Stoichiometry is arguably one of the most difficult concepts for students to grasp in a general chemistry class. Stoichiometry requires students to synthesize their knowledge of moles, balanced equations and proportional reasoning to describe a process that is too small to see. Many times teachers default to an algorithmic approach to solving stoichiometry problems, which may prevent students from gaining a full conceptual understanding of the reaction they are describing.
high school chemistry
The new IB curriculum includes compound identification using NMR, IR and Mass spectroscopy. My current high school lab does not have any of these available. And that's no surprise, given the cost of these machines is far out of our budget. And while some of you may be lucky enough to have a connection to a local university or college, for the rest of us what are the options when it comes to teaching spectroscopy?
Have you ever wondered what is the theoretically largest possible value for the atomic number of an element? Using some introductory physics and algebra, you can get your students thinking about this idea.
We just finished an introduction into ionic and covalent bonding. Somehow I wanted to try to figure out what they did or did not take away from the experience but because we just finished semester exams, I did not want to do another test or quiz. Instead, I tried a "card sort".
I run an after school STEM club that involves many projects and activities. Students build robots for FIRST Robotics, race RC cars, use 3D printers, and build underwater vehicles. They dissect specimens, and create biodiesel from vegetable oil. So why would I bring this up on the Chemed Xchange? Our science club does chemistry activities, we are an ACS Chem Clubs(link is external), but I think there are many other benefits to this kind of club. Here are a few:
This year our school, through a unique set of circumstances, had final exams before winter break, two weeks of break and then one week left in the semester after break before second semester officially ends. It is a weird situation. We were in the middle of gas laws and now have to pick up where we left off after the kids have not been attending school for two weeks.
Using a whiteboard or poster paper each group of students creates their interpretation of the model thus far based on a content unit they are given.
- This activity can be done at the end of each unit, before a semester exam, or when students return from an extended break
Last winter I watched a webinar put on by ACS and AACT called "NGSS in the Chemistry Classroom." As a result of watching that webinar, I took an activity that had NGSS Science & Engineering Practices (SEP) integrated into it and tried it out in class. In this activity, students are required to develop their own procedures and data tables.
Last year, I researched and practiced what I thought to be "flipping the classroom". But, now that I am taking part in a district-wide "High School Blended Learning Pilot", I can say that I was attempting blended learning early in my teaching career. You see, the flipped classroom is really a small subtype of blended learning. So, the goal of this post is to define blended learning and share what my professional development has in store for me during this academic year.