Ap Chemistry Reflection

The APS program in conjunction with our high school is looking for applicants for a student run research program. Some of these qualifiers I have met already (being recommended for the program from a previous science teacher), but I will now elaborate on my scientific background and exactly what I have to offer. To begin, I have a fundamental understanding in most if not all fields of science and can infer the things that I do not know. This includes such fields of study as basic geology, botany, and astronomy. Continuing on, in high school I have taken Honors level classes wherever possible. Such a class was honors physics, and most of the things taught I picked up easily. Newtonian physics, and some simple quantum mechanics to name a few.

Senior year was quickly approaching and I still had one more spot left. I was indecisive about what other class I should add into my schedule. I researched a little and decided on AP Psychology. Little did I know how much I would come to enjoy the subject. From the beginning, I was interested in the psychology. Studying the way the brain works and why people behave the way they do have been topics I’ve been curious about before. Psychology is a subject unlike any other that I’ve studied before. Psychology studies the human mind and behaviors. It provides answers or theories of why people behave certain ways. It also includes bits of biology and and statistics, so the knowledge in other subjects help me understand it more. As I learn more about

Many friends have taken or are going to take this class, which motivates my inner want in exploring this advanced class. Before my junior year began, I took time and vacillated between taking AP literature or AP biology--I decided on the latter. My masochistic self and other peers took AP chemistry last school year; knowing that there is a lot of work in that class, I didn’t want to add another class with a massive workload, which is why I find myself here in my senior

When I passed my AP World History test. During my freshman year I was put into an AP class. I didn’t know what AP was, I didn’t know what to expect. I was able to handle my honors classes because it was material back in middle school. However, AP World History was strenuous and took major effort. There were multiple times where I had uncertainty of whether or not I was capable to keep going. I really felt out of place because it was a difficult class with essays, chapters to read and exams every week. Nonetheless, I never gave in, I convinced myself that the reason why my school put in roughly 90 kids, including myself, out of at least 1000, is because they saw potential in us and knew that we would be able to handle the stress of a college

“What do you mean you’re not going to take science next year,” Mr.Turek sounded stunned. “You have to take a science next year.” “Physics isn’t my thing.” I confessed, “and I’ve taken all the others.” “Well,” He spoke obviously, “You could take AP Chemistry.” He read the indecision on my face. AP Chemistry was rumored to be intolerable, only the best of the best could tread in that class. “You can do it” he added

I took Chemistry for the first time as an Honors Chemistry course in junior year and loved it. My teacher did not explain so well, so I had to teach myself the material. Previously I had considered this situations a burden because I had to spend so much time reading the book and looking for information online, but with Chemistry it was different. I enjoyed reading about the different subjects and understanding their applications to our daily lives. This passion I feel for Chemistry only got stronger and stronger, which is why I’m taking AP Chemistry as a senior, even though it meant not being able to take AP French, which I enjoyed a lot.

I am currently in Econ 106D Lec 2 but I am unable to enroll in its lab lecture. I talked to the professor about the problem and he said that the econ department counselors will be able to enroll me in lab and discussion because I am already in the class. Please assist me with with the situation and I hope to hear back from you soon. Thank you.

I remember was to my classes from Composition 1 always often has two times can't believe not finish to my graduation been at Texas Southmost College still to my 3 years. Because a nation are my writing skills for ASL (American Sign Language) and some grammar is a check to my grade being lower before the semester. For teacher is Maria. L Morales are Spring Semester was on 2015 almost to pass because near percent of the grade with the final is got D should more add points. I will take a class again to Composition 1 being Fall Semester with another teacher is George Flores sometime not good to my grade lower with essay and some quiz in class use to teaching about take a vocabulary word in the PowerPoint. I did went to every day arrive on time

Since becoming a student at Tri-C, I have written many papers of various lengths. Each paper has presented its own set of challenges such as grammar, punctuation, subject development, and continuity. When writing, I feel more confident about grammar and punctuation than I do subject development and continuity. I tend to edit and reduce a paper’s content so much that it becomes heavy and dense. As a result, the content develops too fast, usually leaving me with a feeling of, “where do I go from here?” Although I feel pretty confident about grammar and punctuation, the web information provided in the Week 1 folder helped to clear up some foggy areas pertaining to subject/verb agreement, comma, semi colon, and colon usage. Overall, I feel that

I am currently a junior Applied Math major at Marist and plan on declaring a biology minor. In order to satisfy the requirements before graduation, it would be most ideal for me take one the three required upper level bio electives during each of my three semesters remaining at Marist. I am currently in General Chemistry I, so I would need to be enrolled in General Chemistry II next semester as well. My current issue is that Gen Chem II is a prerequisite for nearly all the possible upper level electives. So, I was wondering if we could meet sometime to discuss the option of getting a corequisite waiver, if even at all possible. Please let me know if you have any available time this week or early next week to meet with me, as

It was as a sophomore I decided to enroll in AP Physics. It would be my first physics class, my first AP class, and my third class taught by Ms.Watroba. AP Physics 1 is a demanding class, covering a wide range of concepts previously unknown to me. In that way, science has always been a challenging class for me. From Environmental Science, to Biology, these classes look at parts of the world from a new perspective. Environmental Science took parts of our planet and looked at the processes behind them, explaining everything from erosion to the water cycle. Biology took life, and zoomed in: cells, bacteria, the microscopic world. And now Physics, where we look at the unseen forces governing our world: friction, gravity, etc. Science class has

At my internship site at the international High School Union square, my site supervisor has given me the role to be in charge of writing and sending planning interview letters of course under her supervision. Therefore, for my reaction paper I decided to use a planning interview meeting. We have one student who has several absents, there are time that he doesn’t come to school for two weeks and then he decides to come; counselors, social worker have talk to him and he keeps promising that he will come to school. This event has been occurred since the beginning of the academic year, the student cannot be discharge because he is under eighteen.

For the three students, a major reason for not liking chemistry was the unknowing surrounding the point of each lesson and unit in their lives. I believe making learning intentions known to students can frame their learning in lessons and help to gain an understanding of the overall picture for the unit. With my learning intentions in this unit I want to have two specific intentions, and one intention that relates their learning to real-life examples. Making learning relevant will increase engagement (Hipkins et al.,2002). Sadler (1989) argues that if a teacher and students’ ideas surrounding learning, and quality of the learning are not similar, monitoring of working being produced becomes difficult for teachers and students. I could introduce learning intentions in two ways. The first is to introduce learning intentions at the beginning of the lesson, which will suit John as it will reduce his anxiety around expectations on him for the lesson. By knowing what is expected he can work towards these, and enjoy the learning process. The second way is to complete the learning, then allow students to reflect on the purpose of the class. This will suit Mark and Tim as it will challenge them to participate in lesson Making learning intentions clear for students it encourages students to reflect against the learning intentions and assess their progress towards achieving them (Absolum, 2011). Once learning intentions have been shared, it allows students to engage with the lesson

On my physics unit test I got 25/37. I understood most part of this unit but there were some ups and downs on the way with some concepts and homework. I felt like I could have done better if I understood how the energy contributes to the weather system and the pyramid, also how to calculate for different types of questions. For example, speed or converting potential energy to kinetic energy or kinetic to potential energy.

The absorption spectrum of probes L1 and L2 (40 μM) were investigated in the presence of metals ions in DMSO solvent. As shown in Fig. 1, Schiff base L1 exhibited absorption band at 269 nm, 310 nm, 323 nm and 347 nm; and L2 at 264 nm, 319 nm, 341 nm, 439 nm and 462 nm, that may be attributed to π-π* charge transfer transition. However, no remarkable changes were observed in absorption spectra after the addition of 1 equivalent various metal ions such as Ag(I), K(I), Li(I) Na(I), Co(II), Cu(II), Cd(II), Pb(II), Mg(II), Hg(II), Mn(II), Al(III), Cr(III), Gd(III) and Nd(III) ions. Interestingly upon the addition of zinc and nickel ions to the probe L1 absorbance peak shifted to higher wavelength (red shift) from 347 nm to 413 nm and 410 nm, respectively. Thus, L1-Zn(II) and L1+Ni(II) complexes exhibited color change from colorless to intense yellow color. Similarly, the addition of Fe(III) and UO2(II) to the probe L2, absorbance peak lead to decrease at 439/462 nm while new peak appear at 355 nm and 366/ 515 nm, respectively. Consequently, the absorbance peaks of L2-Fe(III) complexes shifted to UV-region, thus light yellow color turned to colorless, and in case of L2-UO2(II) complex absorbance peak showed red shift effect, that resulted in dark yellow color (Fig. 2a and b). Thus, absorption spectral changes were enabled to detect Ni(II), Zn(II), Fe(III) and UO2(II) as a naked eye