Guided Inquiry Activities for Science

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Guided Inquiry Activities for Science
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This activity provides a self-contained introduction to pulleys. No lecture should be given beforehand. This activity allows students to discover for themselves how pulleys work and how the related vocabulary applies to the concepts. Concepts
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This activity helps students learn basics about amino acids and proteins including: structure of amino acids; functional groups of amino acids; peptide bonding; primary, secondary, tertiary, and quaternary structures, and more. The guided inquiry
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Although seemingly dead simple, the beauty of this activity is that it generates the next logical need-to-know again and again. Here you actually GIVE STUDENTS THE NUMERICAL ANSWERS, at least one section at a time. Then, ask them to complete the
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This is a PowerPoint (R) file that I made for a class entitled Chemistry and the Citizen many years ago. It was a non-science major general education class of chemistry - (basic, general chemistry, and societal implications). It is best regarded
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This activity provides students with some basic information about alkanes, alkenes, and alcohols (e.g., boiling point, molecular mass, density) and asks a series of simple questions and later some questions inviting larger reflection on those
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This activity helps students learn basics about carbohydrates including: structure (ring vs chain, mono-,di-,poly-); L vs D; cellulose vs glyogen, etc. The guided inquiry model works by asking a series of simple questions and then later some
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This paper-only-based activity is intended to be done in groups of 2-4 over a period of about 30-45 minutes. Students should have basic knowledge of and experience with basic organic chemistry concepts, although the concepts of Ketones and Aldehydes
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This 30-45 minute activity can be done in groups of two or by single students. It will require a computer with access to the internet. The goal is to introduce students (with no input from you) to the Protein Data Base (PDB) as they are guided with
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This is one color printable page that contains representations of Bohr Models of Atoms from H (1) to Kr (36), excluding the transition metals.  These are in random order and are meant to be cut out and placed (or taped/glued) in order. Once ordered
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This Lipids II activity is meant to follow the Lipids I Activity. It students learn basics about lipids including: Omega 3 vs 6 structures; types of oils and the fatty acids they contain. The guided inquiry model used here works by asking a series
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This activity helps students learn basics about lipids including: structure, naming, and representation types. The guided inquiry model used here works by asking a series of simple questions and then later some questions inviting larger reflection
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This is a PowerPoint (R) file that I made for a class entitled Chemistry and the Citizen many years ago. It was a non-science major general education class of chemistry - (Basic, general chemistry, and societal implications). It is best regarded
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Digital Download PPT (2.63 MB)
This is a PowerPoint (R) file that I made for a class entitled Chemistry and the Citizen many years ago. It was a non-science major general education class of chemistry - (basic, general chemistry, and societal implications). It is best regarded
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Ask Guided Inquiry Activities for Science a question. They will receive an automated email and will return to answer you as soon as possible. Please Login to ask your question.
TEACHING EXPERIENCE

I have taught science and education courses for 8th graders through doctoral students. These included: general science, physical science, chemistry, biology, teaching methods, research, and educational literature focused courses, as well as others. I particularly like POGIL-type activites (see Teaching Style).

MY TEACHING STYLE

Guided inquiry used in these activities is based on POGIL-type activities. The general model is to use student groups of about 2-4 to work through these over about half an hour to an hour. The activities are meant to be introductory, as it is better if no prior knowledge is there. The activities can replace any lectures on the topics. Students/groups can report their results as they finish to the entire class. Discussion can then follow naturally with informed students. Generally, the model used here is to ask dead simple questions in a series so as to guide student attention along a series of facts and then to ask larger encompassing questions that encourage reflection toward those simpler priming question. The activities usually contain all information needed and do not depend on prior knowledge, internet or books, unless otherwise noted.

HONORS/AWARDS/SHINING TEACHER MOMENT

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MY OWN EDUCATIONAL HISTORY

Masters of Chemistry Education, University of Pennsylvania, 2006 Ph.D., Penn State University, 2011

ADDITIONAL BIOGRAPHICAL INFORMATION

Whether as a highschool science teacher, teacher trainer, a researche or a professor, I have been dedicated to making the learning of science more about the process (argumentation, experimentation, trial-and-error, etc) and less about the "product" of final form, memorization-of-facts, science.

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