I’m a first year AP chemistry teacher. My emotions swing from fear of inadequacy to confusion in pacing to acute awareness of the number of years since college chemistry to desperation in grading 55 lab notebooks to exhaustion with inexperience. Honest truth: I'm studying. I'm studying a lot. Despite 14 years of chemistry teaching experience, I feel blindfolded again.
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Most chemistry teachers somehow teach Lewis dot structures. These structures are the foundation for VSEPR theory, three dimensional models and ultimately how the structure allows us to predict what happens on a large scale. Here is the crazy part...there are a number of different "rules" that really do not make a whole lot of sense. Do a quick search...everyone has there own rules.
Providing Unique Learning Experiences
The February 2016 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: metal–organic cage & host–guest interactions; safety; innovative teaching approaches; understanding kinetics; computer-based instruction; activities combining ethics and analysis; “play with your food” laboratories; synthesis and analysis in the laboratory; fluorescence-based experiments; chemical education research; mining the archives: copper.
The extent of my involvement with football is to check scores to see who won the Super Bowl and to watch an online recap of the best commercials that aired during the game. Nonetheless, I was excited to read, appropriately enough, on Super Bowl Sunday, a football-focused activity in the February 2016 issue of the Journal of Chemical Education. What was the draw?
In this blog post, I’ve asked Natalie about her journey as a woman of color along the path toward a future in a STEM field. I can’t begin to understand her perspective, so I’ve asked her to lend her voice to this issue. I believe it is important that we, as educators, take some time to reflect on what she has to say. Sometimes, the things we don’t say are resonating just as loudly as the things we do.
This past summer our conversations turned to, “How can we improve our instruction to try and prevent the initial misunderstanding?” We had all read Dorothy Gabel’s article Improving Teaching and Learning Through Chemistry Education Research: A Look to the Future. We were intrigued by the author's description of the three fold system of representing concepts in chemistry.
Technology is a word that can generate a great deal of debate in a chemistry classroom. I got into an interesting conversation with a teacher who is new to my school this year as she was moving into her classroom next to mine. That room had only had one occupant since the school opened 25 years ago and I have been the only teacher in my classroom since the school opened.
I hate to sound like a broken record but I used two activities from Grand Valley State Target Inquiry Program (link is external) that worked amazingly well and had a great "flow". Chad Bridle wrote two inquiry activities that dovetail together. The first is "Changes You Can Believe In". Students are presented first with nine cards that are particulate drawings of changes that occur in matter.
Over the last few weeks, I have been working with a middle school physical science teacher, Morgan, to develop a PBL experience for her students as they learn the basics of the atom, periodic trends, and bonding types. She is a first year teacher and has been so fun to work with. It has been really eye opening to work with her - in a good way. As I work with another teacher, I have realized that I have forgotten how big of a task it is to create ALL OF THE PIECES of these experiences for students (and let’s be real, we are a bit crazy to create this during the school year). My goal is always to be real with my writing and experiences, and here is something a bit more real for you all. In this post, I am sharing what it is like to develop a project from both my perspective and, most importantly, from Morgan’s. Think of it as a view from the trenches.
Stoichiometry is arguably one of the most difficult concepts for students to grasp in a general chemistry class. Stoichiometry requires students to synthesize their knowledge of moles, balanced equations and proportional reasoning to describe a process that is too small to see. Many times teachers default to an algorithmic approach to solving stoichiometry problems, which may prevent students from gaining a full conceptual understanding of the reaction they are describing.