Case Study: Accelerated Chemistry

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

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,

I am sitting here completely dumb founded as I think about chemistry. How does chemistry relate to me? How do I relate chemistry? It is such a subject that I am unsure of how it fits into my life other than a class I took in high school. As I dig deeper instead of just scratching the surface, I realize that I use and will be going to use chemistry more and more in my life.

Our group decided on the science understanding of chemical science as our theme through strong influence from the Victorian Curriculum, as we adapted our unit of work to focus on the ‘Three States of Matter’ that centred around looking specifically at solids, liquids and gases in detail. We thought that this unit topic would be a fun and interesting to plan and create a sequence of six lessons with student-centred and hands-on activities throughout. I felt our presentation went informative in the sense of highlighting and addressing all our Victorian Curriculum components, although instead of just reading out all the content descriptors it would have been more beneficial to just focus and pinpoint how it relates, and how it was incorporated

The most challenging concept that I’ve learned in Chemistry is thermochemistry. This is a branch of thermodynamics

Filled with shiny, colorful pictures of elements in their many applications, the book was my first in-depth introduction to chemistry. Two pages were dedicated to each element and explained the most common uses. I started to spend time pondering what was in some of the objects around me. I viewed objects more in their elemental sense rather than “plate material” or “cardboard material”. Since then, I’ve only tried to expand my knowledge of the chemical makeup of my world.

Therefore, the concepts make sense to the knowledge I previously learnt, especially when combined with the other sciences. The more I learn, especially this year in the university introductory courses, the more exciting and interesting chemistry becomes. This excitement of making sense of my previous knowledge needs to continue, as I told myself, and I would need to take chemistry as my major to do so.

Participating in the MCORE program is a significant bridge towards achieving the set goals for chemistry students of Michigan as the program offer various education related opportunities. Being part of the MCORE program enables one to interact with other students and possibly expand knowledge by sharing ideas. Again, the program exposes one to important presentation skills as it allows its members to attend presentation sessions with other senior students. Another benefit of MCORE program towards achieving education goals is the opportunity of touring cutting-edge research facilities that is a significant tool in personal development as an aspiring chemistry professional. Finally, the MCORE program has an objective of providing advice to chemistry

To finish the second semester of 9th grade science we continued with our chemistry unit and focused on the topics of chemical bonding, chemical formulas, stoichiometry, and acids and bases. There were two summative exams to measure students’ knowledge and understanding of the topics and a chemistry design experiment exploration where groups of students inquired about a chemistry topic of their choice and designed their own experiments about the topic. In 10th grade science students will study a mixture of physics and biology topics through the MYP framework.

The development of course topics was focused on transforming GTAs from students to effective teachers and professional researchers. This was done by progressively building up the GTAs’ self-image and providing them with the best pedagogical practices in chemistry with each course meeting. Based on social and scientific development and in consultation with relevant experts, the course covered a series of advanced training modules, as listed in Table 1.

Misconceptions such as these can be detrimental to a student’s chemistry understanding. Usually misconceptions are seen in a student’s understanding of fundamental chemistry. As such, students are unable to excel in more advanced chemistry courses due to their weak chemistry foundation. While some misconceptions can be easily addressed, others can almost permanent skew a student’s chemistry understanding.

On the first day of school, I walked into room 113 and it was then that I realized that I was in for a crazy year. My teacher explained to the class, “In chemistry you will either understand it or you won’t. There is no inbetween.” This statement made me fear the worst because

I am very interested to learn about the laws of thermodynamics, organic chemistry and also nanoscience. I believe that my A-Level subjects are preparing me with the basics of scientific and mathematical skills to apply to this field. These subjects have also provided me with the theoretical as well as practical skills needed for me to study Chemical Engineering. Chemistry has definitely improved my knowledge about how chemical reactions operate and deepened my understanding about chemical mechanisms thus giving me a picture of what am I to study in Chemical Engineering. My favourite part of studying Chemistry A-Level and what I find most interesting so far are topics related to energetics, entalphy and organic chemistry . Studying Physics A-Level allow me to put theories into practice, helping me to become more practical while Mathematics taught me that there are infinite ways to build a solution while also developing awareness into solving

Chemistry is a very challenging field of study and would provide the obstacles needed for me to grow as a student and young adult.

Chemistry is the science of the composition, structure, properties, and reactions of matter, especially of atomic and molecular systems (dictionary). And technology is the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment, drawing upon such subjects as industrial arts, engineering, applied science, and pure science (dictionary). Chemistry helps our advances in technology, and technological alterations that affect our lives in many ways everyday. Because of science, we have complex devices like cars, X-ray machines, computers, and phones. But the technologies that science has motivated consist of more than just hi-tech machines. Technology extends our