Writing Formulas Criss Cross Method Answers Chemistry
Evie Reisdorf
The crisscross method is an alternative way to write correct formulas for ionic compounds. It involves crossing over the numerical values of the ion charges to become the subscripts of the other ion. The signs of the charges are dropped.
The essential questions and objectives let students know that the goal is to be able to name compounds. The teacher can provide examples of everyday items that use IUPAC names in their ingredients (for example, sodium fluoride in toothpaste, etc.) to show the importance of naming compounds. By providing rubrics ahead of time, students will understand how they will be evaluated.
Providing everyday items as examples will give students a context and purpose for this lesson. By having students practice what they have learned, the understandings will be more lasting. Also, different levels of assistance and
scaffolding can provide success for all students.
Students will express their understandings through their rules/criteria/flow-charts as well as their teaching brochure/poster. They can self-evaluate using the rubric provided, as well as comparing flow-charts with other
groups.
Students who need additional help can be provided with more assistance, have the cards pre-sorted/organized, and be provided with a skeleton flow chart. Higher-level students can work more independently. Also, teachers could
provide an additional challenge by not providing the names of compounds on the cards, but rather providing the cards with the formulas and a list of names separately.
The initial sorting and creating rules is teacher-facilitated, moving to more independent applications of naming compounds on their own. Finally by creating a teaching brochure or poster, students are developing a deeper understanding.
If students are not familiar with how to use a flow chart, you can use the stop light flow chart as an example. (For ELL or special education students or other struggling students, flow charts with blanks can be provided that students need to fill in, instead of creating it completely from scratch.)
Have students complete a naming ionic compounds worksheet Naming Ionic Compounds sas.docx
(as homework, or in class as time allows) such as that shown below using their flow charts. Struggling students may need a review of writing formulas (criss-cross method). Review the answers to the worksheet as a class, or have students compare with a partner, discussing any disagreements.
The teacher will monitor students while they are working in groups, providing assistance and redirection as needed. By evaluating the flowcharts and practice worksheets, teachers can gain an understanding of how well students can name compounds. Teachers can provide additional practice and explanation as needed.
Characteristics of Successful Programs in College Calculus
Description/Abstract: This large empirical study is a national investigation of mainstream Calculus I to identify the factors that contribute to success, to understand how these factors are leveraged within highly successful programs, and to use the publications, committees, and public fora of the Mathematical Association of America (MAA) to disseminate this information and help departments of mathematics build on its insights. Calculus I is the critical course on the road to virtually all STEM majors. Even students who do well in it often find the experience so discouraging that it leads to a change of career plans. We have very little data on the preparation and aspirations of the students who enroll in this course or of the factors that contribute to success in calculus. This proposal will fill this gap through two related studies. Phase 1 entails large-scale surveys of a stratified random sample of college Calculus I classes across the United States, leading to construction of a statistical model to predict the effect of factors that affect success in calculus. Phase 2 involves explanatory case study research into programs that are successful in leveraging the factors identified in Phase 1. This second phase will lead to the development of a theoretical framework for understanding how to build a successful program in calculus and in illustrative case studies for widespread dissemination.
Description/Abstract: The Science Museum of Minnesota (SMM) is collaborating with the Museum of Science in Boston (MoS), the North Carolina Museum of Life and Science in Durham (NCMLS), Explora in Albuquerque, the Center for Research in Mathematics and Science Education at San Diego State University (CRMSE), and TERC in Cambridge, MA to develop, create and evaluate "MathCore for Museums," long-term math environments that children can interact with over multiple visits and over several years. The project is prototyping and producing 12 open-source, validated interactive exhibits about proportion: fractions, ratios, similarity, scaling, and percentages, basic concepts for understanding Algebra. The eight best exhibits will be replicated for each MathCore museum and the exhibits will be supported by a limited-access website designed to support and extend repeated use of exhibits and further exploration of ratio and proportion. Selinda Research Associates will conduct a longitudinal evaluation of the project. CRSME will conduct a research study of selected exhibit prototypes to investigate when children start to work on proving relations between similarity and proportion in informal settings, the relationship between children's artwork and mathematical insight, and the roles of bodily activity in learning to see relations in similarity and proportion. Results will be disseminated in peer-reviewed publications, at professional meetings, at the Association of Science and Technology Center's RAP Sessions at the NCMLS, and through the project's website.
Summary: Too often, high school students become frustrated and demoralized by a learning system that uses direct instruction techniques as the primary, if not solely, mode to teach students. This grant project uses non-traditional, interactive, student-centered approaches to help students overcome their fears, frustrations, and anxieties about mathematics, language arts, and the high school exit exam. The intent is to facilitate the creation of intellectual bridges within students so they can understand abstract ideas through the use of concrete hands-on classroom experiences.
We propose to use findings from the interviews to create a framework to identify problem types as well as problem-solving strategies as related to student thinking about integers and integer operations. Because we will identify increasingly sophisticated conceptions, teachers and researchers can use the framework to understand students' thinking about integers and to plan next steps to support students' reasoning. To broaden the applicability of our findings, we will use the results from the interviews and subsequent framework to develop a paper-pencil assessment that can be used by teachers and researchers.
The purpose of this project is to conduct research that will take advantage of technical advances in multi-modal and spatial analysis to develop new theories of embodied mathematical cognition and learning. Three university groups will conduct a coordinated series of empirical and design studies that focus on learning the mathematics of space and motion which is a domain that has wide-ranging relevance for what children need to learn in school, and that presents particularly interesting challenges for a theory of embodied cognition. Studies will be conducted in professional workplaces and formal, academic settings where people learn and teach these subject matter areas; they will include professional mathematicians, graduate students in mathematics, professionals working with mapping and spatial analysis, pre-service high school mathematics teachers, high school students, pre-engineering vocational students, and talented middle and high school youth. The Mathematics Technology/CRMSE Innovation Lab at SDSU was developed in connection with this project.
This project involves the development and evaluation of cooperative learning exercises for an introductory computer science class. The exercises involve students in specific roles to focus their attention on key concepts involved in developing and testing Java programs.
Two substantive professional development packages have been developed on this project, each consisting of a curriculum to be used by prospective and practicing teachers and other learners, and a comprehensive set of professional development materials for faculty teaching the course or workshop. The first curriculum is called Physics and Everyday Thinking (PET, formerly called Physics for Elementary Teachers), and the second curriculum is called Physical Science and Everyday Thinking (PSET). PET and PSET are each one-semester (75-hours of classroom or workshop instruction) general education courses, whose design was guided by research on student learning of physical science. The PET course content focuses on the themes of interactions, conservation of energy and Newton's Laws, as well as on the skill of writing and evaluating explanations. The PSET course, which includes both physics and chemistry, focuses on the same things plus atomic-molecular theory. Specially designed computer simulators are used in both curricula during class and as part of web-based homework. Each curriculum consists of carefully sequenced sets of activities to help students develop physical science ideas through guided experimentation and extensive small group and whole class discussion. The curricula also include a series of Learning About Learning activities, in which students are asked to reflect on their own learning, the learning of younger children (using videos from classrooms where students are discussing physics or chemistry ideas), or the learning of scientists (the history and nature of science). The professional development materials that support faculty teaching the course or workshop consist of substantive on-line teacher guides and separate teacher resources CDs. The CDs include implementation information as well as classroom videos illustrating the pedagogy used in teaching the course. In addition to PET and PSET, a separate book called Elementary Children and Everyday Thinking (ESET) provides sample activities, a teacher guide and classroom videos that elementary teachers can use to implement the activities in their own classrooms. PET, PSET and ESET are all published by It's About Time, Herff Jones Education Division.
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