Many teachers have students draw models and diagrams to help them illustrate how matter behaves. Teachers can uncover and address possible misconceptions quickly using this strategy. The author describes how to create interactive particle diagram activities that are easy for students to use online. This strategy is applicable to almost any particle diagram and should be useful for teachers during virtual lessons.
Card sorts can be used to quickly assess student understanding. The author has modified two card sorts on photoelectron spectroscopy and intermoleculer forces for use either remotely or in a paperless classroom.
The application of Hess's Law frequently presents students with conceptual problems. This series of experiments confirms Hess's Law and offers a robust understanding of this principle. This can be done as a demo completed by the teacher or as a lab with groups of students.
These are a few reflections from an AP Chemistry Exam reader after reading the 2020 online AP Chemistry Exam.
AACT has organized eight virtual symposia to provide professional development for teachers this summer. These symposia can truly help teachers plan for the next school year and virtually “see” one another to share ideas and concerns.
The mission of APTeach is to create a collaborative community where teachers can share ideas about student miconceptions, pedagogy, improving student understanding, and implementing best practices for teaching chemistry.
Particulate diagrams are all the rage in chemical education. Learn simple tricks to create your own!
Solutions of copper (II) dissolved in acetone are easy to prepare, and can display orange, yellow, green, and blue color depending upon conditions. Such solutions allow for a variety of demonstrations and experiments that illustrate principles of chemical equilibrium.
In this article, the author describes how he uses student misconceptions that are mentioned in the Chief Reader Report as a guide to help him design and write multiple-choice items for AP Chemistry.
The ability to anticipate the errors that students tend to make should serve as a guiding principle when designing assessment items. In addition, a well-written question can uncover student misconceptions.