Bonding and Interactions

Would you like to take a walk with me through the chemical winter wonderland of snowflakes? Well, we chemists know that the stunning six-sided symmetry of snowflakes (Figure 1) results from repeated arrangement of water molecules into a hexagonal crystal structure (Figure 2).

If it's time for you to do some planning for a unit on bonding and/or nomenclature, this post if for you. To help with the planning of this unit, I have pulled together a list of posts to provide a bonding and nomenclature springboard. There is much more that can be found, but think of this as a really good starting point.

The Intermolecular Force Lava Lamp Lab is a beloved activity among our first-year chemistry students. By integrating particulate model scaffolds into the classic Lava Lamp Lab, we aim to make the concept of intermolecular forces more accessible, reducing cognitive load and improving overall comprehension.

I enjoy incorporating quick brain break games into my chemistry classes to keep things exciting. Recently, while brainstorming ways to spice up a lecture on potential energy versus interparticle distance graphs, I stumbled upon a great idea for a brain break: magnetic chess!

Co-Authored by Dean J. Campbell* and Matthew E. Hill *Bradley University, Peoria, Illinois

Sometimes we have a topic that needs a refresh, and I hope when you’re searching for fresh ideas those searches lead you to ChemEd X! What I love doing is taking an activity that is really great, and using it in my own way with a personal twist.

As a chemistry teacher, I am constantly looking for ways to engage my students, promote community building, and reinforce key concepts. One effective way to achieve all these goals is through the use of brain breaks, short activities that provide students with a mental reset while incorporating learning in a fun and interactive manner.

Molecular geometry is a center piece to a student’s understanding of intermolecular forces. Unfortunately, many students don’t have the special skills to “see” the geometry without a model kit. We use a model kit in our laboratories, but there are not enough of them nor are there funds to purchase more. The students are unable to use thes