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. Oxygen is the second in this series of elements to be discussed as part of the Element of the Month program. #IYPT
HS-PS1-2 Chemical Reactions
Did you figure out how the experiment in Chemical Mystery #14 was performed? The solution is presented here!
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. Sodium is the first in this series of elements to be discussed as part of the Element of the Month program. #IYPT
The lab was a success as I watched startled students produce the so-called barking dog sound as they combusted the hydrogen gas in their inverted test tubes.
I have used several different versions of the Silver Mirror or Tollen's Test lab. I am sharing the method that has proven to be the most reliable for me. The solutions should be made fresh, the directions must be followed closely and timing is very important. I like the fact that relatively small amounts of the chemicals are required, but as always you must be vigilant with safety precautions.
I am a very firm believer that the world of physical science can be visualized and is an excellent medium for teaching students to model and to picture what happens at the molecular level. The first topic we decided to explore was balancing chemical equations. This seems like such a simple topic to chemistry teachers but I have found that it can be quite challenging for many of my inner city students. The first thing they ask me for is a list of rules that they can follow. We can discuss the problems of algorithmic teaching in a later post! For the time being let’s talk about how to get students to understand why they need to balance equations and discuss what we can call “Conservation of Atoms”.
I am facing what many teachers are facing. It is AP week, I am trying to continue "as usual" with doing labs and learning but this time of year is anything but "as usual". There is a rates lab we do this time of year which is a good lab, rather involved with a significant amount of set up and work. I got an idea for a slightly different rates lab from Bob Worley. I found a similar large scale version from Flinn Scientific. Thanks to Bob, I decided to do a microscale version.
Organic chemistry was when I fell in love with chemistry. Also known as Chem 210 at the University of Michigan, it was the first time I actually started to connect what was going on at the nanoscopic level to the macroscopic world. Since then, I’ve been hooked.
In one of my last blog posts I wrote of how I sometimes enjoy ending a unit with a series of demonstrations and using them to elicit a dialog between the students and myself to check for understanding. It is always a fascinating experience to hear the misconceptions that many students have the day before the test.
Stoichiometry is arguably one of the most difficult concepts for students to grasp in a general chemistry class. Stoichiometry requires students to synthesize their knowledge of moles, balanced equations and proportional reasoning to describe a process that is too small to see. Many times teachers default to an algorithmic approach to solving stoichiometry problems, which may prevent students from gaining a full conceptual understanding of the reaction they are describing.