JCE ChemEd Xchange provides a place for sharing information and opinions. Currently, articles, blogs and reading lists from ChemEd X contributors are listed below. We plan to include other items that the community wishes to share through their contributions to ChemEd X.

Fun and Quick Rates Lab (No pun intended...)

Rates Lab

I am facing what many teachers are facing. It is AP week, I am trying to continue "as usual" with doing labs and learning but this time of year is anything but "as usual". There is a rates lab we do this time of year which is a good lab, rather involved with a significant amount of set up and work. I got an idea for a slightly different rates lab from Bob Worley. I found a similar large scale version from Flinn Scientific. Thanks to Bob, I decided to do a microscale version.


A Look Into My General Chemistry Reactions Unit- Supporting Students with Making Connections among the Nanoscopic and Macroscopic


Organic chemistry was when I fell in love with chemistry. Also known as Chem 210 at the University of Michigan, it was the first time I actually started to connect what was going on at the nanoscopic level to the macroscopic world. Since then, I’ve been hooked.


Argument-Driven Inquiry in Chemistry: Lab Investigations for Grades 9 - 12

argument driven inquiry

I have been on a mission lately to make scientists out of my students. I am long past my fears that they are not capable of discovering the world for themselves or that they won’t learn the content if we spend too much time on science practices. What I have to work on now is orchestrating the experience. The pedagogy underlying Modeling Instruction has become the backbone for much of my instruction lately. This method of instruction not only gives my students an engaging, authentic scientific experience but has resulted in deeper content knowledge.

Is Your Department NGSS Ready? A Review of “What Professional Development Strategies Are Needed for Successful Implementation of the Next Generation Science Standards?” by Brian J. Reiser

Adapted from A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, by the National Research Council, 2012, Figure 3-1, Washington, DC: National Academies Press.

With the end of the school year approaching, educators are not only developing their semester exams, they are preparing for the upcoming school year as well. Although each individual educator has their own approach to improving their curriculum, many will be spending their time off aligning their curriculum to the Next Generation Science Standards. Currently eighteen states have adopted the Next Generation Science Standards, with additional states developing their own modified version. The idea of revising curriculum for each and every course can be daunting as educators try to identify a common theme that can be applied throughout the entire department. So where do we start? How do we thread a common theme for the professional development provided in our subject area?

Clarifying Electron Configurations

We’ve all seen and use the so-called Aufbau Diagram. It is a mnemonic used to remember the order of “filling” of atomic orbitals during the construction of the ground state electron configurations of the elements. The presentation of this diagram is largely disconnected from any physical meaning. Here’s what we tell our students: “Memorize the diagram, learn to use it, and you’re guaranteed to get the right answer.”

Conversations, Confessions, Confusions (and hopefully some Clarity) on Electronic Configurations

A complete understanding of why each element has a particular electronic configurations is a very complex subject. Even so, some confusion regarding the electronic configurations of the elements may be alleviated by looking at the physical properties of the electronic orbitals.

Kinetics Review


In one of my last blog posts I wrote of how I sometimes enjoy ending a unit with a series of demonstrations and using them to elicit a dialog between the students and myself to check for understanding. It is always a fascinating experience to hear the misconceptions that many students have the day before the test.

Spring Senioritis!?!

Senioritis. Seniors come down with it. Underclassmen claim it's contagious. Teachers do not appear to be exempt. Let's face it: Summer is coming and we all know it. We all want it. We are all ready for it! However, the calendar declares it is not here yet. What do you do when your students are unmotivated? 

One teacher's attempt to use BCA Tables for Stoichiometry

The thermal decomposition of copper II carbonate basic

In this blog post I'll describe a recent attempt at using BCA Tables for teaching stoichiometry. I discuss the method I used with one introductory chemistry class to teach both the algorithm method and BCA tables to learn more about a technique I've been curious about for a while.