Chemistry is Hard
Why?
Bloom’s Taxonomy
 Psychologist
who studied how people
think
 Broke thinking into levels of complexity
 Each level required using the
information below
 The lowest level is knowledgememorizing textbook definitions
 Easiest but least useful
Bloom’s Taxonomy
 Understanding-
being able to put the
knowledge into you own words
 Application- being able to use the
information in new situations
 Analysis- breaking the information into
meaningful pieces
 Synthesis- being able to put information
together to generate new learning
Bloom’s Taxonomy
 Evaluation-
using all the information,
making and defending value judgments
about the information.
Evaluation
Synthesis
Analysis
Application
Understanding
Knowledg
e
What does this have to do
with chemistry?
 In
the past, many of your classes relied
on memorization.
 Knowledge level
 Chemistry focuses on the higher levels.
 I don’t ask you to memorize a lot of terms
 I ask you to learn processes and
techniques and then apply them to novel
situations
Evaluation
25%
Synthesis
Analysis
50%
Application
Understanding
25%
Knowledg
e
Word Clues
 How
hard do I have to think?
 Knowledge
– Who, what, where, when, tell, label,
define, select, choose, identify,
describe, recall
 Comprehension
– Show, explain, discuss, classify,
recognize, summarize, paraphrase
Word Clues
 Application
– Use,
solve, teach, relate, explain,
predict, compute, illustrate, simulate,
demonstrate
 Analysis
– Probe, dissect, outline, compare,
organize, diagram, distinguish,
investigate, categorize
Word Clues
 Synthesis
– Plan,
make, invent, develop, design,
propose, predict, assemble, formulate,
hypothesize
 Evaluation
– Rate, judge, revise, critique, defend,
justify, assess, contrast, support,
recommend, conclude, interpret
Information Processing
Theory
 Describes
how we learn something new
Information Processing
Theory
 Filters
what we know
 What we pay attention to moves on
Sensory
Register
Less than
a second
Information Processing
Theory
 Room
for 7 things (on average)
 Less than a minute
Sensory
Register
Less than
a second
Short- term
Memory
Information Processing
Theory
 If
we process it further it stays with us
 To learn something requires practice
Sensory
Register
Less than
a second
Short- term
Memory
Long
Term
Memory
Memory Techniques
 Rehearsal-
repetition
 Chunking- grouping the information into
meaningful categories
 Remembering general rules is easier than
every specific instance
 We learn best by connecting new
knowledge with old knowledge
 ROY G BIV
Another Reason
Chemistry is hard
 Requires
math skills.
 Uses math to explain
 Prerequisite
 Algebra is used in this class regularly.
 Used to describe the world around us
What can you do?
Laboratory
Safety Rules
 While
working in the science laboratory,
you will have certain important
____________________
that do not
responsibilities
apply to other classrooms. You will be
working with materials and apparatus
which, if handled carelessly or improperly,
have the potential to cause
__________________
or discomfort to
injury
someone else as well as yourself.
 A science
laboratory can be a safe place
in which to work if you, the student, are
foresighted, alert, and cautious. Violating
any of the following regulations will result
suspended
in you being _______________
from
class or ______________________
from
permanently removed
the class. The following practices will be
followed:
instructor
_________ must be present during
the performance of all laboratory work.
teacher
 2. Report any accident to the __________
immediately, no matter how_________,
minor
including reporting any burn, scratch, cut,
or corrosive liquid on skin or clothing.
 3. Prepare for each laboratory activity by
reading all instructions before coming to
________
directions implicitly and
class. Follow all _________
modification
intelligently. Make note of any _________
in procedure given by the instructor.
 1. An
4. Any science project or individually
planned experiment must be
approved by the teacher.
__________
5. Use only those materials and equipment
authorized by the instructor.
_________
immediately of any
6. Inform the teacher ____________
equipment not working properly.
7. Clean up any nonhazardous _______
spill
on the floor or workspace ____________.
immediately
eye protection
Wear appropriate ______________,
as
directed by the instructor, whenever you
are working in the laboratory. Safety
goggles must be worn during hazardous
_________
activities involving caustic/corrosive
chemicals, heating of liquids, and other
activities that may injure the eyes.
 8.
 9.
Splashes and fumes from hazardous
chemicals present a special danger to
wearers of _____________.
contact lenses Therefore,
students should preferably wear regular
glasses (inside splash -proof goggles,
when appropriate) during all class
activities or purchase personal splashproof goggles and wear them whenever
exposure to chemicals or chemical fumes
is possible.
 10. Students with open
_________________
skin wounds
on hands must wear gloves or be
excused from the laboratory activity.
 11.
Never _______
hot equipment or
carry
dangerous chemicals through a ______
group
of students.
 12. Check ______
labels and equipment
instructions carefully. Be sure correct
items are _______
used in the proper manner.
 13. Be aware if the _________
chemicals being
used are hazardous. Know where the
material safety data sheet (_______)
MSDS is
and what it indicates for each of the
hazardous chemicals you are using.
 14.
Never ______
taste anything or touch
chemicals with the hands, unless
__________
specifically instructed to do so.
15. Test for odor of chemicals only by
waving your hand above the container
______
distance
and sniffing cautiously from a _________.
laboratory
16. Eating or drinking in the ____________
or from laboratory equipment is _____
not
permitted.
 17.
When heating material in a test tube,
look into the tube or point it in
do not ______
the direction of any person during the
process.
reagents back into bottles,
18. Never pour _________
exchange stoppers of bottles, or lay
stoppers on the table.
19. When diluting _____,
acids always pour
acids into _______,
never the reverse.
water
 20.
Wash hands as necessary and wash
conclusion of the
thoroughly at the __________
laboratory period.
21. To treat a burn from an acid or alkali,
immediately with
wash the affected area ___________
plenty of running water. If the eye is
involved, irrigate it at the eyewash station
without interruption for ___
15 minutes.
Report the incident to your ___________
instructor.
______________.
immediately
 22.
Know the _________
location
of the
emergency shower, eyewash and
facewash station, fire blanket, fire
extinguisher, fire alarm box, and exits.
 23. Know the proper fire and earthquake
drill _____________.
procedures
 24. Roll long sleeves above the wrist
_______.
Long, hanging necklaces, bulky jewelry,
and excessive and bulky clothing should
worn in the laboratory.
not be _____
 25. Confine long hair during a
laboratory activity.
__________