I had the opportunity to develop an advanced chemical lab design course for a small group of ambitious students. I have outlined the resources I used and how I pulled the course together,
Science Practice: Engaging in Argument from Evidence
In order for students to be fluent enough with the CCCs and core ideas to use them to support their arguments, we teachers need a way to help students become familiar with them.
If you are looking for ideas to create an authentic opportunity for students to apply their knowledge of gas laws while integrating some of the most important science practices, then this activity may fit your needs.
Have you ever seen the liquid nitrogen cloud? Do you wonder how the cloud forms when hot water is thrown onto liquid nitrogen? This post explores the liquid nitrogen cloud and possible explanations for its formation.
I facilitate a working group of chemistry teachers in the New York area and we recently created our own activity surrounding the topic of oxidation. The goal of the probe was to force students to think about what the meaning of oxidation is, as well as to allow students to engage in the science and engineering practice of argumentation. This was an introductory lesson to my oxidation and reduction unit prior to students learning the terms oxidation and reduction.
Use Mega M&Ms, M&Ms minis, and regular M&M’s in this activity to examine the concept of isotopes and average atomic mass. The color of the M&M’s represent that they are the same element and have the same number of protons. The size represents, in a relative sense, the different numbers of neutrons.
In this activity your students will be introduced to the concepts of claim, evidence and reasoning. The activity is POGIL- like in nature in that no prior knowledge is needed on the part of the students.
Watch this video and see if you can figure out how red, white, and blue colors can all be made from the same chemical solution!
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.
This lab is one of my favorite activities to do in my classes and I look forward to it every year. The lab is simple, requires limited supplies, students love it (i.e. high engagement level), and I have found it to really set students up for stoichiometry.