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.
“So You Think You Can Demo” is a fun and educational contest sponsored by ChemEd committee members to allow chemical educators to have a platform to share their best hands-on science demonstrations. We encourage all ChemEd 2015 attendees to submit a video showing off your most creative, informative and interesting chemistry demo. The deadline for submission of a demo video is April 30th.
This semester I get to work with one of my high school students as she investitgates what it takes to be a chemistry teacher. She wrote the following blog post to describe her project...
I started thinking about how integral the storytelling was to the curricular choices I made in my classroom. I realized that I had shared some of my experiences as a Modeler and a few of the activities we use in our classrooms, but I have never described the order of topics. So, this blog is titled “The Model So Far…” I hope it gives you an idea of the journey we take each year as the students uncover evidence and construct models along the way.
Chemistry Education without Borders
The March 2015 issue of the Journal of Chemical Education is now available online at http://pubs.acs.org/toc/jceda8/92/3. This issue features NMR spectroscopy; chemistry teaching from an international perspective; chemistry & history; learning to think and work like a chemist; introductory laboratory experiences & experiments; the chemistry of fingerprints.
The citation included on the plaque presented to the 2014 recipient of the James Bryant Conant Award in High School Chemistry Teaching reads “For her creativity, enthusiasm, and love of chemistry, inspiring students and teachers alike for over 35 years.”1 Kathy Kitzmann is all of that and more.
The February 2015 issue of the Journal of Chemical Education is now available to subscribers at http://pubs.acs.org/toc/jceda8/92/2. The February issue includes content on: metal-organic materials, assessment, acid–base chemistry, game-based approach to teaching, chemical structure and properties, luminescence, inquiry-based teaching, nanochemistry, synthesis, and computational chemistry. This latest issue of JCE plus the content of all past issues, volumes 1 through 92, are available at http://pubs.acs.org/jchemeduc.
The Chemical Educational Foundation's (CEF) You Be The Chemist® (YBTC) programs are designed to enhance K-8 science education by introducing the central role of chemistry in all the sciences and in our everyday lives. To accomplish its mission, CEF relies on the collaboration of industry, educators, and all members of a community to enhance science education among every generation, beginning with our youth. See CEF website for more information: https://www.chemed.org/ybtc/
A New Year with a New Volume of Resources The January 2015 issue marks the start of the 92nd volume of the Journal of Chemical Education and is now available online at http://pubs.acs.org/toc/jceda8/92/1. This issue features colorful chemistry; using stories and writing to learn; demystifying chemistry literature; cost-effective activities and materials; experimenting with chromatography and natural products.
Celebrating the International Year of Crystallography The December 2014 issue of the Journal of Chemical Education is now available for subscribers online at http://pubs.acs.org/toc/jceda8/91/12. The December issue includes content on: crystallography, assessment, career development for undergraduates, problem solving in organic chemistry, and teaching physical chemistry. This latest issue of JCE plus the content of all past issues, volumes 1 through 91, are available at http://pubs.acs.org/jchemeduc.
This article describes a three week lesson plan for teaching stoichiometry using an algorithmic method. Two labs (one designed as a laboratory quiz) several cooperative learning exercises, student worksheets and guided instructional frameworks (forcing students to develop good habits in writing measures and doing problem solving) are included. The highlight of the lessons is the "chemistry carol" (based on Felix Mendelssohn's music for "Hark! The Herald Angels Sing") in which students recite a five-step algorithm for completing stoichiometry problems. While algorithmic processes may not always be best, I have found that there are many benefits to giving students a firm background and something to always fall back upon in one of the more challenging topics of chemistry. I believe that the good habits developed in this method of stoichiometry carry through to all the rest of their chemistry work, making it much easier to use inquiry-based methods when doing other advanced chemistry topics.