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?
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.
The American Chemical Society is offering a new service in hopes of making science more accessible to the public. Each week they issue a short collection of science articles, written in an interesting and engaging style, that you might use with your students to help them make connections between the curriculum and their own lives. The service is called Discoveries!, and it is free.
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.
The chemistry of the Berry dye found in McCormick's Color From Nature food colors is explored. This is part two of a three-part series in which the chemistry of McCormick's Color From Nature food colors is presented.
Every LED light has a "band gap". Electrons are pushed into an empty orbital which is negative and then the positive end of the circuit attracts the electrons. As they go down in energy through the band gap, they emit light. The larger the band gap, the more energy, the smaller the wavelength and the closer to the "blue" end of the spectrum. So, the key is to try to control the band gap and thus control the color of light.
In a recent blog post, Ben Meacham shared his use of the Claim-Evidence-Reasoning Framework. I have started using this approach for class discussion as well, and will share some ideas and thoughts about the process.
I always find this time of year quite harrowing. I am right in the middle of academic competition season with Olympiads in physics, chemistry, biology, and math. I have science bowl and ocean bowl along with bridge building all on the same day. Why do we do this to ourselves?