Chemistry is Hard

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Chemistry is Hard

• Why?

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Blooms Taxonomy

• Psychologist who studied how people think
• Broke thinking into levels of complexity
• Each level required using the information below
• The lowest level is knowledge- memorizing
  textbook definitions
• Easiest but least useful

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Blooms Taxonomy

• Understanding- being able to put the knowledge
  into you own words
• Application- being able to use the information in
  new situations
• Analysis- breaking the information into
  meaningful pieces
• Synthesis- being able to put information together
  to generate new learning

4
Blooms Taxonomy

• Evaluation- using all the information, making and
  defending value judgments about the information.

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Evaluation
Synthesis
Analysis
Application
Understanding
Knowledge
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What does this have to do with chemistry?

• In the past, many of your classes relied on
  memorization.
• Knowledge level
• Chemistry focuses on the higher levels.
• I dont ask you to memorize a lot of terms
• I ask you to learn processes and techniques and
  then apply them to novel situations

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Evaluation
Synthesis
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Analysis
Application
50
Understanding
25
Knowledge
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Word Clues

• How hard do I have to think?
• Knowledge
• Who, what, where, when, tell, label, define,
  select, choose, identify, describe, recall
• Comprehension
• Show, explain, discuss, classify, recognize,
  summarize, paraphrase

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Word Clues

• Application
• Use, solve, teach, relate, explain, predict,
  compute, illustrate, simulate, demonstrate
• Analysis
• Probe, dissect, outline, compare, organize,
  diagram, distinguish, investigate, categorize

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Word Clues

• Synthesis
• Plan, make, invent, develop, design, propose,
  predict, assemble, formulate, hypothesize
• Evaluation
• Rate, judge, revise, critique, defend, justify,
  assess, contrast, support, recommend, conclude,
  interpret

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Information Processing Theory

• Describes how we learn something new

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Information Processing Theory

• Filters what we know
• What we pay attention to moves on

Sensory Register Less than a second
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Information Processing Theory

• Room for 7 things (on average)
• Less than a minute

Sensory Register Less than a second
Short- term Memory
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Information Processing Theory

• If we process it further it stays with us
• To learn something requires practice

Sensory Register Less than a second
Long Term Memory
Short- term Memory
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Memory Techniques

• Rehearsal- repetition
• Chunking- grouping the information into
  meaningful categories
• Remembering general rules is easier than every
  specific instance
• We learn best by connecting new knowledge with
  old knowledge
• ROY G BIV

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Another Reason Chemistry is hard

• Requires math skills.
• Uses math to explain
• Prerequisite
• Algebra is used in this class regularly.
• Used to describe the world around us

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What can you do?
Practice!
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Laboratory Safety Rules
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• While working in the science laboratory, you will
  have certain important ____________________ that
  do not apply to other classrooms. You will be
  working with materials and apparatus which, if
  handled carelessly or improperly, have the
  potential to cause __________________ or
  discomfort to someone else as well as yourself.

responsibilities
injury
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• A science laboratory can be a safe place in which
  to work if you, the student, are foresighted,
  alert, and cautious. Violating any of the
  following regulations will result in you being
  _______________ from class or ____________________
  __ from the class. The following practices will
  be followed

suspended
permanently removed
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instructor

• 1. An _________ must be present during the
  performance of all laboratory work.
• 2. Report any accident to the __________
  immediately, no matter how_________, including
  reporting any burn, scratch, cut, or corrosive
  liquid on skin or clothing.
• 3. Prepare for each laboratory activity by
  ________ all instructions before coming to class.
  Follow all _________ implicitly and
  intelligently. Make note of any _________ in
  procedure given by the instructor.

teacher
minor
reading
directions
modification
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• 4. Any science project or individually planned
  experiment must be __________ by the teacher.

approved
5. Use only those materials and equipment
_________ by the instructor.
authorized
immediately
6. Inform the teacher ____________ of any
equipment not working properly.
7. Clean up any nonhazardous _______ on the floor
or workspace ____________.
spill
immediately
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eye protection

• 8. Wear appropriate ______________, as directed
  by the instructor, whenever you are working in
  the laboratory. Safety goggles must be worn
  during hazardous _________ involving
  caustic/corrosive chemicals, heating of liquids,
  and other activities that may injure the eyes.

activities
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(No Transcript)
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• 9. Splashes and fumes from hazardous chemicals
  present a special danger to wearers of
  _____________. Therefore, students should
  preferably wear regular glasses (inside splash
  -proof goggles, when appropriate) during all
  class activities or purchase personal
  splash-proof goggles and wear them whenever
  exposure to chemicals or chemical fumes is
  possible.
• 10. Students with _________________ on hands must
  wear gloves or be excused from the laboratory
  activity.

contact lenses
open skin wounds
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• 11. Never _______ hot equipment or dangerous
  chemicals through a ______ of students.
• 12. Check ______ and equipment instructions
  carefully. Be sure correct items are _______ in
  the proper manner.
• 13. Be aware if the _________ being used are
  hazardous. Know where the material safety data
  sheet (_______) is and what it indicates for each
  of the hazardous chemicals you are using.

carry
group
labels
used
chemicals
MSDS
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• 14. Never ______ anything or touch chemicals with
  the hands, unless __________ instructed to do so.

taste
specifically
15. Test for odor of chemicals only by ______
your hand above the container and sniffing
cautiously from a _________.
waving
distance
laboratory
16. Eating or drinking in the ____________ or
from laboratory equipment is _____ permitted.
not
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• 17. When heating material in a test tube, do not
  ______ into the tube or point it in the direction
  of any person during the process.

look
reagents
18. Never pour _________ back into bottles,
exchange stoppers of bottles, or lay stoppers on
the table.
19. When diluting _____, always pour acids into
_______, never the reverse.
acids
water
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• 20. Wash hands as necessary and wash thoroughly
  at the __________ of the laboratory period.

conclusion
21. To treat a burn from an acid or alkali, wash
the affected area ___________ with plenty of
running water. If the eye is involved, irrigate
it at the eyewash station without interruption
for ___ minutes. Report the incident to your
___________ ______________.
immediately
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instructor.
immediately
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• 22. Know the _________ of the emergency shower,
  eyewash and facewash station, fire blanket, fire
  extinguisher, fire alarm box, and exits.
• 23. Know the proper fire and earthquake drill
  _____________.
• 24. Roll long sleeves above the _______. Long,
  hanging necklaces, bulky jewelry, and excessive
  and bulky clothing should not be _____ in the
  laboratory.
• 25. Confine long hair during a __________
  activity.

location
procedures
wrist
worn
laboratory