Monthly Archives: September 2011

请购置两份辅助教材(必备)

请您与自己的孩子讲汉语,扩大她/他的词汇量! 您是他/她每天的中文老师.

九年级甲班中文教学计划日程表  9thGrade_Teaching Plan (2011-2012)[2]

教师: 蔚健;  助教: 张文静

Sunday: 2:00 – 3:30 PM

教室/Room 317

教材: 中文 第九册;

辅助教材 (必备):

新华字典 (汉英双解, 汉语拼音, 附录有中国行政区, 少数民族, 历代朝代, 度量衡, 等)

中国地图 (必须中文标示, 最好有国徽, 国歌, 所有临国国界及附近海域)

 

九年级甲班中文教学计划日程表

9thGrade_Teaching Plan (2012-2013)

请家长帮助你的孩子”教一课” (半小时)

Dear parents,
 
Each student and his/her partner has chosen a particular lesson to “teach” during this school year.  S/he and his/her partner have 30 minutes to “teach” the class at the beginning of the each new lesson.  I have given 学生mini教学备课指南 for their reference to help their preparation.  S/he does not have to do all the things I mentioned in the 备课指南.  They can pick and choose 一, or 二, or 三, or 四, or any combination of them or all of them.  They can also chose different format and style and contents which are not mentioned in this 学生教学备课指南, such as their personal experience related to the lesson.

This does require parents to help.  The student also needs to reach out to their partner.  You may need to reach out to the parents of your child’s partner as well.
 
Each mini teaching will be evaluated by me as well as their fellow students. I have distributed the 学生mini教学 evaluation form to the students at the beginning of this school year.
 
Thank you in advance.

学生mini教学备课​指南

PREPERATION GUIDELINES

2011-2012学年

________________________________________________________

The students can choose to do 一, or 二, or 三, or 四, or any combination of them or all of them. 

 一. 相关背景材料: Background

  1.  国家/地区              where

  2.  年代/历史              when

  3.  作者或人物背景    who

  4.  其他文化历史内容补充     other information

二.字词教学: Vocabularies

  1. 生字: Characters

         a. 字音(说)pronunciations, speaking, listening, reading

         b. 字形(写)writing, reading

  2. 词语: words  

           解释意思,同义词,近义词

三.课文教学:Text contents

  1. 朗读课文   text reading

  2. 段落结构及意思 structures

  3. 文章类型: 记叙文,论说文,诗词等 article types

四.课堂活动: Activities   可采用不同方式,如

  1. 游戏games

  2. 分组比赛(朗读,绘画,写字,问答等)competitions

  3.    多媒体(电视片,音乐,电脑图像游戏等)multi media

 Posted in 九年级甲班中文 | Leave a comment | Edit

The College Board is overhaulin​​​g the AP chemistry curriculum and Exam

Dear Students and parents,

I just received this news from American Chemical Society which I am a member of.  I copied the text of it for your reference.  There are figures, etc., which I will show and discuss with the students in the next class.
The revised course may roll out as soon as the 2013-14 school year, but not before 2013 school year.  However the philosophy in this will impact on the SAT test problems prior to 2013-14 school year – I think.

WWW.CEN-ONLINE.ORG ,  SEPTEMBER 12, 2011.

RESPONDING TO long-standing criticism that its high school Advanced Placement (AP) courses were too broad and that students who took the classes had to rush through overwhelming amounts of mate­rial and didn’t develop a deep conceptual understanding of the subject matter, the nonprofit college preparation organiza­tion College Board is revamping all of its AP curricula and exams. For AP chemistry, the organization has laid out a new cur­riculum framework and is now developing a lab manual, exams, and teacher resource materials. The revised course may roll out as soon as the 2013-14 school year.
Perhaps the biggest change in the AP chemistry course will be the detailed cur­riculum framework itself, says Annis Hap­kiewicz, a retired high school chemistry teacher and member of the College Board’s. AP Chemistry Curriculum Development & Assessment Committee. Previously, the curriculum consisted of a set of broad bul­let points, such as “equilibrium.” Teachers had to look at old exams to figure out what that meant.

The new framework spells out specific learning objectives. For example, “The stu­dent is able, for a reversible reaction that has a large or small K, to determine which chemical species will have very large versus very small concentrations at equilibrium,” says a draft version of the framework pro­vided to C&EN by the College Board. The framework also spells out what will not be resulting from the addition of an acid or a base to a buffer is beyond the scope of this course and the AP Exam,” the draft frame­work says.

The learning objectives themselves are rooted in six “big ideas” of chemistry and seven science practices. The big ideas center on the structure and properties of matter, changes in matter through chemi­cal reactions, reaction kinetics, thermody­namics, and equilibrium. The science practices are the skills that AP chemistry students should develop during the course. The practices include using models such as Lewis dot structures to solve problems or make predictions, de­veloping experiments, and analyzing data. “Really they’re all the skills that a scientist uses,” Hapkiewicz says.

To reduce breadth and allow for deeper learning, some topics have been eliminated from the course. Examples include exceptions to electron configuration rules, con­stant-volume calorimetry, and Lewis acids and bases. Students will no longer have to memorize extensive lists of solubility rules, weak acids and bases, Or crystal structures. Feedback from college faculty also led the curriculum development committee to eliminate nuclear chemistry.

In exchange, students will need to be able to do things such as evaluate differing sci­entific explanations and connect concepts such as kinetics, equilibrium, and thermo­dynamics. “Students haven’t been asked to do that before,” says Serena Magrog-an, director of AP science curriculum and con­tent development at the College Board.

They will also work more with actual data, such as photoelectron spectra, and apply concepts such as weak bonding interactions to proteins, or equilibrium to environmental science. The increased incorporation of actual scientific data is something that Trinna McKay, director of the Advanced Placement Summer Institute in Science & Mathematics at Kennesaw State University and a member of the AP chemistry curriculum development com­mittee, says is her favorite part of the new course. The goal is to get students to make connections between data and concepts, like ionization energies and the rela­tionship between protons and electrons in atoms. Having the data makes students think about the concept in a dif­ferent way, rather than simply memorizing what happens, McKay says.

Additionally, the College Board is adjust­ing the suggested AP chemistry laboratory curriculum. It’s paring the current 22 rec­ommended labs down to 16, six of which will be inquiry-driven exercises in which the students will have to design and evaluate procedures to solve a particular problem.

An example of an inquiry-driven lab, Hapkiewicz says, is one in which she gives her students eight unknown solutions. She tells the students that four are acids, and four are bases, that two of the solu­tions contain NaOH and HCI, and that the concentrations are o.8, O. 0.2, and oa M. The students then have to develop their own experimental approach to determine the identity and concentration of each so­lution. Inquiry-driven labs generally take more time than labs that largely amount to following recipes, but students learn more overall, Hapkiewicz says—and the reduc­tion in the number of labs suggested by the College Board should help to accommo­date the approach.

Likewise, the number of questions on the AP exam will be pared back to allow for more questions designed to test conceptual understanding rather than memorization. The current 75 multiple choice questions will probably be reduced to 6o, says David Yaron, a chemistry professor at Carnegie Mellon University and a member of the AP chemistry curriculum development committee. The exam will also likely have multiple questions related to one situation or set of information, to reduce the amount of time students need to spend reading. “We want to be careful that the questions are set up so that if you miss the first question you don’t necessarily miss the second,” Yaron says, “but we should still save students time by asking about the same situation.”

There will also be a general move toward qualitative rather than quantitative analysis on the exam. Historically, some students could solve problems by memorizing a flow chart or powering through some math but then be completely unable to answer simple qualitative questions. “Math is not the only source of rigor in science,” Yaron says.
THE COLLEGE BOARD first unveiled the revised curriculum to teachers at the AP Annual Conference, held in San Francisco in July. Reaction from teachers was largely positive. Siobhan Julian, a high school chemistry teacher at Webster Schroeder High School in Webster, N.Y., appreciated the shift to emphasize conceptual under­standing, as well as the elimination of some topics. “We won’t feel the same sort of rush to get through the material,” she said. “It’s nice to see the College Board be­ing proactive about inquiry in science by formally making it a requirement for the course,” Julian added. “From what I under­stand, more colleges are moving toward this, so it’s fitting to carry it down to the high school level.”

David Smith, a chemistry teacher at Aiken High School, in Aiken, S.C., liked the new clarity of the curriculum framework. “It will take away a lot of the guesswork,” he said. And even though some topics have been eliminated from the course, as long as college faculty will still accept it for credit or class placement—something the Col­lege Board has tried to ensure through fac­ulty review of the curriculum—he thinks teachers will be fine with the changes.

Having completed teacher and faculty review of the curriculum, the College Board is now working on writing exams and developing resources such as the lab manual, a practice exam, a syllabus devel­opment guide, and teacher professional development courses. A rollout date has not yet been set for the course, the College Board’s Magrogan says, but the organiza­tion wants to have the resources available to teachers two years before implementing the course. That means that the earliest it could start is in the zo13-14 academic year. “This is really a new way of thinking about AP science education, and we want to get it just exactly right,” Magrogan says.

九年级甲班学生教学备课指南

学生教学备课指南

PREPERATION GUIDELINES

2011-2012学年

__________________________________________________________________

The students can choose to do 一, or 二, or 三, or 四, or any combination of them or all of them. 

 一. 相关背景材料: Background

  1.  国家/地区              where

  2.  年代/历史              when

  3.  作者或人物背景    who

  4.  其他文化历史内容补充     other information

二.字词教学: Vocabularies

  1. 生字: Characters

         a. 字音(说)pronunciations, speaking, listening, reading

         b. 字形(写)writing, reading

  2. 词语: words  

           解释意思,同义词,近义词

三.课文教学:Text contents

  1. 朗读课文   text reading

  2. 段落结构及意思 structures

  3. 文章类型: 记叙文,论说文,诗词等 article types

四.课堂活动: Activities   可采用不同方式,如

  1. 游戏games

  2. 分组比赛(朗读,绘画,写字,问答等)competitions

  3.    多媒体(电视片,音乐,电脑图像游戏等)multi media

Welcome to Chemistry SAT class!

任课教师: 蔚健

Sunday: 3:40 – 5:00 PM second class

教室/Room 203

——————————————————————————————-
Please purchase
Textbook
Kaplan SAT Subject Test Chemistry 2011-2012
Reference materials: optional
Princeton Review: Cracking the SAT Chemistry Subject Test, 2011-2012 Edition.

Please bring a calculator to each class.
——————————————————————————————-
NCLS is offering a class this year on SAT Chemistry during the second period. The following information may help students and their parents decide whether the course is appropriate for students.

What is SAT Chemistry?
The SAT Chemistry Test or SAT Chemistry Subject Test is an optional single-subject test that you can take to showcase your understanding of chemistry. You might choose to take this test if you are applying to college to study science or engineering. The test is intended to help you with the college admission process.

What does the SAT Chemistry course do?
The two primary objectives of the course are:
I. Improving students’ understanding of chemistry principles and proficiency in applying these principles to problem solving.
Students will improve their understanding of the fundamental concepts of chemistry and their problem solving skills by applying these principles.
II. Preparing students for the SAT test.
The course will provide information on the SAT test, offer advice and guidance on preparing for the tests, and administer practice tests.
While this is a special course to help students prepare for SAT Chemistry, the ultimate goal of the course is to improve students’ understanding of the fundamental concepts of chemistry and their problem solving skills by applying these principles.

Why is NCLS offering the SAT Chemistry course?
The chemistry courses offered by top high schools in US cover a vast amount of chemistry knowledge in a very short of amount of time with high intensity and fast pace. It is far more both in depth and breadth than the most of our parents experienced in their high school chemistry courses.
The SAT Chemistry test consists of 85 questions. The first 23 questions numbered 1-23 are ‘classification questions’. The next 16 questions, numbered 101-116, are called ‘relationship analysis questions’. The SAT Subject Test in Chemistry is currently the only SAT that incorporates the relationship analysis questions. Relationship Analysis Questions require the student to identify the truth value of two statements. If both statements are true, the student will then have to analyze the relationship between the two statements to see if the second statement correctly explains the first statement. The last 46 questions numbered 24-69 are standard multiple choice questions. The Metric System of measurement is used.
SAT Chemistry is not a memorization-type test. While students are expected to have an understanding of the fundamental concepts of chemistry, most of the test will involve organizing and interpreting information. With respect to the types of skills that will be needed to succeed with the SAT Chemistry Test, you can expect:
45% application of knowledge
35% synthesis of knowledge
20% fundamental knowledge and concepts

This course does not offer laboratory teaching. Can students effectively learn and improve their performance in SAT Chemistry test?
From Wikipedia, the free encyclopedia – “Furthermore, the oft-quoted prerequisite of lab-experience is sometimes unnecessary for the SAT Subject Test in Chemistry due to the nature of the question concerning experiments; most laboratory concepts can simply be memorized beforehand”.

Who should take the SAT Chemistry course?
High school students
• algebra with understanding of the second-year algebra concept of logarithms,
• has taken or is taking a year of general chemistry,
• some lab experience

Course Teaching Plan:
We will cover each topic below in two-week period.
We will have in class practice excises every week.

The course topics covered include:
1. Atomic structure
2. The Periodic Table
3. Chemical bonding and molecular structure
4. Chemical reactions and stoichiometry
5. Gas and the Gas Laws
6. Liquids, solids and phase changes
7. Solution chemistry
8. Chemical equilibrium
9. Thermochemistry
10. Chemical kinetics – rates of chemical reactions
11. Acids, bases and salts
12. Redoxchemistry and electrochemistry
13. Nuclear chemistry
14. Carbon and organic chemistry
15. Environmental chemistry
16. Laboratory
17. Basic Measurement and Calculation Review
18. Chemical Formulas Review: Nomenclature and Formula Writing
Practice Tests
Practice Tests Are Your Best Friends!
Practice test 1, Mid term of the Fall semester
Practice test 2, Final of the Fall semester
Practice test 3, Mid term of the Spring semester
Practice test 4, Final of the Spring semester

Textbook: Kaplan SAT Subject Test Chemistry 2011-2012
Reference materials: Princeton Review Cracking the SAT Chemistry Subject Test, 2011-2012 Edition.