curriculum

Measuring Surface Tension to Investigate Intermolecular Forces

Like most concepts in chemistry, intermolecular forces takes a bit of imagination and critical thinking to fully comprehend and apply when explaining a variety of situations. Though demonstrating the presence of these forces in a simple and explicit manner can easily be done, I wanted to change how I introduced IMFs a bit this year by focusing on a more data-to-concepts approach.

Element of the Month - Sulfur

In honor of the International Year of the Periodic Table: A familiarity with the chemistry of some of the elements more commonly encountered in everyday life is a valuable learning experience for all students. Sulfur is the fourth in this series of elements to be discussed as part of the Element of the Month program. #IYPT

Elements, Compounds, and a Vocabulary Card Sort

How many of you could recite, word for word, a definition you learned in school? When you first memorized the definition, you could state “inertia is a property of matter”, or “density is mass over volume.” However, you struggled to apply it to a new situation and maybe you were unsure of how to construct a model of what it meant.

Analogy Experiment—Projectile Pennies with Rutherford

Atomic theory is a common topic throughout any introductory chemistry course. It is likely that Rutherford’s gold foil experiment gets at least some attention in your course. I have used a simple activity that gives students an opportunity to replicate Rutherford’s experiment through an analogy experiment that may allow for easier conceptualization of the experiment itself and provide additional support for model development.

High-Impact Strategies for Implementing Next Generation Science Standards

Like many members of the ChemEd X community, I am working with colleagues to teach and assess the Next Generation Science Standards in our high school’s general chemistry course. We are invested in engaging our students in Three-Dimensional Learning. This article aims to introduce readers to four of the high-impact shifts in mindset and practices we believe are helping our students learn to be better scientists.

NGSS-ify Alka-Seltzer Rockets

Given a guiding question, students determined what they wanted to test, did the experiment and got their CER boards ready for review. Instead of a regular argumentation session, we had a glow and grow session, where students had to provide positive and negative feedback for each board.