Share

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.

Using Video Resources to Address Stoichiometry Misconceptions

stoichiometry resources

               Are students reflecting on what their calculated values indicate? This question constantly runs through the minds of chemistry teachers across the country. Recently educators have seen shifts in instruction that promote connections to real-world phenomena using conceptual depth in understanding.

Are We Asking the Right Questions?

Are We Asking the Right Questions

           “So what corners of the periodic table do I have to memorize in order to get an A on the trends quiz?” This was a question that was asked by one of my students at the beginning of our periodicity unit. For countless educators we teach chemistry because we have a passion for trying to understand the world from an atomic level. However many of our students have extrinsic motivators which result in attempts to find shortcuts to recall the material. If we want to avoid responses like the one stated above we have to identify if we are asking thorough questions when assessing our students. 

The Doomsday Scam by C. J. Chivers

The Doomsday Scam, by C. J. Chivers

For decades, aspiring bomb makers - including ISIS - have desperately tried to get their hands on a lethal substance called red mercury.  There's a reason they never have.

What ARE my students actually learning during this long term project (PBL)?

MASTERY CHECK

In an earlier post, I discuss some of my unit planning that (I hope!) further breaks down a few of these misconceptions - my students are not teaching themselves on google. They are weaving back and forth between learning content and the larger reason for learning the content.

However, every single one of these comments above are valid. It is really difficult work to ultimately balance individual accountability and group accountability. Every student needs to master basic stoichiometry before they leave my general chemistry course.

Grateful Grading of Labs?

Thank you for your feedback, students!

One challenge I have is knowing how to evaluate labs properly. In writing my new lab manual, I am setting up rubrics for each lab. The ultimate goal is for this manual to be used by all instructors across the chemistry department at our community college, so they need to have a consistent grading system. Writing these rubrics has been challenging. 

Solubility and Models

First, I had my students examine the conductivity of a puddle of water the size of a nickel. They checked for conductivity. Then they took a very small amount of sodium carbonate and a fresh puddle of water and pushed in a few crystals from the side.  You can still see the crystals in the water but it tested positive for conductivity. They had to explain this. They did the same with a fresh puddle of water and a few crystals of copper (II) sulfate. Again, it tested positive for conductivity but they could still see the blue crystal. Finally, they started again with another fresh puddle of water, pushed a few crystals of sodium carbonate on one side and on the opposite side they pushed in a few crystals of copper (II) sulfate.  After waiting five minutes, a solid dull blue precipitate formed in the middle.  Also, the drop tested positive for conductivity. 

Especially JCE—November 2015

What draws you in to read an article you see in a magazine or journal? Past experiences? Current interests? In the case of the November 2015 issue of the Journal of Chemical Education, it was Darth Vader.

How To Do A Demo Safely

Be safe

We continue to hear bad news about chemistry classroom accidents. Please share this with your cohorts. We cannot assume that everyone knows how to be safe when performing demonstrations.