Sample Chemistry Curriculum
The following is a window into a 17 day unit centers on the concept of stoichiometry, the numerical relationships among chemical quantities in a balanced chemical equation. The majority of this curriculum I have developed using Introductory Chemistry (N. Tro), and AP Edition Chemistry (Zumdahl Zumdahl), as a guide.
Starter Activity (Do Now)It is important that students know the class exceptions the moment class starts. In order to set the tone and give myself a chance to check in with students, I like to start each class with a Do Now. A Do Now is question, or a set of questions, that either reviews prior content and/or previews upcoming content.
Above is a sample from two consecutive days introducing stoichiometry, leading into a formal lecture on the topic. My goal with this Do Now is for students to deduce the process of a stoichiometric calculation prior to the formal lecture.
This document lives on my class website and is updated daily, providing students with a collection of example problems. * Solutions created during class are shown blue text, images, or links to .pdfs and/or videos. |
OrganizationOrganization is vitally important to every aspect of life. Our students have busy lives and need to be given time management and organization tools. One way I do this is using a unit calendar and homework packet. This allows students to plan ahead.
In the future I hope to create a more interactive digital unit calendar with reminders that students can access on their cell phones.
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Chemistry Through StoryFor thousands of years people groups have transferred information through story. I believe it is important for students to understand a little bit about who Avogadro was, rather than simply memorizing his number. It is necessary for students to have a context to place information into.
Above is a short article I use to introduce Amedeo Avogadro.
Above is an article produced by the web comic XKCD. I like to use this article to talk about the magnitude of Avogardo's Number in an absurd and entertaining way. I also hope that this article and website inspires students to ask the question, "What if?"
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Traditional LectureI am a strong believer in learn by doing student led inquiry, but occasionally it is necessary for students to receive direct instruction via a traditional lecture. I try to record all my lectures so students can use them as a resource later in the unit for studying. I also require my students to take Cornell Style notes in order to encourage students to review their notes 24 hours after the lecture.
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Hands on Laboratory ExperienceAt the center of all science courses is an opportunity to learn through hands on experiments in a laboratory setting. This is important for understanding content through real world experiences, as well as developing problem solving skills. The main purpose of a laboratory experiment is to develop students ability to create scientific arguments using logical and empirical rationale expressed in mathematics and prose.
I wrote the lab, Determining the Empirical Formula of Magnesium Oxide, in order to support students' understanding of the Law of Conservation of Matter, while practicing solving for the empirical formula of a compound.
One misconception students often have is that air does not have mass. Consequently, having students explain why the magnesium has gained mass can cause a powerful change in the way students perceive air as matter.
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Virtual Laboratory SimulationsChemistry is an abstract topic; we spend most days talking about particles we cannot see. One important aspect of teaching chemistry is to try to make the abstract concrete. I like to do this through lab experiences, but sometimes simulations can help get the point across in a more visual manner.
Above is a simulation I use when introducing balancing chemical equations to give students a more concrete understanding of the process.
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