Chemistry - End of Year Survey - 2026
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A red asterisk (*) indicates required questions.

  1. Compared to my other high school classes, the pace of learning in chemistry was*
     
      1 2 3 4 5  
    Much faster  Much slower


  1. Compared to my other high school classes, the amount of learning that took place in chemistry was*
     
      1 2 3 4 5  
    Much greater  Much less


  1. Of components in this course, rate as #1 the one most helpful to learning with #2 second most helpful, and so on through #5 least helpful.*
        1 2 3 4 5
    the archived lessons  
    the partial outlines  
    the ungraded open note activities  
    the graded open note assignments  
    the end of unit review guides  


  1. Of skills needed to succeed in this course, rate as #1 your greatest strength, #2 your second greatest strength, and so on through #5 being your least.*
        1 2 3 4 5
    listening skills  
    math skills  
    note taking skills  
    organizational skills  
    ability to work independently without someone else telling me  


  1. Of activities needed to be successful in this chemistry course, rank as #1 the one most challenging, #2 second most, and so on through #5 being least challenging.*
        1 2 3 4 5
    learning new vocabulary  
    applying math skills  
    using logical reasoning  
    using mental models to help understand concepts  
    lab experiences  


  1. Rank what you think each of these contributed to your success in labs.*
        1 2 3 4
    Having a lab partner to work with.  
    Having a lab sheet with a well organized layout and instructions.  
    Having a tutorial to watch after the lab to help pull the experience together.  
    Doing the actual hands on assembly and manipulation of lab equipment.  


  1. Which of these best describes your reading of daily emails from Mr. Baier?*
    I read each one everyday.
    I read only the part with the assignment for the day.
    I skimmed to find and click on the links.
    I depended on someone else to read them and tell me what was going on.
    I ignored them.


  1. Which of these best describe the role of Google Meet in this course?*
    Very important because it allowed for discussion, questions, guidance.
    Somewhat important but email could have filled the role.
    Less important than email but not necessary.
    Not worth the time and effort.


  1. As you know, this course doesn't have a dedicated text but rather draws from multiple sources for the information, pictures, graphs, tables, etc. in the archived lessons. How does not having a text affect your learning?*
    The archived lessons were better than a text.
    It would have been better to have the lessons follow a single text.
    I would have preferred a text with the lessons being a short tutorials over parts of the text.
    I would have preferred just reading a text.


  1. Which of these best describes Mr. Baier as a teacher?*
    Knowledgable and able to teach the challenging concepts of this course.
    Knowledgable of various technical platforms to present concepts in effective ways.
    Not as knowledgable as he should be about use of technology.
    Cares about students having multiple ways of learning and demonstrating their knowledge.
    Cares about students both in chemistry class and in their other activities.


  1. Compared to other courses you have had in your high school career, which of these best describes this course.*
    Both the teacher and the student need to put a high level of effort into this course to be successful.
    Because of the heavy use of electronic archives and multiple platforms, a high level of teacher efforis required but student effort is not as demanding.
    Because of the heavy use of electronic archives and multiple platforms the level of teacher effort is less and the level of student effort is increased.
    This course does not require a great amount of effort on anyone's part to be successful.


  1. Ungraded, open note activities for formative assessment are provided following the vast majority of lessons yet the number of students who use these is less than half the class. Which of these statements best describes your approach to ungraded activities?  *


  1. From my perspective, I put a lot more time into producing the open note, ungraded activities to help students understand concepts than what most students did in completing them. What would you suggest to make sure these low stress formative assessments are being utilized by students?  *


  1. Which statement best describes your experience learning by the blend of technologies used in the course?  *


  1. Please share any insights that you gained from this type of course (blended technologies, live labs, access through multiple communication methods, etc.) that may be helpful in refining the course for future classes.*


  1. In past years, instead of Google Meet, I used Skype and the opening session was projected on a screen or whiteboard with the audio through a sound system. This gave all students who were paying attention an opportunity to see and hear equally. For some reason this year with Google Meet, it wasn't projected but I sent invitations to several students each day so that you could watch individually or in pairs yet few students took advantage of less and usually just depended on Mrs. Greenfield to be the "in between" communicator. Why did so few accept the daily invitation to Google Meet?
    It was easier to depend on Mrs. Greenfield.
    Shyness about speaking up in a group setting.
    Not understanding how to use the microphone and camera functions on the computer.
    Other technical problems like audio feedback.


  1. Although every lab had a set of instructions for the procedure, these instructions were seldom read and followed and I had to explain the procedure and answer questions that were explained in the printed instructions. The "lab sheet" was available in the morning's email for reading ahead of time and a hard copy was provided at class time. What would make reading the instructions more effective?
    Send out the lab sheet at least one day prior to lab day.
    Don't spend time explaining procedures and simply refer to the printed instructions.
    Have an archived lesson on specific lab procedures at least a day ahead of time.
    Include a youtube link of a lab demonstration of the procedures at least a day ahead of time.


  1. Having to explain lab procedures takes a considerable amount of the limited lab time. What would make this part more efficient?
    Send out the lab sheet at least one day prior to lab day.
    Demonstrate procedures and explain techniques during a Google Meet session the day before the lab.
    Have an archived lesson on specific lab procedures at least a day ahead of time.
    Include a youtube link of a lab demonstration of the procedures at least a day ahead of time.


  1. If a video of the lab procedures and skills were available a day prior to the actual lab session, do you think this would eliminate the need for a lot of the time spent explaining things during lab?
    Yes
    No, because not everyone would watch it ahead of time.
    No, because seeing it ahead of time would be a spoiler and reduce the lab experience.
    No, because there would still be a lot of questions when it got to the hands on portion of lab.


  1. This year, most of the labs had a follow up lesson to help complete the lab report and review points of emphasis. Was this the most effective way to provide this information?
    Yes
    No, it would be better to have it the day before the lab.
    No, because the lessons are not very understanable.
    No, because by the next day the memory of what happened in lab has faded and isn't related to what is in the lab lesson.


  1. The standard class period length is actually too short for many of the labs, especially with the set up required, time it takes to heat things or other procedures and then clean things up and put away. In previous years, we have tried everything from doing the longer labs on Saturday mornings to having extended labs on weekdays when school is not is session, such as a teacher workday. We did these once or twice each quarter. Would this be a possible solution to the time constraints on labs.
    Yes
    No, too many students have regular Saturday jobs.
    No, there are too many other school activities scheduled for Saturdays.
    No, for other personal reasons.


  1. Would scheduling some of the labs on Monday mornings before school be a workable solution to some of the time constraints we currently have to deal with when having labs?
    Yes
    No, because too many students would forget or skip.
    No, because too many students have other school activities already on Monday morings.
    No, because it is deeply ingrained in the culture of FM that Monday mornings are late starts.


  1. In scheduling labs, I always ask about upcoming dates and when there are no conflicts so that everyone can be in the lab. Yet it seems that we still frequently have two or three students absent. Why does this happen?
    Students aren't paying attention when lab dates are being scheduled.
    Students don't know what their schedule really is three or four days in advance.
    Students have other activities come up at the last minute.
    Two or three students gone is about the normal absentee rate on any day.


  1. At one time, I would grade the lab reports and student participation on lab, but with the absenteeism on lab days, this puts some students at a disadvantage. In recent years, I have changed the course so that the day following a lab there is a lesson summarizing what should be on the lab report and an open note, open lab graded assignment over the lab concepts. Which way is better?
    Collecting and grading the lab reports and participation at the end of the lab session.
    Having the follow up lesson and graded, open lab report assignment.


  1. The percentage of students using the ungraded, open note activities that are always open and can be used as many times as a student needs to in order to gain mastery is low. To raise the level of use on these activities,
    all open note activities and assignments should be graded.
    open note activities should be graded on the Quia stat of time actively engaged but not on number of questions answered correctly..
    make the settings on the graded assignments such that they can't be accessed until the ungraded assignment has be completed at least once.
    make the settings on the graded assignments such that they can't be accessed until at least ten minutes of active engagement on the ungraded activity is recorded.





Mr. Baier
Noble Township Educational Services
Griswold, IA