Reflection On Mrs. Sorrell's AP Chemistry

Prior to high school, my uncle was my chemistry teacher. As a food scientist, he was to me a great inventor who knew everything about the magic of taste, texture, and aroma; I still remember his lecture on “good” chocolate and how cocoa butter—solid at room temperature—melts readily in our mouths. Raised on an early appreciation for the power of applied science, I am now driven toward chemical science by a desire to uncover solutions to challenges in the modern world.

When they came back to school, Mrs. Smith planned a really fun lab for her students to do. They had to create a chemical reaction which required them to measure

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

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,

Although “Chem 1111” is an introductory course, it is an intense course that many students struggle with. I strongly encourage students to get a head start and give them the opportunity to do so. However, due to his proactive nature, Michael was far

The unit, Chemical Reactions and Fossil Fuels, is designed for a 10th grade Honors Chemistry. Students will explore the ideas of heat, energy and chemical reactions. Students will connect the concept of energy and chemical reactions with their impact on their environment. Students will focus on fossil fuels as a form of energy and if they are harmful to the environment. Students will use previous chemistry curriculum when we discuss the meaning of energy, heat, and chemical reactions; they will have the opportunity to think about the impact of fossil fuels on the environment; and finally students will research and defend their position on fossil fuels and alternative energy in a debate format. This will demonstrate what they are thinking and what they have learned throughout this unit.

I thirst for something that does not have all the answers. Rather, I strive to find the solutions to questions that have not yet been asked. As a sophomore, I took an introductory chemistry course and thoroughly enjoyed it, which led me to take AP Chemistry the following year. My senior year includes three different biology classes, as well as an additional online class, and I have come to realize the impact that chemistry has on biology.

I was placed is Mrs. Basden’s AP Chemistry class at the Highland High School, and I observed on Tuesday and Thursday mornings. I assisted Mrs. Basden with group questions and activities. The AP chemistry course is very intensive and contains a lot of required material to cover within a school year. The majority of the observation was revolved around solving practice problems that will help these students on the AP exam. Due to the rigorous schedule of teaching all the topics that will be on the AP Chemistry Exam, there are not many opportunities for large reading and writing strategies in the classroom towards the end of the school year.

I plan to major in chemical engineering at UNR. Possessing a thirst for discovering how the world functions through the lense of science, I am interning with Dr. Casey in the Chemistry Department to experience chemistry firsthand. Alongside the heavy workload, I will balance volunteering with Dean’s Future Scholars at UNR, I’ve dedicated 200+ hours to the group and look forward to helping out the lives of low-income, first generation kids like myself. I’ll advance from college into the real world examining life at the atomic level while giving back to the

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

Unfortunately, the current level of turbulence is the result of Mr. Mullet’s unprofessionalism towards this topic during the previous school year. Although Mr. Mullet was initially satisfied with his own schedule, he took it upon himself to act as an advocate for the first year teacher who had been assigned four sections of career level chemistry. It is important to note, that the case study did not specified if the first year teacher was upset about his assignment. When Mr. Mullet’s attempts at “advocacy” were fruitless, he drafted a “The Manifesto” condemming the actions of many of his colleagues. This document catalyzed a level of severe turbulence within the department, however, over summer break many of the hard feelings had been forgotten. While in the beginning phases of developing next year’s schedule, Hope’s situation demonstrates a moderate level of turbulence, because there is a “widespread awareness of the issue”(p.55). Given that Hope’s actions will face a great deal of scrutiny, I feel it is necessary for her to meet individually with each of the teachers in her

Throughout the duration of the class, we discussed various complex ideas of Chemistry. Whenever Jumana was confused about the material and wanted to ensure complete understanding of the material, she never hesitated to request additional explanations to the topic inside and out of class. Jumana

I am not capable of highlighting a life-changing event, not an isolated one that is. Because, truthfully, the impact of Chemistry in my life cannot be narrowed to a couple of instances that can fit into an essay. It is a part of me and, as such, will develop. I find it impossible to extrapolate myself and pretend that in a year my mind will function in the same way it currently does. Fresh knowledge will evoke new inquiries, and this cycle will prevail. I crave cathartic and bold comprehension of my

Currently, because our chemical teacher just had her baby and is on maternity leave, we have a problem that we are going to take AP chemistry but we do not have chemistry lesson now. Some students say that we can study by ourselves for this special time. However, it is refuted by saying that if we have some problems, we do not have someone to ask. An alternative approach is to invite a temporary teacher. However, it is not easy to find a teacher in such a short time. From my personal perspective, it is feasible to study by ourselves temporarily and ask the questions when our chemical teacher come

Although many students disliked the additional coursework that OCA’s required, but those very same students overcame the barriers mentioned earlier, developed professionally, and increased confidence in their chemistry communication over the course of the semester.