view from my clcrssroom
edited by FRANK CARDULLA Niles Township High School 9800 Lawler Avenue Skokie, IL60077
Adding Heart and Soul to the Chemistry Classroom Sherry Berman-Robinson Carl Sandburg High School, Orland Park, IL 60462
Recentlv I saw the movie Dead Poet's Society. Although it dealt withan English teacherata privateboy'sprepara;ory school in New England in the 1950's. it not only reminded me of how many things in education seem to remain constant, but also it made me appreciate the freedom enjoyed ~~~
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I teach high school chemistry studenrs in Orland Park, Illinois. Carl Sandhurg High School has a student body of over 2500 and serves a predominantly middle class suhurban population. Altho"gh the school is relatively large, there is caring; there is individualization; and there is a chance forgro&h. The teachers can be innovative, creative, nurturing, and respected. Honors Chemistry and Advanced Placement Chemistry have the repututiunofbeingtwoofthcmost difficult classes in ihe school. I reach three advanved placement classes and two honors sections. Students ranging in age from 14-18 years old come to class expecting to work hard and to learn a great deal. They come with fear, excitement, and wonder. I believe in a holistic approach tolearning, which involves being honest, open, and real. We share our feelings. On the first day of school my students are told that they will learn four very important concepts. They will learn to smile and laugh in aclass even ifthey have never done so before. They will learn to work effectively in a group. They will learn to be considerate of others; and they will learn a great deal of chemistry. The honors chemistry class includes the topics normally found in a traditional chemistry class. We cover characteristic properties, stoichiometry, nomenclature, gas laws, bonding, organic, kinetics, equilibrium, acids and bases, and electrochemistry. We perform about thirty 50-min experiments in which students are asked to analyze and synthesize scientific data. Students work in groups of two or three while writing a formal laboratory report for each ex~eriment.Safetv is constantlv We also con" em~hasized. . duct fun experiments that were observed at various workshoos and conventions. At IIalloween we make "Slime": at ~ h a n k s ~ i v i we n g make and eat ice cream that is prepared in test tubes; right before winter break we make "gold pennies"; and for spring break we "dye" eggs and talk about their chemistry. A hands-on approach underscores all learning activities. Mole Dav On October 23rd (10-23) we naturally celebrate "Mole Day." This day occurs close to the end of the first quarter of the school year and just about the time when students are starting to understand the concept of the mole. On average, about 50 students each year m&e a mole project. Poetry, music, comic strips, cooking, drawing, painting, singing, and woodcarving are just some of the media that have been utilized. Some of the best ones have included "The MoleEs-
ter," "I'm a Mole Man," "The Lincoln Mole-Memorial," "A Bat-Mole-Bile," "Great Mole-ments in Chemistry History," "Pay The Mole," "A Holy-Moley," 'The Mole-A-Lisa," "A Mole In One." "AMole-Vaulter." and "All Around the Mole~ e r r y ~ u s h . % o munderstanding e of the mole concept must be incorporated in the student's project. Proiects are displayed throughout ourschool building in hopes ofeducnting the entire student bodv and ILulty. It 1s fun for all. Traditional lecturesare given about twice a week. Every attempt is made to keep students actively involved and to e check eon st ant^^ f i r understanding. ~ o s i t j v reinforcement is used as much as possible.Aiaclass, wcoften try toinvent effective mnemonic devices to make remembering easier. Sometimes I will dress up in costumes. Students may be called upon to a d out molecular motion, or play charades with vocabulary words. All this helps to make a difficult subject somewhat easier. Group Testing: A Motivation To Learn There are no surprise tests or quizzes. All tests are announced in advance. For review we may do a cooperative learning exercise, prepare a concept map, or have a n academic bowl. This is exciting for me a s well a s the students. The majority of testsaresubjective. Although this requires more grading time, it allows me to ask questions that test for understanding as well a s allowing students to analyze and synthesize. Each time a n exam is given there is a n "A" exam and a "B" exam. These will have similar formats but will contain completely different questions. Every student will be reauired to take both exams during a two-dav period. OuAthefirst day the "A" and " B" exams are randomly distributed to the students. They are given the entire period to complete the test individually. This first day of testing is the traditional manner in which most of us adminkter exams. A different techniaue that I have used successfullv for 15 years occurs on the'second day. Each student is lsked to choose a partner(s) who took the same exam a s they did on day one. They now take a copy of the test that they have not already completed. This time they again have the entire class period to complete the exam, but now they work cooperatively and effectively in a group of two or three. Students pick their own groups, but other teachers may choose to assign students randomly. Both the individual test and the group test are graded. A student must take the individual test before taking the group test. The individual test counts 100points. The &up test counts 50 points. What are some of the advantages of this method? First, i t encourages students to be in school on a test day. They know they have a chance to improve on the second day, if they had been confused. I t encourages erouD work. and it forces students to read and understand ;he &estio& because they may have to explain them to
Volume 68 Number 12 December 1991
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their peers. It is extra work for the teacher, because two exams must be prepared and graded, but at least the stack is only half as large the second day. Both the individual and group tests are graded and returned. Instead of going over the exam in a traditional manner, questions relating to the exam are entertained. Adetailed answer key to both exams is readily available in case of student absence or if a student wants to review individually. This method seems well received. In fact, if I say we don't have time for a group test on a certain unit, students become quite upset. The AP Course The majority of students who continue on to AP Chemistry are those who received an Aor B in Honors Chemistry. They come from varied backgrounds, are eager to learn, and actually enjoy school. They are still adolescents who sometimes can have difficulty injuggling their busy, hectic lives. At our school AP Chemistry is scheduled for five 54-min periods per week. We are rushed attempting to cover the entire curriculum suggested by the College Board. Thus, students are expected to do a great deal of work a t home. Classes are usually a mixture ofjuniors and seniors with an occasional sophomore. Past students volunteer to be tutors, so any honors or AP student who needs help may comein during their homeroom andlor lunch hour to receive it. I am available before and after school, but it is common for many of our better students to take a zerohour class and to be involved in extracurricular activities. In AP Chemistry, laboratory work is emphasized. Each student must keep a college-type laboratory notebook. At least 25 experiments are performed in an attempt to cover those suggested by the College Board. Many take two or three class periods. The AP course, although intense, is still filled with fun. The course includes lectures, use of packet materials, textbook problems, and AP problems from previous tests. We also practice multiple-choice exams. Starting with some first-year exams, we move into the Chem 13 News multiple-choice tests, and finally to questions from previous American Chemical SocietyADV exams. (These are secondyear chemistry multiple-choice questions prepared by a committee of both high school and college chemistry teachers every two years.) Beginning in March, study groups consisting of three or four members are formed. They must meet at least three hours a week and are required to hold
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About the Author Snerry Berman-Roonson nas oeen teacnlng chem stfy,pnyslca scence. ana AP Chem a r y at Carl Sanoa~rgnlgn Schoo m Or ana len , "ears. She rece~veaher BA aearee in Par,. Il inots tor !he oast , them stry an0 malnematcs from lne Stale divers ty of New Yor* at BJlaloand ner MSinchem ary lromtne "n vers ly of ll mots Shelaler oecame cen l.ed to leacn lne earn ng o.sabled and tne oenav or o sordereo and nas recently compleleo her aamm slrat ve cen I cale She has been actively involved in "OperationSnowball."and runs Feedback,apeercounseling discussion club.She coaches asuccessful JETS Team as well as the Science Bowl Team. Her students participate in many contests and have received numerous awards under her leadership and guidance. Berman-Robinson has an autisticdaughterandhas spentcountless hours heloina , " ,oarents and children to understand those who are handicapped. Her work and assistance has been a tremendous inspiration to many individuals. Berman-Robinson has received the Chemical Manufacturer's Association National Catalyst Award and the Davidson Award for excellence in chemistry teaching. She is a Dreyfus Master Teacher, a SERAPHIM Workshop leader, has co-authored an A.P. review book. served as a member ofthe ACSNSTA camminee that prepares the ADV exam, presented at various conventions, and received various local and state teaching awards.
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a t least one of these meetings in a small room located in the back of my classroom. We have a sign-up sheet, and each group attempts to choose a different day of the week to work. Outside the classroom and lunchtime, the group meets when and where they choose. Homework continues to be assigned and new material continues to be taught. Groups are given some guidance and suggestions as to what materials to work on during review. These again include previous AP questions, sample practice multiple-choice items, an intensive review of equation writing, a laboratory review, a review of formulas, plus many programs that are available on the computer. Each student must keep a complete chemistry journal. Before the Advanced Placement Exam in mid-May, these journals will be collected at least twice. Not all journals are collected on the same day, and a n attempt is made to comment extensively on the student's work. Answer materials to all s u-m s t e d uroblems are made available to each student. The journal is one-third of the fourth quarter average. Since many AP Chemistry students are seniors and are taking a t least two other AP exams, many will experience a great deal of stress a t this point. The journal technique, as opposed to having to take more exams, relieves some of their anxiety. Last year there were 39 students who took AP Chemistry, and 37 of these students wrote the exam. There were two who knew that their individual colleges would not grant them A. P. credit, but they still actively participated in the study group. Currently, there are 56 students enrolled in AP Chemistry. Without group work and group studying, it would be almost impossible to conduct an effective review for such a large nuniber of students. In addition to group time and class time, one optional four-hour weeknight or weekend review is provided. In April and May I also occasionally deviate from chemistry to create a stronger self-image and confidence that can convince students of their ability to score highly as a result of their intense preparation. This helps to relieve a great deal of the "stress"involved as exam day approaches. They believe in themselves, and they know that I truly believe in them. After the AP exam, time is spent working on some less intense activities that include making fudge and hand lotion. I am proud to be a chemistry teacher a t Carl Sandburg High School. I t is a pleasure to work in a student-centered school where teachers are encouraged to be creative.
