Every LED light has a "band gap". Electrons are pushed into an empty orbital which is negative and then the positive end of the circuit attracts the electrons. As they go down in energy through the band gap, they emit light. The larger the band gap, the more energy, the smaller the wavelength and the closer to the "blue" end of the spectrum. So, the key is to try to control the band gap and thus control the color of light.
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.
In a recent blog post, Ben Meacham shared his use of the Claim-Evidence-Reasoning Framework. I have started using this approach for class discussion as well, and will share some ideas and thoughts about the process.
Food chemistry is an interesting and fun class for students. Read the article for some suggestions about resources along with an outline of a unit developed around water in cooking.
Chem 101 is a FREE (for a limited time) app for any apple or android device designed to improve engagement in college chemistry courses. Although the intended audience is college level, there are modules appropriate for high school as well. Students can use the app to practice on their own, or instructors can create in-class or at home assignments.
I always find this time of year quite harrowing. I am right in the middle of academic competition season with Olympiads in physics, chemistry, biology, and math. I have science bowl and ocean bowl along with bridge building all on the same day. Why do we do this to ourselves?
Julia Winter is the 2016 Conant Award winner. She is a veteran chemistry teacher from Michigan. You can watch a video interview recorded March 2016.
Fostering Creativity in Chemistry
The February 2017 online issue of the Journal of Chemical Education is now available to subscribers. Topics featured include: surface chemistry; chemical identity thinking; conceptual understanding; communicating science to the general public; activities and labs linking chemistry and art; history and chemistry; early access to research; technology as instructional support; synthesis laboratories; from the archives: bottle chemistry.
Erica Jacobsen shares highlights from the February 2017 issue of the Journal of Chemical Education that are of special interest to high school chemistry teachers.
For me, the first step toward teaching my students how to critically think about how they structured an argument or explanation was to implement the Claim, Evidence, Reasoning (CER) framework. While the premise behind CER isn’t anything new to the way science teachers already think, it provides an entirely different approach toward how students connect their experiences and previously learned content into something that is much more reflective of being scientifically literate.