Judy Lehmberg (FLC I) - Lee College

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$Teaching Portfolio Jim Dobberstine Math, Engineering ... - Lee College$

QUESTIONS: 1. Is solution A acid or base or neutral? Neutral, the pH is 7. 2. Is solution B acid or base or neutral? Acidic, the pH is 4. 3. Is solution C acid or base or neutral? Basic, the pH is 11. BUFFERS A buffer is a chemical substance that can be added to water, and will make that solution resist a pH change. GO GET: 1. 25 ml of Sample X in a small beaker. 2. 25 ml of Sample Y in a small beaker. 3. A dropper - bottle of phenol red. 4. A dropper - bottle of acid. NOW: 1. Put 5 drops of phenol red into each beaker. Phenol red is a pH color indicator. It turns yellow in acid, and it turns red in base. 2. While counting the drops, add acid one drop at a time until each beaker turns yellow. Gently shake the beakers after each drop in order to mix the acid into the test solution. QUESTIONS: 1. Which solution contains a buffer, Sample X or Sample Y. Sample X contains the buffer because it took more drops of acid to change its pH. 2. How many more drops of acid did it take to change the buffered solution yellow? 15 – 20 more drops 3. Why do you think that one of the brands of aspirin is called Bufferin? Aspirin Reflections During the last year we have been exposed to critical thinking from a number of viewpoints; and not many of those viewpoints have been those of a scientist. I have found that to be most helpful in discussing and explaining what critical thinking is with my students, most of who are not, nor will ever be scientists. It has given me a whole new set of words to use while explaining critical thinking. I will still use the scientific method, but I will also use some of my new vocabulary to try to appeal to as many different students as possible. My participation in the <strong>FLC</strong> has also forced me to look at what I do everyday in my classroom. It has reminded me that good teaching is an evolutionary process. I have gotten complacent. Now I have critically looked at the labs I use, the tests I give, the homework, everything. I certainly will not change everything, but I have already made several significant changes and I will do more next semester. 36
One last thought. As a college we don't do much to promote collaborative discussions among our faculty. Many of our faculty members have some great ideas on how to improve teaching and student learning. One of the greatest, an unexpected, benefits of the <strong>FLC</strong> to me has been the spontaneous discussions that sometimes happen during our weekly sessions, as well as the emails that sometimes follow. Teaching is a very inexact art and very few of us ever get it exactly right. The more time we take to discuss teaching strategies with our colleagues the better off we, as a faculty and a college, will be. 37
Page 1 and 2: BIOL 1406 - General Biology I Judy
Page 3 and 4: have an A average before the final
Page 5: Practice 1 - Critical Thinking Powe
Page 14 and 15: Comprehension - Level 2 - Understan
Page 16 and 17: Answer: They didn't understand it?
Page 18 and 19: 2. In order for the liquid water to
Page 20 and 21: 1. Weigh the piece of steel. 2. Put
Page 22 and 23: degrees C. Beaker C had 10 ml of wa

Judy Lehmberg (FLC I) - Lee College

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