ChemEd X contributors offer their ideas and opinions on a broad spectrum of topics pertaining to chemical education.
Blogs at ChemEd X reflect the opinions of the contributors and are open to comments. Only selected contributors blog at ChemEd X. If you would like to blog regularly at ChemEd X, please use our Contribution form to request an invitation to do so from one of our editors.
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
(A look at workplace exposure limits found in MSDS sheets)
There is useful information in section 8 of a (Material) Safety Data Sheet (MSDS) that teachers can use and shows how a knowledge of chemical equations and calculations helps protect the health of their students and themselves and helps to assure their employers and safety officers that teachers and lecturers are responsible and professional users of chemicals.
Last year I came across a link on Twitter regarding an art installation by Roger Hiorns in England titled “Seizure.” Some of you may have seen it too – a condemned flat in London was essentially sealed off and filled with more than 75,000 L of supersaturated copper sulfate solution.
The Modeling™ curriculum emphasizes modeling, collecting evidence, scientific discourse and development of conceptual understanding. All of these can be linked to AP and NGSS standards. If you are looking to make improvements in your curriculum and gain some impressive strategies, consider enrolling in a workshop this summer. There are many workshops scheduled around the country during the summer. A full curriculum and support materials are provided.
Just the other day within my IB Chemistry HL classes, we were discussing the color of transition metal complex ions in solution. It's a bit imperfect, because they are not yet dissolved, but I set up a number of metal chloride salts in order to help students see the pattern. They are arranged according to the position of the metal in the periodic table. It ends up being quite obvious to the students that the only metal salts with color are in the d-block. I'm now in the process of ordering more chloride salts so I can complete the pattern even more the next time I teach this topic.
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.
Check out the solution to Chemical Mystery #4: The Case of the Misbehaving Balloon!
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.