Is it possible to use materials found in high school chemistry labs to extract and subsequently detect cocaine on dollar bills? Let me know what you think after reading this blog post!
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In the article “Reactions Catalyzed by an Assault on a Favorite Principle”1, Emeric Schultz (who incidentally taught me General Chemistry, was my undergraduate advisor, and is now a dear friend and colleague) argues the following:
“Although I have read and heard about ‘big ideas’ in chemistry, I have never seen a commensurate effort to work toward a high school chemistry program that starts from…big ideas and works down.”
The genesis of this paper started with a request from a former student, Thomas Kuntzleman, now a professor of chemistry. He asked if I would consider submitting my thoughts about ‘big ideas’ in chemistry. In his email he attached a paper that I had written for the Journal of Chemical Education six years earlier1. That article was submitted the year after I retired and was a response to a submission questioning the utility of the Principle of Le Châtelier.
It was the empty terrible feeling in the pit of my stomach at 9:30 at night that really bothered me as I am wading through the stack of papers that I was grading. I had the students do experiments, worksheets, I lectured and there was homework. Some of the students could “do” what I thought was science. They could calculate the answer. They could balance the equation.
Like most chemistry teachers, one of the first things I go over in the beginning of the year is unit conversions. Students come into my class with all sorts of prior knowledge concerning unit conversions; some good, some bad and some downright ugly.
With the Olympics just finishing up, I was excited to see the following link posted on twitter entitled: Significant Digits and Pool Tolerances are Why There are So Many Ties in Swimming. You see in my attempt to connect chemistry content to a real world application, I had used a scenario in an old YouTube vi
During my 2nd week into summer “vacation” I met with nine other secondary science teachers from my district. We set forth on a week-long curriculum design journey that involved the new Michigan Science Standards (basically NGSS).
I always feel a need to start the year off with an activity that ties in observations and conclusions but I also know that most students have had that in science classes since the early grades. Is there a way to revisit an old topic with a new or more challenging bent?
This exercise is intended as an ice-breaker for a first or second class meeting. It also serves as an introduction to physical & chemical properties and application of the macro/micro/symbolic representations of chemical phenomena. Finally, it also provides a framework to mention many of the topics to be covered in a general chem first semester course.
Just this week I'm reviewing equilibrium with my IB Chemistry seniors after they finished some summer study on the topic. One of our classes was spent manipulating a classic equilibrium involving copper ions and a copper-chloride complex ion.
Approximately 45-60 minutes is usually enough time to complete all six test tubes, and to answer most of the questions and have some discussion about the results.