The October 2016 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: exploring the candy–cola soda geyser; peer-led team teaching; investigating students’ reasoning; fostering a student-centered learning environment; chemical education in India; activities to increase interest in chemistry; using a smartphone in the laboratory; food chemistry analysis; organic synthesis; green chemistry in the organic laboratory; materials science experiments; cost-effective laboratory equipment; teaching resources; JCE resources to celebrate National Chemistry Week 2016.
After receiving positive feedback from Peter Mahaffy, the IUPAC project co-chair of Isotopes Matter, I decided to add an additional component to the original isotope assignment I posted. The second component of the assignment focuses on the applications of both radioactive and stable isotopes using the interactive IUPAC periodic table.
55-60 minutes for both parts of the extension activity
Engaging Student Interest and Inquiry
The September 2016 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: copper chemistry; safety; using brewing to teach chemistry; 3D-printed models; learning using games; open-ended approaches to teaching; innovative methods to teach biochemistry; polymer chemistry; organic synthesis labs; teaching physical chemistry; chemistry field trips.
Isotopes Matter is a digital learning tool, developed by IUPAC Isotopic Periodic Table, designed to explain isotopes as well as their importance. This resource incorporates mass spectroscopy data into each of the key ideas as well as provides multiple examples as to how varying isotopes are commonly used.
Using Isotopes Matter and the class discussion: 55-60 minutes
It was the empty terrible feeling in the pit of my stomach at 9:30 at night that really bothered me as I am wading through the stack of papers that I was grading. I had the students do experiments, worksheets, I lectured and there was homework. Some of the students could “do” what I thought was science. They could calculate the answer. They could balance the equation.
This exercise is intended as an ice-breaker for a first or second class meeting. It also serves as an introduction to physical & chemical properties and application of the macro/micro/symbolic representations of chemical phenomena. Finally, it also provides a framework to mention many of the topics to be covered in a general chem first semester course.
The first day of school for me has always been daunting for my new students (in AP chemistry, where I know the kids, it’s so much easier). I want my students to know the following: -Who is this tiny person who looks like a teenager (that’d be ME, folks)? Where did she come from and why is she teaching us? -What does chemistry look like?
The August 2016 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: blue bottle reaction revisited; precollege professional development; chemical education research on intermolecular interactions and bonding; integrated courses; activities involving kinetics, enzymes, and gases; nanomaterial & polymer laboratories; organic synthesis; NMR teaching resources; book recommendations for summer reading.
A quick search on Amazon for a package of 144 ping pong balls and a trip to the arts and crafts store for paint, magnets, and glue and I was ready to start making my own class set of model kits.
It's been a few days since my summer break began. I have had a few days to decompress, relax, and think about my next post. I have been planning to write about concept mapping since the end of our first semester. I first recognized the effects of concept mapping in the classroom when I read Shannon Bowen's blog post last December.