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Titrating this year for me has an added complication. The complication is that half of the science department has to be completely packed up and out of our rooms, including chemicals and equipment, before school ends. Half of the department is going to be completely remodeled (my half of course). Teaching must still go on in the middle of the madness.
If you want to lose weight, you have to burn calories. Anyone who has gone on a diet knows this. But when someone loses weight, have you ever wondered where the lost mass goes?
I have blogged about Argument Driven Inquiry (ADI) previously. It has been a popular topic on ChemEd X lately. During my limited experience, I have found the process to be a bit drawn out but extremely helpful and beneficial. The time spent has been well worth it.
Based on some interactions here on ChemEd X and Twitter, I have been looking for ways to have students generate more questions, ideas, and investigation methods. (See a list of relevant links below.) Some of this is inspired by Argument Driven Inquiry, while some of it is simply my own quest to move further away from being the sole source of information in the class. In this blog post, I would like to talk about how I addressed gas laws using Atomsmith Classroom Online as an investigative tool in place of lab work I did previously using the Vernier gas pressure sensor.
Recently, my district made a commitment to helping its teachers reflect and rethink their grading and assessment practices. One of the phrases I kept hearing throughout our staff professional development sessions was authentic assessment. I understood (and agreed with) the basic premise—create more opportunities for students to perform tasks that demonstrate meaningful application of essential knowledge and skills. Doing so involves going beyond, or even potentially replacing, traditional summative assessments at the end of each unit.
A solid grasp of proportional thinking is crucial to being able to solve all sorts of problems in chemistry as well as “real life” situations. While many students seem to intuitively understand that one mole is equal to 6.022 x 1023 particles when the analogy is drawn to a dozen eggs, for some, this sort of equality is a puzzling mystery.
This past March, I ran a multi-day poll on Twitter that was designed to be a fun way to determine the “best” element on the periodic table. I’m sharing about the poll here on ChemEdX in case others might want to try something similar in their classrooms.
he Biennial Conference on Chemical Education (BCCE) will be held at Notre Dame in South Bend, Indiana from July 29 through August 2, 2018. This is an excellent professional development opportunity for high school and college chemistry instructors.
A greener procedure that you might consider to replace the traditional "formula of a hydrate lab" that has typically used copper II sulfate.
NGSS crosscutting concepts and core ideas are intended to be used as evidence to support explanations and arguments. I have found several lists of Chemistry core ideas online, but I don’t think I would give the ones I have seen to my students because they are either too long or written with language that I don’t think is suitable for novice learners of Chemistry. I have compiled a list of the crosscutting concepts and 12 core ideas for high school Chemistry that my students could use to support the explanations and arguments I will be asking them to write.