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DOUGLASD . SMITH Guillord High School
The learning r l l chemical symbuls and their names, no matter if in general science, biology, or chemistry, comes down to learning hy memorization. It hecomes the kacher's role to make t,he learning more palatable. Zoe Enyedy suggests after assigning common chemicals that the students use flash cards and/or post the list prominently in their homes. Her classroom activities include the playing of "Elemental Concentration."
Elemental Concentration Zoe Enyedy Ridge Junior High School 7860 Johnnycake Ridge Road Mentor, OH 44060 The procedure is the same as the TV game or the popular home game and usually is familiar to everyone with rules reviewed as an introduction. An overhead transparency containing names of selected elements and their symbols is the hasic euuinment. . At the &art of the "game," cover each square with a piece of cardboard or other appropriate marker and divide the class into two teams. In tarn, one person h r n each team selects two squares by naming the row and a h m n , using the appropriate numbers and letters. If the symbol and element name form a "match," that team receives 1 point, and the player receives another turn. The first few guesses are ohviously random, hut it requires surprisingly little time for the first "match" to be identified. At the end of the year, "Elemental Concentration" was named most frequently as the favorite activity in Physical Science because it "makes learning fun," provides strong motivation to learn the symbols in order to participate, and turns a possibly tedious process into an exciting experience. A typical Concentration hoard is shown below. ~~~~
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This bi-monthly feature presents a potpourri of thoughts and items that high school chemistry teachers have found useful in their classrooms. Summaries and a b ~ e c t sof articles that have appeared in recent issues of science journals from around the world are also highlighted in this feature. Your contributions and ideas are welcome and encouraged. Doug Smith received his BS from Wisconsin State Univetsity at Planeville in 1959, h s MS from Rensselaer Poiylechnic Institute 1965, and his PI10 at Oho State Universlty in 1971. Doug has been teaching since 1959. He is presently the department chairman at Guiltord High School. Rockford, Illinois and is teaching physics and A.P. chemistry. Besides his teachmg responsibilities. Doug has been actively involved with THIS JOURNAL since September. 1977. when he began editing "Ideas from Everywhere". He isalso involved in a number of other activities, including his active involvement with a "bunch of clowns".
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Journal of Chemical Education
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Cu B N iron Boron Oxygen
S ~ l f ~ r Gold Sodium Fe H F Iodine Au K Lead Nitrogen He
Fluorine 0 Neon Ag Copper I
Ni Pb Ai Helium Hydrogen Silver Potas~ium S Na Aluminum Nickel Ne
What is your response when a student asks the value of chemistry? Here is the best answer that I have seen. Note the emphasis on teacher rontrihutions beyond the texthook.
In Two Years Will It All Be Forgotten? Ronald
DeLorenzo
Middle Georgia College Cochran, GA 31014 Yesterday, a student remarked, "I know my chemistry so well now, hut in a couple of years it will all have ....L , -- ,, &"LL"". This may he true to a certain extent, hut rememher two months ago when the following statement was made: ". . . the subject matter of chemistry is relatively unimportant compared with the mastery of the communication, mathematical, and problem-solving skills that are devehped while studying chemistry and which are essential for you to function effectively in today's educated society. Throughout your formal education and in your daily application of that education, you will be using the skills that you have mastered in dimensional analysis. Dimensional analysis, when properly used, is an effective communication technique, a problem-solving technique, and an important mathematical skill. Thus, its use is mandatory on examinations. Anything that you may have learned Cram your attempts on each exam will remain with to answer the Essav"uuestion . you forever to help you communicate your ideas more accnrately and effectively. Having been graded on the number of significant digits contained in your exam answers, you will always he aware that the number of digits in any answer is an important part of that answer. Many of the applications that were discussed in class will remain in the news or on people's minds for a very long time. For example, Californians will always worry about earthquakes and humans will he consuming canned heer for at least another year or so. As you come across these ideas in your reading or in your daily experiences, you will recall some of the chemistry. And, if your study of chemistry has heen done properly, i.e., if you have collected a good set of Lecture notes, if your textbook has heen read, underlined, and written upon, then you will always rememher where to look to find those details that slip your mind with the passage of time.
