Have you been watching the Winter Olympics? I have been able to draw many similarities and relevance to what I am teaching in the classroom. How about you?
In an effort to align my lessons with the Next Generation Science Standards (NGSS), I have tried to take the content I have traditionally taught, and shift the design to focus on student engagement with the science and engineering practices outlined in the standards. For the topic of heat transfer I re-packaged the ice melting blocks discrepant event as a NGSS investigative phenomena.
two class periods
Whether you are looking to add a bit more scientific inquiry to your labs or simply looking for a great stoichiometry lab that can be added to your collection, I encourage you to try something like this with your students!
In the embedded video, I will walk you through a kinetics experiment we use in our Chemistry 2 (and Honors Chemistry 2) courses. The lab is called Disappearing X.
The focus of this article will be on how to incorporate the first science and engineering practice, asking questions, into your chemistry instruction. The most common professional development technique I have encountered regarding this practice is Question Formulation Technique (QFT).
During my first year of teaching (in Indianapolis, IN), I was inspired by some research I had read as well as some other teachers in the Indy area who were flipping their classes. I was at a small parochial school where parental and administrative support for technology inclusion was present. My principal outfitted me with the tools I needed to “flip” my classes and record tutorial videos. Things went pretty well. It was a learning curve for many but I also had good feedback from students and parents.
This post was submitted for the 2017 ChemEd X Call for Contributions: Creating a Classroom Culture.
Though we may recognize its presence, teachers, scientists, and policymakers still disagree on the most practical and effective methods for developing scientific literacy in our students. Herein lies our challenge as science educators—what can we do in the classroom to create experiences for our students that involve the understanding and appreciation of the most valuable traits associated with being scientifically literate? This article includes resources and a sample assignment that will hopefully get all of us off on a good start.
I will share how I use the Target Inquiry activity, Change You Can Believe In. I have realized that I need to include particulate models within the assessments after the lab to fully evaluate my student's conceptual understanding.
Lasting Value and High Impact
The May 2017 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: project- and inquiry-based laboratories; measuring value and impact; research on core ideas and clickers; new twists on classic activities; understanding diffraction; acid-base chemistry; teaching informed by technology: flipped learning, biochemistry labs, and scientific computing for chemists; from the archives: chemistry helps feed the world.
Are you familiar with the dynamic density bottle experiment? This interesting experiment was invented by Lynn Higgins, and is sold by various science supply companies. Two immiscible liquids (usually salt water and isopropyl alcohol) and two different types of plastic pieces are contained within a dynamic density bottle. The plastic pieces display curious floating and sinking behavior when the bottle is shaken.