This is an excerpt from my popular line of
Bossy Brocci Math & Big Science workbooks on Amazon.
Printing should be:
with the Flip being along the 'SHORT' edge or side
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Most ELA, Math and Science teachers don't have
more than 100 State Tests on their shoulders
- and they enjoy anywhere from 60 to 90 minutes to teach their class.
But I've been whipping the State
while teaching an average of 110 students per year
- and with only about 38 minutes for science class!
It's a matter of public record:
I've crushed the State by 17 to 32 points, and by an average
of 23 points over a 5-year stretch.
And I'm North Carolina's 2016 Top-Scoring Science Teacher.
I've done this in a
High-Poverty, Title 1 school
in the Appalachian Mtns.
No Teaching Assistants,
No Remediation Class,
and No Test-Prep books or programs.
So what are my kids doing???
Bossy Brocci worksheets
1) Calculate & Record the Percent distribution in categories comparing Metal versus Nonmetal Electronegativity and Ionization Energy:
Percent of Nonmetals with a Lower Electronegativity and Percent of Nonmetals with a Higher Electronegativity than:
Average Metal Electronegativity
Lowest Metal Electronegativity
Highest Metal Electronegativity
Percent of Metals with a Lower Electronegativity and Percent of Metals with a Higher Electronegativity than:
Average Nonmetal Electronegativity
Lowest Nonmetal Electronegativity
Highest Nonmetal Electronegativity
Percent of Nonmetals with a Lower Ionization Energy and Percent of Nonmetals with a Higher Ionization Energy than:
Average Metal Ionization Energy
Lowest Metal Ionization Energy
Highest Metal Ionization Energy
Percent of Metals with a Lower Ionization Energy and Percent of Metals with a Higher Ionization Energy than:
Average Nonmetal Ionization Energy
Lowest Nonmetal Ionization Energy
Highest Nonmetal Ionization Energy
2) Answer 36 Fill-in-the-Blank and Multiple-choice questions based on their Calculations & Observations
3) Fill-in a generalizations Table about Metal vs. Nonmetal Electronegativity and Ionization Energy with select phrases based on analysis of their Quantitative data
4) Fill-in a Total of 42 Cells with both Data & Text in 5 different Tables
5) Be compelled to present their work in a neat & orderly format
6) Be trained to know the trend and understand the relationships between Metal vs. Nonmetal Electronegativity & Ionization Energy methodically & systematically
Many of my assessments (Quizzes and Tests) are single-spaced and double-sided.
I do this for multiple but important reasons:
1) I'm a Public School teacher and have a Print Quota or Maximum.
2) My school pays for the number of sheets we print and copy.
3) I don't like spending my life at the printer or in the dreaded copy-room,
wrestling with jammed machines, and stapling untold numbers of sheets together.
4) MOST students prefer being handed 1 or 2 sheets of paper,
instead of having 6 to 10 sheets dropped on their desk.
LESS sheets = LESS intimidation and anxiety
[psychologically, 50 questions on 1 sheet looks like less to do
than 50 questions spread over 4 sheets of paper].
Thus, I went with the "compact economy" car over the spacious, luxurious sedan to save:
So . . . now that you're aware of my "tight" or "compact" quizzes and tests ahead of time,
please reserve any down-grades on product CLARITY
for something such as a step or instruction that you were truly CONFUSED about
- - - NOT the lack of extra spacing and margins (which you knew up front weren't in there)
Afterall . . . it wouldn't be a fair, honest or accurate review
to condemn a car for not having a sun-roof,
when that car is plainly advertised as not having a sun-roof to begin with.
Printing should be done in Landscape and double-sided, with the flip being along the 'short' side
NOTE: As far as GENERALIZING about Metals versus Nonmetals
through "hands-on" inquiry . . .
A) it's overrated and inefficient for mastering Fundamental science knowledge
(says the Science Teacher in me),
B) it's usually erroneous or illegitimate in its powers of generalization or conclusion
(says the Organic Chemist in me).
Testing a sample of copper for electrical conductivity,
versus a sample of cork does NOT "prove" anything,
or allow teachers and students to proclaim the accurate generalization that
"Metals are better conductors than NONmetals."
Our students can't make viable conclusions or generalizations
based on "experiments" that lack repetition (depth),
and adequate sample size or diversity (breadth).
Generalizations are the foundations of good Science
- and they're built from a heaping pile of inductive evidence.
Our feeble classroom "experiments" usually don't have enough
of that repetition, depth and inductive evidence
to "prove" anything.
Plus - - - you, me and just about every science teacher out there
is aware of the "Great Hands-On Myth."
We know that "Hands-On" usually translates to Brains-Off.
I observed this phenomenon even among older college kids,
while teaching various University-level Chemistry lab courses.
The sobering and inconvenient truth is that
after most "Hands-On" inquiries,
kids can excitedly tell you what they did
- - - but NOT what they LEARNED.
And that is pretty much defeating the whole
point and purpose of schools and teachers.
Thus, my approach is to enable students to draw accurate conclusions and make legitimate generalizations - by using ALL the data from ALL the elements. It's still inquiry, just legitimate & accurate statistical inquiry.
I've already done the tedious sorting and counting.
Your students will now calculate the fully-representative Percent distributions.
Your students still discover or reveal evidence and trends about Metals and Nonmetals.
Your students can now draw the accurate conclusions
and make the legitimate generalizations
that good Science is built upon.
And they will actually L-E-A-R-N something.
Science Chemistry Periodic Table of Elements Periodic Table Structure Periodic Table Logic Periodic Table Trends Periods Groups Families Elements Physical Properties Atomic Radius Size Density Melting Point Boiling Point Specific Heat Capacity Electrical Conductivity Thermal Conductivity Chemical Properties Electronegativity Ionization Energy Reactivity Main-Group Elements Main Group Elements Alkali Metals Alkaline Metals Halogens Noble Gases Lewis Dot Valence Electrons Bonding Comparing Metals Nonmetals Metalloids Transition Metals