Chemistry is Hard Why? Bloom’s Taxonomy Psychologist who studied how people think Broke thinking into levels of complexity Each level required using the information.
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Transcript Chemistry is Hard Why? Bloom’s Taxonomy Psychologist who studied how people think Broke thinking into levels of complexity Each level required using the information.
Chemistry is Hard
Why?
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 knowledgememorizing textbook definitions
Easiest but least useful
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
Bloom’s Taxonomy
Evaluation-
using all the information,
making and defending value judgments
about the information.
Evaluation
Synthesis
Analysis
Application
Understanding
Knowledg
e
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
Evaluation
25%
Synthesis
Analysis
50%
Application
Understanding
25%
Knowledg
e
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
Word Clues
Application
– Use,
solve, teach, relate, explain,
predict, compute, illustrate, simulate,
demonstrate
Analysis
– Probe, dissect, outline, compare,
organize, diagram, distinguish,
investigate, categorize
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
Information Processing
Theory
Describes
how we learn something new
Information Processing
Theory
Filters
what we know
What we pay attention to moves on
Sensory
Register
Less than
a second
Information Processing
Theory
Room
for 7 things (on average)
Less than a minute
Sensory
Register
Less than
a second
Short- term
Memory
Information Processing
Theory
If
we process it further it stays with us
To learn something requires practice
Sensory
Register
Less than
a second
Short- term
Memory
Long
Term
Memory
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
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
What can you do?
Laboratory
Safety Rules
While
working in the science laboratory,
you will have certain important
____________________
that do not
responsibilities
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
injury
someone else as well as yourself.
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
suspended
in you being _______________
from
class or ______________________
from
permanently removed
the class. The following practices will be
followed:
instructor
_________ must be present during
the performance of all laboratory work.
teacher
2. Report any accident to the __________
immediately, no matter how_________,
minor
including reporting any burn, scratch, cut,
or corrosive liquid on skin or clothing.
3. Prepare for each laboratory activity by
reading all instructions before coming to
________
directions implicitly and
class. Follow all _________
modification
intelligently. Make note of any _________
in procedure given by the instructor.
1. An
4. Any science project or individually
planned experiment must be
approved by the teacher.
__________
5. Use only those materials and equipment
authorized by the instructor.
_________
immediately of any
6. Inform the teacher ____________
equipment not working properly.
7. Clean up any nonhazardous _______
spill
on the floor or workspace ____________.
immediately
eye protection
Wear appropriate ______________,
as
directed by the instructor, whenever you
are working in the laboratory. Safety
goggles must be worn during hazardous
_________
activities involving caustic/corrosive
chemicals, heating of liquids, and other
activities that may injure the eyes.
8.
9.
Splashes and fumes from hazardous
chemicals present a special danger to
wearers of _____________.
contact lenses Therefore,
students should preferably wear regular
glasses (inside splash -proof goggles,
when appropriate) during all class
activities or purchase personal splashproof goggles and wear them whenever
exposure to chemicals or chemical fumes
is possible.
10. Students with open
_________________
skin wounds
on hands must wear gloves or be
excused from the laboratory activity.
11.
Never _______
hot equipment or
carry
dangerous chemicals through a ______
group
of students.
12. Check ______
labels and equipment
instructions carefully. Be sure correct
items are _______
used in the proper manner.
13. Be aware if the _________
chemicals being
used are hazardous. Know where the
material safety data sheet (_______)
MSDS is
and what it indicates for each of the
hazardous chemicals you are using.
14.
Never ______
taste anything or touch
chemicals with the hands, unless
__________
specifically instructed to do so.
15. Test for odor of chemicals only by
waving your hand above the container
______
distance
and sniffing cautiously from a _________.
laboratory
16. Eating or drinking in the ____________
or from laboratory equipment is _____
not
permitted.
17.
When heating material in a test tube,
look into the tube or point it in
do not ______
the direction of any person during the
process.
reagents back into bottles,
18. Never pour _________
exchange stoppers of bottles, or lay
stoppers on the table.
19. When diluting _____,
acids always pour
acids into _______,
never the reverse.
water
20.
Wash hands as necessary and wash
conclusion of the
thoroughly at the __________
laboratory period.
21. To treat a burn from an acid or alkali,
immediately with
wash the affected area ___________
plenty of running water. If the eye is
involved, irrigate it at the eyewash station
without interruption for ___
15 minutes.
Report the incident to your ___________
instructor.
______________.
immediately
22.
Know the _________
location
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 _____________.
procedures
24. Roll long sleeves above the wrist
_______.
Long, hanging necklaces, bulky jewelry,
and excessive and bulky clothing should
worn in the laboratory.
not be _____
25. Confine long hair during a
laboratory activity.
__________