Blogs

Hydrates Take 2

My students and I tend to have good experiences with a hydrate inquiry lab that I have "tweaked" (see the previous blog). Essentially, my students have some practice with hydrates in the lab and then they are provided an unknown hydrate. They must separate off the water by heating and calculate the mass of the anhydrous salt and container before they come up and put it on the scale. As an added twist, they must also ask me a question about what information they need from me to calculate the mole to mole ratio of the salt to water.

Nominate Outstanding High School Chemistry Teachers

In 2006, The Division of Chemical Education endowed an award program, the Regional Award for Excellence in High School Teaching, to recognize and inspire outstanding high school chemistry teachers. Each of the ten Regions of the American Chemical Society solicits nominations for this award. The winners receive $1000, an engraved plaque and travel expenses to the meeting where they are honored.

Moles, Formative Assessment and Moving Forward....

Formative assessment can be a double edged sword. It can be and often is extremely helpful. Some quick short three or four well worded questions at the beginning of a unit provides information about student abilities. A teacher can skip teaching information that kids already know or the teacher can discover concepts that he or she assumed students know but do not. Formative assessment about "Moles" can provide data that is hard to deal with. Can the students handle scientific notation? How well are students at basic math skills?

AP Chemistry Lab Notebook Structure

How do you support growth in your students’ writing and communication over time? There are so many things: Claim, Evidence, Reasoning (CER) scaffolds, sentence starters, and more. How might all of these tools used in introductory courses come together in an upper-level course? In this post, I will focus upon my AP Chemistry lab notebook set-up.

Figuring Out Electron Configurations

After spending the start of the year using a modified version of the Modeling Instruction curriculum (density and physical properties, followed by gas laws, followed by energy and phase changes), we don’t actually start talking about what’s inside atoms until December. I love that by this point students are already familiar with some of the habits of mind needed to reason abstractly about atoms -- thinking proportionally, explaining macroscopic observations at the particle level -- and we are ready to layer on both more abstraction and the symbolic level. By January, we are ready to explore electron configurations.