Part 6: Summit Rainier Teachers Integrating Technology: Chemistry

After spending six years working for pharmaceutical companies, Edward Lin who had tutored students while working as a chemist, decided to change careers. He went to  University of California, Berkeley and secured his state teaching credential. Attending various career fairs for teachers, Lin heard about Summit, researched the school, garnered an interview and was hired as a chemistry teacher. He has been at Summit Rainier for two years.

On March 16, 2016 I observed Lin teach from 11:25 to 1:00 a lesson on metals (including a Lab) to 17 students sitting two to a table facing the “smart” board at the front of the portable classroom. A Periodical Table hung from one wall of the classroom. A sink in the back of the room students used to wash hands, vials, and get water for experiments. Tubs of equipment, goggles, test tubes, and other paraphernalia, rested on tables also at the rear of the classroom.

Lin has prepared a series of activities, beginning with the Warm Up, on slides and shows them to students as he segues from one task to another over the course of 95 minutes.

One slide lists the items today’s lesson will cover:
*Project Introduction
*Molecule Selection
*Is it a metal? Lab
*Are atoms in your molecule metal or nonmetal?

The Warm Up (see slide 2 here)  which introduces the unit asks students to identify common tools used in kitchen and around the house and answer questions about them.   Students pair up and generate examples such as knives, wrenches, pencils, etc. in response to Lin’s request. Discussions engage each table as I scan the room. Teacher then asks students to answer three questions about each tool they identified: How does the tool’s shape allow it to do the job? What material(s) is the tool usually made of? Why is the tool usually made from the material(s)?

A whole group discussion of these tools ensues for about 10 minutes. Lin calls on students by name. Few raised their hands. As I scanned the classroom, most students were listening and responding to the teacher’s prompts. A few were not. Those who were not looked at their cell phones which were lying on their desks or were quietly chatting with table-mates. The teacher stops talking, motions to one of the chatterers and she stops. He continues to guide the discussion and makes the central point that these tools students identified are made of metal and other materials containing molecules with certain properties allowing the tool to do its work as a tool. The discussion continues until Lin moves to the next task of reviewing the entire project.

The teacher goes through a series of slides (see here, slide 3) covering what students have to do (e.g., choose a molecule they want to work on; produce a 2-D or 3-D model of the molecule each student chooses that can be made out of clay, drawn, crocheted, etc.; make an oral presentation (e.g., write and read an essay, present a comic book, do a PowerPoint lecture). Lin gives many examples for each of the tasks students need to complete and then asks students at each table–usually two and sometimes three–to choose a molecule in the next 15 minutes from the list that they have in a handout. Students use their Chromebooks to look up particular metal and non-metal molecules and ask Lin questions as he circulates around the class. Some of the students have quickly glommed onto the task and tell the teacher immediately which molecules they want to focus on. Lin takes down names and the molecules they chose. There is a flurry of activity when two different tables of students chose the same molecule (e.g., silicon). The teacher negotiates agreement between tables competing for the same element one team choosing another one.

Lin then segues to the handout labeled “Is It a Metal?” (see here) that will guide the Lab they do. The teacher had prepared samples of elements (e.g. lead, magnesium,calcium, copper, silicon) arrayed on two front tables. The Lab directions ask students to test each element and determine whether the element is a metal, nonmetal, or metalloid. Pairs of students are to get samples from the array of elements lying on the tables, test each one at a time, and record data, making observations of what they see happening (or not happening). Each element, say copper or aluminum, has certain properties (e.g., appearance, conductivity, brittle or flexible, reaction to acid). These properties are listed in handout. Students are to check the reaction of each element to hydrochloric acid and copper chloride. Based on the data students collect and the properties these elements have, they are to determine whether, for example, silicon, carbon, magnesium are metals, non-metals or metalloids.

Most of the students go to the rear of the portable where I am sitting and pull from various tubs of equipment, pairs of goggles and test tubes, return to their table and then go up to where the elements are arrayed at the front of the room and begin testing the properties of each one. A few students hang back and as they see others engaged begin to take part in Lab. Lin walks around the room answering questions, offering hints to puzzled students, and monitoring those less engaged in the Lab. Most of the students are working on the task. They carry their Chromebooks with them to record data and confer with one another in their group about what they see.

From time to time, Lin reminds students how much time is left to complete filling up the sheets and recording the data. One group of five students dip into and out of the Labwork as they do the operations chatting and laughing. The teacher sits down with a few of them to see how they are doing on the tasks. Other students have completed the Lab and ask Lin what they should do and he directs them to push ahead with otherparts of the unit that he had previewed earlier in the period.

At 12:45, the stop watch is at 0:00 and Lin tells students to clean up. Students line up at sink to wash out test tubes, dry their hands, and at their tables compare what they have found with other groups of students.

Lin then convenes the whole class–he counts down from 5 to 1–and says: “Let’s chat a bit.” He asks which of the elements are metals. Students call out answers: “copper,” zinc.” Lin follows up and asks what are the properties of these metals. More call-outs from students (e.g., “you can bend copper,” “when acid hit, bubbles came up in test tube”). One student is puzzled over silicon and Lin notes that and elaborates on the element. He then asks class about carbon. He clicks away on his laptop and student answers about each of the elements they examined appear on the screen. “Nonmetals are brittle, dark, not shiny, and barely conductive.” He then goes to Periodic Table and asks students to look at how metals, nonmetals, and metalloids are aligned on the Table. This is a mini-lecture with a handful of minutes remaining. Restlessness rises in the room. Lin concludes the summary and students pack up and move toward door of portable. In a few moments, the teacher releases the class to go their next one.






Filed under how teachers teach, technology use, Uncategorized

6 responses to “Part 6: Summit Rainier Teachers Integrating Technology: Chemistry

  1. Sandy

    I’ve been waiting to see how these very non-transformative uses of 1:1 devices played out with your readers. No controversy here. No transformation either. Perhaps best regarded as new pens and paper. I was especially interested in the Summit story, the individual approach they claim to have going on… Nope, don’t see it. Don’t see their proclaimed connection to technology. What I do see are teachers committed to providing quality instruction. Do they need technology to do the activities you’ve been describing? Simple answer, no. But do we need to advance the use of technology to gain some further good? Some other outcome?

    • larrycuban

      Thanks for the comment, Sandy. Very few reactions from readers about descriptions of lessons. No evaluation, no “good” or “bad” involved. Maybe that is why.

      • Alice in PA

        Personally I have tried to be careful in using evaluative language about the lessons because there are only a snapshot. I don’t know what happened before or after. I don;t know the level of expectations or anything else that I would bring up after someone described a single lesson in my room.
        Now ab out the technology, I agree with Sandy that I have seen nothing transformative.
        I am trying to research the options rather than be a automatic naysayer but I have found few reasons to expect that tech will radically change the classroom. As I have said before, humans still learn the same way and it takes work. Maybe tech can take away a little of the grunt work like repetitive calculations for a lab experiment. But I have seen almost nothing in my searches about leveraging something like the repetitive calculation advantage to focus more on the larger content and then being able to delve into more complexity because of the labor saving device.

      • larrycuban

        The points that you and Sandy raise about the apparent lack of “transformative” effects on teaching is one that I will take up after this series is completed.

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