organic

Implementing a Process-Oriented Guided Inquiry Learning (POGIL) style recrystallization activity provides students with an opportunity to actively engage in the learning process while reinforcing key chemical concepts such as polarity, solubility, and purification techniques.

I’m not a fan of asking students to memorize rules or laws for the sake of memorizing rules or laws. There has to be a point—a reason, or at least a decent "this hits home” example of the rule or law. Stay with me . . .

Co-Authored by Dean J. Campbell,* Bozana Lojpur,* and Rebecca Liu* *Bradley University, Peoria, Illinois

As a follow-up to the first two activities (Part 1 and Part 2) using paper tools to introduce

On a recent trip to Wyoming I eagerly paid a visit to Fort Bridger State Historic Park. In the main museum (the former barracks) an interpretive timeline display summarizing the history of (dishonored and broken) treaties and chronic conflict between the US government and western Native Americans captivated me.

Like a lot of folks (including students), I love brownies. My teaching style and objectives emphasize the applications of chemistry learned in lecture to everyday consumer products familiar to students.

To help introduce students to organic nomenclature in a way that clearly summarizes the patterns that exist in the IUPAC system, a series of paper tools were developed. The paper tool in this activity can be used to introduce the IUPAC naming of major classes of organic compounds.

I have long felt that teaching directly to the test is not the best way to approach education. Therefore I often include topics in my AP Chemistry classes that are not directly tested on the exam. More complex topics often help my students with building their grasp of fundamental ideas and leads to a better ability to understand simple and complex theories.