In my high school chemistry class, a unit we cover is that of atomic structure. In particular, given an elements symbol, mass number, atomic number, and charge, the objective would be for the student to determine the atoms number of protons, neutrons, and electrons. I have several apps/program suggestions that can be useful for this purpose.
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Have you ever had a student ask random questions about each and every element? More than ever it seems as if students are excited about the physical sciences and we, as educators, owe it to them to continue their curiosity. With so much information available at their fingertips, we want to verify that the information they are collecting is accurate.
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.
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.
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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.
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.
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.