October 2010

You are currently browsing the monthly archive for October 2010.

bildeMy local newspaper recently interviewed me about cheating and cell phone use in the classroom (read the article).  While cheating and scientific integrity are important topics to talk about later, I have been thinking a lot about my new cell phone policy this year.

Overall, I am confident that allowing cell phones in the classroom was the right decision.  I encourage students to use their phones appropriately in labs and lessons, and even prompt them to search for answers (they seem to like texting queries to ChaCha most) There is no more hiding (at least much less) their texting shame underneath their desks.  While I have had to address using their devices at appropriate times, I haven’t had to confiscate a phone yet.

While the reporter got most of interview correct from what I said, the best quote came from my assistant principal:

We know they’ve got them, so it’s just teaching them to be responsible with them.

And that’s the idea.  I trust that my students realize the power of their devices, and that they can make decisions to use them in an appropriate manner.

Most importantly, I think that students feel more respected.

Tags: , ,

ACT Science.  Scary stuff, right?  You can’t even use a calculator! (because  you really don’t need one).

You can be tested on biology, botany, zoology, microbiology, ecology, genetics, evolution, atomic theory, inorganic chemical reactions, chemical bonding, reaction rates, solutions, equilibrium, gas laws, electrochemistry, organic chemistry, biochemistry, and properties, states of mattermechanics, energy, thermodynamics, electromagnetism, fluids, solids, light waves,  geology, meteorology, oceanography, astronomy, and environmental sciences!

But in actuality, the ACT Science reasoning section is more about interpreting data, graphical analysis and weeding through scientific jargon than actual science content.  Sure, a broad knowledge base in each content area will help you cruise through the question more quickly, but simple reasoning and analysis will get you the right answer every time.

The best way to prepare for the science section is to review your basic graph reading skills and make sure you are still aware of the concepts that surround them (John Smith).

Here are some general tips:

  1. There are 40 questions to answer in 35 minutes, which equates to less than a minute per question.  Skip hard questions and come back to them later if needed.
  2. Read the questions BEFORE reading the narrative.
  3. There are usually 2 bad answers – cross them out, and focus on the two best choices.  That leaves only a 50/50 chance.
  4. Don’t leave anything blank – there is no penalty for guessing.
  5. Mark up your test – take notes, highlight sections in the passage, and sketch on your graphs.
  6. Don’t get confused by the terminology.  Focus on the reasoning and analysis.
  7. Look for extremes in charts and graphs.  Most graphs will require you to estimate your answer.
  8. Be aware of different viewpoints – especially in developing hypotheses and drawing conclusions.

Recently, a local school district decided to start charging teachers for personal use of “refrigerators, microwaves, coffee makers, pizza ovens, toaster ovens and toasters” in an effort to save over $12,500 per year in energy savings (read full story).

The cost for using a coffee maker?  $10.  While this is a seemingly small fee for a convenience, maybe there is an alternative solution to help save money (and energy) and keep everyone happy.

Energy Efficiency: Not all coffee makers are created equally in their energy consumption.  Why not choose an energy efficient model?  A thermal coffee maker (like the Cuisinart DTC-975) uses less energy than a standard coffee maker, as the brewed coffee is stored in an insulated carafe.  Thus, there is no energy wasted heating a burner underneath a glass pot.

Economy of Scale:  Why not consolidate a few coffee makers into fewer, more centralized pots?  On my floor alone, there are at least 3-4 coffee makers that are used daily and often make only half pots each.  Having fewer pots that make a full pot at a time would reduce multiple uses of heating elements.  It makes sense to avoid single-cup brewing machines.

Opportunity to Learn: Combining both of these ideas could even turn into a class project, where students could use wattage meters (like the Kill a Watt meter) to monitor coffee makers to identify the most energy efficient models and brewing practices.

 

Tags: , , , , ,