I have been involved in several types of community outreach projects to promote science education and chemistry. One of the best was a biannual event I worked on with teachers from each elementary school in our district and from our middle school. It was a Science Extravaganza.
“What are you reading?”
This twist on the traditional icebreaker question kicked off a meeting session last summer. I was eager for the conversation to make its way around the table to me. On my plane ride the day before, I’d started The Martian by Andy Weir, and I was hooked.
The “Elephant Toothpaste” experiment is a very popular, albeit messy chemistry demonstration. To carry out this experiment, place a 250 mL graduated cylinder on something that you wouldn’t mind getting messy. Next, add 75 – 100 mL of 30% hyd
Have you read “Making Thinking Visible”? You should. It focuses on making student thinking visible to the teacher. While still learning to use the visible thinking routines, I really feel more conscious of students’ understandings than ever.
Here is a sample activity that I adapted to fit my honor chemistry students’ needs:
Last night I had the opportunity to do another lab that I wrote with my students. It is so exciting to see something go from words on a screen to a group of students working together in a laboratory. I learned so much as I walked around the room last night. Here are a few highlights:
Last year while attending the Biennial Conference on Chemical Education at GVSU I had the opportunity to hear a talk that showed a video of a chemical demonstration showing the burning of magnesium metal. We have all seen many of these videos (thank you YouTube) and probably have performed this demo for our own students many times. During the video it may have been represented with a chemical equation followed by the students being asked to balance the equation or maybe even predict the products. Although the use of video including the showing of the equation nicely represents the macroscopic and symbolic representation, what was so unique about this particular video is that it also included the particulate representation embedded on top of the video of the demo. This was the first time I had seen the particulate level representation done like that and so I was intrigued in wanting to find more of these representations.
This week I am on spring break. Before spring break, my honors and regular Chemistry 1 classes made it through our third unit called “Periodic Table and Periodicity.” During this unit, we take about 3 days to learn the content and another 3-4 days to practice the content (more for Chemistry 1, less for Honors). One way that I have my students review the content is by playing a board game that I recreated from an NSTA conference a few years ago. In this board game students are instructed to place words on their proper line/location (including names of families/groups and regions of the periodic table) and arrows on yellow dots pointing in the direction that that periodic trend increases (trends include: Electronegativity, Ionization Energy, and Atomic Size/Radius). Feel free to create additional periodic trend arrows depending on what you’ve covered in class.