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If videos are the method of choice for my students’ free time learning, then why do they sometimes struggle to hear and make sense of the chemistry content in my short teaching videos?
These tenets set PBL (the big once-per-semester projects) apart from day to day activities and inquiry:
PBL poses an authentic problem with multiple solutions.
PBL requires core subject knowledge to propose solutions to a problem to an authentic audience.
My IB chemistry class is currently working its way through organic chemistry. One of the topics studied is the free-radical mechanism for the halogenation of an alkane.
n teaching we regularly change our class structures and routines and we implement new “interventions” in hopes of changing classroom dynamics or reaching more students. I know that most of the time I make these decisions based upon anecdotal evidence, perhaps after glancing at a handful of exit tickets from my students or based upon how I “felt” the class went. Recently, though, I’m finding myself a little more hesitant when making a claim about my class. I require that my students support their claims with evidence, so why wouldn’t I also support mine with evidence?
I have been involved in several types of community outreach projects to promote science education and chemistry. One of the best was a biannual event I worked on with teachers from each elementary school in our district and from our middle school. It was a Science Extravaganza.
“What are you reading?” This twist on the traditional icebreaker question kicked off a meeting session last summer. I was eager for the conversation to make its way around the table to me. On my plane ride the day before, I’d started The Martian by Andy Weir, and I was hooked.
The “Elephant Toothpaste” experiment is a very popular, albeit messy chemistry demonstration. To carry out this experiment, place a 250 mL graduated cylinder on something that you wouldn’t mind getting messy.
Have you read “Making Thinking Visible”? You should. It focuses on making student thinking visible to the teacher. While still learning to use the visible thinking routines, I really feel more conscious of students’ understandings than ever.
Here is a sample activity that I adapted to fit my honor chemistry students’ needs:
Last night I had the opportunity to do another lab that I wrote with my students. It is so exciting to see something go from words on a screen to a group of students working together in a laboratory. I learned so much as I walked around the room last night. Here are a few highlights:
Last year while attending the Biennial Conference on Chemical Education at GVSU I had the opportunity to hear a talk that showed a video of a chemical demonstration showing the burning of magnesium metal. We have all seen many of these videos (thank you YouTube) and probably have performed this demo for our own students many times. During the video it may have been represented with a chemical equation followed by the students being asked to balance the equation or maybe even predict the products. Although the use of video including the showing of the equation nicely represents the macroscopic and symbolic representation, what was so unique about this particular video is that it also included the particulate representation embedded on top of the video of the demo. This was the first time I had seen the particulate level representation done like that and so I was intrigued in wanting to find more of these representations.