changed the magnification level to sixty times and we each took turns looking at the slide. We then copied what we saw into our Cornell notebooks and sat down together. When we were all done drawing we spoke about what we seen and gave each other ideas on how to write our Lab Reports.
Chemical reactions involve the making and breaking of bonds. It is essential that we know what bonds are before we can understand any chemical reaction. To understand bonds, we will first describe several of their properties. The bond strength tells us how hard it is to break a bond. Bond lengths give us valuable structural information about the positions of the atomic nuclei. Bond dipoles inform us about the electron distribution around the two bonded atoms. From bond dipoles we may derive electronegativity data useful for predicting the bond dipoles of bonds that may have never been made before.
The students seemed to struggle with this part of the investigation. They were not sure what to ask. When I walked around to the groups to help them, they all had questions but they did not think they were good enough to write on the paper. I ensured them that those were all great questions and they would easily be answered throughout the investigation. Next was the “Formulate a Hypothesis” section of the worksheet. I asked the students if they knew what a hypothesis was and none of them knew. I informed them that a hypothesis was an educated guess and to make a guess about what was going to happen during the experiment. This part went better than the asking questions section. After formulating a hypothesis, I demonstrated how the investigation should be carried out. Students were then free to investigate in their groups. The investigation went well. Students were able to share and each get a turn to drop a liquid onto a skittle and watch the “erosion”
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...
...nable new avenues of learning for students and gives students more responsibility in their own learning and allows them the opportunity to put this knowledge into practice. These possibilities can have a positive effect on student performance and achievement. Enhanced teaching will be achieved along with better student performance.