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There are occasionally discussions amongst educators about the efficacy of using technology in the classroom. Does it really make a difference? One train of thought is looking at the use of technology through the SAMR lens. Is the technology simply a Substitution? Or does it Augment the learning compared to previous methods of learning the same material. Maybe the use of technology Modifies the learning tasks. Or will the technology actually Redefine the learning by allowing the student to interact with knowledge in a way that is impossible without this technology. With this in mind, I set about to use an iPad app and an online simulation to introduce my IB Chemistry students to the concept of Maxwell-Boltzmann distribution curves. I'm not sure exactly where it fits on the SAMR continuum, but without the simulations I could only show my students the graphical representation of the Maxwell-Boltzmann distribution curve. By using the simulations, I am attempting to help my students develope a deeper understanding of them.
I have taught for almost 30 years and have attended my fair share of professional development. Many of these have been very good (ChemEd, BCCE, ACS, NSTA, and ICE) but nothing has been as motivating, influential, and beneficial to my career as getting involved in the Chemistry Olympiad. Every year, the ACS sponsors a local section contest for high school students.
Science is creative; it requires new ideas, new patterns, and new solutions to old problems. A deep understanding of the periodic table is the most critical knowledge in chemistry. I want my students to experience the table and conceptualize its trends in a deeper way.
Some orange peels can cause balloons to pop. The compound in orange peels called limonene is responsible for this effect. Limonene is responsible for the wonderful smell of oranges, and it is a liquid at room temperature.
With spring just around the corner and warmer weather approaching, I find that I’m in active summer preparation mode. This is the time of year when I’m trying to plan for the perfect summer balance between professional development and relaxation – both professional growth experiences in my
Labs! They have been the most overwhelming part of my career in chemistry. I felt the least prepared in this area when I began teaching and walked into my first lab as a teacher. Knowing all of the chemicals and equipment were under my care was a bit terrifying.
In this age of scientific inquiry, molecular modeling, digital classrooms, and differentiation, I felt downright guilty about any teacher-centered time. My classroom is flipped after all. I’m not supposed to be lecturing, right?
A fun experiment to conduct when discussing phase diagrams is the melting of solid carbon dioxide (dry ice). To perform this experiment, place small pieces of dry ice (carbon dioxide) in a plastic pipette, seal with a pair of pliers, and position the bulb of the sealed pi