TO INQUIRY & CHEMISTRY
CONCEPTS
HOMEPAGESyllabus for
Inquiry and Chemistry Concepts
Fall 2005
Chem 698-sec 600 2 credit hours
| Instructor: | Dr. Vickie M. Williamson | |
| E-Mail: | williamson@tamu.edu | |
| Office: | HELD 406 | |
| Phone: | (979) 845-4634 |
Required Materials:
Herron, J.D. (1996). The chemistry classroom. Washington,
DC: American Chemical Society.
Lawson, A.E., Abraham, M.R., Renner, J.W. (1989). A Theory of
Instruction: Using the Learning Cycle to Teach Science Concepts
and Thinking Skills
Other Resources Include:
Prerequisites:
The course is designed for the inservice teacher who is responsible for teaching chemistry concepts. The only prerequisites are that a participant should have the equivalent of one year of college chemistry and hold an undergraduate degree. Degree-seeking graduate students must have permission from their graduate committee and from the instructor to enroll.
Enrollment:
If you are working towards a degree, you should check with your graduate advisor prior to enrollment and get the permission of the instructor. Teachers not working on a graduate degree can apply for admission as “non-degree-seeking,” which requires an admissions fee. Admission will require a letter from the school district stating that the teacher has a bachelor's degree or a transcript. Some school districts have Eisenhower or other funds available to support graduate work. The textbooks should be purchased from the Chemistry department, through the instructor. Those needing an additional hour can enroll in 1 hour of directed studies to make a total of 3 hours. Additional requirements will be outlined for each student requesting directed studies credit.
Course Objectives:
The fundamental goals are to present essential concepts in chemistry and to develop understanding of effective inquiry methods and techniques for the teaching of these concepts as called for by the National Science Education Standards and the TEKS. Parallels between inquiry teaching and scientific inquiry will be investigated.
The course will be a combination of individual work and regular classes. The participants must attend two intensive weekend classes (Friday and Saturday) that will require missing school on Friday for at least 1/2 day. The on-campus sessions will be intensive. We will have discussions over meals. We will have a list of options from which participants can order meals to be delivered. In addition, the individual portions of the course could include reading, homework, lesson plans, projects, experiments, etc. to be done at home or in the school laboratory. Reporting of these activities will occur via a Web site or e-mail. The eight web activities during the semester will allow the participants to pose questions, report progress, respond to questions, and interact with the instructor and instruction team. Participants must satisfactorily complete all the required assignments.
Dates & Times of Classes:
Friday, Sept. 16 1:00am - 8:00pm (lots of different activities
& breaks!)
Saturday, Sept. 17 9:00am - 4:30pm
Friday, Dec 2 1:00am - 8:00pm (lots of different activities
& breaks!)
Saturday, Dec 3 9:00am - 4:30pm
Target Dates Web Access:
You will access our web site once during the target dates. This will allow flexibility to fit your schedule. (Web sites are open 24 hrs!) Plan on about an hour session.
Web Activity 1 September 1-16 (before you begin any
activities)
Web Activity 2 September 1-16 (pre-weekend activities)
Web Activity 3 September 18-October 1(after lst visit)
Web Activity 4 October 1-October 15
Web Activity 5 October 15-October 29
Web Activity 6 October 29 -November 12
Web Activity 7 November 12-December 1
Web Activity 8 December 4- December 15 after 2nd
visit)
Tentative Outline:
Pre-weekend Activities:
• Do Web Activity #1a & b
• Thoroughly study chapters 1-6 (pp. 1-60) of The
Chemistry Classroom by J. Dudley Herron.
• Do the Laboratory Program Variables Inventory (LPVI)
yourself. Then administer the LPVI to at least one of your
classes. Bring these to the weekend meeting.
• Do Web Activity #2 a, b, & c
Weekend Schedule:
Sept.16
1:00-3:00 Discussion of pre-weekend activities; Candle Lab
3:00-4:00 Discussion of the learning cycle
4:00-6:00 Do guided inquiry and open inquiry laboratories using basic chemistry concepts (e.g., density, weight relationships, solutions, gas laws)
6:00-7:00 Comparisons of guided inquiry, open inquiry, and traditional laboratories.
7:00 -8:00 Demonstrations: What is the concept?
Sept. 17
9:00 -1:00 Discussion of TEKS & NSES ; Analysis of LPVI; 9, 10, 11 Discussion and Activities
1:00-4:30 Brainstorm the concept for your lesson; try out chemical systems & teaching aids; begin writing
Post-weekend Activities
• Do Web Activity #3 a & b
• Do Web Activity #4 a & b
• Choose a concept; write a first draft of a guided inquiry/open inquiry
laboratory; try this out in your own lab, e-mail a copy in by 10/24/05
Pre-Weekend II Activities :
• Do Web Activity #5a , b, & c
• Do Web Activity #6 a, b, & c
• Do Web Activity #7 a & b
Weekend II Schedule:
Dec. 2
10:00-12:00 Peer-Teaching of your laboratory. What is the concept?
12:00-1:00 Discussion of pre-weekend II activities
1:00-4:30 Peer-Teaching of your laboratory. What is the concept?
Dec. 3
9:00-12:00 Peer-Teaching of your laboratory. What is the concept?
12:00-1:00 Discussion of pre-Saturday activities,
1:00-4:30 tests to determine your students reasoning abilities, the nature of science, inquiry, and the learning cycle
Post- Weekend II Activities
• Write up the final version of your guided inquiry/open
inquiry or learning cycle laboratory, e-mail a copy in.
• Outline a plan of study for a unit that will include your
laboratory in a learning cycle or inquiry oriented approach,
e-mail a copy in by 12/15/05.
• Do Web Activity #8 a, b, & c
Grades:
This is a graduate level course. The desired outcome is the growth of the individual teacher through interactions with other teachers. It is assumed that all assignments will be done and submitted in a timely manner. Grades for the course will be determined by the quality and completeness of assignments. Specific assignments will be made as the class progresses; these will include:
Assignment Percent of Grade
Class participation in discussion of reading assignments,
class activities, etc. 5%
Web Activities 1-8 40%
Laboratory reports/ demonstration analysis 10%
Draft of a guided inquiry/open inquiry laboratory (post weekend
assignment) 10%
Peer teaching of your laboratory to others 10%
Final version of your laboratory/learning cycle (post weekend
assignment) 20%
Plan for a unit of study (post weekend assignment) 5%
Academic Dishonesty:
Students are expected to be the sole source for any work submitted in their name. The utilization or submission of work of others is a violation of Texas A&M University scholastic dishonesty policies and disciplinary steps will be taken. Only authorized electronic or printed materials or equipment may be used in or near the classroom. As commonly defined, plagiarism consists of passing off as one's own the ideas, words, writings, etc., which belong to another. In accordance with this definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have the permission of that person. Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust among colleagues without which research and knowledge cannot be safely communicated. See the website on the Aggie Honor Code at http://www.tamu.edu/aggiehonor/
Copyright:
The handouts used in this course are copyrighted. By “handouts,” I mean all materials generated for this class, which include but are not limited to syllabi, quizzes, exams, lab problems or study sheets, in-class materials, review sheets, and additional problem sets, notes, etc. Because these materials are copyrighted, you do not have the right to copy the handouts, unless I expressly grant permission.
Texas A&M Services for Students with Disabilities: (845-1637):
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, either temporary (e.g. broken arm) or permanent (including a learning disability), please contact the Department of Student Life, Services for Students with disabilities in Rm B118 of the Cain Hall (Hours: 8 AM to 5:30 PM). If you have any questions, see me.
TO INQUIRY & CHEMISTRY
CONCEPTS
HOMEPAGE