College Board offers an excellent online resource for teachers and students. It's not free, but my school district pays the bill. AP Insight provides curriculum outlines, teaching ideas and resources, student handouts, and digitally-graded assessments. I have elected to begin using the resources in first semester honors chemistry.
Here is what I told my students as we were studying gas laws. I have a bag of potato chips at see level and then I go to Denver where the pressure is less? What happens? Draw and build a model on your whiteboard.
Isotopes Matter is a digital learning tool, developed by IUPAC Isotopic Periodic Table, designed to explain isotopes as well as their importance. This resource incorporates mass spectroscopy data into each of the key ideas as well as provides multiple examples as to how varying isotopes are commonly used.
Using Isotopes Matter and the class discussion: 55-60 minutes
Is it possible to use materials found in high school chemistry labs to extract and subsequently detect cocaine on dollar bills? Let me know what you think after reading this blog post!
In the article “Reactions Catalyzed by an Assault on a Favorite Principle”1, Emeric Schultz (who incidentally taught me General Chemistry, was my undergraduate advisor, and is now a dear friend and colleague) argues the following:
“Although I have read and heard about ‘big ideas’ in chemistry, I have never seen a commensurate effort to work toward a high school chemistry program that starts from…big ideas and works down.”
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.