Chemistry is Hard

1. Chemistry is Hard Why?

2. 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 knowledge- memorizing textbook definitions • Easiest but least useful

3. 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

4. Bloom’s 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 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

7. Evaluation 25% Synthesis 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. responsibilities • 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. 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. 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. eye protection activities

25. contact lenses • 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. open skin wounds

26. carry group • 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. labels used chemicals MSDS

27. taste specifically • 14. Never ______ anything or touch chemicals with the hands, unless __________ instructed to do so. 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. look • 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. 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. conclusion • 20. Wash hands as necessary and wash thoroughly at the __________ of the laboratory period. 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. location • 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. procedures wrist worn laboratory