MGallup

The unit in which this text set would be used is an introductory unit in a high school chemistry class in which students learn why they are required to study, learn, and hopefully understand the basic principles of chemistry. This text set includes a series of question/answer type articles whose answers are written such that students will most likely not understand them; however, they are included in order to spark student interest in what is often referred to as a difficult or bland subject. The set is also comprised of a typical general chemistry textbook (whose font, pictures, and examples are relatively straightforward and easier to understand than those found in most), and different photographs and activities which serve the purpose of helping students to understand that chemistry is prevalent in their daily lives and that a comprehensive understanding of the subject will be beneficial in whichever career they choose to pursue.
 * 1. INTRODUCTION:**

Davies, Gilbert, Kirss, (2004). //Chemistry: The Science in Context//. New York, NY: W.W. Norton & Company. This text is well-written and easy to understand version of the typical chemistry textbook used in most high schools. It includes a comprehensive look at chemistry, outlining and explaining the origin of matter, the origin of the elements, electromagnetic radiation, stoichiometry, solution chemistry, chemical bonding, molecular shape, properties of gases, intermolecular forces, states of mater, thermodynamics, energy, Kinetics, and Electrochemistry. Each chapter is titled and written such that it relates each topic to a different branch of chemistry as well as issues which students are most likely familiar with. I selected this text because of its readability and the interesting topics which are included throughout. Students will be able to connect the various topics throughout the course back to their own prior knowledge, individual experiences and interests. I would most likely ask students to read the introduction to each topic before diving in and teaching the concepts. Following the lecture I would also ask students to read the text to clarify any misconceptions they may have had during the lecture, and then answer any questions on difficult items throughout the book.
 * 2. TEXT SET:**
 * A. PRINT RESOURCES**

Lower, Steven (2002). //What is Pseudoscience?.// Retrieved February 21, 2008, from Chem 1 Virtual Textbook Web site: http://www.chem1.com/acad/sci/pseudosci.html This article describes a subject area which has been titled “pseudoscience” in which people publish inaccurate or incorrect data in the name of science. The purpose of the article is to help the reader distinguish between factual information and that which only appears factual. I selected this text because a significant amount of information has been published in the name of science, and those who are unable to determine validity of data automatically assume those publications to include factual information. By reading this article I hope that students will be encouraged to question the validity of all text, since the ability to question is essentially what science is all about.

Braun, Smirnov, (1993). //Why is water blue?.// Retrieved February 21, 2008, from Dartmouth College Department of Chemistry Web site: [|http://www.dartmouth.edu/~etrnsfer/water.htm] This article explains in the most complex terms possible why water is blue. The website includes a photograph of a deep blue lake in the mountains, as well as data tables and charts which students are not expected to understand. I selected this text because the question is one that students have most likely been asking since they were old enough to question, and have most likely not received a straight answer. I will use this article to present the message that although the presentation of the article is absolutely difficult, by the end of the course students will be able to explain in their own words why water is blue. I would like to motivate students to pay attention and put forth effort to learn the material such that that may answer difficult, possibly life-to-date, questions.

Shakhashiri, The chemistry of autumn colors. Retrieved February 21, 2008, from Chemical of the Week Web site: http://scifun.chem.wisc.edu/chemweek/fallcolr/fallcolr.html This article is a bit more readable than the Dartmouth College water article and explains another question which students have most likely been asking for years. It describes why leaves turn different colors (at the chemical level) and how different leaves consist of different combinations of colors. I selected this article because students should not be able to understand the concepts presented at the beginning of the course, but by motivating them to work hard throughout the course such that they may answer a somewhat troubling question, they should be able to understand the article upon course completion.

Poller, Jack L (1992). Lubrication notes from redline. Retrieved February 26, 2008, from Getahelmet Web site: http://www.getahelmet.com/jeeps/tech/redline-chemist/ This article summarizes (in good note-taking form, with data and explanations) various topics regarding oil, such as refining oil, lubricants, viscosity, and transmission fluid. I chose to include this website because the information included may appeal to some students. Often times students do not realize that regardless of their anticipated career path an understanding of chemistry will be beneficial. Students are not expected to understand every concept presented in the article but the basic ones that will be covered in the course will be emphasized, along with the presence of chemistry in the automobile industry.


 * B. MEDIA RESOURCES**

(2005). Geology News - Earth Science Current Events. Retrieved February 27, 2008, from geology.com Web site: http://images.google.com/imgres?imgurl=http://geology.com/news/images/joides-resolution.jpg&imgrefurl=http://geology.com/news/labels/Oceanography.html&h=390&w=500&sz=39&hl=en&start=5&tbnid=mS64roeJSRbuHM:&tbnh=101&tbnw=130&prev=/images%3Fq%3DJOIDES%2Bresolution%26gbv%3D2%26hl%3Den%26sa%3DG This website consists of a series of current events in the earth science field, with a photograph accompanying each article description. I will most likely use a few of the photos to demonstrate to students that there are many different branches of chemistry. I am getting my degree in chemistry & chemical oceanography, and I would like for students to understand that while traditional chemistry may be a boring topic to them, it can be applied to potentially more interesting subjects such as geology and oceanography.

Coral Reefs. Retrieved February 27, 2008, from solcomhouse Web site: http://images.google.com/imgres?imgurl=http://www.solcomhouse.com/green_Wrasse_web.jpg&imgrefurl=http://www.solcomhouse.com/coralreef.htm&h=346&w=294&sz=33&hl=en&start=1&tbnid=0LtsJp2gGYE5vM:&tbnh=120&tbnw=102&prev=/images%3Fq%3Dcoral%2Breefs%26gbv%3D2%26hl%3Den%26sa%3DG This website contains information on coral reefs; formation, structure, implications of global warming. Often times students will demonstrate some sort of interest in biology but become detached from chemistry; using the photographs and videos from this website I hope to instill in students an understanding that all science disciplines are interrelated, and that by understanding the basic concepts of chemistry they open doors of new understanding for themselves in regards to biology, earth science, physics, and oceanography.


 * C. ONLINE INTERACTIVE RESOURCES**

Helmenstine, Anne Marie Chemistry questions you should be able to answer. Retrieved February 21, 2008, from About.com Web site: http://chemistry.about.com/od/chemistryfaqs/tp/chemquestions.htm This website is comprised of a list of ten frequently asked chemistry questions whose answers are written in terms that students should most likely be able to understand. Questions include “Why do onions make you cry?”, “How does soap clean?” and “Why does ice float?” Following each question is a short comment to spark students interest in obtaining the answer and to provoke them to think upon prior knowledge to answer the question themselves. Each question is written as a link to a website with the answer. I selected this somewhat interactive website because the questions provided are those that students have most likely thought about before and been unable to answer. I would ask students to use this site to write a summary on something new that they have learned.

(2003). The very useful chemistry quiz. Retrieved February 26, 2008, from FunTrivia.com Web site: http://www.funtrivia.com/trivia-quiz/SciTech/The-Very-Useful_Chemistry_Quiz-135953.html This website includes a basic chemistry quiz with questions that students most likely will not know the anwers too. Questions asked relate to students’ home lives because they are all about household chemicals. Each question has four possible answers; once an answer is chosen the quiz will inform the student whether their answer was correct or incorrect, and explain why in either case. I selected this quiz because it is a fun way to quiz students on any prior knowledge they may have relating to chemistry, and to motivate them to understand the answers provided which may be difficult for them.

Seeley, Michelle (2006). The chemistry of ice cream. Retrieved February 26, 2008, from Chemistry Lesson Plans Web site: http://www.scienceteacherprogram.org/chemistry/seeley06.html This lesson plan combines the concepts of states of matter, thermodynamics, and conservation of matter to make ice cream. I selected this lesson plan because it seems like a fun way to culminate the respective unit and relate the concepts learned back to a treat which most students enjoy. The lesson is written in laboratory format so I would ask students to complete the lab and then we would discuss the concepts used.
 * D. INSTRUCTIONAL RESOURCES**

This text set as a whole may be referenced periodically throughout the course. A well-written, modern textbook is included as well as a variety of question/answer references. All students would not read everything, though the concepts presented in each text will most definitely be covered. The lesson plan included would be used during the course, as it is a fun way for students to apply concepts learned to something which they are (hopefully) familiar with.
 * 3. USES OF TEXT SET:**


 * 4. OBJECTIVES:**

1. Students will understand the basic concept of chemistry and be able to apply them in their own words to their personal lives and prospective futures. (My objective for this text set does not specifically fit any of the GLEs for Rhode Island, however, it is best applied to PS1, since that standard partially defines why students are required to learn chemistry.)
 * PS 1** All living and nonliving things are composed of matter having characteristic properties that distinguish one substance from another //(independent of size or amount of substance)//

2. Students will be able to describe the mechanisms behind frequently asked questions which pertain to their world and life experiences. This objective is based on New Hampshire and Rhode Island Grade Level Expectation R-10-5.3: R–10–5.3 Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots) (State) (http://www.ride.ri.gov/Instruction/gle.aspx

Makaila,

You have a very comprehensive text set. I especially like how you incorporated the "What is pseudoscience?" article, because based on our lesson a couple of weeks ago, it is obvious that students need to learn how to determine what is real and what is false. Perhaps you could even use the "tree octopus" website in conjunction with the article, if you were ever to turn this into a lesson. I also like how you chose articles that connect to student's lives, that address questions they have most likely always had but not known how to answer, which could also be useful in an inquiry based lesson, or as a starting point to one. You could use the articles to show them how the information they've always wondered about is accessible, as long as you known where to look for it in credible sites, and have them come up with questions that they have other than the ones you've already adressed. I also like how you included a fun yet informative and interactive culminating lesson.

~Liz Darling