This year one my goals is to use this space to talk specifically with various teachers about how they use inquiry in their chemistry classrooms. My four questions are:
high school chemistry
As I maneuver through the school year, a certain rhythm develops. The start of the year brings the excitement of new classes and new students. I'm often trying new things in the fall as I've reflected on the previous year's teaching over the summer. The energy level is certainly much higher at this time than almost any other.
As this is my first blog post, I’d like to introduce myself to the ChemEdX community. I currently teach Chemistry I, Introduction to Organic and Biochemistry, and AP Chemistry at The University High School of Indiana. I use the Chemistry Modeling Curriculum in my classroom
I expect that most high school chemistry teachers assign some type of laboratory related to types of chemical reactions including synthesis, decomposition, single replacement and double replacement reactions. I have used several published versions, but I am sharing my modifications.
20 minutes prep, 40 minutes laboratory, 15-20 minutes discussion
It has happened again. We just published a “Lab Accidents” blog with a link to the US Chemical Safety Board’s video entitled “After the Rainbow” published December 10, 2013. Less than a month later, a young boy has experienced the same nightmare scenario as the one described in the video.
Orbital Viewer, written by David Manthey, is a fantastic program for displaying electronic orbitals. You can read more about the program here. I have my students use Orbital Viewer when learning about quantum numbers and their associated rules, electronic orbitals, and other quantum concepts. I have developed a worksheet that allows students to use Orbital Viewer to explore various concepts related to electronic orbitals. You can download this worksheet and answer key below. I would very much appreciate you letting me know if
My freshman chemistry students take somewhere between 30 and 90 minutes to complete the worksheet.
This is a series of experiments, PhET Interactive Simulation activities, and clicker questions to relate macroscopic and molecular representations of homogenenous solutions. Graphing skills are also used.
This is a combination of activities that will take several class periods or a few class periods and homework if students have computer access outside of classtime.
This activity is used as a reinforcement activity following my use of JCE Classroom Activity #113: An Interlocking Building Block Activity in Writing Formulas of Ionic Compounds. It could be used as a stand alone activity to support writing ionic formulas and names.
Students proceed through a prior knowledge activity, practice creating and using a voltaic cell and use of a model designed to simulate the particulate level activity within a voltaic cell. The teacher checks for student understanding at specific points as groups work together. A discussion follows to help clarify ideas.
About one 60 minute class period for lab and manipulative procedure.