I have blogged about Argument Driven Inquiry (ADI) previously. It has been a popular topic on ChemEd X lately. During my limited experience, I have found the process to be a bit drawn out but extremely helpful and beneficial. The time spent has been well worth it.
Based on some interactions here on ChemEd X and Twitter, I have been looking for ways to have students generate more questions, ideas, and investigation methods. (See a list of relevant links below.) Some of this is inspired by Argument Driven Inquiry, while some of it is simply my own quest to move further away from being the sole source of information in the class. In this blog post, I would like to talk about how I addressed gas laws using Atomsmith Classroom Online as an investigative tool in place of lab work I did previously using the Vernier gas pressure sensor.
Recently, my district made a commitment to helping its teachers reflect and rethink their grading and assessment practices. One of the phrases I kept hearing throughout our staff professional development sessions was authentic assessment. I understood (and agreed with) the basic premise—create more opportunities for students to perform tasks that demonstrate meaningful application of essential knowledge and skills. Doing so involves going beyond, or even potentially replacing, traditional summative assessments at the end of each unit.
Matt Vonk and Peter Bohacek have just created a handful of new chemistry activities that are based on interactive high-resolution video. These classroom-ready experiments have interactive tools so that students can perform the analysis and record data themselves. In some cases, students can even change variables.
All too often teachers use POGIL activities as worksheets when the teacher is absent, busy work to review a topic, or handouts for homework. However, using the POGIL activities in this manner does not allow the students to reap all the benefits of the activity. This article is designed to give you a glimpse into what the POGIL process can do for you.
Over the last two years, the Official AP Chemistry Community forum on the College Board website has been largely, though not completely, displaced by the formation of a Facebook group called National AP Chemistry Teachers that now boasts 1,962 members.
A solid grasp of proportional thinking is crucial to being able to solve all sorts of problems in chemistry as well as “real life” situations. While many students seem to intuitively understand that one mole is equal to 6.022 x 1023 particles when the analogy is drawn to a dozen eggs, for some, this sort of equality is a puzzling mystery.
This past March, I ran a multi-day poll on Twitter that was designed to be a fun way to determine the “best” element on the periodic table. I’m sharing about the poll here on ChemEdX in case others might want to try something similar in their classrooms.
he Biennial Conference on Chemical Education (BCCE) will be held at Notre Dame in South Bend, Indiana from July 29 through August 2, 2018. This is an excellent professional development opportunity for high school and college chemistry instructors.
A greener procedure that you might consider to replace the traditional "formula of a hydrate lab" that has typically used copper II sulfate.
