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.
Erica Jacobsen shares highlights from the April 2019 issue of the Journal of Chemical Education.
Card sorts are a great way to achieve a number of classroom objectives. They can be used as a review activity or they can be done during the middle of a lesson as a type of formative assessment. Sorts can encourage students to work with other students or can even be used as a type of exit ticket. I decided to use the strategy about two thirds of the way through a unit on covalent and ionic compounds and lewis structures. I knew there were items we did not cover in the sort but I was curious to see how they would approach these unknown topics.
You probably know what happens when you place dry ice in water. Do you know what happens when dry ice is placed in acetone or glycerin? Read this and find out!
In this blog post, I'll discuss how I've expanded my use of model kits within my chemistry class to help explore a variety of topics with my students.
One of the resources we have vetted is an interactive slideshow from PBS on both ionic and covalent bonds. Teachers using Modeling Instruction will find these resources elucidate a model of electron behavior which adds to the particle story of matter we have been telling throughout the year.
If you look at any chemistry textbook, you will see Lewis structures introduced long before electronic and molecular geometries. This makes sense since you need Lewis structures to determine molecular geometry. Unfortunately, research has shown that students often do not recognize that the purpose of drawing Lewis structures is not to create the structure itself but to use it as tool to understand the properties of the molecule (Cooper, Grove, Underwood & Klymkowsky, 2010).