It’s that time of year again! The summer is already starting to wind down, the AP Chemistry scores have been released, and now, at the Biennial Conference on Chemical Education (BCCE) 2018 at Notre Dame, Paul Bonvallet and his crew of talented educators have given their analysis and debrief.
How do you demonstrate how a buffer system works? I did some brainstorming, devised a plan and it went well. This post is a description of what I did.
Now that the 2018 administration of the AP Chemistry Exam is in the books, all of us AP Chemistry teachers now have an opportunity to reflect on the year as we turn our attention toward preparing for the fall.
Recently, while attending the High School Teacher Day at the ACS National meeting in New Orleans, we were given Wack-A-Pack™ valentine balloons and encouraged to play with them. I am a huge fan of finding chemistry in the real world and using it as an integral part of my instruction; and as we were experimenting, I was reminded of a rather fun activity I had done on Valentine’s Day with my AP students.
In the summer of 2016, there was a Modeling WorkshopTM for High School Chemistry just before BCCE in Colorado. I already had planned to go to BCCE, so I took the plunge. Two weeks of daily instruction and labs in student mode as well as teacher mode debriefing was exhausting and exhilarating at the same time. I left with a folder and flashdrive of curriculum resources provided by AMTA (the American Modeling Teachers Association.
Over the last two years, the Official AP Chemistry Community forum on the College Board website has been largely, though not completely, displaced by the formation of a Facebook group called National AP Chemistry Teachers that now boasts 1,962 members.
Is it time for us as chemistry teachers to move beyond the Le Châtelier Principle as justification for why disturbances to equilibrium systems cause particular “shifts”? The author shares his new approach to teach equilibrium and provide his students with a more rigorous understanding of the concept.
The research says the best way to make your school better is to encourage teachers to participate in professional learning teams that unpack the standards to determine what each student should learn and how the learning will be measured, build a useful warehouse of evidence that learning is occurring, and critically review data collected to determine useful instructional strategies versus ineffective strategies.
Near the end of the school year we are all thinking about what we will do with our AP Chem students until the end of the semester. Last year I wrote about a post AP independent study activity that I use dealing with transition metal compounds. I still like it and use it. But this year I want to talk about a very involved lab that many of my colleagues are ignoring.
The College Board offers the opportunity to have access to guided inquiry "Building Block" performance tasks, "Building Block" digital assessments, and FRQ-style end of "Building Block" assessments directed specifically at nine "challenge areas." The "challenge areas" are organized according to the AP Chemistry six big ideas. I have used most of the resources available in AP Insight this year with my honors and AP chemistry students. Today, post-AP exam, I asked the students to provide me with feedback about the usefulness of those resources.