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101 – 125 of 226 Articles

  • Kool aid smaller v2
    Resource Feature | November 2017 A Particulate Representation of Molarity

    In addition to using a simple activity about investigating the differences Kool-Aid concentration and completing molarity calculations, students work with pictures at the particle level to develop a deeper understanding of solutions and molarity.

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    Nuts & Bolts | November 2017 TMI (Too Much Information) in Science

    In an age when information comes at us at breakneck-speed, how do we help our students deal with science outside the confines of their standard curriculum — and think critically about alternative arguments to questionable research data?

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    Editorial | November 2017 Lone Ranger, No More!

    AACT Governing Board member Jenny Bishoff shares her experience connecting with other teachers of chemistry and encourages members to get involved.

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    Simulation | November 2017 Predicting Shifts in Equilibrium: Q vs K

    In this simulation, students will take a 15 question quiz. Each quiz question has two parts. The first part requires the student to calculate the value of the reaction quotient, Q. In the second portion of the question, the students will compare the value of Q to the equilibrium constant, K, and predict which way the reaction will shift to reach equilibrium. The simulation includes five different reactions which each have three scenarios: Q > K, Q = K, and Q < K.

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    Nuts & Bolts | November 2017 Integrating NGSS and STEM in the Classroom

    As an educator interested in sharing your love of science with your students, how do you incorporate the NGSS and STEM in your classroom? The answer is simple. STEM and NGSS are inherently intertwined, which makes the implementation of NGSS easier. Here is a step-by-step process for how to integrate NGSS and STEM in your chemistry classroom.

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    Classroom Commentary | November 2017 Part I: Rethinking Common Practices in High School Chemistry

    The physical vs. chemical change dichotomy and criteria for classification often taught early in chemistry courses should be removed or delayed until students have a more thorough understanding of the particulate nature of matter.

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    Nuts & Bolts | September 2017 Helping Students Use their English Language Skills

    This article describes five assignments and projects that are aimed to help all students improve their English language skills.

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    Editorial | September 2017 Lift as You Climb

    AACT President Jenelle Ball highlights many of the exciting benefits of AACT membership as the organization approaches its third year in existence. She encourages members to get involved, and also promotes many of the valuable resources and opportunities that AACT makes available. Jenelle shares her own plan for incorporating resources in her classroom this year, and also offers suggestions about how teachers can use the wide variety of benefits to enhance their own teaching.

  • Chemical literacy 220
    Nuts & Bolts | September 2017 Embracing Chemical Literacy

    Chemical literacy has been a journey and a struggle — both of which the author has enjoyed. The struggle has ultimately improved her teaching, and in this article, her intention is to share ideas for improving the chemical literacy of students in various ways.

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    In My Element | September 2017 Something Happened on My Way to Becoming a Rock Star…

    A teacher shares her story about her unconventional path to teaching chemistry. Read about a once-hopeful Broadway star who began college as a music major eventually evolved into a passionate high school chemistry teacher.

  • Simulation measuring volume 1
    Simulation | September 2017 Measuring Volume

    In this simulation, students will participate in a 10 question quiz. The quiz questions are each made of two parts, with the first part requiring the student to analyze an image of a graduated cylinder in order to report an accurate measurement. Students must use the correct number of digits based on the markings presented on the cylinder when reporting the measurement. In the second portion of the question the students will determine the uncertainty value of the graduated cylinder, again by analyzing its markings. The simulation is made up of several different sizes of graduated cylinders, each containing unique markings, so students will be challenged to analyze each individually.

  • Modeling journey 220
    Classroom Commentary | September 2017 One Teacher’s Journey on the Path to Modeling Instruction

    This article describes a teacher’s journey and reflections over her 27-year career as she moved from a traditional chemistry classroom to one using modeling instruction techniques. To illustrate a central insight she gained along her journey, she describes one activity in particular, Sticky Tape. In this activity, students find evidence for charged particles smaller than an atom, and the discussion after the activity ultimately leads them to the subatomic particle we know as the electron. Making the move to incorporating modeling instruction transformed the author’s classroom and teaching style, and her students are now much more engaged in their own learning.

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    Resource Feature | September 2017 Introducing the Chemistry of Color: A Resource Collection

    This article highlights a set of lessons developed by a team of content writers, sponsored by PPG, using color as a general theme. The lessons use chemistry to explore various aspects of the science behind paints and coatings.

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    Resource Feature | September 2017 ​Increasing Student Comprehension of VSEPR Theory​

    In the activity described in this article, students construct physical models of molecular shapes. However, students are not told what the preferred arrangements of electron pair domains are. Instead, they derive the arrangements. Students are given the opportunity to conceptualize what is happening when one electron pair domain acts upon another, and to understand how those interactions result in the molecular geometries predicted by VSEPR theory. As an outcome of examining the physical basis of the VSEPR model, students should have a much better grasp of the implications of electron pair repulsions on molecular shape, and should be better able to understand, communicate, and apply that understanding.

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    Simulation | May 2017 Isotopes & Calculating Average Atomic Mass

    In the May 2017 simulation, students first learn how the average atomic mass is determined through a tutorial based on the isotope abundance for Carbon. Students will then interact within a workspace where they will select the number of isotopes, the mass of each isotope as well as their abundancies in order to successfully build a mystery element. Finally they will use their choices to calculate the average atomic mass of the mystery element.

  • Earth 330 220
    Classroom Commentary | May 2017 Finding Chemistry Connections in Climate Change

    The scientific evidence that underlies global warming and climate change has many connections with common chemistry topics. Incorporating global warming and climate change concepts into your curriculum gives context to the importance of understanding chemistry, and can help students develop a better understanding of why chemistry truly is the central science.

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    Resource Feature | May 2017 5th Grade Chemistry — as Taught by High School Students

    This end-of-the-year project for high school chemistry students involves learning and using inquiry strategies to teach chemical concepts to fifth-grade students through hands-on activities. The author outlines the project, including conversations with elementary teachers, planning logistics, field trip details, and student preparation. Read about the many rewards of a well-planned and executed project that binds the grade levels through chemistry.

  • Bright future web
    Editorial | May 2017 The Future Looks Bright

    AACT President Scott Hawkins reflects fondly on his year as AACT president, the accomplishments of AACT, and the promise for a bright future. He also shares news about upcoming events, governing board election results, and member benefits.

  • Hazard
    Nuts & Bolts | May 2017 There’s More to the New Safety Data Sheets than a Missing “M”

    Safety in the chemistry lab is a concern for all teachers, regardless of years of experience. In 2015, major changes occurred to chemical labels and SDS in the US, however, many people that work and teach with chemicals are still fuzzy on the details. This article aims to increase your comfort level with SDSs by describing the timeline, some changes over the last 5 years, pros/cons of the newer format, related hazard communication issues, and providing info on other available resources.

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    Nuts & Bolts | May 2017 Using Formative Assessment to Guide Instruction

    Formative assessment is a valuable tool for determining a student's misconceptions and level of science understanding, in order to guide class instruction. While it can seem intimidating, formative assessment can take a variety of forms to incorporate movement and collaboration in the classroom.

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    In My Element | May 2017 A Serendipitous Teaching Career

    The author recounts the events and influences, from childhood through retirement, that guided his successful teaching career.

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    Classroom Commentary | May 2017 Read! But Read the Right Things

    Contemplating some summer reading? The author shares his thoughts on two books that are rich in details about the progression of science, and also explore more important, fundamental insights about the discipline.

  • Regis web
    Editorial | March 2017 Passion and Involvement Are Keys to Success

    AACT governing board member and retired chemistry teacher Regis Goode reflects on her years in the classroom, as well as her many positive experiences with ACS during her career. She encourages current teachers to get more involved in leadership by joining a committee or running for a governing board position.

  • Virtual cover
    Tech Tips | March 2017 Using Virtual Labs to Enhance AP Curriculum

    This article uses several topics related to the AP chemistry curriculum, such as general equilibrium and thermodynamics, to illustrate how virtual lab assignments and activities can be designed to enhance the AP chemistry curriculum and meet specific learning objectives.

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    Resource Feature | March 2017 Take Home Labs: Making Science Real

    It’s an ongoing question: how do we provide students with more lab time? One answer is to introduce take home labs. In this article, the author explains how take home labs can fit into your curriculum to cover new material, review material, or provide extra credit, and how they provide increased exposure to science in our everyday world.