⌚ The Ideal Gas Law: Stereotyping Popcorn

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The Ideal Gas Law: Stereotyping Popcorn



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AP Chemistry: The Ideal Gas Law

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The Meat Inspection Act Of into cities alive and slaughtered there, so the meat was eaten fresh. Words: - Pages: 3. Modeling Instruction doesn't work if you don't build rapport and the fastest way to building rapport is to promote a positive classroom culture. The students really came together around the classroom brand and talked it up so much and so regularly that it did become something bigger than I alone could ever have made it. The principal would comment to me about how he noticed students regularly Tweeting about physics using the hashtag TeamPhysics and that they seemed to be genuinely interested in the notion of 'physics as sport.

Students outside of class would post comments or questions about homework, share photos of projects in the works, or just share links to physics related stuff they saw outside of school or online. When the students started sharing on their own volition about physics with the TeamPhysics hashtag, I felt I had accomplished something with the classroom brand. To round out our classroom culture, we had character building activities during the year, opportunities for community service, and celebrations of accomplishment.

The Rock, Paper, Scissors tournament is a good example. This single elimination challenge of the classic game has the winners of each round taking the losers with them to the next round as their cheering squad. This is the "biggest fan" stipulation. If you lose, you become the winner's biggest fan and cheer them on. By the finals, the class is divided in half shouting and cheering on one or the other student. There are plenty of character-building team-building activities out there. They take only a few minutes and can make the difference in sculpting your classroom culture from time to time. In December, we adopt a local family whose name has been submitted as needing assistance for Christmas.

The class divides up into groups and organizes purchasing gifts and food for the entire family for Christmas. Then, they have a wrapping party one day complete with hot chocolate and donuts and then choose a few students to personally deliver the gifts to the family. This is always a memorable opportunity for students and makes the class seem to be more than just 'learning physics.

For example, if you have presentations coming up after a big project, get a bunch of popcorn for everyone to share and eat while they observe the presentations. Putting this extra tidbit into your classroom activities can make 'scary presentation time' into a celebration of accomplishment. When it all comes down to it, there are so many activities and elements of the TeamPhysics classroom that stem from the classroom branding idea. For me, the classroom brand had to entail a sense of team, foster student-student and teacher-student rapport, help extend learning beyond the school day, and be something with which students could identify. The reason I believe it was successful now, looking back, is that everything I wanted my classroom to stand for was all represented in one centralized abstract thing, the classroom brand.

Once your classroom brand takes off, other students and colleagues will start to take note. It will bring positive attention to your students and their classroom, which will reinforce the greatness of that classroom culture. Posted by Gary G. Abud, Jr. This is a story about classroom culture. It includes an introduction to, what I suspect is, a novel concept--that of the classroom brand. It is something that integrates marketing, psychology, and education. I suspect that this has been out there but not well defined as of yet. My hope is to shed some light on what I refer to as the classroom brand and explain how I applied this concept to my own classes to create the classroom culture I was trying to foster in my students.

The story I am about to tell is in two parts. The first part is the background and motivation for why I chose to brand my classroom, and the second is the story of my first year with a classroom brand. The alphabet constructed out of popular brands. I would like to begin by disclosing that I am no researched expert on marketing nor the psychology of advertising, and so the thoughts here are my own. I have not seen in the literature nor in any personal blog or news article anything that describes what I call the classroom brand , but that does not mean I am the first to note this.

Much has been written about brands in the classroom , but nothing about an actual classroom brand. Based on my own background in education, philosophy and cognitive psychology, I have compiled years of personal observation to examine how we are hard-wired to accept brands and branding based on the way in which our brains form associations. Once upon a time, someone pointed me to the brand alphabet to illustrate how associations were vital in learning. The alphabet has now gone through several branding iterations since the original shown above was created. You can even test yourself to see how many you would get, which should make the argument for the power of branding pretty compelling. Perhaps what I point out here will seem obvious to you; but at the least, I hope that it seems a logical generalization about the nature of how we think as consumers which follows from your own experiential evidence.

Finally, I hope that you can get a sense of what branding can do for a classroom, especially at the secondary level, because the age group responds so well to branding campaigns in general. The power of the brand has been well known in the business world for years; however, looking around at other areas of life, you will likely find that branding has spread beyond a mere marketing tactic in business to almost all aspects of culture. Brand recognition part of our cultural upbringing and it takes a hold on everyone, whether subconscious or not. Everyone gets exposure to certain products, games, services, and entertainment throughout their lives. They come to know, like, and dislike certain brands based on their experiences.

As we mature, we begin not only to recognize brands, or to simply be aware of them, but we identify with them, or against them. The pervasiveness of brands in culture can be seen in all countries and with all age groups. Though this article describes that teachers should take advantage of brands in their classroom, the context is different than what I am referring to here. Where this author suggests to use brands that students recognize in the classroom, such as Google or Microsoft, I am proposing that you create your own classroom brand -- a brand that represents what your classroom stands for and the type of "product" you sell as an educator. Part 1: Motivation for a classroom brand - arguments for the power of branding Few could argue that children are drawn to logos and products based on colors, shapes, or appealing design.

Regardless of the type of product or the quality of it, children can recognize and even choose brands simply based on the visual it gives. Watch a parent with a small child in the grocery store checkout lane to see this for yourself. It's no accident that certain impulse shopping items, toys, and candy are all placed there. In adolescence, people become more aware of social branding. The products associated with fashion, style, class, and money start to work on the minds of kids in middle school. This motivates them to buy certain products to communicate a certain image to other people. Even the image that they choose to communicate has been branded and "sold" to adolescents--e.

The film Miss Representation does an excellent job of illustrating the influence of branding on young girls in the long-lasting implications. Of course, some would call these image brands a "stereotype," but in the way that they are being pushed to consumers, they are an actual identifiable product themselves, and thus they are a brand. Everything from food, to entertainment, to personal image is branded for school-aged children to experience.

Brands are ubiquitous, and a recent mobile app game called Logos quiz very clearly points out this fact. In this game, you are given a set of logos for brands and try to guess the name of the brand based only on visual recognition. It was a very popular game with the high school students in my physics class this past year. Thursday, August 16, ModChem Day Modeler's Log, Day Here we are now--three weeks from where we started; 15 days of instruction and nine full units of chemistry models later. Everyone came away with something meaningful; it's sad to see the workshop come to a close.

This last workshop day did not include any new content, because we finished the last of the nine units on day Though everyone would have loved to get into more chemistry content, today was about tying up loose ends and reflecting on the workshop. The conclusion of the workshop started by activating our American Modeling Teachers Association and getting a brief tour of the website. We subsequently moved on to one final questioning simulation, and then we put the whiteboards away for the last time. Our final whiteboarding practice session include more practice with the different stoichiometry applications from unit 9. Everyone acknowledge how much more comfortable we felt with the whiteboarding process at this point. We were now able to give some helpful feedback even about the process itself.

The subtleties of whiteboard questioning were now within perspective. From this last session, we noted that it is important to ask open-ended questions, not just open-spaced questions. We found this subtle difference in how we viewed leading questions. What we thought were leading students to discuss an idea more were actually just leading them to a single answer via fill-in-blank questions from the teacher, e. Instead, consider a more constructed response prompt: "How do we relate the how much to the how many for a substance? Neither of these practices foster good whiteboard discussions.

Next, we cleaned off the whiteboards and tidied up the lab for the last time in this workshop and it was time to take our post-test of the Assessment of Basic Chemistry Concepts ABCC. After looking at the questions on the ABCC for a second time after learning all the models in each unit, I have a much better sense of how my own thinking about matter and energy have changed. This assessment should be given as early in the year as possible, especially before you begin teaching the content of the modeling chemistry units, to students. The objective here is not for the assessment to be part of students' grade in the course but to yield a measurement of how much they learned over the course of the term and how well the instruction succeeded in steering students to correct lines of thinking.

My experience in modeling physics using the Force Concept Inventory FCI , as well as discussion of the chemistry concepts inventory, has helped me foresee how the ABCC will work into my chemistry teaching. At the end of the first week of school, I will give the assessment to students, it will be scored to see what their preconceptions are, but the grade will not be counted.

Then, after we have finished all nine units in the curriculum, students will again take the assessment not to be counted into their grade and the results compared to their first attempt. The difference between the pre-test and post-test scores on the concept inventory can help see student gains in learning, e. To dive deeper into the data, a "percent yield" of sorts can be determined for each student. This is where you take a student's actual score change compared to their possible score change.

It compares students to themselves instead of to each other. This way two students who each had a 3-question improvement can be compared. With just the change in score, the comparison would be meaningless, but with a comparison to what each student could have scored, the 3-question improvement becomes much more telling. After we finished with the ABCC, it was time to do course evaluations, which interestingly had two components: 1 rating the quality of the workshop itself; and, 2 rating your pedagogical content knowledge in a variety of categories before and after the workshop.

The latter of these two components really encouraged you to reflect on what you learned in the workshop and how it will influence your teaching. It had questions asking you to rate the frequency with which you used a variety of teaching techniques, e. This way of surveying teachers could really help a person to realize just how much their teaching has been impacted by this workshop. Sequence in the chemistry curriculum follows a historical timeline Most chemistry textbooks, and even more chemistry curricula, will treat the historical timeline of chemistry and the development of the model of the atom in a single unit or chapter.

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