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Gas Laws in Chemistry

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Difficult to arrange computer lab time and we could have used more lab time. ... Almost all students made gains from pre-test to post-test ... – PowerPoint PPT presentation

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Title: Gas Laws in Chemistry


1
Gas Laws in Chemistry
l
Mr. Philip Boese
Brawley Union High School, Brawley, California
FINAL PRESENTATION
CTAP 295 Teaching with Technology
2
My CTAP 295 Web Based Lesson
  • Mr. Philip Boese
  • Chemistry Teacher
  • Brawley High School
  • pboese_at_brawleyhigh.org
  • http//ctap295.ctaponline.org/pboese/
  • http//www.brawleyhigh.org/chem

3
My Expectations of CTAP 295
  • Learn to make web pages for my classes
  • Learn more about internet resources for teaching
  • Fulfill my 150 hour continuing education
    requirement to renew my teaching credential
  • Find out how other teachers are using internet
    technology in their teaching

4
What I Actually Learned in CTAP295
  • How to use MS FrontPage to create and edit web
    pages
  • How to use MS PowerPoint in the classroom
  • How to make good lesson-planning decisions about
    using technology in my curriculum
  • How to use MS Excel to make spreadsheets and
    charts

5
Successes in Lesson Implementation
  • High Student Interest in Using Computers and
    Internet.
  • Enthusiasm for Making Power Point Presentations
  • Some students explored extensions of the
    assignment not otherwise possible.

6
Lesson Implementation Shortcomings
  • Student effort used understanding the computer
    instead of the lesson.
  • Difficult to arrange computer lab time and we
    could have used more lab time.
  • Less student understanding of gas property
    relationships was developed than the teacher had
    hoped for.

7
Student Performance DataShow me the numbers!
8
Charts of Student Performance
9
Charts of Student Performance
10
Analysis of Student Performance Data
  • Almost all students made gains from pre-test to
    post-test
  • There is almost a suggestion of a correlation
    between high pre-test scores and high average for
    all unit activities
  • Although one gender did better on the pre-test,
    by the end both genders scored equally high

11
Web Quest Assignment
12
My Gas Laws Web Quest
Although true Web Quests are elaborate and very
time consuming to write, I made a simple and
effective one by selecting questions I wanted
students to answer and understand, finding links
to web pages with the information I wanted
students to process and having students follow
the links to find the answers.
13
Internet Integration

Screen Shot of Web page used on Web Quest
14
(No Transcript)
15
(No Transcript)
16
http//www.phy.ntnu.edu.tw/java/idealGas/idealGas.
html
17
Summary of Revisions
  • Re-write Pre-test / Post-test
  • Greater emphasis on student drawings of molecular
    dynamic simulations
  • More drill and practice on solving gas law
    problems algebraically based on conceptual
    understanding

18
What Ive Learned . . .sample of the assignments
web page I created
19
Concluding Statement
  • My students were able to see how internet
    resources can be used in regular subject matter
    instruction as this lesson was implemented.
  • This teacher learned how to integrate internet
    resources into the lessons, how to make web
    pages, how to use powerpoint, and many other
    skills and ideas about using technology in
    teaching.

20
screen shot buhs web page
21
  • I will now be working as a Digital Mentor
    training other Brawley High School teachers in
    the skills being developed through our Digital
    High School grant.
  • I am currently working with another CTAP295
    teacher training our teachers to use FrontPage to
    make web pages for the BUHS web site.

22
As my BUHS chemistry students take the Golden
State exam, they have the advantage of having
explored some chemistry topics on the internet
and seen others via power point slide shows.
23
Summary and Observations
  • The Information Technology Revolution is a
    historically significant advancement in our
    civilization, similar in importance to the
    industrial revolution and the development of
    agriculture.
  • Educational institutions lag behind business and
    industry in implementing the fruits of this
    Info-Tech Revolution, but through programs like
    CTAP 295, progress is being made.
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