ChemEd X articles address topics in chemical education ranging across the entire spectrum of the chemical sciences.
Articles are contributed by the community and are open for comments. Please see our Contribution Guidelines for information about contributing to ChemEd X. To contribute an article, use our contribution form to describe the nature of the article you intend to submit. A ChemEd X editor will respond with further instructions.
A formative assessment designed by an ACCT cohort member designed to investigate student understanding of chemical mechanism.
A formative assessment designed by an ACCT cohort member designed to investigate student understanding of Chemical Mechanism.
A formative assessment designed by an ACCT cohort member designed to investigate student understanding of chemical control.
“What cues are used to differentiate matter types?” is a question of differentiation, or telling matter types apart. Differentiation in chemical thinking is based on the assumption that every chemical substance has at least one differentiating property that makes it unique. Good differentiating properties do not depend on the amount of substance under analysis and have unique values for different materials. Examples include boiling points, solubilities in water, and molecular structure. The characterization of these differentiating properties is critical for the design of methods to separate substances, identify them, detect them in our surroundings, or quantify their amounts.
ACCT cohort member generated formative assessment.
ACCT cohort member created formative assessment.
ACCT cohort member generated formative assessment
Cohort participant designed formative assessment that addresses BCR thinking.
ACCT cohort participant-designed formative assessment.
Gas Exchange formative assessment developed by cohort participant.