Ap Chemistry Class

In order to fully engage students and make personal connections/ownership to the content, it is vital to connect a topic to the student’s life. Unit II is the smallest chemistry unit that provides the necessary background knowledge students need for

* Copper, gold and aluminum are all alloyed with other metals to make them harder.

Kain, Donna, and Elizabeth Wardle. “Activity Theory: An Introduction for the Writing Classroom.” Writing about Writing: A College Reader 2nd edition, edited by Elizabeth Wardle and Doug Downs, Bedford/St. Martin’s, 2014, pp. 273-283.

As a junior, I had three AP classes: AP United States History, AP Language and Composition, and AP Chemistry. I thought taking them was going to be a breeze. As the AP tests approached at the end of the year, AP test preparation accelerated to levels where the question was not whether or not we had homework, but instead e how much time the homework would take to complete. My struggle came with preparing for the AP Chemistry test that coupled complex chemistry topics with difficult algebra. I took practice test after practice test, read test prep book after test prep book, and asked for help constantly on any perplexing concepts and any convoluted math problems. The time came and went slowly, yet very quickly.

The weight of the fresh meat was 4.49 grams. After fully extracting all of the fat in the fresh meat, the weight of the defatted meat was 1.83 grams. Using these two weights, the weight of the extracted fat was determined to be 2.66 grams. After calculations, approximately 59.24% of the pre-packaged meat was made of fat. The remaining 40.76% of the pre-packaged meat was pure meat. These percentages also indicate how much consumers are paying for meat and fat. For every $5.49 spent on pre-packaged meat, consumers are paying $2.23 for meat they can eat. There is a possibility that these calculations are not completely accurate for a few reasons. The first reason is the fat was not complete extracted from the acetone wash before placed into the

Until about 2 years ago I was not quite sure what path I would choose for my future career, let alone what path I would choose when I arrived at college. I tended to be adept at subjects such as science and mathematics throughout my high school life, however I was never particularly fond of any one subject in particular. However, that changed my senior year of high school when I enrolled in AP Chemistry. I was intrigued by chemistry when I attended the pre-AP Chemistry course, however I was not particularly interested at that moment. However, AP Chemistry came with a plethora of hands-on experiments and procedures that existed to illustrate basic concepts of chemistry. Although it may sound mundane, I was amazed at some of the concepts we learned being implemented in front of our eyes, and I was especially

Chemistry became the subject that I couldn’t wait to learn, and I often find myself getting excited over new discoveries in chemistry, such as the four new elements added to the periodic table that I texted multiple friends about. Since I want to be a teacher, I find the best way for me to combine teaching and chemistry is to help those in the school who need help learning the subject. My friend is a sophomore who currently takes level one chemistry, and for her, I serve as the person she can go to when she needs help with the subject, and I’m happy to help her whenever she needs

1. Everything takes time; it takes time for a crop to be fully grown, but in the modern world no one has time for it. Time is an essential ingredient for everything produced in nature. Every crop, every rock, and even human being took the time to reach where they are. But in the modern fast-paced world, no one has time to wait for nature to take full time and do its job. They want everything to be fast so they can spend more time on making new technologies that can make something fast.

1. Place a small amount of wax from a birthday candle into a test tube. Heat gently over a burner flame until the wax melts completely; then allow

al. 2014. p.451). By using questions, it helps engage the students and makes them think about the topic and then share the ideas that they have with the class. It also is important to increase the wait time to let all students think of ideas (Ornstein et. al. 2014. p.451). This allows all students to be active in the classroom. Mrs. Z used this effectively in her classroom.

Every teacher at Eisenhower goes above and beyond what is expected. Their willingness to stay after school to assist students on topics they don’t fully comprehend shows how dedicated they are to their work. Eisenhower has provided me with multiple AP and Honor classes. These classes are meant to show students what to expect in college courses. Though the homework was rigorous and extensive, it taught me to put my studies first and prepared me for college classes. The school’s ability to adapt schedules to fit the

Accelerated Chemistry I is a demanding course that involves critical thinking and problem solving. Throughout the course you will be asked to analyze data, draw conclusions, process new information, and build your own understanding of chemistry concepts. Only after you have investigated new ideas will you discuss them formally. The model we will be using in class is - engage, explore, explain, evaluate. You will be asked to analyze common occurrences such as melting ice cubes and burning candles in order to understand the chemical processes that allow them to occur. You will analyze the relationship between macroscopic properties and microscopic structures, which in turn will help you to gain a better understanding of the world around you,

10. Your friend says that what makes one element distinct from another is the number of electrons about the atomic nucleus. Do you agree wholeheartedly, partially, or not at all? Explain.

Kennedy stressed how important the group work is during class. She mentioned how in order to truly understand the reactions, you need to know and practice the FGTs. She also said that I will want to utilize recitation by asking questions and practicing. I found that point interesting because she was the only one of the three former organic chemistry students who mentioned recitation. Because it is a peer led small group, I find it easier to ask questions and have more of a conversation about the material. Kennedy also touched upon how she picked up better study habits from taking organic chemistry. She said the more practice and undertaking on the material she did, the better she did on the

Artifact 2, “Building Better Learners,” is a PowerPoint presentation I developed to provide justification as to why I thought researching the use of teacher think alouds would be