sistema universitario ana g. méndez, inc. school for ... 224 dlp 201… · fundamentos de química...
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Sistema Universitario Ana G. Méndez, Inc. School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
CHEM-224
Fundamentals of General Chemistry
Fundamentos de Química General
© Sistema Universitario Ana G. Méndez, Inc. 2012 Derechos Reservados
© Ana G. Méndez University System, Inc. 2012 All rights reserved
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Prepared based on the course syllabus (revised 2012) of the School of Sciences and
Technology of Universidad del Turabo with the collaboration of:
Anastacio Emiliano, Ph.D, Module Development Specialist
Mario Gómez, Content Evaluator
Luis Díaz, English Language Specialist
Bárbaro Forteza, Spanish Language Specialist
Joe Hernández, Curriculum and Instructional Design
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TABLA DE CONTENIDO/TABLE OF CONTENTS
PÁGINA/PAGE
GUÍA DE ESTUDIO......................................................................................................... 4
STUDY GUIDE .............................................................................................................. 18
TALLER UNO ................................................................................................................ 31
WORKSHOP TWO........................................................................................................ 40
TALLER TRES .............................................................................................................. 46
WORKSHOP FOUR ...................................................................................................... 53
TALLER CINCO ............................................................................................................ 59
WORKSHOP SIX .......................................................................................................... 65
TALLER SIETE ............................................................................................................. 70
WORKSHOP EIGHT ..................................................................................................... 76
APPENDIX A: NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED
INSTRUCTION .............................................................................................................. 82
APPENDIX B THE WRITING PROCESS ...................................................................... 87
ANEJO C/APPENDIX C RÚBRICA DE EVALUACIÓN DE PROBLEMAS ASIGNADOS
...................................................................................................................................... 95
ANEJO D/APPENDIX D RÚBRICA DE EVALUACIÓN DE LAS PRESENTACIONES EN
POWER POINT ............................................................................................................. 96
ANEJO E/APPENDIX E RÚBRICA PARA LA EVALUACIÓN DEL LABORATORIO DE
CONTENIDO ................................................................................................................. 97
ANEJO F/APPENDIX F INFORMACIÓN ACERCA DEL LABORATORIO DE IDIOMAS
Y LABORATORIO ELECTRÓNICO .............................................................................. 98
ANEJO G-1/APPENDIX G-1 DIARIO REFLEXIVO ..................................................... 100
ANEJO G2/APPENDIX G2: KWL CHART ................................................................... 101
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GUÍA DE ESTUDIO
Título del Curso: Fundamentos de Química General/Fundamentals of General
Chemistry
Codificación: CHEM-224
Créditos: 4
Duración: 8 Semanas
Prerrequisito: MATH-120
Descripción:
Estudio sobre los principios de Química General orientado hacia estudiantes de
profesiones relacionadas con la salud. Incluye tópicos de sistema de medidas, materia y
energía, estructura atómica y molecular, enlaces químicos, estequiometría, propiedades
de las soluciones, estados líquido y gaseoso, ácidos y bases, y radioactividad. Este curso
tiene como co-requisito una sección de laboratorio de contenido que se reúne por un
período de cuatro (4) horas semanalmente. En su modalidad bilingüe, el curso conlleva
un componente de laboratorio de idiomas, que comprende un 30% del tiempo total.
Objetivos de Contenido Generales: 1. Introducir al estudiante al estudio de la Química como ciencia y proveer las bases
que servirán de soporte para cursos posteriores de esta ciencia y otros cursos de
áreas relacionadas.
2. Fomentar en los estudiantes el desarrollo del pensamiento crítico, analítico, así
como el comportamiento ético en los estudios y en sentido general.
3. Desarrollar destrezas en los estudiantes para utilizar lenguaje y escritura con rigor
académico en el contenido del curso, tanto en inglés como en español
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Objetivos de Lenguaje Generales:
Al finalizar el curso los estudiantes serán capaces de:
1. Escuchar: Entender tanto en Inglés como en Español todos los conceptos
básicos discutidos durante el curso y lo demuestran mediante su interacción con
otros.
2. Hablar: Demostrar dominio del material presentado en el curso cuando se
comunican verbalmente utilizando términos y vocabulario adecuados, con
pronunciación clara y fluidez oral tanto en Inglés como en Español.
3. Leer: Explicar teorías y conceptos relacionados con el curso luego de leer
documentos y libros de texto escritos tanto en Inglés como en Español.
4. Escribir: Aplicar las seis características del proceso de escritura al escribir
ensayos, resúmenes y textos en ambos idiomas y sin errores gramaticales o de
sintaxis, en formato establecido por el facilitador.
Requisitos del Laboratorio:
A-Laboratorio de Contenido
Este curso conlleva una sección de laboratorio que se reúne por un período de 4
horas una vez por semana, durante ocho (8) semanas.
Cada Taller estará acompañado de una experiencia de laboratorio.
Los procedimientos de laboratorio estarán contenidos en uno de dos manuales
(inglés o español) escogidos para tales fines; pudiendo el facilitador cambiar o
modificar en todas o en algunas de sus partes cualesquiera de estos
procedimientos, dependiendo de las circunstancias del salón de laboratorio y de
la disponibilidad de los materiales.
Cuando los experimentos finalicen antes de las cuatro (4) horas, los
participantes pueden usar el tiempo restante para iniciar la preparación del
reporte de laboratorio, o para el laboratorio de idiomas, según estime
conveniente el facilitador
B- Laboratorio de Lenguaje o Electrónico:
Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben
demostrar que ellos han cumplido con 9.6 horas de uso en el laboratorio de
lenguaje (inglés y español) por curso. Esto iguala al uso del laboratorio de
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lenguaje por 1.2 horas semanales de lenguaje por curso. El facilitador podría
requerir más horas de práctica basado en las necesidades para las destrezas
auditivas, orales, de lectura y escritura en cualquiera de los idiomas
mencionados. La evidencia de que los estudiantes han cumplido
satisfactoriamente con los requisitos de laboratorio lenguaje (inglés y español)
deberá estar documentada.
En el laboratorio de idiomas estarán disponibles los siguientes recursos:
www.esolebooks.com, Tell Me More, Net Tutor, Wimba Voice, Biblioteca Virtual
y Voice E-mail. Estos serán descritos más adelante (ver anejo E).
Se recomiendan además los siguientes enlaces electrónicos para que el
facilitador seleccione los ejercicios y tareas que estime pertinentes:
(http://www.esl-lab.com/
http://esllabmiami.blogspot.com/)-Para Inglés; para los e-labs de inglés están
disponibles ejercicios tales como general listening, basic listening, listening
quizzes for academic purposes, language learning and tips. Estos ejercicios
contienen niveles desde fácil hasta muy difícil; contienen además ensayos,
contrastes, comparaciones, orden de palabras, entre otros.
(http://www.mhhe.com/socscience/spanish/puntos/quizzes.mhtml)-Para español, con
opciones auditivas y gramaticales.
En ambas opciones (inglés y español) hay ejercicios que el facilitador puede
utilizar para asignar calificación, estableciendo límites de tiempo; hay casos en
que los ejercicios tienen límite de tiempo. Al terminar las tareas, el estudiante
puede imprimir el resultado de su ejecutoria y entregar al facilitador.
El facilitador coordinará con el laboratorio de idiomas los horarios y materiales
que requerirá y las formas designadas por la institución para evidenciar el
progreso de los estudiantes.
Textos Sugeridos :
1. Timberlake, Karen C. (2012) Chemistry: An Introduction to General, Organic
and Biological Chemistry. USA. Pearson Education Inc. Eds. 11th Edition, (ISBN-
10: 0321693450).
2. Timberlake K. C. (2006). Laboratory Manual for Chemistry: A Introduction to
General, Organic and Biological Chemistry. USA Pearson Education Inc. Eds. 9th
edition (ISBN-10: 0136019706)
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3. Lozano, C. and Gutiérrez M. (2010). Laboratirio de Fundamentos de Química
General: Manual y Cuaderno de Trabajo. PR/RD. Imago Mundi Ed. 1ra. Edición
(ISBN: (978-99934-69-13-1)
Otras Referencias bibliográficas:
1. Denniston, Katherine J. and Topping, Joseph J.; Caret, Robert L. (2007). General, Organic, and Biochemistry. McGraw-Hill Company Inc. 5th Edition. ISBN: 0390746487.
2. McMurry, J., Ballantine, D. S., Hoeger, C. A., Peterson, V. E., and Castellion, M.
E. (2009). Fundamentals of General, Organic, and Biological Chemistry, 6th Edition, Prentice Hall, USA. ISBN 10: 0136054501.
3. Ebbing, D. D. and Gammon, Steven D. (2012) General Chemistry. Brooks Cole, 10th Edition. ISBN-10: 1285051378.
4. Chang, R. (2012) Chemistry. McGraw-Hill Science /Engineering/Math 11th Ed. ISBN: 0073402680.
Enlaces Electrónicos:
Una serie de enlaces electrónicos relacionada a cada tópico de un taller en particular se provee como complemento de la literatura sugerida, los estudiantes no necesariamente se limitarán a esos recursos electrónicos, y es su opción utilizar cualesquiera otros que consideren les puede servir a sus propósitos de aprender sobre algún tópico en particular. También es opción del facilitador, sugerir otros enlaces y artículos que complementen los recursos provistos en esta guía. Problemas sugeridos: Entre las actividades previas a la discusión de cada taller hay una serie de problemas del libro de texto que deberán entregarse junto a un resumen escrito; los participantes no necesariamente se limitarán a resolver estos problemas, y pueden resolver todos los adicionales que deseen. La solución de problemas es una actividad imprescindible en cualquier curso de Química; es esta la mejor manera de determinar si se han logrado la mayoría de los objetivos propuestos. Descripción de la evaluación
1. Asistencia: La asistencia a cada uno de los talleres es de carácter obligatoria. El
facilitador llevará un registro de asistencia en cada taller.
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2. Puntualidad: La puntualidad es inherente a la ética profesional por lo tanto el
facilitador llevará un registro para documentar la puntualidad de cada estudiante en
cada taller y a cada período de laboratorio.
3. Participación en clase: Es responsabilidad del estudiante participar constructiva y
activamente en cada una de los talleres.
4. E-lab: Los estudiantes obtendrán un valor de cincuenta (70) puntos al demostrar,
mediante documento aprobado por el Centro de Recursos del Aprendizaje o
Representante de Laboratorio de Lenguaje, que ellos han cumplido con 9.6 horas
de uso en el laboratorio de lenguaje (inglés y español) por curso. Los estudiantes
deben incluir actividades y pruebas del programa seleccionado por el facilitador
como parte de las horas requeridas de laboratorio de lenguaje (E-lab).
5. Diarios Reflexivos: Los estudiantes escribirán y entregarán al facilitador al final de
cada taller un diario reflexivo (anejo G1 ó G2) sobre los conceptos aprendidos
durante cada uno de los talleres. El Facilitador tiene la opción de entregar el KWL
chart al principio y al final de cada taller y usarlo como diario reflexivo
6. Portafolio del curso: Cada estudiante deberá preparar un portafolio en formato
digital. Previo al comienzo del curso, el facilitador colocará en Blackboard una
copia de la última edición oficial del manual de portafolio (en inglés, “Performance
Portfolio Assessment Handbook”). Durante el primer taller, el facilitador discutirá
en detalle el proceso y las expectativas del uso del portafolio digital para demostrar
el progreso académico y lingüístico, de manera que los estudiantes puedan
alcanzar la meta de convertirse en profesionales bilingües.
Evaluación: (sugerida) Presentaciones en PowerPoint - - - - - - - 60 pts
Entrega de resúmenes escritos - - - - - - 60 pts
Entrega de problemas resueltos - - - - - - - 60 pts
Post pruebas* - - - - - - - - - 80 pts
Nota de Laboratorio - - - - - - - - 70 pts
Nota de Laboratorio de Idiomas - - - - - - - 70 pts
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Total - - - - - - - - - - 400 pts Escalas de Evaluación:
A B C D F
100 - 90 89 – 80 79 – 70 69 – 60 <60
Las pre-pruebas se utilizarían sólo como instrumento para avalúo, no se les
asignará puntuación, las post pruebas se completarán en el salón de clases
individualmente.
El contenido de las pre- y las post-pruebas puede consistir en problemas de los
asignados previos al taller.
El facilitador debe integrar el uso del laboratorio de lenguaje o laboratorio de
lenguaje electrónico en las rúbricas de evaluación. Las rúbricas del lenguaje
para escuchar, hablar, leer, y escribir se integran en el avalúo de los estudiantes.
Ver Apéndice A para las rúbricas a usarse. La información a utilizar para
completar estas rúbricas se obtendrá en las presentaciones y discusiones en
grupo; el facilitador podrá asignar a cada grupo un taller para ser presentado en
el salón de clases en power point, el grupo correspondiente efectuará luego un
foro de discusión con preguntas, respuestas, e intervenciones del facilitador,
cuando lo considere oportuno.Para evaluar trabajos escritos en los dos idiomas,
el facilitador deberá usar el “Writing Process: Six Writing Traits Rubrics” que
aparecen en el Apéndice B. “Portfolio Performance Assessment” tiene que ser
uno de los instrumentos para evaluar el progreso lingüístico y académico de los
estudiantes. Debido a la naturaleza del modelo bilingüe instruccional, el
facilitador tiene que documentar que el estudiante esté progresando hacia la
meta de dominar dos idiomas académicamente. El portfolio tiene que cumplir
con los estándares establecidos. El facilitador del curso le proveerá el estudiante
el MANUAL DE PORTAFOLIOS. Los trabajos escritos se originarán de cada
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taller, ya que los grupos entregarán los problemas resueltos y un resumen
escrito del material del taller.
Por lo general, en los cursos de Química, la parte de laboratorio de contenido se
evalúa separada de la parte de conceptos teóricos. Para evaluar el laboratorio
se consideran los siguientes aspectos: (ver apéndice D)
o Asistencia
o Entrega a tiempo de pre y post pruebas (informes o reportes)
o Pruebas escritas (puede ser una al final o dos parciales)
o Uso correcto de la libreta de laboratorio
o Cooperación con los trabajos y las normas de laboratorio (apreciación)
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado
para promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto
significa que cada taller deberá ser conducido enteramente en el lenguaje
especificado. Los lenguajes serán alternados en cada taller para asegurar que
el curso se ofrezca 50% en inglés y 50% en español. Para mantener un
balance, el módulo debe especificar que se utilizarán ambos idiomas en el quinto
taller, dividiendo el tiempo y las actividades equitativamente entre ambos
idiomas. Las primeras dos horas son estrictamente en español y las últimas
dos en inglés. Los cursos de idiomas deben ser desarrollados en el idioma
correspondiente, en inglés o en español, según aplique.
2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los
estudiantes sean sumamente organizados, enfocados y que se preparen antes
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de cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo
para desarrollar las destrezas en los dos idiomas usando los recursos de
lenguaje disponibles dentro y fuera de la institución. El convertirse en un
profesional bilingüe es un proceso complejo y exigente. Cada taller requiere un
promedio de diez (10) horas de preparación y en ocasiones requiere más para
poder tener éxito lingüístico y académico.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador
evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el
trabajo perdido, de ser necesario. El facilitador puede elegir una de estas dos
alternativas: (a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo
adicional además del trabajo que el estudiante tenga que reponer.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
1. Si es a dos talleres, el facilitador reducirá la nota existente en un
grado.
2. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota existente en dos grados.
5. La asistencia y participación en actividades de la clase y en presentaciones
orales es extremadamente importante pues éstas no se pueden reponer. Si el
estudiante provee una excusa válida y verificable, el facilitador determinará una
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actividad equivalente a evaluar que sustituya la misma. Esta actividad deberá
incluir el mismo contenido y componentes del lenguaje como la presentación oral
o actividad que requiera repuesta.
6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia. Los estudiantes también recibirán una calificación
individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las
reglas para citar apropiadamente o que esté parafraseado y citado dando crédito
al autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo
que sea plagiado, copiado o presente trazos del trabajo de otro estudiante o
autor será calificado con cero. El servicio de SafeAssign TM de Blackboard será
utilizado por los facilitadores para verificar la autoría de los trabajos escritos de
los estudiantes. Es responsabilidad del estudiante de leer la política de plagio
de su universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del
Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,
secciones 36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto
implica que TODOS los trabajos tienen que ser originales y que para toda
referencia utilizada deberá indicarse la fuente, bien sea mediante citas o
bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso
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de que se detecte casos del mismo, el estudiante se expone a recibir cero en el
trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes
deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de
documentos y trabajos pues va en contra de la ética profesional.
8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de
estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la
primera clase. Es requisito que el facilitador discuta y entregue una copia de los
cambios a los estudiantes al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico de SUAGM, teléfonos, día y horario disponibles.
10. El uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y parientes no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM, al curso y a un adulto profesional.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en
el módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de
búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.
Algunas de éstos son:
www.google.com
www.ask.com
www.pregunta.com
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www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/ (alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/ (compra)
Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar
libros.
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de
índole profesional y que contengan las investigaciones más recientes del tópico del
módulo, de ser necesario.
CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:
Si el facilitador o el estudiante requiriera o deseara llevar a cabo una
investigación o la administración de cuestionarios o entrevistas, éstos deberán
referirse a las normas y procedimientos de la Oficina de Cumplimiento y solicitar
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su autorización. Para acceder a los formularios de la Oficina de Cumplimiento
pueden visitar este enlace:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los
formularios que necesite. Además de los formularios el estudiante/facilitador
puede encontrar las instrucciones para la certificación de investigación en línea.
Estas certificaciones incluyen: Institutional Review Board (IRB), Health
Information Portability and Accountability Act (HIPAA), y Responsibility Conduct
for Research Act (RCR).
De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a
la Oficina de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
Filosofía y Metodología Educativa
Este curso está basado en la filosofía educativa del Constructivismo. El
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
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reflexionando a través de nuestras experiencias, podemos construir nuestro propio
entendimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder entender
nuevas experiencias.
Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos
con las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,
intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros
estudiantes y motivar a los mismos a analizar, interpretar, predecir información y
aplicarla a la vida diaria.
PRINCIPIOS DEL CONSTRUCTIVISMO:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Para construir “un significado” se requiere comprender todas las partes: globales y
específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto
del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos
primarios en contexto y no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar
dichos modelos.
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4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
y no sólo el de memorizar las respuestas “correctas” y repetir el significado de otra
persona. Como la educación es intrínsecamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer de la evaluación parte esencial de
dicho proceso, asegurando que el mismo provea a los estudiantes con la
información sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
CHEM 224 Fundamentals of General Chemistry 18
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Study Guide
Course Title: Fundamentals of General Chemistry
Code: CHEM-224
Credits: 4
Length: 8 Weeks
Pre-requisites: MATH-120
Description:
Study of principles of General Chemistry designed for students of health related careers.
The course includes topics about measurement systems, matter and energy, chemical
reactions, atomic and molecular structure, chemical bonds, stoichiometry, properties of
solutions, liquid and gas states, acids and bases, and radioactivity. This course has as co-
requisite a weekly laboratory section, which meets by a period of four (4) hours. In its dual
language modality, the course implies a component of language laboratory, which must
account for at least 30% of the total time.
General Content Objectives:
1. To introduce the study of Chemistry as a science and to provide the student with
the foundations for fore coming courses of this science and related areas.
2. To promote among the students the development of critical and analytical
thinking as well as an ethical behavior in their studies and also in a general
sense.
3. To develop skills among the students to utilize language and writing with
academic rigor in the course content in English and also in Spanish.
General Language Objectives:
By the end of the course, students should be able to:
1. Listen: Demonstrate by means of interaction with peers, that they understand all
basic concepts covered in the course in English as well as in Spanish.
CHEM 224 Fundamentals of General Chemistry 19
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2. Talk: Demonstrate that they can verbally communicate about the contents of the
course, with fluidity and clear pronunciation, using reliable terms and vocabulary
in English as well as in Spanish.
3. Read: Explain concepts and theories related to the course contents, after reading
documents and textbooks written in English and in Spanish.
4. Write: Apply the six characteristics of the writing process by writing assays,
summaries, and texts in both languages, in the format established by the
facilitator, without syntax or grammar errors.
Laboratory Requisites:
A-Contents Laboratory
This course has as co-requisite a laboratory section which meets weekly for a
4-hours period, during eight (8) weeks.
Each workshop will be accompanied by a laboratory experience.
The laboratory procedures will be found in one of two laboratory manuals
(English or Spanish) selected for such purposes. Depending on the laboratory
room circumstances and on materials availability, the facilitator could modify in
part or completely, any of these laboratory procedures.
When the any laboratory experiment end before the four (4) hours period, the
participants could utilize the remaining time to start the preparation of the
laboratory report, or for the language laboratory, accordingly the facilitator
consider appropriated.
B-Language or Electronic Laboratory:
Minimal Language Laboratory Requirements: The students must demonstrate
that they have complied with 9.6 hours using the language laboratory (English
and Spanish) per course. This equals the use of language laboratory at a rate of
1.2 hours per course weekly. The facilitator could require additional language
laboratory time, depending on the needs for the hearing, reading, speaking, and
writing skills in any of the referred languages.
At the language laboratory there will be available the following resources:
www.esolebooks.com, Tell Me More, Net Tutor, Wimba Voice, Virtual Library and
Voice E-mail. These resources will be described later (see appendix E).
CHEM 224 Fundamentals of General Chemistry 20
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The following electronic links are also recommended, as the facilitator can select
the exercises and assignments as considered reliable: (http://www.esl-lab.com/
http://esllabmiami.blogspot.com/)- for English; for English e-labs there are
available exercises such as general listening, basic listening, listening quizzes for
academic purposes, language learning and tips. These exercises contain levels
from very easy through very difficult; also they contain assays, contrasts,
comparisons, word order, among others.
(http://www.mhhe.com/socscience/spanish/puntos/quizzes.mhtml)-for Spanish,
with hearing and grammar options.
In both options (English and Spanish), there are exercises that the facilitator
could use to assign a grade, stating a time limit to be completed; there are some
cases the exercises itself have a time limit. By ending the assignment, the
students can print the exercise and give it to the facilitator.
The facilitator will coordinate with the language laboratory the time the laboratory
will be used by the students, which materials are needed, and the institutional
official forms used to document the students progress .
Recommended Textbooks :
1. Timberlake, Karen C. (2012) Chemistry: An Introduction to General, Organic
and Biological Chemistry. USA. Pearson Education Inc. Eds. 11th Edition,
(ISBN-10: 0321693450).
2. Timberlake K. C. (2006). Laboratory Manual for Chemistry: A Introduction to
General, Organic and Biological Chemistry. USA Pearson Education Inc. Eds.
9th edition (ISBN-10: 0136019706)
3. Lozano, C. and Gutiérrez M. (2010). Laboratorio de Fundamentos de
Química General: Manual y Cuaderno de Trabajo. PR/RD. Imago Mundi Ed.
1ra. Edición (ISBN: (978-99934-69-13-1)
Other References:
1. Denniston, Katherine J. and Topping, Joseph J.; Caret, Robert L. (2007). General, Organic, and Biochemistry. McGraw-Hill Company Inc. 5th Edition. ISBN: 0390746487.
CHEM 224 Fundamentals of General Chemistry 21
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2. McMurry, J., Ballantine, D. S., Hoeger, C. A., Peterson, V. E., and Castellion,
M. E. (2009). Fundamentals of General, Organic, and Biological Chemistry, 6th Edition, Prentice Hall, USA. ISBN 10: 0136054501.
3. Ebbing, D. D. and Gammon, Steven D. (2012) General Chemistry. Brooks Cole, 10th Edition. ISBN-10: 1285051378.
4. Chang, R. (2012) Chemistry. McGraw-Hill Science /Engineering/Math 11th Ed. ISBN: 0073402680.
Electronic Links:
A series of electronic links related to each given topic of the workshops is provided as a complement to the recommended literature. The students are not necessarily limited to these provided electronic links, as they have the option of utilize others that can fulfill their purposes of learning about a particular topic. The facilitator has also the option of suggesting other links and articles that complement the resources provided in this guide. Suggested Problems: Among the activities previous the discussion of every workshop, there is a series of suggested problems from the textbook that must be delivered to the facilitator, along with a written summary of the workshop material. The participants will not be necessarily limited to solve these problems, as they can solve all additional problems they desire. . Problem-solving is an essential activity for each Chemistry course; this is the best way to determine if the proposed objectives have been reached. Description of the Evaluation
1. Attendance: The attendance to each workshop is compulsory; the facilitator will
have a record of attendance to every workshop.
2. Punctuality: The punctuality is inherent to the professional ethics; therefore, the
facilitator will have a record to document the punctuality of the students in every
workshop and in every laboratory period.
3. Workshops Participation: It is the students’ responsibility to constructively and
actively participate in every one of the workshops.
4. E-lab: Students will obtain a seventy (70) points value as part of the total course
evaluation trough demonstration by means of approved documents from the Center
for Learning Resources or a Representative of the Language Laboratory, that they
CHEM 224 Fundamentals of General Chemistry 22
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have complied with 9.6 hours using the language laboratory (English and Spanish)
per course. Students must include activities and evidence of the program selected
by the facilitator as part of the required time for laboratory language (e-lab).
5. Reflective dairies: Students will fill out a reflective dairy (appendixes G1 or G2) at
the end of every workshop about the learned concepts; they will give it to the
facilitator. The facilitator has the option of giving the students the KWL chart
(appendix G2) at the beginning and at the end of every workshop, and use it as a
reflective dairy.
6. Portfolio of the course: Each student must prepare a digital portfolio. Previously to
starting the course, the facilitator will place in black board a copy of the more recent
official edition the manual of portfolio (Performance Portfolio Assessment
Handbook). During the first workshop, the facilitator will discuss in detail the
process and the expectations of using the digital portfolio in order to demonstrate
the linguistic and academic progress of the students, in such a way that they can
reach the goal of becoming bilingual professionals.
Evaluation: (suggested) PowerPoint Presentations - - - - - - - 60 pts
Written Summaries - - - - - - 60 pts
Solved Problems - - - - - - - 60 pts
Post Tests* - - - - - - - - - 80 pts
Contents Laboratory - - - -- - 70 pts
Language Laboratory - - - - - - - 70 pts
Total - - - - - - - - - - 400 pts
Evaluation grades (%):
A B C D F
100 - 90 89 – 80 79 – 70 69 – 60 <60
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The pre-tests will be used only as assessment instruments, they will not be
graded; the post-tests will be completed individually in the classroom. The
contents of the pre-tests and post-tests could consist of problems from those
assigned previously to every workshop.
o The facilitator should integrate the use of the language laboratorio or
electronic laboratory into the evaluation rubrics. The language rubrics for
listening, talking, reading, and writing are integrated in the assessment of
the students. See appendix A for the rubrics to be used. The information
to complete these rubrics will be obtained from the groups’ presentations
and discussions; the facilitator could assign each group a workshop to be
presented before the whole class using a power point presentation; the
designated group can then promote a discussion forum consisting of
questions, answers, and the participation of the facilitator when
considered suitable. To evaluate written Works in both languages, the
facilitator will use the “Writing Process: Six Writing Traits Rubrics” found in
appendix B. Portfolio Performance Assessment must be one of the
instruments used for the evaluation of linguistic and academic progress of
the students. Due to the nature of the instructional bilingual model, the
facilitator must document that the students are advancing toward the goal
of being academically proficient in both languages. The portfolio must be
in accordance with the stated standards; the facilitator will provide the
students the MAUAL OF PORTFOLIOS. Written works will originate from
every workshop, as each group of students will give to the facilitator the
solved assigned problems and a written summary from the workshop
material. Generally, in Chemistry Courses, the content laboratory is
evaluated separately from the theoretical part; to evaluate the content
laboratory, the following parameters are usually considered: (see
appendix D
o Attendance
o Delivery on time of laboratory reports (informs and post-tests)
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o Written tests (could be one final test or two partial tests)
o Correct use of the laboratory record (notebook)
o Cooperation with the work and laboratory rules (instructor’s appreciation)
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-
Based Dual Language Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
either English or Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified for the workshop. The
language used in each workshop needs to be alternated to insure that 50% of the
course is conducted in English and 50% in Spanish. To maintain this balance, the
course module will indicate that both languages must be used during the fifth
workshop, dividing the workshop activities between the two languages. The first
two hours will be in Spanish and the last two hours in English. The 50/50
model does not apply to language courses where the delivery of instruction must be
conducted in the language taught (Spanish or English only).
2. The course is conducted in an accelerated and dual language format. This requires
that students prepare in advance for each workshop according to the course
module. Students must be structured, organized, committed, and focused to ensure
linguistic and academic success. In order to achieve proficiency expectations in
English and in Spanish, the student must strive to take advantage of all language
resources in the university and in their community since becoming a dual language
CHEM 224 Fundamentals of General Chemistry 25
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professional is a complex and challenging task. Each workshop requires an
average of ten hours of preparation, but could require more.
3. Attendance to all class sessions is mandatory. A student who is absent to a
workshop must present a reasonable excuse to the facilitator who in turn will
evaluate the reason for the absence. If it is justified, the facilitator will decide how the
student will make up the missing work, if applicable. The facilitator will decide on the
following: allow the student to make up the work, or allow the student to make up the
work and assign extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late
assignments and/or make-up work.
4. If a student is absent to more than one workshop, the facilitator will have the
following options:
1. If a student misses two workshops, the facilitator may lower one
grade level based on the student’s existing grade.
2. If the student misses three workshops, the facilitator may lower two
grade levels based on the student’s existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator may
determine a substitute evaluation activity if he/she understands that an equivalent
activity is possible. This activity must include the same content and language
components as the oral presentation or special activity that was missed.
CHEM 224 Fundamentals of General Chemistry 26
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6. In cooperative learning activities, the group will be assessed for their final work as a
group. However, each member will have to collaborate to assure the success of the
group. Students will also receive an individual grade for their work.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own.
SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the
facilitators to verify students’ ownership of written assignments. It is the
student’s responsibility to read the university’s plagiarism policy. If you are a UT
student, read Section 11.1 of the Student Manual, and if you belong to UMET or
UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This
means that ALL papers submitted by the student must be original work, and that all
references used will be properly cited or mentioned in the bibliography. Plagiarism
will not be tolerated and, in case of detecting an incidence, the student will obtain a
zero in the assignment or activity and could be referred to the Discipline Committee.
8. In order for the Facilitator to make changes to activities and the study guide, the
Faculty and Curriculum Director must approve such changes before the first day of
class. The Facilitator must discuss the approved changes with students in the first
class workshop. A written copy of the changes must also be provided to students at
the beginning of the first workshop.
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9. The facilitator will establish a means of contacting students by providing the SUAGM
e-mail address, phone number, hours to be contacted, and days available.
10. The use of cellular phones is prohibited during sessions; if there is a need to have
one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior at the university
community established by the institution, and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, notify the
facilitator immediately but do not stop your investigation. There are many search
engines and other links you can use to search for information. These are some
examples:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/ (rent)
http://www.bookswim.com/ (rent)
CHEM 224 Fundamentals of General Chemistry 28
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http://www.allbookstores.com/ (buy)
http://www.alibris.com/ (buy)
The facilitator may make changes or add additional challenging, research-based, and
professional educational Web Resources, if deemed necessary to reflect current trends
in the course topics.
RESEARCH LAW COMPLIANCE REQUIREMENT:
If the facilitator or the student is required, or wants to perform a research, or
needs to administer a questionnaire or an interview individuals, he/she must
comply with the norms and procedures of the Institutional Review Board Office
(IRB) and ask for authorization. To access the forms from the IRB Office or for
additional information, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms
needed. Furthermore, in this Web site the student/facilitator will find instructions
for several online certifications related to IRB processes. These certifications
include: IRB Institutional Review Board, Health Information Portability and
Accountability Act (HIPAA), and the Responsibility Conduct for Research Act
(RCR).
If you have any questions, please contact the following institutional coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
CHEM 224 Fundamentals of General Chemistry 29
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Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
Teaching Philosophy and Methodology
The activities for the course reflect the educational philosophy of Constructivism.
Constructivism is an educational philosophy founded on the premise that, by reflecting
on our experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences.
One of the main goals facilitators have is assisting students in making connections
between their prior knowledge of facts, and fostering new understanding that is relevant
to real live experiences. We will also attempt to tailor our teaching strategies to student
responses and encourage students to analyze, interpret, and predict information.
CONSTRUCTIVISM GUIDING PRINCIPLES:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be
understood in the context of “wholes”. Therefore, the learning process focuses on
primary concepts, not isolated facts.
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3. In order to teach well, we must understand the mental models that students use to
perceive the world, and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the "right" answers and regurgitate someone else's meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
to make assessment part of the learning process, thus ensuring that it provides
students with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives
of the world.
7. Learning should be internally controlled and mediated by the learner.
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TALLER UNO
QUIMICA Y MEDIDAS
Objetivos específicos de contenido:
Al finalizar el taller los estudiantes serán capaces de:
1. Definir Química y sus propósitos.
2. Diseñar un plan de estudio para aprender Química
3. Describir el Sistema Internacional de Unidades (SI), e Identificar las unidades
para magnitudes fundamentales y derivadas.
4. Convertir unidades de otros sistemas al SI y vice-versa.
5. Usar notación científica y el número correcto de cifras significativas al realizar
operaciones matemáticas.
6. Distinguir cantidades exactas de cantidades medidas.
7. Diferenciar los prefijos del SI
8. Deducir factores de conversión entre unidades.
9. Describir el concepto de “Densidad”.
10. Utilizar correctamente instrumentos de medida
Objetivos específicos de lenguaje:
Al finalizar el taller los estudiantes serán capaces de:
1. Escuchar: Escucharán atentamente las presentaciones y discusiones
relacionadas a la Química y sus propósitos.
2. Hablar: Presentarán verbalmente sus análisis y definiciones de conceptos en un
foro de discusión en el salón o según coordine el facilitador, usando
pronunciación correcta en español.
3. Leer: Leerán información relacionada a los temas bajo estudio por búsqueda en
el internet.
4. Escribir: Escribirán un resumen o ensayo relacionado a su análisis de conceptos,
sin errores gramaticales, según instrucciones del facilitador.
CHEM 224 Fundamentals of General Chemistry 32
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Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu
Química: Definición y Objetivos
http://encina.pntic.mec.es/~jsaf0002/p11.htm
www.fices.unsl.edu.ar/.../quimica-IQ-IAL-IAgr.do...
Sistema Internacional de Unidades
http://satori.geociencias.unam.mx/LGM/Unidades-CENAM.pdf
http://edison.upc.edu/units/SIcas.html
Notación Científica
http://www.youtube.com/watch?v=OZBUVOaY4jc
http://www.youtube.com/watch?v=lNVmQxTE9M0&feature=related
Conversión de Unidades
http://www.youtube.com/watch?v=Q6oVl8AjrtI&feature=related
http://www.youtube.com/watch?v=WZQTnWxlcdE&feature=related
Cifras Significativas
http://www.slideshare.net/rodolforobinson/reglas-de-cifras-significativas
http://www.ing.unrc.edu.ar/materias/mediciones/archivos/teoricos/cifras_significativas_y_redon
deo-2007.pdf
Densidad
http://www.youtube.com/watch?v=KA6JGuag7W4&feature=related
http://dpto.educacion.navarra.es/materialespiml/03ccnn_files/10-1C-
03Elcientificopilloalladron.pdf
Estilos para citar referencias (APA, AMA, Science)
http://medlib.bu.edu/facts/faq2.cfm/content/citationsama.cfm
http://www.sciencemag.org/site/feature/contribinfo/prep/res/refs.xhtml
http://owl.english.purdue.edu/owl/resource/560/01/
http://psychology.about.com/od/apastyle/ig/APA-Format-Examples/references.htm
Asignaciones antes del taller:
1. Leer el capítulo 1 del libro de texto (págs. 1-40)
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2. Resolver los siguientes problemas del capítulo 1: 11-26; 29-36; 41-48, 51,53,
59,60, 65,68.
3. Cada estudiante usará el libro de texto y los enlaces electrónicos provistos por
temas del capítulo.
Vocabulario Clave del Taller:
1. Química
2. Sustancias químicas
3. Medidas
4. Cifras significativas
5. Redondeo
6. Notación científica
7. Números exactos
8. Números medidos
9. Sistema Internacional (SI)
10. Longitud
11. Factores de Conversión
12. Masa
13. Volumen
14. Densidad
Lista de Materiales Suplementarios para el Taller:
1. Libro de Texto: Timberlake, K. (2012).
2. Manual de Laboratorio en Español: Lozano, C., Gutiérrez, M. (2010).
3. Enlaces electrónicos.
CHEM 224 Fundamentals of General Chemistry 34
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en todas las estrategias por componente que se usarán en el
taller.
B. Andamiaje
__ Modelaje
_√__ Práctica Dirigida
_√__ Práctica Independiente
_√__ Instrucción
_√__Comprensible
C. Opciones para Agrupamiento
_√ _Grupo Completo
_√_ Grupos Pequeños
__ _Pares
_√__ Trabajo Independiente
D. Integración del Proceso
_√__ Escuchar
_√__ Hablar
_√__ Leer
_√__ Escribir.
E. Aplicación
_√__ Actividades Dinámicas de Aplicación
_√__ Significativas y Relevantes
_√__ Rigurosas
_√__ Alineadas a los Objetivos
_√__ Promueven Participación
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_√__ Cognoscitivo
_√__ Meta-cognoscitivo
_√__ Socio/Afectivo
A. Preparación
_√__ Adaptación de Contenido
_√__ Enlaces al Conocimiento Previo
_√__ Enlaces al Aprendizaje Previo
_√__ Estrategias Incorporadas
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
1. El facilitador establecerá comunicación electrónica con el grupo previo a la
primera reunión; en esta comunicación le informará los requisitos del curso y la
forma en que se desarrollará. También confeccionará una pre-prueba donde
examine los conceptos básicos a discutirse en el capítulo; esta pre-prueba debe
contener al menos una pregunta o problema por unidad del capítulo, estará a
tono con los objetivos del capítulo y la administrará al grupo al principio de la
reunión.
2. El facilitador iniciará la primera reunión del grupo con una explicación de la razón por la
cual la Química aparece en el programa de estudio de los estudiantes, la relación de la
Química con otras áreas de la ciencia.
3. El facilitador previamente habrá informado al grupo la manera como se administrará la
clase; para este primer taller, cada participante habrá leído el libro de texto y habrá
complementado dicha lectura con los enlaces electrónicos provistos.
4. Cada participante entregará al facilitador un resumen escrito en español sobre la lectura
del capítulo 1 del texto. El facilitador informará electrónicamente al grupo las
características que debe tener dicho resumen; sugerimos que no contenga más de cinco
páginas escritas observando las reglas gramaticales de ortografía y sintaxis.
5. Cada participante incluirá en su resumen la solución a por lo menos tres problemas de
los asignados por sección del capítulo 1 en las actividades previas al taller. El facilitador
informará a los participantes que incluyan resúmenes y mapas de concepto en sus
informes.
6. El facilitador abrirá una sección o foro de discusión de los temas del capítulo; cada
participante individualmente podrá referirse a una sección en particular; el facilitador
puede abrir espacios para secciones específicas, incluida la solución a por lo menos un
problema por sección de los asignados para antes del taller. Se concederá un espacio
para preguntas y aclaraciones. El facilitador intervendrá cuando juzgue necesario para
aclarar conceptos.
7. El facilitador puede anticipar a los participantes que habrá una discusión por secciones
del capítulo, para que pueden preparar presentaciones en PowerPoint y/ o videos
CHEM 224 Fundamentals of General Chemistry 36
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8. El facilitador dividirá la clase en grupos de tres estudiantes para que juntos repasen los
conceptos y resuelvan todos los problemas asignados por capítulo.
9. Al inicio del segundo taller (capítulo 2), el facilitador discutirá la solución a la pre-prueba y
administrará al grupo una post-prueba donde cambie el enunciado de las preguntas sin
que cambie el contenido de las mismas, para examinar el logro de los objetivos del taller
uno.
Taller uno: Actividad de Laboratorio Química y Medidas
1. Mediciones y cifras significativas*
2. Cálculos y factores de conversión**
*Refiérase al Manual y Cuaderno de Ejercicios en español para procedimientos y
material necesario (* paginas 13-28; **paginas 29-44)
Objetivos Al final de la experiencia los participantes serán capaces de:
1. Identificar las unidades métricas y prefijos del sistema internacional de unidades
(SI).
2. usar correctamente instrumentos de medida (metro, pipetas, buretas, cilindros
graduados, balanzas.
3. Diferenciar entre números medidos y números exactos
4. Realizar medidas y expresarlas con el número correcto de cifras significativas.
5. Comparar unidades del sistema métrico y del sistema inglés usando factores de
conversión
6. Usar expresiones de conversión entre distintas escalas de temperatura
Este taller conlleva una actividad de laboratorio; el Manual y Cuaderno de
Ejercicios recomendado contiene dos experimentos para este tema que pueden
realizarse en un período de 4 horas, siempre que los participantes se
CHEM 224 Fundamentals of General Chemistry 37
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concentren en la toma de datos, y los cálculos que deban hacer reservarlos para
sus casas o reuniones de grupo fuera del salón de laboratorio..
Recomendamos que los participantes visiten el laboratorio para recibir
orientación sobre las reglas de seguridad que deben observar en el mismo, así
como los materiales y equipos que deben adquirir para iniciar los experimentos.
El facilitador de laboratorio asignará 3 ó 4 participantes por grupo, dependiendo
de la capacidad física de las mesas de trabajo, e indicará las reglas que regirán
dentro del salón de laboratorio, así como la forma de evaluación del mismo.
El diseño del manual y cuaderno de ejercicios provee para que los participantes
completen, luego de leer el experimento, una pre-prueba relacionada a la
experiencia; una vez realizado cada experimento, el participante debe completar
una hoja de reporte.
Al principio de cada sección, los participantes entregan completada la pre-
prueba del experimento del día, y si hubo un experimento previo, entregan
también la post-prueba del mismo.
Para este taller, recomendamos los experimentos 1 y 2 del Manual y Cuaderno
de Ejercicios en español (págs. 13-28) y (págs. 29-44), respectivamente, para
realizarse el mismo día.
Usualmente, el facilitador lee el experimento, selecciona los equipos y materiales
que se requieren, incluyendo cantidades y las suministra con anticipación (2-3
días antes) a un técnico de laboratorio, quien prepara los equipos y materiales
de forma que estén disponibles al momento de la actividad.
Las experiencias de Laboratorio por lo general constituyen un 25% de la
evaluación total del curso, cuando el laboratorio y las conferencias se evalúan en
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conjunto; para la evaluación individual del laboratorio se considera la asistencia
(20%), participación (10%), entrega puntual y certeza de los reportes (30%).
También se ofrece una o dos pruebas de laboratorio con valor relativo de 40%
del total. Los informes de laboratorio se realizan en grupo y se entregan
individualmente.
Evaluación:
1. Los ensayos, resúmenes escritos y participación en foros de discusión de
todos los talleres/workshops serán evaluados usando los anejos A y B.
2. El facilitador usará la rúbrica incluida en el anejo C para corregir los problemas.
3. El facilitador usará la rúbrica incluida en el anejo D para asignar créditos por la
presentación en Power Point.
4. El facilitador comparará el desempeño individual de los participantes en la pre-
prueba y la post-prueba y determinará si la mayoría de los participantes logró los
objetivos propuestos
Actividad de Laboratorio: Cada taller estará acompañado de una experiencia de
laboratorio, con procedimientos en el idioma del taller. La rúbrica incluida en el anejo E
se utilizará para evaluar el desempeño grupal o individual en todos los laboratorios de
contenido.
Cierre del Taller.
1. El facilitador proveerá retroalimentación al grupo sobre su desempeño en la
post-prueba y sobre las rúbricas de los apéndices.
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2. Cada estudiante completará un diario reflexivo (Anejo G1 o G2-KWL chart)
sobre lo aprendido en el taller. En el diario reflexivo los participantes podrán
establecer si alcanzaron las metas propuestas y podrán sugerir maneras de
mejorar aquellas aéreas de deficiencias.
El facilitador puede utilizar los diarios reflexivos para determinar el nivel de
retroalimentación meritorio para remover las deficiencias manifestadas por
los participantes.
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WORKSHOP TWO
MATTER AND ENERGY
Specific Contents Objectives:
At the end of the workshop, students will be able to:
1. Define matter
2. Describe states of matter
3. Classify examples of matter as pure substances or mixtures
4. Identify general properties of matter
5. Summarize matter and classes of matter in a concept map
6. Describe chemical and physical changes
7. Define energy
8. Classify energy as potential and kinetic
9. Define temperature and temperature scales
10. Convert temperature units from one scale into another
11. Define specific heat and heat capacity
12. Correlate the concept of energy with nutrition
13. Describe changes of state
14. Interpret a cooling or heating curve for changes of state
15. Incorporate the summary of studied concepts into problem-solving
Specific Language Objectives:
At the end of the workshop, students will be able to:
1. Listen: Students will listen to peers and facilitator in presentations and
discussions related to the topics of the workshop.
2. Speak: Students will speak in English making group presentations to the entire
class.
3. Read: Students will read chapter two of the text book and use information found
in the links provided to complement the reading.
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4. Write: Students will write a summary of chapter two of the textbook and will add
a concept map of the chapter.
Electronic Links:
Virtual Library:
http://bibliotecavirtualut.suagm.edu
Classification of Matter
http://wps.prenhall.com/wps/media/objects/165/169061/blb9ch0102.html
http://chemwiki.ucdavis.edu/Analytical_Chemistry/Qualitative_Analysis/Classification_of_Matter
http://www.youtube.com/watch?v=tP3kx17jtkw&feature=related
http://www.youtube.com/watch?v=707bJYTLbIE&feature=related
States and properties of matter
http://www.chem.purdue.edu/gchelp/atoms/states.html
http://www.nios.ac.in/secscicour/CHAPTER02.pdf
Energy
http://www.nmsea.org/Curriculum/Primer/forms_of_energy.htm
http://www.ftexploring.com/energy/enrg-types.htm
Temperature
http://www.math.montana.edu/~nmp/materials/ess/atmosphere/assessment/advanced/
worksheet3.html
http://lamar.colostate.edu/~hillger/temps.htm
http://www.youtube.com/watch?v=0AOj1Ahsm7s&feature=related
Specific heat
http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/spht.html
http://www.iun.edu/~cpanhd/C101webnotes/matter-and-energy/specificheat.html
http://www.youtube.com/watch?v=XwCLvJdVrIs
Energy and nutrition
http://www.youtube.com/watch?v=cM8AalxhS4g&feature=related
http://kidshealth.org/kid/nutrition/food/calorie.html
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Assignments prior to the workshop:
1. Read Chapter two (2) of the Timberlake text book (pages 45-79)
2. Solve problems: 2.1, 2.2, 2.4, 2.5, 2.7, 2.8, 2.11, 2. 12, 2.14, 2.17, 2.19, 2.20,
2.22, 2.24, 2.28, 2.29, 2.331, 2.32, 2.33, 2.34, 2.38, 2.39, 2.41, 2.45, 2.46, 2.48,
2.51, 2.54, 2.65, 2.88, 2.91.
3. Complement your reading of the text book with the electronic links provided or
with any other link provided by the facilitator or any source you find suitable.
Vocabulary for workshop two
1. Matter
2. States of matter
3. Substance
4. Mixtures
5. Physical change
6. Energy
7. Temperature
8. Specific heat
9. Cooling curve
10. Heating curve
List of Supplementary materials for the workshop:
1. Text book
2. Electronic links
3. Laboratory manual (English version)
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be used in
the workshop.
B. Scaffolding
_√__ Modeling
_√__ Guided Practice
___ Independent Practice
_√__ Comprehensible Input
C. Grouping Options
_√__ Whole Class
_√__ Small Groups
_√__ Partners
_√__ Independent Work
D. Integration of Processes
_√__ Listening
_√__ Speaking
_√__ Reading
_√__ Writing
E. Application
_√__ Hands-on
_√__ Meaningful/Relevant
_√__ Rigorous
_√__ Link to Objectives
_√__ Promote Engagement
CALLA Strategies (Cognitive Academic Language Learning Approach)
_√__ Cognitive
_√__ Meta-cognitive
_√__ Social/Affective
A. Preparation
_√__ Adaptation of Content
_√__ Links to Background Knowledge
_√_ Links to Past Learning
_√__ Strategies Incorporated
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Integrated activities of language and contents to reach the workshop objectives:
1. The facilitator will give a pre-test to the students in order to measure the level of
understanding they possess about the basic concepts covered in the workshop.
The pre-test should contain at least one (1) question related to every sub-topic of
chapter 2 of the textbook; also, the questions on the pre-test should be aligned
with the workshop objectives. Part of the questions on the pre-test should consist
of problems assigned from the chapter to be covered.
2. During the first workshop, the facilitator divided the class in small groups of three
to four students; these groups made the pre-workshop 2 assignments, prepared a
PowerPoint presentation and each group will present its version before the rest of
the class. The presentations must include solved problems as those assigned
prior to the workshop. The facilitator could ask groups to present fragments or
particular sections of the chapter.
3. Each group will deliver a written summary of the chapter in English, using
appropriate orthography and syntax. The number of pages in the summary will be
stated by the facilitator. The summary must contain all assigned problems solved,
showing the reasoning and procedures to solve them; problems showing only the
answer found in the textbook at the end of the chapter will be granted no credit, if
a written reasoning applies.
4. PowerPoint presentations and written summaries must include summary slides
and concept maps. The summaries and concept maps can be for the whole
chapter and for particular sections of the chapter.
5. Presentations will include time for questions from class members, and for the
facilitator to clarify concepts, according to his or her judgment. A discussion forum
can be established by the facilitator in the class room (spiking) or via blackboard
(writing).
6. At the end of the workshop, there will be a post-test with the same contents as the pre-
test given at the beginning of the workshop. Questions and problems on the post–test will
not necessarily will be the same, although the concept to be examined must be the same.
Facilitator will assess the attainment of the objectives by comparing the results of the pre
CHEM 224 Fundamentals of General Chemistry 45
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and post tests. Facilitator will also provide feedback to participants after both pre-test and
post-test.
Workshop two: Laboratory Activity
Density and Specific Gravity*
Objectives:
1. Calculate the density of a substance from measurements of its mass and volume
2. Calculate the specific gravity of a liquid from its density
3. Determine the specific gravity of a liquid using a hydrometer
Refer to the laboratory manual, English version, pages 25- 32 for the procedure
and required materials
Evaluation
1. The facilitator will use the rubric included in appendix C to grade the solved problems.
2. The facilitator will use the rubric included in appendix D to grade individual or in
groups Power Point Presentation.
3. The facilitator will compare the individual performance of each participant in the pre-
test and post-test. Facilitator will assess the group performance by comparing these
tests.
Laboratory Activity: Each workshop will be coupled to a laboratory experience with procedures in the language of the workshop.
Lesson Wrap-Up: 1. The facilitator will give feedback to the class about the performance in the pre-test and pos-test, and about the rubrics in appendixes.
2. Each participant will complete appendix E at the end of every workshop; the facilitator will use these reflexive diaries to assess his or her output to the class.
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TALLER TRES
Átomos y Elementos
Objetivos específicos de contenido
Al finalizar el taller, los participantes serán capaces de:
1. Describir “símbolo químico”
2. Generalizar las reglas para escribir los símbolos químicos
3. Interpretar la tabla periódica de los elementos químicos
4. Distinguir número atómico y número de masa
5. Definir el concepto de isótopos
6. Ilustrar el concepto: niveles de energía de los electrones
7. Establecer tendencias periódicas de los elementos químicos.
Objetivos específicos de lenguaje
Al finalizar el taller los estudiantes serán capaces de:
1. Escuchar: Escucharán atentamente las presentaciones y discusiones
relacionadas a los tópicos del contenido.
2. Hablar: Presentarán verbalmente sus análisis y definiciones de conceptos
usando pronunciación correcta en español.
3. Leer: Leerán información relacionada a los temas bajo estudio por búsqueda en
el internet.
4. Escribir: Escribirán un reporte o ensayo relacionado a su análisis de conceptos,
sin errores gramaticales.
Enlaces Electrónicos
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu
Elementos y símbolos químicos
http://www.rena.edu.ve/TerceraEtapa/Quimica/IntSimbElem.html
http://www.youtube.com/watch?v=Ws9fSBIqhjQ
Tabla periódica
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http://profmokeur.ca/quimica/
http://www.youtube.com/watch?v=0tVG450hM-w&feature=related
El átomo
http://es.wikibooks.org/wiki/F%C3%ADsica/F%C3%ADsica_moderna/Estructura_del_%
C3%A1tomo
http://www.youtube.com/watch?v=Rle9gzS_5eE
http://www.eis.uva.es/~qgintro/atom/tutorial-05.html
Número atómico
http://payala.mayo.uson.mx/QOnline/Masa_atomica_y_Numero_Atomico.htm
Isotopos
http://www.youtube.com/watch?v=nP5MHf09auM
Niveles de energía
http://www.ifent.org/lecciones/teoriaatomica/ta14.htm
http://www.youtube.com/watch?v=SXMHvH7Ry9s
Tendencias Periódicas
http://depa.pquim.unam.mx/QI/contenido/per10.htm
http://www.youtube.com/watch?v=UL2WL48ffCY
Asignaciones antes del taller
1. Leer capítulo 3 del libro de texto
2. Resolver los siguientes problemas del capítulo 3: 1, 4, 6, 7, 10, 11, 15, 20, 31,
32, 35, 36, 38, 39, 40, 43, 45, 48, 52, 55, 65, 73, 85, 90, 93, 94, 98, 100, 102.
3. Utilizar los enlaces electrónicos provistos para complementar la lectura del libro.
Vocabulario del taller
Elementos símbolos tabla periódica átomos
Numero atómico número de masa isotopos neutrón
Tendencias periódicas electrón protón
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Lista de Materiales suplementarios para el taller
1. Libro de texto
2. Enlaces electrónicos
3. Manual de laboratorio (versión español)
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en todas las estrategias por componente que se usarán en el
taller.
B. Andamiaje
__ Modelaje
_√__ Práctica Dirigida
_√__ Práctica Independiente
_√__ Instrucción
_√__Comprensible
C. Opciones para Agrupamiento
_√ _Grupo Completo
_√_ Grupos Pequeños
__ _Pares
_√__ Trabajo Independiente
D. Integración del Proceso
_√__ Escuchar
_√__ Hablar
_√__ Leer
_√__ Escribir.
E. Aplicación
_√__ Actividades Dinámicas de Aplicación
_√__ Significativas y Relevantes
_√__ Rigurosas
_√__ Alineadas a los Objetivos
_√__ Promueven Participación
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_√__ Cognoscitivo
_√__ Meta-cognoscitivo
_√__ Socio/Afectivo
A. Preparación
_√__ Adaptación de Contenido
_√__ Enlaces al Conocimiento Previo
_√__ Enlaces al Aprendizaje Previo
_√__ Estrategias Incorporadas
A. Preparación
_√__ Adaptación de Contenido
_√__ Enlaces al Conocimiento Previo
_√__ Enlaces al Aprendizaje Previo
_√__ Estrategias Incorporadas
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Actividades Integradas de lenguaje y contenido para lograr los objetivos del taller
1. El facilitador ofrecerá una pre-prueba a los participantes para medir el nivel de
entendimiento de los mismos sobre los conceptos básicos a ser cubiertos en el
taller. La pre-prueba debería contener al menos una pregunta o problema
relacionado a cada uno de los sub-tópicos del capítulo 3 del libro de texto. En
adición, las preguntas de la pre-prueba deberían estar alineadas con los objetivos
del taller.
2. Los pequeños grupos en que ha sido dividida la clase prepararán una
presentación en power point y cada grupo presentará su versión ante el resto de
la clase. Las presentaciones deben incluir problemas resueltos de los asignados
para antes del taller. El facilitador podría sugerir a los grupos la presentación de
subunidades específicas del capítulo objeto de este taller.
3. Cada grupo entregará un resumen escrito en español, tomando en cuenta la
ortografía y la sintaxis. El número de páginas en el resumen será establecido por
el facilitador. El resumen debe contener todos los problemas asignados resueltos,
mostrando los razonamientos y procedimientos en los casos que aplique;
problemas que muestren sólo las soluciones provistas por el libro no serán objeto
de crédito.
4. Las presentaciones en power point y los resúmenes escritos deben incluir mapas
de concepto para secciones particulares del capítulo y/o para el capítulo
completo.
5. Las presentaciones incluirán tiempo para preguntas de los participantes del taller
y para que el facilitador clarifique los conceptos que considere pertinentes. El
facilitador puede fomentar un foro de discusión entre un grupo y el resto del curso
(hablar); puede también establecer este foro en Black Board (escribir)
6. Al final del taller habrá una post-prueba con el mismo contenido que la pre-prueba que
se administrará al principio del taller. Las preguntas y problemas de la post-prueba no
necesariamente serán las mismas que los de la pre-prueba, aunque el contenido serán
los mismos. El facilitador hará el avalúo del logro de los objetivos comparando el
desempeño de los participantes en ambas pruebas. El facilitador también dará
retroalimentación a los participantes luego de cada prueba.
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Taller Tres: Actividad de Laboratorio Estructura Atómica* Objetivos Al final de la experiencia, los participantes serán capaces de:
1. Escribir nombres y símbolos correctos para los elementos químicos más comunes.
2. Describir propiedades físicas observadas en algunos elementos químicos. 3. Determinar el número de masa y número atónico de un elemento si se provee su
símbolo atómico 4. Identificar un elemento como metal o no metal, luego de observar sus
propiedades. físicas. 5. Refiérase al manual y cuaderno de ejercicios (páginas 55-65) para
procedimiento y material necesario. Evaluación:
1. El facilitador usará la rúbrica incluida en el anejo C para corregir los
problemas asignados.
2. El facilitador usará la rúbrica incluida en el anejo D para evaluar la
presentación en Power Point grupal o individual.
3. El facilitador comparará el desempeño individual de los participantes en la
pre-prueba y la post-prueba y determinará si la mayoría de los
participantes logró los objetivos propuestos
Actividad de Laboratorio: Cada taller estará acompañado de una experiencia de laboratorio, con procedimientos en el idioma del taller. La rúbrica en el anejo E se usará para evaluar la actividad de laboratorio
Cierre del Taller.
1. El facilitador proveerá retroalimentación al grupo sobre su desempeño en la
post-prueba y sobre las rúbricas de los apéndices. 2. Cada estudiante completará un diario reflexivo (Anejo G1 o G2-KWL chart)
sobre lo aprendido en el taller. En el diario reflexivo los participantes podrán
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establecer si alcanzaron las metas propuestas y podrán sugerir maneras de mejorar aquellas aéreas de deficiencias. El facilitador puede utilizar los diarios reflexivos para determinar el tipo de retroalimentación adecuado para de remover las deficiencias manifestadas por los participantes.
CHEM 224 Fundamentals of General Chemistry 53
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WORKSHOP FOUR
COMPOUNDS AND THEIR BONDS
Specific content objectives
At the end of the workshop, participants will be able to:
1. Describe the octet rule
2. Give examples of ionic compounds
3. Name ionic compounds
4. Write formulas of ionic compounds
5. Recognize polyatomic ions
6. Describe Covalent compounds
7. Name covalent compounds
8. Write electron dot structures of molecules
9. Utilize the concept of electronegativity to predict bond polarities.
10. Correlate shapes and polarity of molecules
11. Predict the kind of attractive forces in chemical compounds
12. Use VSEPR theory to predict the shape of molecules
Specific Language Objectives:
At the end of the workshop, students will be able to:
1. Listen: Students will listen to peers and facilitator in presentations and
discussions related to topics of the workshop.
2. Speak: Students will pronounce the names of chemical compounds correctly. A
discussion forum can be established by the facilitator between a particular group
and the rest of the class, facilitator will participate when considered necessary.
3. Read: Students will read chapter four of the textbook and use information found
in the links provided to complement the reading.
CHEM 224 Fundamentals of General Chemistry 54
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4. Write: Students will write names and formulas of chemical compounds, and also
they will write a summary of chapter four of the textbook. The facilitator has the
option to ask for an assay on a particular topic of the contents.
Electronic links
Virtual Library
http://bibliotecavirtualut.suagm.edu
Generic
http://www.kentchemistry.com/moviesfiles/movieindex.htm
Octet rule
http://en.wikibooks.org/wiki/General_Chemistry/Octet_Rule_and_Exceptions
http://chemed.chem.wisc.edu/chempaths/GenChem-Textbook/Exceptions-to-the-Octet-
Rule-573.html
Ions
http://www.wisc-online.com/Objects/ViewObject.aspx?ID=gch3604
http://www.youtube.com/watch?v=jlVI7s7cO94
Ionic compounds
http://www.elmhurst.edu/~chm/vchembook/143Aioniccpds.html
http://www.youtube.com/watch?v=c-nMmwfTV-w
http://www.youtube.com/watch?v=sykoTp4TvgA&feature=related
Naming ionic compounds
https://pantherfile.uwm.edu/zaniews2/www/RonaldReagan/Chemistry/01-26-
2012/NamingIonicCompoundsWorksheet.pdf
http://www.everettcc.edu/uploadedFiles/Student_Resources_and_Services/TRIO/Namin
g_ionic_compounds_wksht_%232.pdf
http://www.chem.purdue.edu/gchelp/nomenclature/poly_atomr.htm
http://www.mtech.edu/clsps/chemistry/syllabi/chem1136/naming%20ionic%20compoun
ds.htm
http://www.youtube.com/watch?v=VwZoYfEGaGs
http://www.youtube.com/watch?v=CkCzceecCrc&feature=related
Polyatomic ions
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http://www2.pvc.maricopa.edu/tutor/chem/chem130/nomenclature/polyatomicion.html
http://antoine.frostburg.edu/chem/senese/101/compounds/polyatomic.shtml
http://www.youtube.com/watch?v=oSP_7AS5mRE
http://www.youtube.com/watch?v=TZgv21FmEzk&feature=related
Covalent compounds
http://misterguch.brinkster.net/covalentcompounds.html
http://www.elmhurst.edu/~chm/vchembook/144Acovalent.html
Naming Covalent compounds
http://www.youtube.com/watch?v=VokWJy_jpAc
http://www.chemistry.wustl.edu/~courses/genchem/Tutorials/Naming/covalent.htm
Electronegativity and bond polarity
http://www.files.chem.vt.edu/RVGS/ACT/notes/electronegativity.html
http://www.chem.wisc.edu/deptfiles/genchem/sstutorial/Text7/Tx71/tx71.html
http://www.youtube.com/watch?v=pLuXJQ_uHdE&feature=related
Shapes and polarity of molecules
http://www.csun.edu/~hcchm001/shapes-polarity.pdf
http://www.youtube.com/watch?v=0-zVXdeX7f4
http://dl.clackamas.cc.or.us/ch104-10/(16).htm
http://archive.org/details/ShapesAndPolaritiesOfMoleculessecondEdition
Attractive forces in compounds
http://www.biology.arizona.edu/biochemistry/tutorials/chemistry/page2.html
http://intro.chem.okstate.edu/1515SP01/Lecture/Chapter12/Lec2201.html
http://www.ausetute.com.au/intermof.html
http://chemed.chem.purdue.edu/genchem/topicreview/bp/intermol/intermol.html
Assignments prior to the workshop
1. Read chapter 4 of the textbook
2. Solve the following problems from chapter 4: 1, 2, 4, 7,8, 10, 11, 15, 16, 19, 21
through 26, 28 through 34, 39 through 50, 55, 56, 57, 58, 65, 66, 71, 72.
3. Use electronic links to complement reading of the textbook
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
B. Scaffolding
_√__ Modeling
_√__ Guided Practice
___ Independent Practice
_√__ Comprehensible Input
C. Grouping Options
_√__ Whole Class
_√__ Small Groups
_√__ Partners
_√__ Independent Work
D. Integration of Processes
_√__ Listening
_√__ Speaking
_√__ Reading
_√__ Writing
E. Application
_√__ Hands-on
_√__ Meaningful/Relevant
_√__ Rigorous
_√__ Link to Objectives
_√__ Promote Engagement
CALLA Strategies (Cognitive Academic Language Learning Approach)
_√__ Cognitive
_√__ Meta-cognitive
_√__ Social/Affective
A. Preparation
_√__ Adaptation of Content
_√__ Links to Background Knowledge
_√_ Links to Past Learning
_√__ Strategies Incorporated
CHEM 224 Fundamentals of General Chemistry 57
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Integrated activities of language and contents to accomplish the workshop
objectives:
1. The facilitator will give a pre-test to the students in order to measure the level of
understanding they possess about the basic concepts covered in the workshop.
The pre-test should contain at least one (1) question related to every sub-topic of
chapter 4 of the textbook; also, the questions on the pre-test should be aligned
with the workshop objectives. Part of the questions on the pre-test should consist
of problems assigned from the chapter to be covered.
2. During the first workshop, the facilitator divided the class in small groups of three
to four students; these groups completed the pre-workshop 4 assignments, and
prepared a PowerPoint presentation to present to the class. The presentations
must include solved problems as those assigned previous to the workshop. The
facilitator could ask groups to present fragments or particular sections of the
chapter.
3. Each group will deliver a written summary of the chapter in English, using
appropriate orthography and syntax. The number of pages in the summary will be
stated by the facilitator. The summary must contain all assigned problems solved,
showing the reasoning and procedures to solve them; problems showing only the
answer found in the textbook at the end of the chapter will be granted no credit, if
a written reasoning applies.
4. PowerPoint presentations and written summaries must include summary slides
and concept maps. The summaries and concept maps can be for the whole
chapter and for particular sections of the chapter.
5. Presentations will include time for questions from the class members, and for the
facilitator to clarify concepts, according to his or her judgment. A discussion forum
can be established by the facilitator in the classroom (speaking), or via Black
Board (writing)
6. At the end of the workshop, there will be a post-test with the same contents as the
pre-test given at the beginning of the workshop. Questions and problems on the
post–test will not necessarily will be the same, although the concept to be
examined must be the same. Facilitator will assess the attainment of the
objectives by comparing the pre and post tests. Facilitator will also provide
feedback to participants after both pre-test and post-test.
CHEM 224 Fundamentals of General Chemistry 58
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Workshop four: Laboratory Activity
Electron Configuration and Periodic Properties*
Objectives
At the end of the experience, participants will be able to:
1. Write the correct names or symbols of some chemical elements
2. Describe physical properties of observed chemical elements
3. Classify a chemical element as a metal or nonmetal from its physical properties
4. Determine the mass number, atomic number, number of electrons, protons, and
neutrons of a chemical element, when given its complete symbol.
For the procedure, and required materials, refer to Timberlake (2006) Laboratory
Manual, pages 33 to 39.
Evaluation
1. The facilitator will use the rubric included in appendix C to grade solved
problems.
2. The facilitator will use the rubric included in appendix D to grade individual or in
groups Power Point presentation.
3. The facilitator will compare the individual performance of each participant in the
pre-test and post-test. Facilitator will assess the group performance by
comparing these tests.
Laboratory Activity: Each workshop will be coupled to a laboratory experience with procedures in the language of the workshop.
Lesson Wrap-Up:
1. The facilitator will give feedback to the class about the performance on the pre-test and pos-test, and about the rubrics in appendixes.
2. Each participant will complete appendix G2 or G2 chart at the end of every workshop; the facilitator will use these reflective dairies to assess his or her output to the class.
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TALLER CINCO
CANTIDADES QUIMICAS Y REACCIONES
Objetivos específicos de contenido
Al final del taller, los participantes serán capaces de:
1. Definir el concepto de “mole”
2. Determinar la masa molar de fórmulas químicas
3. interpretar una ecuación química escrita en términos cualitativos y cuantitativos
4. Distinguir diferentes tipos de reacciones químicas
5. Diferenciar las reacciones redox de los demás tipos de reacciones químicas
6. Balancear ecuaciones químicas
7. Establecer relaciones de moles en ecuaciones químicas escritas
8. Interpretar perfiles de energía de las reacciones químicas
9. Definir los términos: energía de activación, procesos endotérmicos y exotérmicos
Objetivos específicos de lenguaje
Al finalizar el taller los estudiantes serán capaces de:
1. Escuchar: Escucharán atentamente las presentaciones y discusiones
relacionadas los tópicos de contenido.
2. Hablar: Presentarán verbalmente sus análisis y definiciones de conceptos
usando pronunciación correcta en español.
3. Leer: Leerán información relacionada a los temas bajo estudio por búsqueda en
el internet.
4. Escribir: Escribirán un reporte o ensayo, según estime el facilitador, relacionado
a un análisis de conceptos, sin errores gramaticales.
Enlaces Electrónicos
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu
Concepto de mol
CHEM 224 Fundamentals of General Chemistry 60
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http://www.youtube.com/watch?v=4LxAnU1oifQ&feature=related
http://www.youtube.com/watch?feature=endscreen&NR=1&v=pbN2Qvh5ORI
Masa Molar
http://corinto.pucp.edu.pe/quimicageneral/contenido/14-masa-atomica-concepto-de-
mol-masa-molar
http://www.quimicaweb.net/calculadoramm/calculadora_mm.html
Ecuaciones químicas
http://www.eis.uva.es/~qgintro/esteq/tutorial-02.html
http://www.youtube.com/watch?v=theV75z880A
http://medicina.usac.edu.gt/quimica/reacciones/Pasos_para_escribir_las_ecuaciones_q
u_micas.htm
Tipos de reacciones químicas
http://aprendequimica2009.blogspot.com/2009/04/reacciones-quimicas-ii_15.html
http://www.osinerg.gob.pe/newweb/pages/Publico/LV_files/Manual_Quimica_General.pdf
Reacciones de oxido-reducción
http://www.educarchile.cl/Portal.Base/Web/VerContenido.aspx?ID=181944
http://www.youtube.com/watch?v=XslZFHBlUTc&feature=related
Calculo de masa en reacciones químicas
http://genesis.uag.mx/edmedia/material/qino/t8.cfm#top
http://www.eis.uva.es/~qgintro/esteq/esteq.html
http://genesis.uag.mx/edmedia/material/quimicaII/estequiom.cfm
Energía en las reacciones químicas
http://pr.kalipedia.com/ciencias-vida/tema/energia-reacciones-
quimicas.html?x1=20070924klpcnafyq_120.Kes
http://prepa8.unam.mx/colegios/quimica/infocab/unidad214.html
Asignaciones previas al taller
1. Leer el capítulo 5 del libro de texto
2. Resolver los siguientes problemas del capítulo 5: 4 al 8, 14 al 19, 28, 30, 32 al
36, 39, 42, 47 al 49, 53 al 56, 64, 65, 66.
CHEM 224 Fundamentals of General Chemistry 61
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3. usar los enlaces electrónicos provistos para complementar la lectura del libro de
texto.
Lista de materiales suplementarios para el taller
1. Libro de texto
2. enlaces electrónicos
3. Manual de laboratorio (versión español)
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en todas las estrategias por componente que se usarán en el
taller.
B. Andamiaje
__ Modelaje
_√__ Práctica Dirigida
_√__ Práctica Independiente
_√__ Instrucción
_√__Comprensible
C. Opciones para Agrupamiento
_√ _Grupo Completo
_√_ Grupos Pequeños
__ _Pares
_√__ Trabajo Independiente
D. Integración del Proceso
_√__ Escuchar
_√__ Hablar
_√__ Leer
_√__ Escribir.
E. Aplicación
_√__ Actividades Dinámicas de Aplicación
_√__ Significativas y Relevantes
_√__ Rigurosas
_√__ Alineadas a los Objetivos
_√__ Promueven Participación
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_√__ Cognoscitivo
_√__ Meta-cognoscitivo
_√__ Socio/Afectivo
A. Preparación
_√__ Adaptación de Contenido
_√__ Enlaces al Conocimiento Previo
_√__ Enlaces al Aprendizaje Previo
_√__ Estrategias Incorporadas
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Actividades integradas de lenguaje y contenido para lograr los objetivos del taller
1. El facilitador ofrecerá una pre-prueba a los participantes para medir el nivel de
entendimiento de los mismos sobre los conceptos básicos a ser cubiertos en el
taller. La pre-prueba debería contener al menos una pregunta o problema
relacionado a cada uno de los sub-tópicos del capítulo 5 del libro de texto. En
adición, las preguntas de la pre-prueba estarán alineadas con los objetivos del
taller.
2. Los pequeños grupos en que ha sido dividida la clase prepararán una
presentación en power point y cada grupo presentará su versión ante el resto de
la clase. Las presentaciones deben incluir problemas resueltos de los asignados
para antes del taller. El facilitador podría sugerir a los grupos la presentación de
subunidades específicas del capítulo objeto de este taller.
3. Cada grupo entregará un resumen escrito en español, tomando en cuenta la
ortografía y la sintaxis. El número de páginas en el resumen será establecido por
el facilitador. El resumen debe contener todos los problemas asignados resueltos,
mostrando los razonamientos y procedimientos en los casos que aplique;
problemas que muestren sólo las soluciones provistas por el libro no serán objeto
de crédito.
4. Las presentaciones en power point y los resúmenes escritos deben incluir mapas
de concepto para secciones particulares del capítulo y/o para el capítulo
completo.
5. Las presentaciones incluirán tiempo para preguntas de los participantes del taller
y para que el facilitador clarifique los conceptos que considere pertinentes. El
facilitador tiene la opción de crear un foro de discusión o mesa redonda, donde el resto
de la clase conversará con un grupo en particular.
6. Al final del taller habrá una post-prueba con el mismo contenido que la pre-prueba que
se administra al principio del taller. Las preguntas y problemas de la post-prueba no
necesariamente serán las mismas que los de la pre-prueba, aunque el contenido será el
mismo. El facilitador hará el avalúo del logro de los objetivos comparando el desempeño
de los participantes en ambas pruebas. El facilitador también dará retroalimentación a
los participantes luego de cada prueba.
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Taller Cinco: Actividad de Laboratorio Compuestos y Fórmulas* Objetivos: Al final del taller, los participantes serán capaces de:
1. Identificar un compuesto como iónico o molecular al observar su fórmula 2. Escribir fórmulas de compuestos usando los símbolos de los elementos 3. Escribir la estructura de puntos de átomos e iones 4. Nombrar compuestos iónicos y moleculares usando las reglas de nomenclatura
Para el procedimiento y materiales necesarios, refiérase Lozano-Gutiérrez (2010) manual y cuaderno de ejercicios, páginas 67- 84
Evaluación:
1. El facilitador usará la rúbrica incluida en el anejo C para corregir el informe escrito y los
problemas.
2. El facilitador usará la rúbrica incluida en el anejo D para asignar créditos por
participación individual.
3. El facilitador comparará el desempeño individual de los participantes en la pre-prueba y
la post-prueba y determinará si la mayoría de los participantes logró los objetivos
propuestos
Actividad de Laboratorio: Cada taller estará acompañado de una experiencia de laboratorio, con procedimientos en el idioma del taller.
Cierre del Taller.
1. El facilitador proveerá retroalimentación al grupo sobre su desempeño en la
post-prueba y sobre las rúbricas de los apéndices.
2. Cada estudiante completará un diario reflexivo [Anejo G1 o G2 (KWL chart)]
sobre lo aprendido en el taller. En el diario reflexivo los participantes podrán establecer si alcanzaron las metas propuestas y podrán sugerir maneras de mejorar aquellas aéreas de deficiencias.
El facilitador puede utilizar los diarios reflexivos para tratar de remover las deficiencias manifestadas por los participantes.
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WORKSHOP SIX
THE GASEOUS STATE
Specific content objectives
At the end of the workshop, participants will be able to:
1. Describe the properties of the gaseous state
2. Identify pressure, volume, temperature and number of moles as the variables
that define the state of a given quantity of a gas
3. Differentiate the several empirical laws that govern the gaseous state
4. Apply the different laws of gases to problem-solving activity
Specific Language Objectives:
At the end of the workshop, students will be able to:
1. Listen: Students will listen to peers and facilitator in presentations and
discussions related to topics of the workshop.
2. Speak: Students will speak by making presentations before peers and facilitator.
3. Read: Students will read chapter six of the textbook and use information found in
the links provided to complement the reading.
4. Write: Students will write a summary of chapter six of the textbook. The facilitator
has the option of asking for a written assay on a particular topic of the content.
Electronic links
Virtual library
http://utbibliotecavirtual.suagm.edu
Gas pressure
http://www.elmhurst.edu/~chm/vchembook/180pressure.html
http://www.grc.nasa.gov/WWW/k-12/airplane/pressure.html
http://www.youtube.com/watch?v=t-Iz414g-ro
Boyle’s law
http://www.iun.edu/~cpanhd/C101webnotes/gases/boyleslaw.html
http://www.chm.davidson.edu/vce/gaslaws/boyleslaw.html
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Charles’s law
http://www.chm.davidson.edu/vce/gaslaws/charleslaw.html
Gay-Lussac’s law
http://chemed.chem.wisc.edu/chempaths/GenChem-Textbook/Gay-Lussac-s-Law-
952.html
Combined laws of Boyle and Charles
http://science.widener.edu/svb/tutorial/combinedgascsn7.html
http://www.columbia.edu/itc/chemistry/s0001/presentations/12gases.pdf
Avogadro’s law
http://www.chm.davidson.edu/vce/gaslaws/avogadroslaw.html
http://www.youtube.com/watch?v=nHI-yj9LozY
Dalton’s partial pressure law
http://www.chm.davidson.edu/vce/gaslaws/daltonslaw.html
http://www.youtube.com/watch?v=PO2XZiI0utk
Assignments previous to the workshop
1. Read Chapter 6 of the textbook
2. Solve the following problems from chapter 6: 2, 3, 7, 8, 14, 15, 17, 18, 20, 23,24,
25, 27, 28, 30, 31, 32, 35, 36, 41, 42, 43, 45, 47, 52, 62, 65, 68, 72,
3. Use the electronic links provided to complement reading
Vocabulary of the workshop
1. Gas
2. Pressure
3. Volume
4. Temperature
5. Gas laws
List of supplementary materials for the workshop
1. Textbook
2. Electronic links
CHEM 224 Fundamentals of General Chemistry 67
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3. Laboratory manual (English version)
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
B. Scaffolding
_√__ Modeling
_√__ Guided Practice
___ Independent Practice
_√__ Comprehensible Input
C. Grouping Options
_√__ Whole Class
_√__ Small Groups
_√__ Partners
_√__ Independent Work
D. Integration of Processes
_√__ Listening
_√__ Speaking
_√__ Reading
_√__ Writing
E. Application
_√__ Hands-on
_√__ Meaningful/Relevant
_√__ Rigorous
_√__ Link to Objectives
_√__ Promote Engagement
CALLA Strategies (Cognitive Academic Language Learning Approach)
_√__ Cognitive
_√__ Meta-cognitive
_√__ Social/Affective
A. Preparation
_√__ Adaptation of Content
_√__ Links to Background Knowledge
_√_ Links to Past Learning
_√__ Strategies Incorporated
CHEM 224 Fundamentals of General Chemistry 68
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Integrated activities of language and contents to accomplish the workshop
objectives:
1. The facilitator will give a pre-test to the students in order to measure the level of
understanding they possess about the basic concepts covered in the workshop.
The pre-test should contain at least one (1) question related to every sub-topic of
chapter 6 of the textbook; also, the questions on the pre-test should be aligned
with the workshop objectives. Part of the questions on the pre-test should consist
of problems assigned from the chapter to be covered.
2. During the first workshop, the facilitator divided the class in small groups of three
to four students; these groups made the pre-workshop 6 assignments, prepared a
power point presentation and each group will present its version before the rest of
the class. The presentations must include solved problems as those assigned
previous to the workshop. The facilitator could ask groups to present fragments or
particular sections of the chapter.
3. Each group will deliver a written summary of the chapter in English, using
appropriate orthography and syntax. The number of pages in the summary will be
stated by the facilitator. The summary must content all assigned problems solved,
showing the reasoning and procedures to solve them; problems showing only the
answer found in the textbook at the end of the chapter will be granted no credit, if
a written reasoning applies.
4. PowerPoint presentations and written summaries must include summary slides
and concept maps. The summaries and concept maps can be for the whole
chapter and for particular sections of the chapter.
5. Presentations will include time for questions from the class members, and for the
facilitator clarifying concepts, according to his or her judgment. The facilitator
could establish a discussion forum where a particular group talks to the rest of the
class.
6. At the end of the workshop, there will be a post-test with the same contents as the
pre-test given at the beginning of the workshop. Questions and problems in the
post –test not necessarily will be the same, although the concept to be examined
must be the same. Facilitator will assess the attainment of the objectives by
comparing the pre- and post-tests. Facilitator will also provide feedback to
participants after both pre-test and post-test.
CHEM 224 Fundamentals of General Chemistry 69
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Workshop Six: Laboratory Activity:
Gas Laws*
Objectives
At the end of the experience, participants will be able to:
1. Graph the relationship between the pressure and volume of a gas
2. Describe the effect of changes in temperature upon the volume of a gas
3. Graph the data from volume and temperature of a gas
4. State the relationship between the temperature and volume of a gas
5. Use a graph to predict the value at absolute zero
For materials and procedure, refer to Timberlake (2006) Laboratory Manual,
pages 129-138
Evaluation
1. The facilitator will use the rubric included in appendix C to grade solved
problems.
2. The facilitator will use the rubric included in appendix D to grade in groups or
individual Power Point presentation.
3. The facilitator will compare the individual performance of each participant in the
pre-test and post-test. Facilitator will assess the group performance by
comparing these tests.
Laboratory Activity: Each workshop will be coupled to a laboratory experience with procedures in the language of the workshop.
Lesson Wrap-Up:
1. The facilitator will give feedback to the class about the performance on the pre-
test and post-test and about the rubrics in appendixes.
2. Each participant will complete appendix G1 or G2 at the end of every workshop; the facilitator will use these reflective dairies to assess his or her output to the class.
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TALLER SIETE
SOLUCIONES
Objetivos específicos de contenido
Al final del taller, los participantes serán capaces de:
1. Definir el concepto de “soluciones”
2. Distinguir soluciones electrolíticas y no electrolíticas
3. Clasificar las soluciones como electrolitos fuertes, electrolitos débiles y no
electrolitos
4. Dar ejemplos del concepto de solubilidad
5. Resumir las características de una sustancia que la hacen soluble en otra
sustancia
6. Diferenciar las unidades de concentración de las soluciones
7. Convertir de una unidad de concentración a otra entre molaridad y por ciento
8. Comparar y contrastar las propiedades de soluciones, coloides y suspensiones
9. Describir propiedades típicas de las soluciones, como disminución del punto de
fusión, elevación del punto de ebullición y presión osmótica
10. Describir soluciones isotónicas, hipotónicas e hipertónicas
Objetivos específicos de lenguaje
Al finalizar el taller los estudiantes serán capaces de:
1. Escuchar: Escucharán atentamente las presentaciones y discusiones
relacionadas los tópicos de contenido.
2. Hablar: Presentarán verbalmente sus análisis y definiciones de conceptos
usando pronunciación correcta en español.
3. Leer: Leerán información relacionada a los temas bajo estudio por búsqueda en
el internet.
4. Escribir: Escribirán un reporte relacionado a su análisis de conceptos, sin
errores gramaticales.
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Enlaces electrónicos
Biblioteca virtual
http://utbiblotecavirtual.suagm.edu
Soluciones
http://www.rena.edu.ve/cuartaEtapa/quimica/Tema3.html
http://www.youtube.com/watch?v=MzNO2AffaOQ
http://www.uv.es/gomezc/BQMA/Tema6_presentacion.pdf
Electrolitos y no electrolitos
http://www.eis.uva.es/~qgintro/esteq/tutorial-05.html
Solubilidad
http://www.ucm.es/info/diciex/programas/quimica/html/solubilidad.htm
http://www.prepa9.unam.mx/academia/cienciavirtual/SEC-DISOL/solubilidad.html
Concentración de las soluciones
http://www.amschool.edu.sv/paes/science/concentracion.htm
http://www.uia.mx/campus/publicaciones/quimanal/pdf/2soluciones.pdf
Dilución de las soluciones
http://www.santillana.cl/qui2/quimica2u6a7.htm
http://www.youtube.com/watch?v=Or3JqwBtkK4&feature=related
Propiedades de las soluciones
http://www.ehu.es/biomoleculas/agua/coligativas.htm
http://www.youtube.com/watch?v=_fepRvmQ6U0
Asignaciones previas al taller
1. Leer capítulo 7 del libro de texto
2. Resolver los siguientes problemas del capítulo 7: 1 al 8, 10 al 13, 15, 18, 21 al
24, 26, 29, 30, 31, 34, 37, 38, 42, 44, 45, 48, 51, 52, 55, 56, 59, 60, 61, 63, 64,
66, 68, 69, 70, 96, 102, 109, 113.
3. Utilizar los enlaces electrónicos para complementar la lectura
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Vocabulario del taller
Coloide concentración contracción (crenation)
Diálisis dilución electrolito
Equivalente (Eq) hemodiálisis hemolisis
Hipertónico hipotónico isotónico
Molaridad por ciento osmosis
Presión osmótica Solubilidad solución
Solución saturada soluto
Lista de material suplementario para el taller
1. Libro de texto
2. Enlaces electrónicos
3. Manual de laboratorio (versión español)
CHEM 224 Fundamentals of General Chemistry 73
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Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en todas las estrategias por componente que se usarán en el
taller.
B. Andamiaje
__ Modelaje
_√__ Práctica Dirigida
_√__ Práctica Independiente
_√__ Instrucción
_√__Comprensible
C. Opciones para Agrupamiento
_√ _Grupo Completo
_√_ Grupos Pequeños
__ _Pares
_√__ Trabajo Independiente
C. Opciones para Agrupamiento
_√__ Grupo Completo
D. Integración del Proceso
_√__ Escuchar
_√__ Hablar
_√__ Leer
_√__ Escribir.
E. Aplicación
_√__ Actividades Dinámicas de Aplicación
_√__ Significativas y Relevantes
_√__ Rigurosas
_√__ Alineadas a los Objetivos
_√__ Promueven Participación
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
_√__ Cognoscitivo
_√__ Meta-cognoscitivo
_√__ Socio/Afectivo
A. Preparación
_√__ Adaptación de Contenido
_√__ Enlaces al Conocimiento Previo
_√__ Enlaces al Aprendizaje Previo
_√__ Estrategias Incorporadas
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Actividades integradas de lenguaje y contenido para lograr los objetivos del taller
1. El facilitador ofrecerá una pre-prueba a los participantes para medir el nivel de
entendimiento de los mismos sobre los conceptos básicos a ser cubiertos en el
taller. La pre-prueba debería contener al menos una pregunta o problema
relacionado a cada uno de los sub-tópicos del capítulo 7 del libro de texto. En
adición, las preguntas de la pre-prueba estarán alineadas con los objetivos del
taller.
2. Los pequeños grupos en que ha sido dividida la clase prepararán una
presentación en power point y cada grupo presentará su versión ante el resto de
la clase. Las presentaciones deben incluir problemas resueltos de los asignados
para antes del taller. El facilitador podría sugerir a los grupos la presentación de
subunidades específicas del capítulo objeto de este taller.
3. Cada grupo entregará un resumen escrito en español, tomando en cuenta la
ortografía y la sintaxis. El número de páginas en el resumen será establecido
por el facilitador. El resumen debe contener todos los problemas asignados
resueltos, mostrando los razonamientos y procedimientos en los casos que
aplique; problemas que muestren sólo las soluciones provistas por el libro no
serán objeto de crédito.
4. Las presentaciones en PowerPoint y los resúmenes escritos deben incluir mapas
de concepto para secciones particulares del capítulo y/o para el capítulo
completo.
5. Las presentaciones incluirán tiempo para preguntas de los participantes del taller
y para que el facilitador clarifique los conceptos que considere pertinentes. El
facilitador promoverá foros de discusión en la sala de clases (hablar) o vía Black Board
(escribir)
6. Al final del taller habrá una post-prueba con el mismo contenido que la pre-
prueba que se administra al principio del taller. Las preguntas y problemas de la
post-prueba no necesariamente serán las mismas que los de la pre-prueba,
aunque el contenido será el mismo. El facilitador hará el avalúo del logro de los
objetivos comparando el desempeño de los participantes en ambas pruebas.
El facilitador también dará retroalimentación a los participantes luego de cada
prueba.
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Taller Siete: Actividad de Laboratorio Soluciones, Electrolitos y Concentración* Objetivos: Al final de la experiencia, los participantes serán capaces de:
1. Describir soluciones insaturadas, saturadas y sobresaturadas
2. Definir electrolitos y no electrolitos
3. Describir las unidades de concentración: molaridad y por ciento
4. Describir la manera de preparar una solución a una concentración dada
5. Aplicar la ecuación de dilución en la preparación de soluciones
Para procedimiento y materiales necesarios, refiérase a Lozano & Gutiérrez
(2010) Manual y Cuaderno de Ejercicios, páginas 129-139.
Evaluación:
1. El facilitador usará la rúbrica incluida en el anejo A para corregir el informe escrito
y los problemas.
2. El facilitador usará la rúbrica incluida en el anejo B para asignar créditos por
participación individual.
3. El facilitador comparará el desempeño individual de los participantes en la pre-
prueba y la post-prueba y determinará si la mayoría de los participantes logró los
objetivos propuestos
Actividad de Laboratorio: Cada taller estará acompañado de una experiencia de laboratorio, con procedimientos en el idioma del taller. Cierre del Taller.
1. El facilitador proveerá retroalimentación al grupo sobre su desempeño en la post-
prueba y sobre las rúbricas de los apéndices A y B
2. Cada estudiante completará un diario reflexivo (Anejo G1 o G2)) sobre lo aprendido en el taller. En el diario reflexivo los participantes podrán establecer si alcanzaron las metas propuestas y podrán sugerir maneras de mejorar aquellas aéreas de deficiencias. El facilitador puede utilizar los diarios reflexivos para determinar las estrategias necesarias que faciliten remover las deficiencias manifestadas por los participantes.
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WORKSHOP EIGHT
ACIDS AND BASES/NUCLEAR RADIATION
Specific content objectives
At the end of the workshop, participants will be able to:
1. Describe acids and bases
2. Classify acids and bases according to their strengths
3. Describe conjugated acids and bases
4. Describe the pH scale
5. Name acids and bases
6. Distinguish the reactions of acids and bases
7. Define “buffers”
8. Describe natural radioactivity.
9. Interpret nuclear reactions.
10. Classify types of radiation measurements.
11. Define “half life of radioactive isotopes”.
12. Relate radioactive isotopes and medical applications.
Specific Language Objectives:
At the end of the workshop, students will be able to:
1. Listen: Students will listen to peers and facilitator in presentations and discussions
related to topics of the workshop.
2. Speak: Students will speak by making presentations before peers and facilitator.
3. Read: Students will read chapter six of the textbook and use information found in the
links provided to complement the reading.
4. Write: Students will write a summary of chapters eight and nine of the textbook,
including a concept map. Facilitator has the option of ask students for an assay about a
particular topic of the contents.
Electronic links
Virtual library
http://utbibliotecavirtual.suagm.edu
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Acids and bases
http://www.elmhurst.edu/~chm/vchembook/180acidsbases.html
http://www.files.chem.vt.edu/RVGS/ACT/notes/Notes_on_acids_and_bases.html
Naming acids and bases
http://dl.clackamas.cc.or.us/ch105-05/nomencla.htm
http://www.phs.d211.org/science/smithcw/Chemistry%20332/Quarter%204%20Unit%20
2/2%20Naming%20acids%20and%20bases.pdf
The pH scale
http://www.elmhurst.edu/~chm/vchembook/184ph.html
Acid-base reactions
http://hyperphysics.phy-astr.gsu.edu/hbase/chemical/acidbase.html
http://research.ce.udel.edu/~dentel/233/AcidBase.html
http://www.elmhurst.edu/~chm/vchembook/183neutral.html
Buffers
http://www.brynmawr.edu/chemistry/Chem/Chem104lc/study/study.html
http://www.youtube.com/watch?v=O_QlZe4fv4g&feature=topics
Natural radioactivity
http://www.physics.isu.edu/radinf/natural.htm
http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch23/natural.php
Nuclear equations
http://tb014.k12.sd.us/Chemistry/Neclear%20Reactions/index.htm
http://www.ndted.org/EducationResources/HighSchool/Radiography/nuclearreactions.htm
http://www.youtube.com/watch?v=C_JpI-gz3Dk
Radiation measurement
http://www.bt.cdc.gov/radiation/pdf/measurement.pdf
http://www.health.harvard.edu/blog/radiation-risk-in-japan-understanding-radiation-
measurements-and-putting-them-in-perspec
Half life of radioactive decay
http://hyperphysics.phy-astr.gsu.edu/hbase/nuclear/halfli2.html
http://www.colorado.edu/physics/2000/isotopes/radioactive_decay3.html
Medical applications of radioactivity
http://agni.phys.iit.edu/~vpa/medical%20applications.htm
http://www.world-nuclear.org/info/inf55.html
http://www.nrc.gov/about-nrc/radiation/around-us/uses-radiation.html
Assignments previous to the workshop
1. Read chapters 8 and 9 of the textbook
2. Solve the following problems from chapter 8: 1-15,18, 19-28, 31, 33, 34, 35, 37,
40, 45, 4647-49,
3. Solve the following problems from chapter 9: 1-13, 15, 16, 19, 20, 23-26, 27-30
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4. Use the electronic links to complement reading
Vocabulary of the workshop (chapters 8and 9)
Acid base Brønsted-Lowry acid and bases
Buffer conjugated acid-base pair hydroniun ion
Neutralization pH scale strong base
Strong acid titration weak base
Weak acid
Alpha particle becquerel (Bq) beta particle
Carbon dating chain reaction curie (Ci)
Decay curve equivalent dose fission
Fusion gamma rays gray
Half life positron rad
Radioactive decay rem shield
List of supplementary materials for the workshop
1. Textbook
2. Electronic links
3. Laboratory manual (English version)
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
B. Scaffolding
_√__ Modeling
_√__ Guided Practice
___ Independent Practice
_√__ Comprehensible Input
C. Grouping Options
_√__ Whole Class
_√__ Small Groups
_√__ Partners
_√__ Independent Work
D. Integration of Processes
_√__ Listening
_√__ Speaking
_√__ Reading
_√__ Writing
E. Application
_√__ Hands-on
_√__ Meaningful/Relevant
_√__ Rigorous
_√__ Link to Objectives
_√__ Promote Engagement
CALLA Strategies (Cognitive Academic Language Learning Approach)
_√__ Cognitive
_√__ Meta-cognitive
_√__ Social/Affective
A. Preparation
_√__ Adaptation of Content
_√__ Links to Background Knowledge
_√_ Links to Past Learning
_√__ Strategies Incorporated
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Integrated activities of language and contents to accomplish the workshop
objectives:
1. The facilitator will give a pre-test to the students in order to measure the level of
understanding they possess about the basic concepts covered in the workshop.
The pre-test should contain at least one (1) question related to every sub-topic of
chapters 8 and 9 of the textbook; also, the questions on the pre-test should be
aligned with the workshop objectives. Part of the questions on the pre-test should
consist of problems assigned from the chapter to be covered.
2. During the first workshop, the facilitator divided the class in small groups of three
to four students; these groups made the pre-workshop 8 assignments, prepared
a PowerPoint presentation and each group will present its version before the rest
of the class. The presentations must include solved problems as those assigned
previous to the workshop. The facilitator could ask groups to present fragments
or particular sections of the chapter.
3. Each group will deliver a written summary or assay of the 8 and 9 chapters in
English, using appropriate orthography and syntax. The number of pages in the
summary will be stated by the facilitator. The summary must contain all assigned
problems solved, showing the reasoning and procedures to solve them; problems
showing only the answer found in the textbook at the end of the chapter will be
granted no credit, if a written reasoning applies.
4. PowerPoint presentations and written summaries must include summary slides
and concept maps. The summaries and concept maps can be for the whole
chapter and for particular sections of the chapter.
5. Presentations will include time for questions from the class members, and for the
facilitator to clarify concepts, according to his or her judgment. The facilitator can
promote a discussion forum in the classroom or via Black Board.
6. At the end of the workshop, there will be a post-test with the same contents as
the pre-test given at the beginning of the workshop. Questions and problems on
the post –test will not necessarily be the same, although the concept to be
examined must be the same. Facilitator will assess the attainment of the
objectives by comparing the pre- and post-tests. Facilitator will also provide
feedback participants after both pre-test and post-test.
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Workshop Eight: Laboratory Activity
Acids, Bases, pH, and Buffers*
At the end of the activity, participants will be able to:
1. Prepare and use naturally occurring dye as an acid-base indicator
2. Measure the pH of several substances using red cabbage indicator and the pH
meter
3. Calculate the pH from the [H+] and [OH-] of a solution
4. Calculate the molar concentration and percentage of acetic acid in vinegar
5. Observe the pH changes as acid or base are added to buffered and unbuffered
solutions
6. Calculate the [OH-] and [H+] from the pH of a solution.
For necessary materials and procedure, refer to Timberlake (2006), Laboratory
Manual, pages 185-192.
Evaluation
1. The facilitator will use the rubric included in appendix C to grade the written
reports and solved problems.
2. The facilitator will use the rubric included in appendix D to grade individual
participation in the workshop discussion.
3. The facilitator will compare the individual performance of each participant in the
pre-test and post-test. Facilitator will assess the group performance by comparing
these tests.
Laboratory Activity: Each workshop will be coupled to a laboratory experience with procedures in the language of the workshop.
Closing of the workshop
1. The facilitator will give feedback to the class about the performance in the pre-test and pos-test, and about the rubrics in appendixes.
2. Each participant will complete appendix G1 or G2 chart at the end of every workshop; the facilitator will use these reflective dairies to assess his or her output to the class.
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APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
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“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
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“Can Do” Speaking Rubric
National Proficiency
Levels
Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to thinking of the
correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
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“Can Do” Reading Rubric
National Proficiency
Levels
Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not
developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,
resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional
texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,
skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,
definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,
comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-
evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging...
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to
identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
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“Can Do” Writing Rubric
National Proficiency
Levels Criteria
Starting Lacks clear writing and focus... Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions makes it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand
the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs
of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left
with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they
distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to
allow the proper flow of ideas.
Selects and uses vocabulary words that are much livelier and appropriate. Some common wording can be improved.
Writes with a definite style and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect
ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
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APPENDIX B
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
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Appendix B
Six-Traits of Writing Rubric
Student’s Name: ______________________________________ Date: ___________________
Facilitator: ______________________Course: ____________Assignment:_________________
Instructions: This rubric will be used to evaluate all written work done by the student in
both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and
Content) and write the score in the appropriate box. Select the criteria per level (6=
highest, 1=lowest) that best reflects the student’s writing ability.
Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you
are evaluating in order to complete this rubric properly.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Grand Total:
Final Score: _________________
Scoring Scale: (36-0)
Outstanding: 33-36 points = A
Very Good: 29-32 points = B
Satisfactory: 24-28 points =C
Fair: 19-23 points =D
Poor: 0-18 points = F
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Six Traits for Analytic Writing Rubrics
Trait #1: Idea and Content
Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from
https://www.ade.state.az.us/standards/6traits/
6
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.
5
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.
4
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
3
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.
2
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.
1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.
Source: Arizona Department of Education. AIMS Six Traits Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #2: Organization
Criteria per Level
6
The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed
5
The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .
4
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.
3
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.
2
The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.
1
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.
Source: Arizona Department of Education. AIMS Six Traits Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #3: Voice
Criteria per Level
6
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
4
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.
3
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.
2
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
1
The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.
Source: Arizona Department of Education. AIMS Six Traits Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #4: Word Choice
Criteria per Level
6
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.
5
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used
4
Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.
3
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.
2
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.
1
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Source: Arizona Department of Education. AIMS Six Traits Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #5: Sentence Fluency
Criteria per Level
6
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.
5
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.
4
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.
3
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
2
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.
1
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling.
Source: Arizona Department of Education. AIMS Six Traits Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #6: Conventions
Criteria per Level
6
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.
5
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.
4
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.
3
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.
2
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.
1
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.
Source: Arizona Department of Education. AIMS Six Traits Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Anejo C/Appendix C
Rúbrica de Evaluación de Problemas Asignados
Taller No. ____ Título___________________________Fecha de entrega___________
Nombre del Participante_______________________________No. ID______________ Fecha de Entrega_______________
Criterio*
Contenido: (75%) 5 4 3 0
Puntualidad: entregó el
trabajo durante el
período indicado
Organización: entregó
el trabajo bien
presentado, en forma
organizada
Solución de
problemas*:
Presenta al menos
tres problemas
resueltos
correctamente por
unidad del
capítulo.
Presenta dos
problemas resueltos
correctamente por
unidad del capítulo.
Presenta un
problema
resuelto por
unidad del
capítulo.
no
presenta
problemas
resueltos
Lenguaje: (25%)
Hace uso correcto de la
escritura en el idioma
del taller
sin faltas de
sintaxis y
ortografía
1-2 faltas de
sintaxis y ortografía
3-4 faltas de
sintaxis y
ortografía
5 ó más
faltas de
sintaxis y
ortografía.
Total: /20 *5 = excelente, 4 = bueno, 3 = deficiente, 0 = fracasado
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Anejo D/Appendix D (Adaptado en parte del modulo NURS 500)
Rúbrica de Evaluación de las Presentaciones en Power Point:
Taller No. ______ Titulo ___________________________Fecha entrega___________ Nombre del Participante______________________________No.ID________________
Criterio*
5 4 3 2 0
A. Contenido (70%)
Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.
La presentación es organizada, coherente y puede seguirse con facilidad
El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.
Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
.
Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
Proyección efectiva, postura corporal adecuada, de la audiencia, y del tiempo asignado.
Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.
B. Lenguaje (30%) Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.
Uso correcto de la gramática y conjugación de verbos en el idioma asignado.
Uso correcto del vocabulario para expresar el mensaje adecuadamente.
Total: ►
Total ___/50
*5 = excelente, 4 = bueno, 3 = aceptable, 2 = deficiente, 0 = no presentó
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Anejo E/Appendix E
Rúbrica para la Evaluación del Laboratorio de Contenido
Taller No. ______ Titulo ___________________________Fecha entrega___________ Nombre del Participante______________________________No.ID________________ Laboratorio No.______
Criterio*
5 4 3 2 0
A. Asistencia (10%)**
5-ninguna ausencia 4-una ausencia injustificada 3-dos ausencias injustificadas 0-tres o más ausencias injustificadas-reprueba el laboratorio y el curso
B. Reportes de Laboratorio (20%) 5-entrega a tiempo de todos los reportes debidamente completados. 4-entrega tardía o no entrega de un reporte 3-entrega tardía o no entrega de dos reportes 3-entrega de todos los reportes con al menos dos no completados debidamente. 0-entrega tardía o no entrega de tres o mas reportes
C. Uso correcto y entrega de la Libreta de Laboratorio (20%)
.
5-uso según las reglas y entrega a tiempo 4-uso según las reglas y entrega tardía de la libreta 3-no observación de una o más reglas de la libreta, aunque entregada a tiempo. 2. no observación de una o más reglas de la libreta y entrega tardía 0-no entrega de la libreta.
D. Apreciación (10%) 5- muestra interés y participa en todas las actividades de laboratorio, cumple con las reglas y normas 4-muestra interés y participa, no siempre observa las normas y reglas. 3-muestra poco interés y ocasionalmente participa 0-no muestra interés y no participa
Total: ►
Total ___/60
*La evaluación del laboratorio corresponde 60% a los parámetros aquí establecidos y 40% a las pruebas parciales o prueba final; si se aplicase una rúbrica por cada laboratorio, al final se suma lo acumulado más lo obtenido en la prueba o pruebas. ** Para la asignación de valor a un criterio de 10%, por ejemplo, si se asigna 5 = 10%, 4 = 8%, etc.
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Anejo F/Appendix F
Información acerca del Laboratorio de Idiomas y Laboratorio Electrónico
El Laboratorio de Idiomas está diseñado para ayudar a los estudiantes a desarrollar
sus habilidades lingüísticas en inglés y en español. El laboratorio de idiomas cuenta con una amplia variedad de ejercicios visuales y auditivos en línea que le permiten al estudiante mejorar sus habilidades en comprensión oral, pronunciación, desarrollo de vocabulario, gramática, comprensión de lectura, y escritura. El laboratorio de idiomas también ofrece recursos de 140 direcciones electrónicas de “English for Speakers of Other Languages” (ESOL), (inglés para hablantes de otros idiomas) para satisfacer las necesidades de los estudiantes. Además el laboratorio de idiomas tiene otros programas computarizados para el aprendizaje del idioma tales como “Tell Me More”, “Rosetta Stone”(versión en inglés y en español), “Ellis Business”, “Ellis Master Pronunciation”, “Math Media Algebra”, “Spanish Web sites”, “Internet-Based Research”, y “Guided Writing Activities”. Tell Me More es un sistema eficaz para el aprendizaje de los idiomas inglés y español que le permite fortalecer sus habilidades y además cumplir con las horas de laboratorio requeridas en sus clases. Para maximizar su progreso, el sistema inicialmente evaluará su conocimiento y creará un programa de aprendizaje adaptado a sus necesidades de idioma. Usted podrá mejorar su pronunciación, gramática y habilidad de escuchar desde un nivel de principiante hasta un nivel avanzado profesional con dos diferentes perfiles, idioma de cada día, e idioma orientado a los negocios. Lo único que Usted necesita es tener acceso a Blackboard, a la internet y tener un navegador de Internet Explorer. Net Tutor es un servicio de tutorías en línea. Cuenta con asesorías en persona para materias cuánticas y sistemas de computación (tiene horarios fijos). De no contar con un tutor en persona, el sistema le permite dejar sus dudas las que serán contestadas en un lapso de 72 horas. Para su conveniencia existe un banco de preguntas y respuestas disponibles las 24 horas del día, los 7 días de la semana. Este servicio está disponible donde quiera que Usted tenga acceso a la internet. Este servicio ofrece tutorías en las siguientes asignaturas:
- Inglés (disponible para todos los cursos)
- Español (disponible para todos los cursos)
- Estadística (el estudiante debe estar matriculado en esta clase)
- Matemáticas (el estudiante debe estar matriculado en esta clase)
- Contabilidad (el estudiante debe estar matriculado en esta clase)
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- Sistemas de información computarizada (el estudiante debe estar matriculado en
esta clase).
- Wimba Voice es una herramienta electrónica que promueve el uso de la voz dentro del desarrollo de las asignaturas, permitiendo crear interacciones entre los estudiantes y el facilitador. Los estudiantes usarán Wimba Voice para hacer tareas previstas por su facilitador, tales como participar en foros de discusión verbal, preparación de presentaciones orales, y enviar mensajes al facilitador y/o a sus compañeros de clase.
- El programa Wimba Voice cuenta con 5 funciones:
- Voice Authoring: permite grabar y escuchar un mensaje de voz en un sitio de la internet.
- Voice Discussion Board: permite crear y escuchar mensajes orales dentro de un foro de discusión.
- Voice Presentation: permite presentar contenido de la internet al mismo tiempo que mensajes orales.
- Voice E-mail: permite enviar mensajes orales a través del correo electrónico. - Voice Podcaster: permite crear y distribuir mensajes orales a los participantes.
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Anejo G-1/Appendix G-1
Diario Reflexivo
Taller No. ____ Título___________________________Fecha de entrega___________
Luego del taller: Sí No A) Logré razonablemente los objetivos propuestos B) Si contestó No en A, refiérase brevemente a las áreas específicas del taller donde entiende necesita ayuda adicional. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ C) Indique algunas sugerencias sobre la forma en que considera puede obtener mejor aprovechamiento sobre los temas que resultaron difíciles. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Anejo/Appendix G-2
KWL Chart
K
What I KNOW
W
What I WANT to Know
L
What I LEARNED