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The new AP Chemistry Curriculum and the NGSS both focus on developing deep conceptual understanding. In order to achieve this, teachers must identify the objectives they need to teach to and stockpile a good assortment of conceptual questions for formative and summative assessments to support those objectives.
Did any of you guess what was going on in Chemical Mystery #4: The Case of the Misbehaving Balloon? In this experiment,
One of the mantras in the article was “Blind people can’t do those things.” Blind people can’t walk without a cane. Blind people can’t climb trees. Blind people can’t go to a regular public school. Blind people can’t do various jobs. Blind people can’t pursue certain careers.
Historically, my students report significant figures as one of the most confusing concepts in honors chemistry. My recent blog post described the process of transforming my introduction into an inquiry activity. I’ve also re-worked my practice activities to be more directed to specific student needs, more focused on spending time with small groups, and more dedicated to active learning. This four step tiered plan works for me.
Hello and welcome to my new blog. I am Michael Morgan and I teach AP Chemistry, Honors Chemistry, Chemistry, and pretty much all things NErDy at Francisco Bravo Medical Magnet High School in Los Angeles, CA. I have been teaching for almost 30 years. In Los Angeles I am a rare bird, a chemistry teacher that actually studied chemistry in college.
Education “buzz words” can be meaningless jargon, or they can challenge us to consider new approaches to teaching and learning. Don’t let the jargon be a buzz kill!
“Significant figures are so confusing,” says my former student, who is currently taking AP Chemistry. My PowerPoint lecture with lab to follow didn’t work. Convicted, I wrestled with transforming my tired lesson. I embraced the buzz words. Let’s look at a significant figures lesson that changed my compliant, quiet learners to ENGAGED COLLABORATORS.
Chemistry teachers face many challenges. One of those challenges is providing our students with the equipment and resources they need to be successful. Many teachers find themselves in schools that cannot afford to properly outfit their chemistry courses. That is exactly the situation I found myself in as a new teacher.
Conducting experiments with liquid nitrogen experiments is a sure-fire way to energize many chemistry lessons. Unfortunately, getting access to liquid nitrogen can be a bit difficult.
At my school in Michigan, the second semester just started this week. And, since all chemistry classes (except for IB Chemistry) are semester courses, I have new students and different preps.
I love teaching chemistry! It is fun to express that interest by collecting t-shirts and other items when I attend professional development.