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  • Editorial | November 2015 Bringing Technology into the Chemistry Classroom

    Chemistry Solutions editor Emily Bones explains why more and more, technology is a chemistry teacher's greatest tool.

  • Classroom Commentary | November 2014 Access is an AACT member benefit. Access to Opportunity: Limitations to Equity in Science Education

    Access to quality science education varies greatly for students across the nation, creating gaps that restrict options for many students in postsecondary education and careers. Commitment to quality science education, supported by creative, collaborative efforts with community partners, is essential to narrow these access gaps for the good of our students and our nation.

  • Tech Tips | March 2015 Access is an AACT member benefit. Energy Foundations for High School Chemistry

    Energy is a hard-to-define concept that proves difficult for students to understand and hard for teachers to teach. This article introduces readers to a website that provides a number of resources to help teach the difficult concepts.

  • Classroom Commentary | March 2015 Chromebook Chemistry

    Read about a chemistry teacher's transition from a traditional teaching model to a technology-based model using Chromebooks as learning tools for every student.

  • Nuts & Bolts | November 2014 Access is an AACT member benefit. Demonstrations and Good Pedagogy

    Given recent accidents involving methanol, are traditional, teacher-performed, passive-student demonstrations best?

  • Nuts & Bolts | September 2014 Access is an AACT member benefit. Standards Based Grading in the Middle School Chemistry Classroom

    The purpose of grading is to give feedback about learning, but the traditional point-based system fails to do so. Standards-based grading is an alternative grading system that focuses on student understanding rather than a letter grade.

  • Nuts & Bolts | September 2014 Access is an AACT member benefit. Formative Assessment—A Powerful, Quick Tool in the Classroom

    Formative assessment methods can be a quick, topic-specific tool that teachers can use to discover students readiness for a topic. Formative assessment up-front can make a unit run smoother. These assessments do not have to be difficult to implement, and you will be glad you did it in the long run.

  • Tech Tips | September 2014 Access is an AACT member benefit. ChemEd X: Online Chemistry Teacher Community

    An associate editor of the Journal of Chemical Education, Deanna Cullen, introduces ChemEd X.

  • Editorial | September 2014 Access is an AACT member benefit. A History of Chemistry Education and ACS’s Role To Support It

    ACS Board of Directors Member George Bodner traces the history of chemical education leading up to the formation of AACT, emphasizing that ACS has supported chemistry education since the 1870s.

  • Classroom Commentary | September 2014 Access is an AACT member benefit. Teaching Science in Elementary School

    Elementary school teachers face challenges because of resources and testing requirements. This article features Patti Burns who teaches in a struggling city school, Lauren Schultz who teaches in an affluent school, and Allison Granish-Lee who teaches in a small school.

  • Classroom Commentary | September 2014 Getting Started

    How do you plan to teach a new course or a course new to you? A teacher with 40+ years of experience provides some advice to map out the year, taking into account roadblocks you may experience along the way.

  • In My Element | March 2015 Access is an AACT member benefit. As Long As I Can Remember

    A chemist became a high school chemistry teacher after multiple layoffs from reserach positions. The stability and inspiration she experiences in the classroom keeps her coming back each day.

  • In My Element | May 2016 Access is an AACT member benefit. Finding a New Element

    A teacher describes her transition from teaching chemistry in a university to teaching in a high school setting. Learn how she adjusted her approach to teaching, and discovered a new respect for secondary teachers.

  • In My Element | November 2015 Access is an AACT member benefit. Teaching Chemistry: A Calling

    Teaching chemistry can be more than a job, it can be a vocation; work that one is called to do. Here's how I answered that call.

  • In My Element | September 2016 Access is an AACT member benefit. Lessons from Teachers

    A teacher's educational methods and strategies are developed from many sources over the course their career. This article addresses five essential lessons the author learned from other teachers.

  • In My Element | May 2015 Access is an AACT member benefit. Part Designer, Part Chemist, Part Teacher

    The creator of Compound Interest shares his inspiration for his infographics and reveals how he balances his website with full-time teaching.

  • Resource Feature | May 2015 Access is an AACT member benefit. Water Sustainability: A Video Project and More

    Find out how an old and unsuccessful report on the unique properties of water evolved into a meaningful, collaborative, and rich unit on water sustainability.

  • Simulation | November 2016 Energy Changes in Chemical Reactions

    In the November 2016 simulation, students will evaluate the energy changes in an endothermic and an exothermic chemical reaction. Students will have the opportunity to compare how energy is absorbed and released in each reaction, and will make a connection between the standard energy diagrams associated with each reaction type.

  • Resource Feature | September 2016 The Chemistry of Cars: An Adventure in Resource Creation

    Learn about the exciting Chemistry of Cars project, and the content writing team responsible for creating 19 new amazing classroom resources!

  • Simulation | September 2016 Ionic & Covalent Bonding

    In the September 2016 simulation, students investigate both ionic and covalent bonding. Students will have the opportunity to interact with many possible combinations of atoms and will be tasked with determining the type of bond and the number of atom needed to form each. Students will become familiar with the molecular formula, as well as the naming system for each type of bond and geometric shape, when applicable.

  • Nuts & Bolts | May 2016 Managing Chemical Wastes in the High School Lab

    Need a quick reference on chemical disposal? This article provides a solid starting point to determine proper disposal methods for high school lab waste.

  • Simulation | May 2016 Periodic Trends: Electron Affinity, Atomic Radius & Ionic Radius

    The May 2016 simulation is a follow-up to the March 2016 simulation. Students will focus their investigation on the electron affinity of an atom. Through the use of this simulation students will have the opportunity to examine the formation of an anion as well as compare the atomic radius of a neutral atom to the ionic radius of its anion.

  • Classroom Commentary | March 2016 Reviving The Reason For My Work

    Adrian Dingle re-discovers a love of chemistry academia through a prestigious fellowship—and encourages you to reconnect with your own inspiration for teaching.

  • Simulation | March 2016 Periodic Trends: Ionization Energy, Atomic Radius & Ionic Radius

    In this simulation for the March 2016 issue, students can investigate the periodic trends of atomic radius, ionization energy, and ionic radius. By choosing elements from the periodic table, atoms can be selected for a side by side comparison and analysis. Students can also attempt to ionize an atom by removing its valence electrons. Quantitative data is available for each periodic trend, and can be further examined in a graph.

  • Simulation | November 2015 Gas Laws

    The simulation for the November 2015 issue allows students to investigate three of the fundamental gas laws, including Boyle’s Law, Charles’ Law and Gay-Lussac’s Law. Students will have the opportunity to visually examine the effect of changing the associated variables of pressure, volume, or temperature in each situation. Also, students will analyze the gas samples at the particle level as well as manipulate quantitative data in each scenario. Finally students will interpret trends in the data by examining the graph associated with each of the gas laws.