Have you considered having your students make solar cells? If your AP kids can understand batteries, solar cells are a logical next step. I usually do independent projects after AP along with final presentations, but I stumbled upon this activity the other day and my mind exploded in excitement and thought I would share. In the future, I would definitely do this with my students!
I have had a variety of students with a broad range of academic abilities in my class at once. This hook doesn’t feel particularly deep until I stop and reflect for a moment on what that looks like.
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.
I taught my students how to use the method of initial rates. I taught my students rate laws. However, they strugged to differentiate when to use what method. Upon further probing, they struggled to articulate why one might use one method over the other. They could parrot back some ideas ("The rate law tells you about the particles involved in the rate determining step of the reaction."), but I wasn't convinced of mastery and connections.
It is the holiday season, and here in Colorado, it is finally starting to feel like winter with a storm predicted for this afternoon!
To squash any misconceptions, I would like to say first and foremost I am not a great cook. My husband graciously does most of the cooking in our house. However, as a chemist, I am fascinated by the complex reactions involved in everyday life. Pair this curiosity with the requirement to teach an elective, and the Chemistry of Cooking elective was born.
I have a confession: thermodynamics is not my strong suit. The data set I got from the College Board confirmed my lack of confidence in the summer of 2015. With the hope of improvements, I spent some time revamping my thermo unit and I implemented it near the end of last school year. I will share an activity that I feel was quite formative for students and for me in making connections among thermodynamic principles and equilibrium.
The first day of school for me has always been daunting for my new students (in AP chemistry, where I know the kids, it’s so much easier). I want my students to know the following: -Who is this tiny person who looks like a teenager (that’d be ME, folks)? Where did she come from and why is she teaching us? -What does chemistry look like?