I have been expanding on my environmental chemistry unit idea. The only problem is that I am not sure if six weeks is enough time. That is what I have between Spring Break and the end of the year. It would encompass just about everything we will do. Electrochemistry, Acid/Base chemistry, concentration, ions and metals, potentially organic (I’m not sure about tests for organic pollutants) and we could at least discuss radioactivity in connection with pollution even though that is not a problem here.

The final lab/project (possibly test) would be to write a procedure and run a series of tests on the river water over the course of two class periods. They would have to do a write up and presentation on their test results, and on possible problems from the pollution or clean-up ideas. (clean up ideas have more potential for chemical explanations).

To prepare them to do this, they would need to do at least four preparatory labs to learn the lab techniques and theory so they could write the procedure. They would need to have at least one, preferably two previous lab write-ups so they knew how to do those (they are not really part of the curriculum here for some reason). They would also need to learn about environmental chemistry in a more general way.

The coolest idea I have is that they can do a lab where they make solutions of known concentration and measure their absorbance, and then when they get the data from the river they will be able to figure out the concentration from the class graph of concentration vs. absorbance. (each pair would do a different concentration so that we could have 10 or so points on our graph).

Can I plan this fast enough, so that I can start them on it????? Is this actually possible or is it way over my head?

Part of me thinks this easier to plan, because I have this big goal that everything needs to lead up to. Every concept we learn, every equation we practice, will somehow need to help them be able to do this final task.

I am less worried about my students content knowledge than about their lab/problem solving and general independence. Can I teach them how to be that independent in six weeks? That is a lot harder than just teaching them the chemistry.

Looking for labs, I found some great ones on water quality. (I should of thought of this myself, they do a huge unit on this in FOS 1)

Edited to add: Here is the link with the lab that inspired me.

Potentially encompasses acidity, metal ions in solution, redox, organic, absorbance (turbidity), and the environment.

I am “fortunate” enough to live near a rather polluted water source, so this could be very interesting. Practical. Not that they care about how yucky their water is, but it has to be better than me lecturing.

I want to come up with some good equations, give the students one or two pieces of information (e.g. grams starting material) and make them tell me everything they possibly can about the equation. I mean everything. Classify the reaction, name the compounds, identify them as ionic or polar, calculate their molar mass, and calculate themselves in circles.

I wonder if there is a way to make this into a game. I thought of this, because the joy of stoichiometry is that with very little starting information, you can calculate yourself silly with all the relationships and principles.

I also like tasks where the students have to tell me everything they know.

One of my teachers got back to me right away with math ideas.

There are two videos that he made last year, mini-documentaries that I found inspiring. And yes, I did spend my Saturday night watching them. (family was asleep or at departmental parties).

Here are the links, but I will also keep them on my video resources page.

amazing teachers

student interviews

The first one profiles award-winning math teachers, and the second one interviews students about what makes a really good math teacher.

I am familiar with the principles presented, but it was wonderful to see the different personalities and classrooms of the teachers, and to see some concrete examples of the theory.

Basically, I am on the right track. I need to start simple, use baby steps, take time, and repeat. Two things that hit me especially from the first video were the teacher who was amazing at using humor and fun in his classroom, and the teacher who emphasized a variety of problem solving strategies. I want signs like the teacher from Baltimore. It made sense to me, to have a tool box of strategies that the kids are familiar with. Then when they are having trouble you can ask them, have you tried X strategy? what about Y strategy? and they have reminders on the walls.

Interesting story about isotopic ratios being used in drug testing. Seems like it could possibly be integrated into the classroom, and interest in sports and steroids is high.