Entries Tagged 'lab Glassware' ↓

In a little back street in Wilton, we find chemistry teachers Ebeneezer Jacobs, Ebeneezer Blitzman, Ebeneezer Karas and .Ebeneezer Gregory licking their tungstens with mercurial delight as they count their gold and silver collections

from their students fees for broken glassware. "Praise O Dimium!" the Ebeneezers shout. Poor Marie Osmium, usually warm and iridium, has collapsed and is lying phlatinum from our titanium final examination, yet we am not dysprosium to become good samariums. "did you see the way she lanthanum on the floor after seeing our test?," asked an Ebeneezer! "Gadolinium!" exclaimed another Ebenezer. Call a student government copper to lead her to her study hall."

And in the prep room, Rubidium Cratchett Mola, local philosopher and lab technetium, a graduate of Berkelium Collegium in Californium, washes glassware in cold water while reading Kafka's "Investigations of a Dog". Rub is no Einsteinium, but he's not sodium either, and he does tend right to bismuth all the time. Its Christmas Eve and Rub asked to go holmium early. "You've got a lot of gallium," replies an Ebeneezer. I'll be frankium but firmium. Half a day's work, halfnium a day's pay." "That's all right," the mystic, Rub reflects, "I'm anti-money anyway."

Late that night, the Ebeneezers awake to see the ghastly and palladium face of their departed colleague, Gregor Mendel, who ironically looked worse in real life with Mendel leaving him, an Ebeneezer heard the ghost say "Iodide neon to a hundred and twenty years ago and since then I've gone out each night, trudgin around with those arsesine genetics tests that are as heavy and premethium as the rock problem. Long and protactium is my argony. Mend your way, Ebeneezers!" Thus spake the genetic ghost this abromination and departed.

"That was very strange and ytterbium," thought the Ebeneezers as they dozed off. But another ghost who looked like a carbon copy of St. Nickelous came to wake the Ebeneezers. Growling good-bye to their starving dog, Plutonium, the Ebeneezers grabbed the ghost by the sleeve and Rhodium off into the Christmas past.

They flew all over Europium (to research Romium, Italium, then on to Polonium, making a raid on old girl friends that an Ebeneezer knew while he was in the Americium armed forces. There were Fluorine and Ruthenium, and a couple of great Scandium blonds. How he loved to pinch Lorine! What a foxy generation. they dined on stuffed boar- on corn on the cob, although garnished with herbiums from Indium. for desert, they munched on tiny berrylliums from germanium. very tantalum, As they were feasting and flirting and fooling around as only the young and silicon, it occured to the Ebeneezers that being mean old chemistry teachers isnt the magnesium of occupations. but the jolly old ghost scolded the proud and vanadium Ebeneezers for actinium up and took them holmium again.

Then, just as their dreams were becoming mildly pleasant, the most prephosphorus apparition of all appeared and carried

them off to veiw all sorts of ugly things which might come to pass. first, they saw Molly B. Denim coming out of that scavengering undertaking firm, dungaree pocket. Then on to Rubidium Cratchett's hovel where poor tiny Tin lay crippled; with his legs thorium and no way to helium. he was sulfuring and zincing into great agony. "Oh what a cad me am!" declared an Ebeneezer, who wasnt much of a grammaratarian either. and with that they awake to new and nobelium men. with radium smiles, they swore to Xenon never to give so cerium a chemistry tast ta tiney Tin again. Agile and lithium, and with a manganous heart, an Ebeneezer sprang from bed, took a new dimium and called the doctor to come over and curium Tiney Tin's leg. Tin was tellurium with joy and said "Bless everyone, even mean old chemistry teachers."

Some are hard. for example. "Foxy generation" – fOXY GENeration.

So far, ive found,actinium
americium
argon
arsenic
astatine
barium
berkelium
beryllium
bismuth
boron
bromine
californium
carbon
cerium
cesium
chlorine
copper
dysprosium
einsteinium
erbium
europium
fermium
fluorine
francium
gadolinium
gallium
germanium
gold
hafnium
holmium
indium
iodine
iridium
iron
lanthanum
lead
lithium
magnesium
manganese
mendelevium
mercury
molybdenum
neon
nickle
osmium
oxygen
palladium
phosphorous
platinum
plutonium
polonium
promethium
protactinium
radon
rhodium
rubidium
rubidium
ruthenium
samarium
scandium
silicon
silver
tantalum
technetium
tellurium,titanium
tungsten
vanadium
xenon
ytterbium
but someone in my class has 30 more than me, and if i dont beat him, i dont get points. please tell me the element and the line you got it from.

Research studies by American Association of University Women and Children now have found that most females prefer collaboration and not competition in the classroom. Conversely, most males greatly enjoy competition as a method of learning and play. many hands-on activities in technology classes are set up as competitions. Robotics for example, regularly uses competitiveness as a methodology of teaching. Teachers shouldbe cognizant of the preference of many girls for collaborative work and should add-in these types of exercises to their classes. some ways to do this are by having students work in assigned pairs or teams and having a team grade as well as an individual grade. (See Reading 2 on Cooperative Learning.)

Another Mars/Venus dynamic that STEM teachers should be aware of occurs in the lab there male students will usually dominate the equipment and females will take notes or simply watch. Overall, male students have more experience and thus confidence with hands-on lab equipment than their female counterparts. Teachers should create situations to ensure that their female students are spending an equal amount of time in hands-on activities. some approaches have been: 1) to pair the female students only with each other during labs in the beginning of the class semester so that they get the hands-on time and their confidence increases, putting them in a better position to work effectively with the male students later on, 2) allot a specific time for each student in pair to use the lab equipment and announce when it’s time to switch and monitor this, and 3) provide feedback to male students who are taking over by letting them know that their partner needs to do the activity as well.

4. Moving Female Students from Passive Learners to Proactive Problem Solvers

The main skill in STEM is problem solving in hands-on lab situations. for reasons already discussed regarding a lack of experience, most girls don’t come to STEM classes with these problem-solving skills. Instead, girls often want to be shown how to do things, repeatedly, rather than experimenting in a lab setting to get to the answer. Adding to this issue, many girls fear that they will break the equipment. in contrast, male students will often jump in and manipulate the equipment before being given any instructions by their teacher. Teachers can address this by such activities as: 1) having them take apart old equipment and put it together again, 2) creating “scavenger hunt” exercises that force them to navigate through menus, and 3) emphasizing that they are learning the problem solving process and that this is equally important to learning the content of the lesson and insisting that they figure out hands-on exercises on their own.

Research has also shown that females tend to engage in STEM activities in a rote, smaller picture way while males use higher order thinking skills to understand the bigger picture and the relationship between the parts. Again, moving female students (and the non-techsavvy student in general) to become problem solvers (versus just understanding the content piece of the STEM puzzle) will move them to use higher order thinking skills in STEM.

Finally, many teachers have reported that many female students will often want to understand how everything relates to each other before they move into action in the lab or move through a lesson plan to complete a specific activity. The female students try to avoid making mistakes along the way and will not only want to read the documentation needed for the lesson, they will often want to read the entire manual before taking any action. in contrast, the male student often needs to be convinced to look at the documentation at all. Boys are not as concerned with making a mistake a long the way as long as what they do ultimately works. The disadvantage for female students is that they often are so worried about understanding the whole picture that they don’t move onto the hands-on activity or they don’t do it in a timely fashion, so that they are consistently the last ones in the class to finish. Teachers can assist female (and non-tech-savvy) students to move through class material more quickly by providing instruction on how to quickly scan for only the necessary information needed to complete an assignment.

Since the numbers of women in STEM are still small, girls have very few opportunities to see female role models solving science, technology, engineering or math problems. Teachers should bring female role models into the classroom as guest speakers or teachers, or visit them on industry tours, to send the message to girls that they can succeed in the STEM classroom and careers.

Medina, Afonso, Celso, Helena B.P. Gerson, and Sheryl A. Sorby. “Identifying Gender Differences in the 3-D Visualization Skills of Engineering Students in Brazil and in the United States”. International Network for Engineering Eucation and Research page. 2 August 2004: [ineer.org/Events/ICEE/papers/193.pdf].

Milto, Elissa, Chris Rogers, and Merredith Portsmore. “Gender Differences in Confidence Levels, Group Interactions, and Feelings about Competition in an Introductory Robotics Course”. American Society for Engineering Education page. 8 July 2004: [fie.engrng.pitt.edu/fie2002/papers/1597.pdf].

“Fair Play: Violence, Gender and Race in Video Games 2001”. Children now page. 19 August 2004: [childrennow.org/media/video-games/2001/].

“Girls and Gaming: Gender and Video Game Marketing, 2000”. Children now page. 17 June 2004: [childrennow.org/media/medianow/mnwinter2001.html].

Tech-Savvy: Educating Girls in the New Computer Age. District of Columbia: American Association of University Women Educational Foundation, 2000.

Margolis, Jane and Allan Fisher. Unlocking the Computer Clubhouse: Women in Computer. Cambridge, MA: The MIT Press, 2003.

By Donna Milgram