I published an article about an independent study unit I use with my AP Chemistry class two years ago, A guided group inquiry lesson on coordination compounds and complex ions. In the time since it was published, I have expanded the unit quite a bit and written some new assignments to go along with it. I use this unit every year as a post AP activity and am very fond of it. I thought some of my readers might enjoy seeing how it has changed and get access to the new assignments I have developed for it.
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.
On June 20, 2016 at 6:34 P.M. E.S.T., our sun achieves the most northern point in its journey and stops. The summer solstice marks the moment when the sun stands still; a Latin derivative from the words sol, meaning ”sun”, and sistere, meaning “to come to a stop.” Imagine the wonder and curiosity associated with such a phenomenon in the ancient world!
Visualizations for Chemistry Teaching and Learning
The June 2016 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: visualizations for chemistry teaching and learning, periodic table resources for teaching visually impaired students, biochemistry in the classroom and laboratory, spectroscopy in the laboratory, commentaries on analytical chemistry topics, resources for teaching, distilling the archives: guided-inquiry experiments.
It's been a few days since my summer break began. I have had a few days to decompress, relax, and think about my next post. I have been planning to write about concept mapping since the end of our first semester. I first recognized the effects of concept mapping in the classroom when I read Shannon Bowen's blog post last December.
It was a familiar childhood sound. You know that sound? A bin of Lego building blocks. You want that one particular piece. You rake through the pieces with both hands, searching. That noise. It was often heard during my younger years and now filters down from my children’s bedrooms upstairs. But, as someone connected with teaching and learning chemistry, I don’t have to leave that toy (or sound) behind.
How did someone figure that out? Can you explain to me why this happens? No matter the topic, individuals are always seeking information as they look to explain complex objects and theories. “Thing Explainer: Complicated Stuff in Simple Words” by Randall Munroe uses only one thousand of the most common words to explain various inventions and phenomena in the field of physical science.
Guiding principles in my scope and sequence: Start with a simple representations of the nanoscopic and dig deep. Hopefully, by the time we start with vital, albeit often more challenging symbolic representations (mole, stoichiometry, solutions), students have a decent foundation to build upon.
During our review since last week, resonance was labeled as one of the most tricky concepts (along with electron pushing in my opinion), despite lots of practice and instruction. My teaching sequence consists of defining and providing examples of conjugation (after learning about hybridization), delocalized electrons, and finally pushing electrons if conjugation exists. I remember from teaching at the college level that resonance was also a tricky topic for many undergraduates.
Solution to Chemical Mystery #6 is presented. Also, concepts related to the chemical can crush demo are briefly discussed.
Can you figure out how this experiment works?