Reflection On Mrs. Sorrell's AP Chemistry

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

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.

1. What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C) For the lesson observed the objectives was to explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers.

AP Chemistry Curriculum Lesson Topic Main Idea Learning Objectives Session 1 Structure of Matter • Chemical elements make up matter, and these chemical elements are made up of atoms. A. To learn about the atomic structure and subatomic particles B. To learn about the trends of the properties of elements in the periodic table (periodic trends) C. To discuss different types

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.

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

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

While sitting within Kempner High School’s auditorium my sophomore year and watching AP Chemistry students conduct fascinating experiments on stage, I began breaking down each individual’s experiment to its fundamental concepts. Pulling out different concepts from these specific examples, I began watching as each of those concepts interacted with one another. I specifically remember seeing a student prepare a batch of sodium polyacrylate and mixing the compound with water to ultimately completed the students’ goal. But what goal did this AP student accomplish? For the goal of this student may have been simply to create a synthetic snow, but the effects of their actions on myself started shaping my passion for Chemistry. Although the student

For most of my childhood, I have been fascinated by the power that science has to transform humanity. Due to this belief, I developed a keen interest in the science of chemistry. In my opinion, chemistry is a puzzle that provides insight about our surroundings, similarly, by attending Tufts University I will gain different viewpoints which I will use to pursue my future endeavors. Consequently, the endless opportunities at Tufts University combined with my passion for new discoveries, commitment to fruitful endeavors and the determination required for success will produce a stimulating learning environment in which I feel I belong.

Accelerated Chemistry I is a rigorous college preparatory course that will challenge you to think critically and problem solve. 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 is engage, explore, explain, evaluate. You will be asked to analyze commonplace phenomena, such as burning candles and melting ice cubes, in order to understand the deceivingly complex chemical processes that allow them to occur. You will analyze the relationship between microscope structures and macroscopic properties. In doing so, you will gain a better understanding of the world around you, and will

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

As part of professional training to become effective and professional teachers, GTAs were given ethics training that involved ensuring equity in classroom, workplace harassment awareness, and a senior GTA panel discussion to share experiences on professional conduct. The training on ethics in the classroom introduced the GTAs to situations

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

Summary of Unit: 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.

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.