Blog 21: Independent Component 2

LITERAL
(a) “I, Rachel Wampler, affirm that I completed my independent component which represents 30 hours of work.” (My class will end in June, but I only have 24 hours at the moment. I will change my blog by May 1, 2013 to have over 30 hours.)
(b) Cite your source regarding who or what article or book helped you complete the independent component

Ms. Opotowsky- Rates
McMurry et al.: Chemistry, 6th Ed. (Pearson Prentice Hall)

(c) Provide a digital spreadsheet (aka log of the 30 hours) 

Sheet 2

(d) Explanation of what you completed.    

I am taking a college level chemistry class at Cal Poly Pomona. In CHM 121, it is simply a review (with a less time) of high school chemistry with a lot more challenging problems and different perspectives for it. Besides the lecture, I am enrolled in an Aleks program that we are assigned weekly homework from. After the homework, we are given quizzes to reflect on our success in the class. I started with a knowledge of 67% and within the sum of 9 days, I have gained a 6% increase in knowledge. (Things not actually taught in class.)

INTERPRETIVE 
I go to class every Monday, Wednesday and Friday from 4:00-4:50. I am in a class with college level students, and actually have been asked for assistance in the class. We are expected to work in groups of ten students, and although I try to stay quiet in the group, they expect me to check the answers for everyone's work. Little do they know that I am not one of them. During the other days of the week, we are given homework to complete a set amount of percentage in Aleks, sadly you are not permitted to go too far ahead of the class either. We are also told to finish up to a certain lesson in the program at the end of the week, and so far, I have been given little to no homework to complete. We also have had three quizzes during the class (about simple problems and memorizing polyatomic ions and acids) which I have done exceedingly well in to my current knowledge. 

My class information at Cal Poly.

My Aleks class information. 

My last online quiz scores. I didn't have an account previously, but the teacher excused it because it was admissions fault.

These are my calendars for all of my homework for the semester.  

This is my current pie chart for Aleks. (I really need to start learning Simple reactions, but I will get there)

This is my total time on Aleks with how many topics I attempted and got through.

These are a few pages from one of my notebooks that I use to take notes specifically during class. Currently I have used 15 pages from the notebook within the first three chapters.

APPLIED
The first day in class, my teacher said, and I quote, (yes I wrote it down), "chemistry is an English class, a math class, and an invisible science class." These thirteen words are my three answers. She started off her class by saying she will prove to us as her students the ways chemistry uses language skills (Answer 2) and mathematical comprehension (Answer 1). Unfortunately, I was unable to get a laboratory that would work with the class to answer my third answer exactly, but she gives us homework to do things like researching animations of labs and write about them for credit. This class is really helping me reach a deeper understanding of my topic because after all the research, a hands on experience as a student again, will, in my opinion, make me a better teacher.

Independent Component 2 Plan Approval

(1) I want to take a chemistry class up at Cal Poly. (CHM 121)
The lecture I am requesting will be on Monday/Wednesday/Friday from 4-4:50 and the lab will be on Tuesdays from 1:00-3:50.

(2) The class is from 4/2/13-6/7/13. Even though the component is due on the 26th; Ill have 19 hours and 40 minutes completed without any studying done (which if I plan to get at least a B in I will need), more than thirty hours will be done by the end of the class. 


(3) I will be getting the experience of being in the class again, and because my eq is "How can a chemistry teacher best assess the scientific understanding of their class?" I will be able to observe my teachers lessons and understand how she herself grades the class and if she asses the scientific understanding or the performance of a student. I will be taking two classes so I can observe both with the same mindset. 

Independent Component 1:

• LITERAL
  (a) Statement saying: “I, Rachel Wampler, affirm that I completed my independent component which represents 30 hours of work.”
  (b) http://www.cde.ca.gov/be/st/ss/documents/sciencestnd.pdf
• The main source of the completion of this work was the actual list of the California's State Standards.
  (c) Click Here
• (d) I called over 35 schools in the Inland Empire County to try to get willing subjects, but no one seemed to take me seriously. They said to call back (which I did but no reply), some hung up on me, while others simply laughed. This was just a traumatizing experience. I got 12 teachers to reply from six different cities and five different schools. Each interview took around an hour in itself and each non answer took around half an hour. I did propose one question that tried to detect how many really took me seriously which seemed to be fairly high (77%). Afterwards I tried to explain some of the data in which I collected into graphs. 
• INTERPRETIVE 
  I kept calling people. Even before with my original answers. I called people from different counties and it seemed like no one really wanted to help. I found two really helpful people. They explained their work and how they teach their class. This is a justified experiment (so to speak) because I got advice on how to run a chemistry classroom and what it will be like, time wise with the lessons, to actually plan this work. I realize that my first answer has flaws because it isn't time sensitive either. Chemistry teachers have one year to make students understand the scientific process, which isn't really enough. I think my next answer can focus around the fact that time isn't at hand and teachers have to get through so much in the little time given to them. 
• Evidence : all survey answers and graphs with information 
• APPLIED
• Chemistry teachers aren't really given the full power to get through everything that they can deem as acceptable in the classroom. They have to meet the requirements set by the state of California. This component gave me the foundational information of what a teacher's week is like. 

Independent Component Questions:

1. In your opinion, How can a chemistry teacher best assess the scientific understanding of their class?

2.  If you could, would you want to change anything about the California's set standards?

3. What is your favorite lesson and why?

4. What is your least favorite lesson and why?

5. What is your goal as a chemistry teacher? What is the main thing you want your students to take away from your class?

6. Are there any standards that you find yourself having the most trouble communicating to your students and why?

7. What methods do you find to be most affective in your classroom? Is there one that you would recommend to another chemistry teacher or student teacher?

8. Which is best in gauging a student's understanding in chemistry: Homework, tests, or in-class activities? 

9. Are there any standards that you don't go into depth in the interest of time?

10. What's the best advice you can give to a student that isn't fond of chemistry or is struggling in it?

Senior Project Update:

(1) What are you currently doing in your independent component? 


I have come up with my survey questions:
1. In your opinion, what is the most effective way to teach a chemistry class?
2. What is your favorite lesson and why?
3. What is your least favorite lesson and why?
4. What is your goal as a teacher? What is the main thing you want your children to take away from your class?

I will be calling schools within the next two weeks, but can I combine my science fair survey in this too? Sorry.
(2) What is a recent piece of research (article, interview, or audio-visual) that have you reviewed you would say was significant in helping you understand where to go next in your senior project?  The piece of research should be something you reviewed in November.  Please explain what you learned and where are you going next because of this piece of research.

My Interview 2 was very informative and after all his lectures (my mentorship) I take down notes which help me formulate my senior project activities and demonstrations. The most interesting article is 17, "Developing a New Teaching Approach for the Chemical Bonding Concept Aligned with Current Scientific and Pedagogical Knowledge".


(3) Provide evidence from your independent component or the piece of research as something you recently did.  For example, a photo of something you working on for your independent component or your notes from the video you watched. 


I organized my entire binder, dividing it into the appropriate sections because my articles were quite lengthy. 
I have been reading through this website to just get basic facts about chemistry. More to refresh my memory. I also created this list. 

Blog 7: Independent Component 1 - Plan Approval

(1) Write a description of what you plan on doing for your independent study component.

I plan to produce an experiment in itself to analyze teacher's responses to a survey.

(2) Describe in detail how you think your plan will meet the 30 hours work requirement.

I will survey several teachers from different areas, and with the information, I will formulate a conclusion and a lesson plan that meets both the standards of California's School District and the teacher's responses to the surveys.

(3) How does your independent study component relate to your working EQ?  

It will get different professionals' input on my EQ, allowing me to see more than one person's view on it, and actually applying it to real life from how I see it as a student and a teacher.