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 * Who am I:**

I happened on Chemistry modeling as I was making the transition from teaching Biology to teaching Chemistry. I immediately fell in love with the concept as it eloquently addresses one of the largest problems I experienced during my transition from a career of practicing science to teaching science. The teaching of science has often become the memorization of vast numbers of facts rather than the training in how to solve problems, what evidence looks and sounds like, etc. In other words, as science teachers we often reduce the practice of science to "The scientific method" a list of 5 to 8 steps taught in the first couple weeks of school. Modeling offers the student an experience parallel to the scientific process. I believe that this parallel experience gives students the chance to collect and discuss their data as part of their group or in their class, as well as paying attention to the benchmarks of important discoveries and ideas that need to be conveyed in a more didactic manner. , Currently, I am busy writing a talk to be delivered at the National Science teachers Association Convention in San Francisco in a mere couple weeks. I want to address the way we as biology teachers discuss energy and transfer of energy through biological systems. I believe that we can simplify energy transfer through the use of energy bar charts without indoctrinating our students with misleading ideas about bond energies and how chemical energy is transfered through biological systems, I welcome all input, thoughts and feedback relating to how to model Bioenergetics for high school students.