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Dicentra

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Dicentra last won the day on June 12 2013

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About Dicentra

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    Hive Mind Worker Bee
  • Birthday 03/02/1972

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  1. Sounds good, gstharr! Let me know if you have any questions about the course between now and then!
  2. Hmmm... Okay - just talked to my dad who was a Class A mechanic for 40+ years (which is why I know a little about cars :)). He says to give the connections to the battery and also the connections on the starter a good cleaning and then coat them with dielectric grease. That should stop further corrosion from happening. If that doesn't work, he also suggested replacing the fuel filter - if the filter is gummed up, the engine won't be getting the right fuel/air ratio and may have trouble starting. If that doesn't work, he suggested having someone look at the timing. He also said it could be an electrical issue - maybe a loose connection somewhere other than at the battery connection. That might cause some fluctuations in voltage in the system and be causing some of the battery issues. Finding a loose connection can be a notorious pain in the hind end, though - it could be ANYWHERE in the electrical system of the vehicle and it's difficult to find and pin down. Hope that helps!
  3. What's the expression? When life gives you lemons... πŸ˜„ Make lemonade!! Seriously, the fact that you can grow your own lemons is magical to this Canadian gal.
  4. Could be that the battery is old and leaking and is causing the corrosion. When is the last time you put a new battery in? Vehicles probably need new batteries every 5 years or so (well - in my climate they do, i.e. really cold winters). From a chemistry standpoint, car batteries are like any other rechargeable battery - the alternator recharges the battery while you drive but the recharge is never 100% so, eventually, batteries need to be replaced. Having said that, it could also be a problem with the alternator. Try replacing the battery first and see if that helps.
  5. You could use the basic outline of the one I give for Clover Valley Chemistry and modify it for other courses. Is that the kind of thing you're looking for? I can email you a copy in Word format instead of PDF if you want to be able to use the outline and modify it. πŸ™‚
  6. Hi CCC, I responded on the High School board in case you didn't see it. πŸ™‚ Dicentra
  7. I don't have any suggestions that I've read myself but these might be worth looking into: Introduction to Nuclear Science by Jeff Bryan The Physics of the Manhattan Project by Bruce Reed Principles of Nuclear Chemistry by Peter McPherson I think it's hard to find general interest books on nuclear chemistry/physics because it's a complicated and abstract subject - an author would need to assume a fair amount of background knowledge to be able to make the book interesting and not just another intro level textbook. πŸ™‚ Hmmm... Digging a little more, I found this one: Superheavy: Making and Breaking the Periodic Table by Kit Chapman (but this won't be released until August 27, 2019 so she'll have to be patient :)) Actually, that one looks really interesting. I'm putting it on my own "want to read" list. πŸ™‚
  8. Thanks, Roadrunner! To the bolded above... I outsourced English lit for my dd as soon as humanly possible. πŸ˜„ I think I've told the story before of doing poetry with her (badly) when she was young. We read through Jabberwocky because it was listed in the curriculum I was using at the time. I finished reading and my little 7 year old says, "That was nice, mummy. What does it mean?" and my response was, "I don't know, peanut. Let's do some math." πŸ˜‰
  9. From my own perspective as a chemistry instructor (and an instructor of non-chemistry courses occasionally), I've tried to always operate on a few guiding principles: 1. If the subject you're teaching is not your passion, find a way to link it to your passion. This will help you to model passion (even if it's somewhat peripheral passion) about the subject for your students which, in turn, helps to make the subject more enjoyable and interesting for them. I've taught a number of semesters of both intro psychology and developmental psychology at the college where I teach and psych, while interesting, is certainly not my passion. πŸ™‚ When I teach psychology, there is a whole lot more biology and biochem involved in my explanations than if someone with a humanities background was teaching it. πŸ˜‰ If math is your passion, see if you can find a way to focus on the math side of whatever science you're teaching. If it's chemistry, there's a whole lot of math in the physical chemistry side of things but that's mostly arithmetic and algebra with bits of pre-calc and integral calculus tossed in - not the fun kind of math. You could see if your gateway to finding chemistry interesting might be through mathematical chemistry: https://en.wikipedia.org/wiki/Mathematical_chemistry It deals with the mathematical modelling of chemical phenomena. Granted, you'll probably need to have some basic chemical knowledge before looking into something like that. I suppose every subject is the same - one has to get through the basics (arithmetic in math, grammar and spelling in languages, etc.) before the subject starts to become really interesting and fun. The reward comes after slogging through the basics to get to the meat of the subject. 2. Once you've found a way to find passion or a connection to the subject for yourself, start exploring ways to connect your students' passions to the subject. Your students' passions may or may not be the same as yours although if they are the same as yours, then my first point kills two birds with one stone. πŸ™‚ If the students' passions are different, try to find a way to link the subject you're teaching with each individual student's passion - art and chemistry (chemistry of different pigments, chemistry behind art restoration), history and chemistry (chemistry of gun powder or explosives and how that's changed the course of warfare in history and the ramifications of that, chemistry of fertilizers and how that changed how we feed ourselves over time), geology and chemistry, physics and chemistry, literature and chemistry, math and chemistry... You get the idea. πŸ™‚ This is where being an expert in the field or being a teacher of that subject can come in handy because then one has a wealth of "extra" knowledge to pull from beyond just the knowledge required to teach the course. If you want to pick my brain about making chemistry interesting for your particular students, let me know their passions and I can try to give you some specific ideas. I should note - this is obviously much easier when there are only a few students. If it's a large class or if you don't know the individual students' passions, you just have to try to make things as interesting as possible and throw in a lot of "Did you know..." type things from a lot of different subject connections while teaching in the hopes that you'll hit upon something that connects with each student at some point. πŸ™‚ 3. Be consistently upbeat and encouraging - even if what you're currently doing is dry as toast. πŸ˜„ Remind the students (in a fun, upbeat way) that, although the current topic isn't the most interesting or fun, it needs to be learned and mastered so that they can move on to topics that are more interesting and fun. If your students enjoy quirky humour, use lots of that. Find really bad chemistry jokes. Make really bad chemistry puns. Most pre-teens and teens will roll their eyes and groan with disdain but I can guarantee you - they'll remember the pun and the topic. πŸ™‚ That's basically my teaching philosophy in a nutshell. The rest is gaining subject knowledge for yourself, finding appropriate resources, trying to vary the activities (some lectures, some reading, some online activities, some paper worksheets, some hands-on labs, etc.), and learn from your mistakes. I've been teaching for over 20 years and there are still activities that I'll try or explanations that I'll give where I think, "Dang, Connie - that did NOT work." So I change things up for next time. πŸ™‚ Hope that helps some! You've gotten some great ideas and suggestions from others in this thread, too, so you should have somewhere to start. Again, if you want to pick my brain for ideas specific to chemistry based on your individual students' passions (or on your own passion), just let me know.
  10. Thanks, CD! And to the bolded above - you're a gal after my own heart. πŸ™‚ Thanks, Lori! My stress level is much better now - it was mostly just lots of little things with the opening of registration for my courses last Friday piled on top. During which my printer decided to have a temper tantrum and demand a driver update. Which then didn't work. So I was writing out all the registration information coming in by hand so I could send invoices and keep track of everything. The printer and I had a discussion after things calmed down and it's very sorry for causing so much stress. We'll see if it continues to behave... πŸ˜‰ Thanks, Gil. πŸ™‚ I do have some suggestions but I'll put those in a separate post below. Thanks, 8! πŸ™‚
  11. This has been bothering me since I posted originally and I wanted to apologize to @Gil and to everyone. I was originally posting late at night and after a very stressful few days and my post was not helpful - all of which might help to explain my ill-conceived view point but doesn't excuse it. Thankfully, wiser brains prevailed and @8FillTheHeart, @ClemsonDana, and @Lori D. gave Gil some great resources and ideas. I'll also say to Gil that if he would like any ideas on chemistry teaching, I'll do my best to help. Mea culpa.
  12. And I agree with both @8FillTheHeart and @ClemsonDana. πŸ™‚ I totally agree that a parent can teach virtually anything at home - my response was more due to Gil stating that he didn't have a passion for science and it wasn't his thing but he had a student who was eager to learn science and enjoys it. In my mind, that seemed like a scenario that would either push Gil or his student (or both) past their breaking points. πŸ˜‰ But yes, @Gil - both 8 and ClemsonDana have given you some great resources to make a go of this. Who knows - once you start to dig deeper with your student, you may find a hidden passion for science in yourself after all. πŸ™‚
  13. Short answer - gently... I'm not sure that you teaching them is the best pathway. If I remember correctly, your students are accelerated learners with a passion for math. In order for them to be engaged and challenged in science, you're probably going to need to find experts in the fields or at least master teachers, particularly if science isn't your "thing". I've always thought that the best teachers at the high school level are ones who are knowledgeable in the subject far beyond what the students are learning. Those are the teachers who can, off the cuff, pull out interesting anecdotes about the topic and connect the topic to the larger sphere of human knowledge - on the fly. πŸ™‚ If you don't enjoy the subject, it's going to be difficult for your student to enjoy the subject if you are teaching/co-learning. There are books out there on pedagogical systems and different methods to teach science but the best teachers at the high school or college level, particularly for advanced learners, are going to be the experts and master teachers. Please don't misunderstand me - I'm not saying that those who are not experts or master teachers can't teach/co-learn science with their students at the high school level. πŸ™‚ But you asked how you could better engage your particular student. And I think that outsourcing, if possible, may be your best bet. If outsourcing is not an option, I can see if I can think of any book suggestions I can pass on regarding the pedagogy of teaching science.
  14. LNL may still be able to keep running after December 2019 and they also may have their new platform ready to go. But nothing is certain. πŸ™‚ That's why I wanted to pass on what Macmillan had sent me. I teach chemistry at the local college and we use Late Nite Labs for the Distance Ed students. As an instructor, Macmillan should send me update emails. When they do, I'll pass them on.
  15. I think it was me originally who suggested Late Nite Labs here on the forum so I thought I'd update everyone. As of December 2019, Macmillan Learning will potentially be discontinuing Late Nite Labs. Here's an email I received from them: "As you have likely heard, Adobe is concluding their support of Flash, which means we at Macmillan Learning need to work on contingency plans for Late Nite Labs (which is Flash-based). We are working on an off-the-shelf version of a new product (tentatively titled Hayden-McNeil Lab Simulations) for you, but we don't have a release date for that product yet. We also don’t know how long we’ll be able to keep LNL up as it depends a lot on the experience with Flash. We plan to keep LNL up through the end of 2019, but it might be longer than that, depending on your experience with the product. (We don’t want you to have a terrible experience, especially since we can’t fix the issues.) Basically, we are going to continue to serve you to the best of our ability, but we’ll have to get you more information as we watch Flash and see how the development of our Hayden-McNeil Lab Simulations progresses. Once we have a new solution and a LNL β€˜end’ date, we will absolutely let you know. Again, I am so sorry to have to be the bearer of bad news, but hopefully we are giving you enough time to plan ahead for future classes. We are happy to work with you on other solutions, however, to meet other needs or to get you through until we are ready to unveil a new solution, and please reach to out to your local representative for more info. My apologies, Your Support Team " Just a heads-up in case anyone was building curriculum plans that included Late Nite Labs. If I hear any more about a new lab simulation platform, I'll let everyone know.
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