You probably know what happens when you place dry ice in water. Do you know what happens when dry ice is placed in acetone or glycerin? Read this and find out!
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.
The American Modeling Teachers Association (AMTA) is an international, professional community comprised of over 2800 passionate, innovative, and connected educators. Members include high school and university level STEM educators, educational research professionals, as well as pre-service and retired teachers.
In this "Pick" I'll briefly describe how I use the ChemDraw iPad App for creating structures for my teaching. I also provide a link to a tutorial where I share some tips on how to get started using ChemDraw on your iPad.
Last month, I shared about a new PD opportunity I had the privilege of participating in called Gizmos. You can read about it here. After Thanksgiving break, my Chemistry 1 and Honors Chemistry 1 classes began our Chemical Reactions unit.
I have used several different versions of the Silver Mirror or Tollen's Test lab. I am sharing the method that has proven to be the most reliable for me. The solutions should be made fresh, the directions must be followed closely and timing is very important. I like the fact that relatively small amounts of the chemicals are required, but as always you must be vigilant with safety precautions.
15 minutes of prep time and 20 minutes of class time if you have multiple hoods available for students to use. I only have one hood, so I have another activity for students to complete while two groups rotate through the lab over two 60 minute class periods.
Improving Student Understanding
The December 2016 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: synthesis in the laboratory, examining and using a flipped classroom, improving labs through multimedia-based and student-directed learning, using applied math for better understanding, improving student understanding of thermodynamics, inclusive chemistry teaching, using manuscript review for assessment, climate chemistry, spectroscopy experiments, performing safe demonstrations.
Sharing the topics of measurement and the metric system could at first thought be seen as largely a visual endeavor. Students might measure the lengths of various objects and then convert their results from one metric prefix to another. Ditto mass or volume, with their respective measuring tools. What if the sense of touch could be incorporated to provide a different aspect of learning, beyond simply manipulating the objects?
It is the holiday season, and here in Colorado, it is finally starting to feel like winter with a storm predicted for this afternoon!
I used the teacher guide for the Mystery of Matter video series to create worksheets for students to complete while watching the first two episodes. This can be used if you are leaving the video as a sub plan or if you want to assign the video as a homework assignment. It would also work as an assignment for absent students if you watch the video in class whether you use the worksheet with present students or just guide the discussion per the original teacher notes provided on the Mystery of Matter website. Using this format, you can create your own worksheets from the teacher guides of the other episodes as well.
If your not familiar with the video series "The Mystery of Matter, Search for the Elements" then I highly recommend their use as part of your curriculum. The Mystery of Matter: Search for the Elements is a PBS series about the amazing human story behind the Periodic Table. The videos, most of them 4-12 minutes long, draw on the interviews, re-enactments, animations and photographs that were shot and collected for the PBS series, with supplementary animations and images as needed. In all, the videos make up about three hours of programming. I shared several of the video clips with my high school students and they really seemed to enjoy them mentioning the reason was because the videos were done using actors to tell the stories and it was similar to watching a movie.