My experience with the National Board Certification process was much like a Hero’s Journey plotline utilized in popular movies like Star Wars. Through my National Board Certification in Chemistry journey, I was able to navigate all the highs and lows to transform into a stronger teacher than I had ever thought possible.
This assignment helps students realize that chemistry class is not just a place where we talk about and imagine stuff we can’t see, but the things we learn in chemistry are actually used in real life in lots of different ways.
Developing PCK requires a certain level of subject matter knowledge, and teachers have a different understanding of subject matter than a person who specializes in that same field. A chemistry teacher and a ‘practicing’ chemist both have subject matter knowledge in chemistry; however, the knowledge is applied differently.
I am sharing a hack I use in my standards based grading (SBG) classroom to help things run more smoothly.
Let me share some tips I learned reading the Advanced Placement Chemistry Exam in Salt Lake City, Utah.
This strategy has been very helpful in establishing relevance to topics taught and in making connections between topics taught within a unit. It also provides a way for students to ask questions and make written explanations of phenomena, which are “Science and Engineering Practices” of NGSS.
Did you figure out how the experiment in Chemical Mystery #14 was performed? The solution is presented here!
Like many AP Chemistry teachers, I was not fond of teaching Photoelectron Spectroscopy (PES). Surprisingly, I fell in love with teaching PES in AP Chemistry this year after I made an old-school change.