In this blog post I'll describe a recent attempt at using BCA Tables for teaching stoichiometry. I discuss the method I used with one introductory chemistry class to teach both the algorithm method and BCA tables to learn more about a technique I've been curious about for a while.
Each year we work on specific heat of materials and the heat of fusion of ice. These are two labs that are typical for most chemistry classrooms. Most of the experiments involve a simple calorimetry experiment that uses a styrofoam cup and provides generally good results. There tend to be a couple of key ideas with all of these experiments.
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.
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.
Bell Ringers related to the Law of Conservation of Matter.
Last year, I worked hard to teach my students how to fail and I believe it was the most important lesson they could have taken away from my class.
As school districts across the country approach the implementation of the Next Generation Science Standards, students will be required to develop models to illustrate what occurs at an atomic level as well as apply various mathematical representations in order to explain a science-based concept. However, what opportunities are we providing our students to allow them to explain what they know about a concept? Students should be provided with regular opportunities to develop and explain concepts, which in turn will allow teachers to formatively assess and address misconceptions.
Larry Dukerich has been using Modeling Instruction for many years. He is a founding member of the AMTA.
The American Modeling Teachers Association (AMTA) website is the official source for information on Modeling InstructionTM (MI). Whether you are an experienced Modeler or simply interested in learning more about MI, I encourage you to visit the newly redesigned site and check out the available resources.
I started thinking about how integral the storytelling was to the curricular choices I made in my classroom. I realized that I had shared some of my experiences as a Modeler and a few of the activities we use in our classrooms, but I have never described the order of topics. So, this blog is titled “The Model So Far…” I hope it gives you an idea of the journey we take each year as the students uncover evidence and construct models along the way.
