A quick search on Amazon for a package of 144 ping pong balls and a trip to the arts and crafts store for paint, magnets, and glue and I was ready to start making my own class set of model kits.
One of my biggest struggles with students is to try to explain what happens when items, specific inorganic salts, dissolve in water. It might sound simple to me and you. Research shows that students have many real misconceptions when it comes to explaining inorganic salts dissolving in water. My own experience along with other teachers I know is that we are amazed and sometimes frustrated with trying to help students understand the simple process of dissolving, especially with ions. A key piece of equipment is a good conductivity tester. Just got done making a stack of them and can't wait to have students try them. But back to "dissolving"....
My students are bright and motivated. Most work hard and prepare for class and tests. They perform extremely well on district-wide tests and my own classroom tests. However, I see real weaknesses on cumulative assessments requiring high levels of application. My students simply do not retain the content knowledge. I want to restructure my course to exclude "unit tests" and include only cumulative assessments. I'll share my early ideas here, and I would love to hear your experiences.
In Chemical Mystery #7, a can of Coca-Cola was observed to sink in one container of water and yet float in another! This trick made use of the fact that the density of water changes with temperature. See the video below.
It all started with a class my son and I took together at Marc Adams School of Woodworking (link is external). To make a long story short, we started on a Saturday morning with nothing and left Sunday afternoon with a custom built longboard. (Think skateboard but...well...longer).
Q: Does an unopened can of soda pop float or sink in water?
A: It depends!
See if you can figure out what is happening in this twist on the classic floating-and-sinking soda can experiment.
In my last post, I discussed my first year chemistry scope and sequence. Here, I continue with AP chemistry scope and sequence, and a little bit with how I developed it the year before, the summer before, and during the year. Keep in mind, I consider the work I do with students to always be a project in progress. I learn so much from working with them as they engage with the content through a different perspective than I have.
Throughout the last ten years teaching both chemistry and Advanced Placement Chemistry I have realized that the concept of equilibrium does not receive enough attention in my first-year chemistry course. Sure, the concept of equilibrium is a topic mentioned and identified throughout the course however the dialogue in regards to conditions that would shift the chemical system is minimal at best.