two-year college

Lesson to determine the relationships between acid strength, Ka, pH, Molarity, and percent ionization

After teaching the concepts and calculations for acid and base strength, concentration, percent ionization, and pH I noticed many of my students were struggling to make meaningful connections between these calculations.This lesson was created to strengthen the understanding of the relationships between these concepts and skills.

What informs the grade a student earns in your class? w/ Erica Posthuma

Grades should provide feedback to students, parents, and teachers as to the progress students are making toward learning targets. Meaningful grades require good assessment practices. Erica Posthuma presented a ChemEd X Talk on May 11th, 2021, providing an overview of effective assessment design. She discussed writing and communicating learning goals, developing targeted questions and prompts, and scoring using a standards-based approach. You can watch the edited recording of Erica's Talk here.

JCE 98.05 May 2021 Issue Highlights

The May 2021 issue of the Journal of Chemical Education is now available online to subscribers. Topics featured in this issue include: teaching biochemistry, assessment, learning to think like a scientist, environmental chemistry, forensic chemistry, surface chemistry, solution mixing, organic chemistry laboratory experiments and activities, computer-based experiences, research on promoting student success, from the archives: systems thinking.

A Manipulative Paper Tool for Teaching Simple Organic Nomenclature: Part 2, IUPAC Naming of Major Classes of Organic Compounds

To help introduce students to organic nomenclature in a way that clearly summarizes the patterns that exist in the IUPAC system, a series of paper tools were developed. The paper tool in this activity can be used to introduce the IUPAC naming of major classes of organic compounds. These paper tools are easy to print and distribute to every student each semester.

ChemEd X Talk w/ ACCT - What do we want to know about our students' thinking? Categorizing chemistry formative assessments.

ChemEd X Talks with members of ACCT, Assessing for Change in Chemical Thinking. In order to teach chemistry effectively, we must ascertain what our students are thinking about chemistry and make a decision regarding what to do with what we learn. Formative assessment questions provide a useful lens into students' minds regarding what they are thinking about chemistry. Let us consider then, how categorizing formative assessment questions could help us plan out our classes more deliberately, in order to better design purposeful written formative assessments that align with our curricular goals. Join us! Register for this 30 minute Zoom meeting to be held May 26th at 7pm EST.