Have you ever wondered where the cloud comes from when dry ice is placed in water? If you think the answer is “atmospheric water vapor”, be sure to read this post because experimental evidence suggests that this explanation is wrong.
In teacher preparation, the Vygotsky based theory of formative assessment is integral because teachers and teacher educators who recognize their knowledge as knowledge in formation are better prepared to recognize the value of students’ knowledge. After all, most learners find it easier to build upon prior knowledge when learning material as opposed to having the material dissociated from prior experience and viewed as a completely new and isolated material.
“What we Call Misconceptions May be Necessary Stepping Stones Toward Making Sense of the World” is an article identifying how misconceptions can be turned into sense-making exercises and classroom conversations to help students come to meaningful, and eventually “correct” views of scientific concepts.
I have always been intrigued by the story of the Hindenburg, the iconic airship that caught fire on May 6, 1937. The accident killed 35 of the 100 passengers and crewmembers on board. As a chemistry teacher, I discuss this from a chemical standpoint and the fact that the airship was filled with hydrogen, a flammable gas, rather than helium, a non-flammable gas, as today’s modern airships are.
Tom Kuntzleman loves to share chemical mysteries and that inspired me to create a list of mysteries that are appropriate for the main topics covered in IB Chemistry. In this blog post I'd like to share some detail about how I modified the mystery of the burning water.
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.
Just this week I'm reviewing equilibrium with my IB Chemistry seniors after they finished some summer study on the topic. One of our classes was spent manipulating a classic equilibrium involving copper ions and a copper-chloride complex ion.
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?
I had a tough week. I had a front row seat in which I witnessed someone almost lose their life. I also almost accidently deleted both of my class websites just days before the kids walk in as we are starting a one to one lap top program. Here is the amazing part to all this...I get something that we all get as teachers every year...a second chance.