The genesis of this paper started with a request from a former student, Thomas Kuntzleman, now a professor of chemistry. He asked if I would consider submitting my thoughts about ‘big ideas’ in chemistry. In his email he attached a paper that I had written for the Journal of Chemical Education six years earlier1. That article was submitted the year after I retired and was a response to a submission questioning the utility of the Principle of Le Châtelier.
It was the empty terrible feeling in the pit of my stomach at 9:30 at night that really bothered me as I am wading through the stack of papers that I was grading. I had the students do experiments, worksheets, I lectured and there was homework. Some of the students could “do” what I thought was science. They could calculate the answer. They could balance the equation.
Like most chemistry teachers, one of the first things I go over in the beginning of the year is unit conversions. Students come into my class with all sorts of prior knowledge concerning unit conversions; some good, some bad and some downright ugly.
With the Olympics just finishing up, I was excited to see the following link posted on twitter entitled: Significant Digits and Pool Tolerances are Why There are So Many Ties in Swimming. You see in my attempt to connect chemistry content to a real world application, I had used a scenario in an old YouTube video I had created
During my 2nd week into summer “vacation” I met with nine other secondary science teachers from my district. We set forth on a week-long curriculum design journey that involved the new Michigan Science Standards (basically NGSS).
I always feel a need to start the year off with an activity that ties in observations and conclusions but I also know that most students have had that in science classes since the early grades. Is there a way to revisit an old topic with a new or more challenging bent?
This exercise is intended as an ice-breaker for a first or second class meeting. It also serves as an introduction to physical & chemical properties and application of the macro/micro/symbolic representations of chemical phenomena. Finally, it also provides a framework to mention many of the topics to be covered in a general chem first semester course.
Join me, along with co-presenter Rachel Murillo, on Thursday, September 15, 2016, 6:30 p.m. Eastern. Rachel brings her background in forensic anthropology to the webinar, along with her current work teaching high school forensic science. We’ll share forensics resources useful for National Chemistry Week, for integrating into classroom curriculum, and for informal science sharing. Anyone who wants to connect science to this high-interest, real world topic will find ready-to-use demonstrations, lab investigations, videos, background information, and more.