A greener procedure that you might consider to replace the traditional "formula of a hydrate lab" that has typically used copper II sulfate.
In my class, I use the illustration of a mountain to help students push through the challenges of chemistry. Stoichiometry is the top of chemistry mountain. As we progress through the year, I say things like “the mountain is getting steep here!” or “there is not a lot of oxygen up here!” or “I will carry you up chemistry mountain if I have to!” to keep students motivated. When students finally get to the top of chemistry mountain (mid quarter 3), the air is thin, they are tired and they are ready to base jump off the mountain (see illustration from a former student below).
As teachers, we all know that our job extends far beyond the content we are required to deliver. We are educators, mentors, coaches, parents and more. It is important for us to find ways to wear all of these hats without burning out. I have learned many great strategies that certainly helped re-energize me as a teacher but there was one strategy in particular that I could not get out of my head.
The solution to Chemical Mystery #11, which involves the Leidenfrost Effect, is presented.
What happens if you place metal that is glowing orange-hot into some water? Watch this video and find out!
What happens if you cool a Scrub Daddy sponge in liquid nitrogen (or dry ice) and subsequently strike it with a hammer? Let's find out!
The unit of acids and bases is difficult for most students in Advanced Placement Chemistry. The variety of various calculations can be overwhelming. The Acid Base Speed Dating Activity engages students in completing a series of problems. Each student is assigned a specific solution and then determines their individual pH to complete their personal “Solution Biography.” Then the speed dating begins! For each date, the students need to find a specific match and determine their combined pH value.
The concept of the mole has always been a challenging topic for myself and my students. The challenge comes in part when we try to imagine 6.02 x 1023 of anything. Another challenge for some students is the math and theory behind this number and concept. I have tweaked an activity to help guide my students to an understanding of these concepts.
A simple laboratory experiment in which students simply measure the wavelength of light is described. An LED light, diffraction glasses, and a meterstick are the only required materials.
In this blog post I will discuss an interview with Dr. Richard Feynman relating to magnets that explores the concept of "why?" questions in science. You will find a links to a blog post and a transcript of the interview along with ideas for how I use the video in IB Chemistry.
