Chemmybear.com



--------------------------------------------------------------------------------

1. Electron Configurations Roamos Quevedo, Lourdes 07-18-2006 22:48

Nice applet. Thanks for sharing.

--------------------------------------------------------------------------------

2. Peeps as Teaching Tools Roamos Quevedo, Lourdes 07-18-2006 23:17

Sounds like fun. Whenever I have my students build models I have to continuously remind them about electron repulsion and the angles. Otherwise, I get 90 degree angles everywhere. Any solutions to this dilemma besides resorting to model kits?? I use balloons to demonstrate p orbitals and to discuss the tetrahedral and to show how the lone pair still affects bonded electrons.

--------------------------------------------------------------------------------

3. A couple of online resources with VSEPR Harley, David 07-18-2006 09:55

Links: (You need the CHIME plug-in to view the molecules) (The little quiz at the end of each page is a nice way for immediate feedback.) David

--------------------------------------------------------------------------------

4. Another resource Roamos Quevedo, Lourdes 07-18-2006 23:12

You may or may not know about this website... Its a Chemistry Teacher Support group with numerous links to resources. If you click on "resources", you'll get links to websites geared to Chemistry (regular and AP) There are videos, books, labs, etc. (Paul's website- is also listed)

--------------------------------------------------------------------------------

5. ChemVis - Internet based molecular structure labs. Huebner, Verena 07-21-2006 20:54

A couple of years ago I came acrosss the following website which is run by the National Center for Supercomputing Applications (NCSA) (sounds impressive!) which contains a number of "lessons" for advanced high school students using computational chemistry (molecular modelling) and accessing their computing capabilities on-line. You need to sign up with them (it's free) and you can then download their programs and access their lessons. I've tried the one with bond distance - and really liked it. It was basically like doing a real lab - they set their data points (distances between atoms), submitted them, and recieved their calculated energies back from the computer. They repeated this process several times until they got bond distances (energy minima) which they believed. Comparing their "experimental" distances with published data made them feel good (the agreement was very good)! There are a number of "shape" labs which look interesting. I plan to try some of these lessons with my AP class this coming year. One caveat - we found that our computer lab (30 computers with a T1 connection) all accessing the supercomputer was extremely slow. Most students went home to finish the lab - it seemed to work ok with a DSL connection. The site is

--------------------------------------------------------------------------------

6. Electron Configurations Mccabe, Ann 07-16-2006 12:32

I have two great strategies for helping students with electron configurations. One a student came up with, which is "Smart People Don't Forget" for the order of the sublevels (s, p, d and f). The second I have attached. If you write out all of the orbitals and sublevels (first picture), then draw diagonal lines through them (second picture) and follow the lines from top left to bottom right, it gives the order that they fill in (last line).

--------------------------------------------------------------------------------

7. Flatman & Caltech videos Roamos Quevedo, Lourdes 07-18-2006 23:00

I was a little skeptical watching flatman and the connection you were making with wave-particle duality. But at the end I had an "ah ha" moment and thought it was really good. I guess I've always been hung up on having to understand everything instead of just accepting it and moving on. Great perspective. My first year teaching Chemistry, I found a set of the Caltech videos in my store room (sometimes cleaning pays off) and showed them to my students after discussing and practicing molecular shapes and orbitals. My students found the videos boring. But for an AP class, I might reconsider showing them by either showing snippets (to avoid some of the repetition) or developing a new way to incorporate the videos. Any suggestions?

--------------------------------------------------------------------------------

8. Gumball energy levels Harley, David 07-17-2006 13:46

Once I saw a great demonstration using colored gumballs and a step ladder to illustrate the energy absorbed/emitted as electrons move about in energy levels. Has anyone ever heard of this? I have been trying to track down the information for quite awhile. David

--------------------------------------------------------------------------------

9. Ha,ha,ha! Briley, Emmely 07-20-2006 12:01

Darts at the p. table. What a great idea for learning AND taking out one's agressions at the same time! Genius.

--------------------------------------------------------------------------------

10. Light Demos Asbury, Felicia 07-19-2006 14:09

Besides showing my students molecules and stuff, I like this chapter to show them some light demos. Here's a list: -Spectrum Tubes with Prism Glasses: Students like to see all of the different colors and it shows them atomic emission spectra. They especially like to wear the glasses. You can buy these through educational innovations. -Tonic Water vs. Water: When exposed to a UV light, the tonic water floresces. Pretty cool, since a lot of students have black lights in their room. I have them guess what the substance is. Some will say it's alcohol, vinegar, etc. Then drink it! Or even better, have a student come up and drink it.

--------------------------------------------------------------------------------

11. Making the electronic configuration sound dirty. Engstrom, Harold 07-20-2006 11:34

I'll admit it, I pander to the prurient interests of my students at every opportunity. For the diagonal rule I start by having them memorize how to write the levels, sublevels, orbits and sublevels. To do this I: 1. Tell them to write 1-7 in a vertical row. "Anyone can learn 1-7" 2. Then they add an s, with 1 orbit. I actually tell them where the letters come from. We explain the differences in energy levels. "Some people have bigger s's than others. 5s asks 4s if its s looks big." 3. Add p's to 2-7. "Everybody bigger than 1 has to take a p." and so on... They must be neat for this to work. They must learn s,p,d,f. They must learn 1,3,5,7 and they must learn to fill singly before doubling up. I found the video from "World of Chemistry" where the baseball team fills the electronic configuration on the bleachers, causes fits of laughter with my students (especially when I threaten to have them do this at half time of a football games.

--------------------------------------------------------------------------------

12. Marbles Mccabe, Ann 07-25-2006 08:21

I am developing an idea to use marbles to illustrate ionic solid structures. This goes back to the mineral stuff. When we draw ions on the board they usually are all the same size and students don't understand how you can get different shapes from that. By using different sized marbles or some other small ball sized objects (golf balls, bb's, etc), you can show how the different size molecules fit together and make different shapes.

--------------------------------------------------------------------------------

13. Molecular Geometry Ideas St Clair, Robert 07-21-2006 20:50

When teaching Molecular Geometry to my General Chemistry Classes I Show a video from the with the standard deviants (I don't remember the name of the company). It is kind of corny but it does a good job with the theories. I also mad a power point presentation with the animated molecular geometry models. It works pretty well. We also make models using the organic chemistry model kits to see shapes. We also have a set of orbital models that I use to show the shape of the orbitals. When I have the students do Lewis structures of molecules I require them to draw them in correct shape.

--------------------------------------------------------------------------------

14. Need more variety Butcher, Brad 07-19-2006 11:48

It has become obvious to me that my atomic structure unit is quite boring compared to others I have seen here. The ideas and resources here are great. I'd like to add more Internet activities to my unit. I guess with a second year chem class there is less time spent on basics like numbers of protons, neutrons, and electrons and naming. I include nuclear chem with atomic structure unit. Does anyone else do this or not?

--------------------------------------------------------------------------------

15. Origami Asbury, Felicia 07-19-2006 13:54

I have a couple of origami molecules that I have my students make for extra credit. I'm going to my classroom on Friday and will pick them up to scan in. They're fun and some students get very frustrated with the paper folding. I liked the Caltech animations. Especially the periodic trends with the monkey, elephant, etc. I think my students will find these very amusing. They are also reasonably priced. A lot of videos, animations, etc. are extremely expensive. We have the World of Chemistry Video series and students find these videos extremely boring, but they like Don Showalter. They think he's funny. One of my students found a Don Showalter fan club online.

--------------------------------------------------------------------------------

16. Origami Attached! Asbury, Felicia 07-23-2006 14:54

I attached the origami molecules.

--------------------------------------------------------------------------------

17. Peeps as Teaching Tools Koch, Brennan 07-18-2006 12:53

When it comes time for my students to build molecules utilizing the hybridizations, bond angles, etc I use Peeps (you know, those toxic little Easter creatures) and toothpicks to make models. Since every chem student has probably built a molecule out of something involving toothpicks, I found that they enjoy jabbing those little marshmallow critters. One big bonus, is that after your discussion and activity is over, you can take the molecules, toss them in the microwave and watch them explode!

--------------------------------------------------------------------------------

18. Photoelectric Demo Raines, Butler 07-18-2006 07:32

I have never seen that. It is pretty cool. Just did it. I love demos. I use explosions as treats for everyone showing work and doing homework.

--------------------------------------------------------------------------------

19. Re: A couple of online resources with VSEPR Briley, Emmely 07-20-2006 12:16

Thanks for the links!

--------------------------------------------------------------------------------

20. Re: Another resource Butcher, Brad 07-19-2006 11:20

I've seen this but haven't utilized it yet.

--------------------------------------------------------------------------------

21. Re: Another resource Bronk, Tina 07-19-2006 19:00

Thanks for the site. Take the time to check out Paul's site, is a great resource.

--------------------------------------------------------------------------------

22. Re: Another resource Lebental, Dana 08-02-2006 08:23

Hav eyou ever been to their meetings? I get flyers but I have never gone! --Dana

--------------------------------------------------------------------------------

23. Re: ChemVis - Internet based molecular structure labs. Harley, David 07-22-2006 08:12

This sounds interesting - some students are so computer saavy that they can probably think of ways to do other things with these programs that we can't! Thanks for the tip! David

--------------------------------------------------------------------------------

24. Re: Electron Configurations Groves, Paul 07-16-2006 16:44

The second idea, the list with lines, is great. However, make certain your students practice and can really use it. On the exam question I graded this year, students who resorted to this method didn't have it memorized correctly and ended up getting themselves in trouble with the order of filling. Teaching them to translate the periodic table into orbitals is a good tool. They will definitely have a periodic table on the exam. --Paul

--------------------------------------------------------------------------------

25. Re: Electron Configurations Huebner, Verena 07-16-2006 18:19

I like your suggestions - especially the filling orbitals diagram - it is easy, and I'm sure students will remember them!

--------------------------------------------------------------------------------

26. Re: Electron Configurations Mccabe, Ann 07-16-2006 19:27

I have them write the sublevels vertically (1s, 2s, 3s, etc. then 2p, 3p, 4p, etc). This way there is repetition and it cuts down on mistakes. I also tell them that they must be neat and precise in lining stuff up.

--------------------------------------------------------------------------------

27. Re: Electron Configurations Duchesne, Derek 07-17-2006 07:48

This works great, but once I committed to doing it all from the periodic table it aided in all of our discussions about periodic trends and atomic structure. The students were able to look at the periodic table and instantly know all four quantum numbers.

--------------------------------------------------------------------------------

28. Re: Electron Configurations Raines, Butler 07-17-2006 12:31

Yes I am a big advocate of using the periodic table for quantum numbers. It is a tool they will use forever in chemistry and when they can become proficient can save lots of time.

--------------------------------------------------------------------------------

29. Re: Electron Configurations Harley, David 07-17-2006 12:53

Here is the address for a nice listing of some Shockwave simulations that are pretty good - I started with the atomic structure modules and liked the orbital energies and orbital shapes the best. David

--------------------------------------------------------------------------------

30. Re: Electron Configurations Groves, Paul 07-17-2006 21:17

Thanks, David, I just added this to the External Links section since we may want to re-visit these simulations throughout the course. --Paul

--------------------------------------------------------------------------------

31. Re: Electron Configurations Bronk, Tina 07-18-2006 07:03

I'll use the SPDF memory tool with my students this fall. Thanks for the tip. Tina

--------------------------------------------------------------------------------

32. Re: Electron Configurations Koch, Brennan 07-18-2006 12:26

When I introduce the concept of electron configuration to my first year chem students, we work speed drills for the elements. Have one student throw a dart at a copy of a periodic table and then race another student to come up with the correct electron configuration. Repetion is always good, even if it feels like "Around the world" from elementary school.

--------------------------------------------------------------------------------

33. Re: Electron Configurations Koch, Brennan 07-18-2006 12:33

Here is an applet that I link to from my chemistry class' internet portal. It is easy to use and you can use it spur conversation about the elements that appear to "not fill in the right order".

--------------------------------------------------------------------------------

34. Re: Electron Configurations Groves, Paul 07-18-2006 22:53

This is a good idea. I believe that there are skills that need to be "overlearned". Doing electron configurations might be one of them. Certainly, doing Lewis dot structures should be one of them. Maybe I can put formulas of molecules on the bulletin board and students can pick one (can I trust my AP students with darts?... hmmm). The answer could be below the card so they can check their work. --Paul

--------------------------------------------------------------------------------

35. Re: Electron Configurations Groves, Paul 07-18-2006 22:59

I REALLY like this applet. I've seen similar ones, but this one shows the orbitals in their electron levels. It will help with the Aufbau Hotel analogy. --Paul P.S. I've added it to our External Links page.

--------------------------------------------------------------------------------

36. Re: Electron Configurations Balan, Irina 07-19-2006 09:02

I had trouble in the past getting students to memorize the right sequence for the electron configuration, and I thing the little tricks you have shared with us are going to be really helpful, thanks. Irina

--------------------------------------------------------------------------------

37. Re: Electron Configurations Butcher, Brad 07-19-2006 11:05

In my general chem classes I have always had students draw the orbital diagrams over and over and from these it is real easy to do e config and quantum numbers. The suggestions here are good for the "exceptions" and for larger atoms.

--------------------------------------------------------------------------------

38. Re: Electron Configurations Butcher, Brad 07-19-2006 11:05

I am having trouble viewing this. Any suggestions?

--------------------------------------------------------------------------------

39. Re: Electron Configurations St Clair, Robert 07-19-2006 12:27

This is great. I will use this with my students.

--------------------------------------------------------------------------------

40. Re: Electron Configurations Asbury, Felicia 07-19-2006 13:31

I also teach electron configurations from the periodic table and found it works best for my students. Every single student is able to write electron configurations in one class period!

--------------------------------------------------------------------------------

41. Re: Electron Configurations Groves, Paul 07-19-2006 19:42

To see an Applet, you will need to have Java installed. Maybe you can go to which is a site I just found by typing java plugin into Google. --Paul

--------------------------------------------------------------------------------

42. Re: Electron Configurations Engstrom, Harold 07-20-2006 11:19

Sounds good. I wonder why so many new sources have changed the diagonal rule. Oh well, it just makes my students think I'm smart to know "better ways" to do things.

--------------------------------------------------------------------------------

43. Re: Electron Configurations Engstrom, Harold 07-20-2006 11:20

Sounds good. I wonder why so many new sources have changed the diagonal rule. Oh well, it just makes my students think I'm smart to know "better ways" to do things.

--------------------------------------------------------------------------------

44. Re: Electron Configurations Engstrom, Harold 07-20-2006 11:22

Amen. I tell them it (the periodic table) is a giant cheat sheet. They love that.

--------------------------------------------------------------------------------

45. Re: Electron Configurations Engstrom, Harold 07-20-2006 11:37

Thank you so very much. A good website is worth gold (or tungsten since they have nearly identical densities and a big demo chunk is so much cheaper). I have a new book mark.

--------------------------------------------------------------------------------

46. Re: Electron Configurations Engstrom, Harold 07-20-2006 11:38

Another good book mark.

--------------------------------------------------------------------------------

47. Re: Electron Configurations Engstrom, Harold 07-20-2006 11:40

I think it works better if the students learn "the long way" so that they value the periodic table even more. They appreciate their "cheat sheet" more when they know how valuable it is as a time saver.

--------------------------------------------------------------------------------

48. Re: Electron Configurations Engstrom, Harold 07-20-2006 11:42

Cool, throwing sharp metal objects in class is always appreciated. (I am not being sarcastic) I will definitely use this. I love it.

--------------------------------------------------------------------------------

49. Re: Electron Configurations Engstrom, Harold 07-20-2006 11:44

Let me see if I understood. Instead of throwing darts at the periodic table you would have them throw at a board of formulas and then give LDS? You need only reply for clarification

--------------------------------------------------------------------------------

50. Re: Electron Configurations Engstrom, Harold 07-20-2006 11:47

I tried sending this as an e-mail but was dropped from wireless before it sent. I an having trouble with downloading your video clips. I am attaching a shot of what I get.

--------------------------------------------------------------------------------

51. Re: Electron Configurations Briley, Emmely 07-20-2006 12:06

cool. thanks

--------------------------------------------------------------------------------

52. Re: Electron Configurations Butcher, Brad 07-20-2006 15:45

Got it now, thanks

--------------------------------------------------------------------------------

53. Re: Electron Configurations Asbury, Felicia 07-20-2006 18:24

I love the dart idea and how you make it a race/game. Sounds like a lot of fun! Can't wait to try it.

--------------------------------------------------------------------------------

54. Re: Electron Configurations Balan, Irina 07-21-2006 07:21

That's a good one I used to do something similar when introducing orbitals - probability - with a real dart board - I think it's a classical, if not I can share the handout. Somehow I don't feel comfortable doing this with my regular Chem students anymore. Irina

--------------------------------------------------------------------------------

55. Re: Electron Configurations Groves, Paul 07-21-2006 09:57

I'm just brainstorming... I think I would rather post a formula or two each class session with the answers hidden underneath. When students have a little time, they could try to draw the Lewis structure and check their answer. Darts would be messy, poke holes in my bulletin boards, and probably end up having my students visit the nurse too often. --Paul

--------------------------------------------------------------------------------

56. Re: Electron Configurations Groves, Paul 07-21-2006 10:01

I agree that students need to learn the "long cut" before they get to use the "short cut". Besides, questions on the AP exam sometimes refer back to the reasoning behind certain short cut ideas. Rules vs. Concepts are a constant concern... not just getting the correct answer. --Paul

--------------------------------------------------------------------------------

57. Re: Electron Configurations Groves, Paul 07-21-2006 10:09

I'm afraid I'm not much good at technical problems. It opens with Quicktime with one computer I use and with RealVideoPlayer on the other. Maybe right click on the link and save the file to your desktop, then you can try opening different media players to see which one might recognize the file. --Paul

--------------------------------------------------------------------------------

58. Re: Electron Configurations Lebental, Dana 07-31-2006 12:15

THAT IS REALLY KEWL!!!!!! Sorry it took so long to respond, now if only I had an LCD projector to show it to my class--- Dana

--------------------------------------------------------------------------------

59. Re: Electron Configurations Groves, Paul 07-31-2006 18:39

I agree. We have a mini-grant program at my school and the new teacher next door got a projector... all I asked for were color-change periodic tables. I am asking for a project this year. Lots of the online tutorials that go with the book, Chemistry: A Science in Context, would be great on a projector. --Paul

--------------------------------------------------------------------------------

60. Re: Flatman & Caltech videos Groves, Paul 07-18-2006 23:11

I don't think my AP students find the videos boring (however they are lulled into an alpha state with the monotonous soundtrack). I usually use them after I have tried to explain things so they can get a good visualization of what we were talking about. I show bits of them to my general chemistry class. In VSEPR, I tell them which molecules they can skip. In Atomic Orbitals, I fast forward through most of it. --Paul

--------------------------------------------------------------------------------

61. Re: Flatman & Caltech videos Harley, David 07-19-2006 14:28

I think that from my experience, kids with a focus on subject matter (like I would assume most AP kids to be - whether its chemistry or history) will look for anything or anyway to help increase their understanding. What about the old CHEM Study videos? As old as they are (I remember them from school) the kids really do get a deeper understanding in most cases and do appreciate that. David

--------------------------------------------------------------------------------

62. Re: Flatman & Caltech videos Groves, Paul 07-19-2006 19:31

I love the old CHEMStudy videos. We need to take breaks during the videos because they are not as interesting as Bill Nye the Science Guy, but the chemistry is excellent. I have most of the series on videotape and use them every year. --Paul

--------------------------------------------------------------------------------

63. Re: Gumball energy levels Groves, Paul 07-17-2006 21:22

I would make a guess that the colored gumballs represent the photons that are emitted when the hydrogen's electron shifts from one energy level to another one of lower energy. Step 3 to Step 2 is red, 4 to 2 is blue-green, 5-2 is blue-violet, and 6-2 is violet. The others would emit photons that are not in the visible range. I would probably fall and break my leg trying to demonstrate this, but it sounds great.

--------------------------------------------------------------------------------

64. Re: Gumball energy levels Harley, David 07-18-2006 08:34

Yep, that is what I recall - but something seems to be missing - or, I am wanting to make it harder than it is. Probably need to wear a crash helmet. David

--------------------------------------------------------------------------------

65. Re: Light Demos Groves, Paul 07-19-2006 19:39

One year I couldn't find enough diffraction glasses so I cut them in half. Now I have diffraction monacles. These work great because they won't stay on the student's faces so they have to put them down, stop looking around the room, and listen to me after I finish with the light demos. --Paul

--------------------------------------------------------------------------------

66. Re: Light Demos Briley, Emmely 07-20-2006 12:32

Wow! I had no idea that tonic water floresces! I definitely want to work that in!

--------------------------------------------------------------------------------

67. Re: Light Demos Groves, Paul 07-21-2006 09:54

I believe it is the quinine that fluoresces. --Paul

--------------------------------------------------------------------------------

68. Re: Light Demos Asbury, Felicia 07-21-2006 19:49

Yes, that's correct! Also, isn't quinine used to cure malaria?

--------------------------------------------------------------------------------

69. Re: Light Demos Groves, Paul 07-22-2006 11:02

I was just reading from Bassam Shakhashiri's web site that Petroleum Jelly also lights up under black light. --Paul

--------------------------------------------------------------------------------

70. Re: Light Demos Asbury, Felicia 07-23-2006 09:41

Very cool...I will add this to my light demos. Thanks!

--------------------------------------------------------------------------------

71. Re: Making the electronic configuration sound dirty. Briley, Emmely 07-20-2006 12:36

Very funny. Referring to someone's "big s" does make it more memorable. Yeah, good old Don Showalter's baseball team. I like the idea of stopping the video once in awhile to check in with students and make a point. I'm glad to know I'm not the only one tormenting my students with that video.

--------------------------------------------------------------------------------

72. Re: Making the electronic configuration sound dirty. Groves, Paul 07-21-2006 11:46

I love your wicked sense of humor. This will work well with my style and my students. I actually have written out plans for a chemistry half-time show. For example... 64 students with colored umbrellas stand in an 8 x 8 block. The outer ones open their umbrellas (surface area). Then, the 8 x 8 block splits up into four 4 x 4 blocks... more students who are now on the surface open their umbrellas. Finally, we split into 2 x 2 blocks and everyone is now a surface atom. This could be done in conjuction with a surface area demonstration, like lycopodium powder. --Paul

--------------------------------------------------------------------------------

73. Re: Making the electronic configuration sound dirty. Harley, David 07-22-2006 08:07

You know, we all probably have had the student or students that I like to call "grade mongers" - those willing to do ANYTHING for a grade - now, if you had a pretty large number of them in a class... halftime would be a lot more interesting at those football games... hmmmmm... David

--------------------------------------------------------------------------------

74. Re: Molecular Geometry Ideas Groves, Paul 07-21-2006 21:24

The more practice the better. Good job. It will really pay off for them on the AP Exam. --Paul

--------------------------------------------------------------------------------

75. Re: Molecular Geometry Ideas Mccabe, Ann 07-22-2006 19:03

The standard deviants is produced in Canada. They have a whole series of Chemistry videos (as well as math, english and test prep). They were airing on public TV a few years ago and I would always watch them. I am pretty sure you can order them online. The PBS service and web site "videofinders" is a great resourse for anything you have ever seen on PBS.

--------------------------------------------------------------------------------

76. Re: Need more variety Groves, Paul 07-19-2006 19:37

I get into nuclear chemistry right after atomic structure in my general chemistry class, but in AP, I move right on to bonding and then organic chemistry. --Paul

--------------------------------------------------------------------------------

77. Re: Need more variety Briley, Emmely 07-20-2006 12:29

I also put nuclear chem in the atomic structure in 1st year when we do the nucleus.

--------------------------------------------------------------------------------

78. Re: Need more variety Harley, David 07-22-2006 08:18

Do any of you have any really good activities or labs you do with nuclear? Other than half-life and the cloud chamber demos, I am pretty weak in this area. Thanks, David

--------------------------------------------------------------------------------

79. Re: Need more variety Groves, Paul 07-22-2006 09:32

I have a handout I made to discuss the peninsula of stability. As for activities, I begin the discussion by pulling out my orange Fiestaware plates that I ate on all during college and into my first years of teaching until I found that the orange color came from the Uranium in the glaze. They are very radioactive. I would love to hear some more ideas from others on this topic, too! --Paul

--------------------------------------------------------------------------------

80. Re: Need more variety Harley, David 07-24-2006 08:11

Thanks Paul. David

--------------------------------------------------------------------------------

81. Re: Origami Bronk, Tina 07-19-2006 19:18

I love origami and would love to use it in class (fun for me too). I go to and download 20 minute videos. I like that the videos are free through my school, but hate how dull they are.

--------------------------------------------------------------------------------

82. Re: Origami Briley, Emmely 07-20-2006 12:31

Don Showalter fan club! Hilarious!

--------------------------------------------------------------------------------

83. Re: Origami Attached! Groves, Paul 07-23-2006 20:38

I see that this page comes from a book. Is it the one called Molecular Origami? I found it online using Google. I also found a picture of what the tetrahedral molecule will look like. See attached... the little blue molecule in the bottom right corner of the picture. --Paul

--------------------------------------------------------------------------------

84. Re: Origami Attached! St Clair, Robert 07-24-2006 09:57

This is cool. I will use this with my classes

--------------------------------------------------------------------------------

85. Re: Origami Attached! Asbury, Felicia 07-24-2006 13:28

I don't know if it came from Molecular Origami because I got it from my master teacher. I do have the Molecular Origami book and I attached a copy of one of its pages so you can see what it offers. I bought this book about a year ago, but didn't have the time to really look through it. Wow! I really like it! As you will see from the attachment, it comes with some great questions. The book also contains more complicated structures like octahedrals, see-saws, etc. --Felicia

--------------------------------------------------------------------------------

86. Re: Peeps as Teaching Tools Huebner, Verena 07-18-2006 18:23

cute idea.. i used clay (boring) and student definitely didn't have as much fun as you describe! I think I'll try using Peeps next year!

--------------------------------------------------------------------------------

87. Re: Peeps as Teaching Tools Harley, David 07-18-2006 19:32

And to think that I always thoughts Peeps were good for nothing! I like these ideas! David

--------------------------------------------------------------------------------

88. Re: Peeps as Teaching Tools Duchesne, Derek 07-18-2006 20:09

There's a whole website devoted to chemical reactions with Peeps. Important to note from the website is that most of the strong acids have no effect on peeps.

--------------------------------------------------------------------------------

89. Re: Peeps as Teaching Tools Koch, Brennan 07-18-2006 20:39

There is a whole world of Peepism out there. I usually show those websites after introducing the idea that we are preparing to work with the world's most deadly chemical . . .

--------------------------------------------------------------------------------

90. Re: Peeps as Teaching Tools Balan, Irina 07-19-2006 09:01

That's neat - I used marshmellows and toothpicks in the past after I realized that modeling clay is not much fun. Irina

--------------------------------------------------------------------------------

91. Re: Peeps as Teaching Tools Butcher, Brad 07-19-2006 11:18

Peeps sound good. I like your ideas. My atomic model kits were a waste of money (j/k, but this will make it more fun for sure).

--------------------------------------------------------------------------------

92. Re: Peeps as Teaching Tools Bronk, Tina 07-19-2006 18:52

The peeps are a great tool. Anything a kid can stab and then eat seems to make them happy. I have used Swedish fish, gum drops and gummy bears too.

--------------------------------------------------------------------------------

93. Re: Peeps as Teaching Tools Briley, Emmely 07-20-2006 12:20

Another great teaching idea with stabbing and explosions. Thank you! I'm going to have to use it. It will definitely relieve the tension from the model kits I have that don't quite fit together right.

--------------------------------------------------------------------------------

94. Re: Photoelectric Demo Briley, Emmely 07-20-2006 12:15

I think I'm sort of lost in this huge discussion. What demo are you referring to?

--------------------------------------------------------------------------------

95. Re: Photoelectric Demo Raines, Butler 07-20-2006 12:19

Its in the written lecture week2. Write and see squares i think it is called.

--------------------------------------------------------------------------------

96. Re: Speaking of darts... Groves, Paul 07-23-2006 10:26

I remember this activity, but I haven't done it for a long time. I think we used two sheets of paper with a piece of carbon paper between them (as though students know what carbon paper is). We dropped ball bearings on the paper which left little marks. I wonder if you could do it now with felt tip pens to get marks on the paper (and now holes in the toes). No matter the activity, it would give students a concrete idea of a PROBABILITY DISTRIBUTION which is all the information we get about electrons from quantum mechanics. We say the electron is a wave... it is a probability wave. --Paul

--------------------------------------------------------------------------------

97. Re: Using the periodic table Koch, Brennan 07-18-2006 12:43

I do the same thing and then we memorize the ones that don't read left to right. This is where the speed drills come in to play. (mentioned on another thread)

--------------------------------------------------------------------------------

98. Re: Using the periodic table Butcher, Brad 07-19-2006 11:08

I make them draw the orbital diagrams. After doing this over and over and filling arrows, everything else is very easy. I start with just filling arrows and then talk about the rules and why electrons are where they are after they have this down.

--------------------------------------------------------------------------------

99. Re: Using the periodic table St Clair, Robert 07-19-2006 12:34

I show them the regions on the periodic table and how the electrons fill. We will also fill in a periodic table with the their electron configuration. They start to see the pattern after doing a few periods.

--------------------------------------------------------------------------------

100. Re: Using the periodic table Briley, Emmely 07-20-2006 12:14

Do you have a handy list of the exceptions?

--------------------------------------------------------------------------------

101. Re: Using the periodic table Groves, Paul 07-21-2006 11:35

The only exceptions I have my students memorize are the s2d4 elements that are actually s1d5 (Cr, Mo, W) and the s2d9 elements that are actually s1d10 (Cu, Ag, Au). Other exceptions exist, but we just accept them as an oddity of nature rather than as fodder for AP questions. --Paul

--------------------------------------------------------------------------------

102. Re: Using the periodic table Huebner, Verena 07-21-2006 19:53

good to know... I kind of "glossed over" the exceptions with my 1st year chem classes and was concerned that I would need to go into more detail with my ap class. I think I'll follow your advice and just have them memorize the two. There are so many other (to me more important and more interestin) aspects of chemistry that I'd rather focus on! A good item for my "list"!

--------------------------------------------------------------------------------

103. Re: Using the periodic table Lebental, Dana 07-31-2006 12:26

I like that! I pass out black PT for every other reason, why not this one as well! --Dana

--------------------------------------------------------------------------------

104. Re: VSEPR Butcher, Brad 07-19-2006 11:23

Summary of VSEPR theory: "electrons don't like each other"

--------------------------------------------------------------------------------

105. Re: VSEPR Bronk, Tina 07-19-2006 19:06

I'm adding your summary to my list of 25 great things. :-) Tina

--------------------------------------------------------------------------------

106. Re: VSEPR Briley, Emmely 07-20-2006 12:27

Nice handout. Thanks!

--------------------------------------------------------------------------------

107. Re: VSEPR Harley, David 07-22-2006 08:16

Thanks for the handout! David

--------------------------------------------------------------------------------

108. Re: VSEPR - right one Briley, Emmely 07-20-2006 12:28

thanks for the attachment.

--------------------------------------------------------------------------------

109. Re: Wow! Great Ideas! Here's a few more. Asbury, Felicia 07-20-2006 18:30

I was just going to mention Electron Conf. Bingo. You beat me to it! Students love playing Bingo, especially if they can get a prize (lollipop, etc.) I also have element and ion bingo.

--------------------------------------------------------------------------------

110. Re: Wow! Great Ideas! Here's a few more. Harley, David 07-22-2006 08:10

If anyone has anyone teaching CPO Physical Science in their building, the standard kit comes with an "atom building game" that is generally too advanced for p-science kids, buut works well with chemistry kids. It builds good skills in the s,p,d,f orbitals. David

--------------------------------------------------------------------------------

111. Re: Wow! Great Ideas! Here's a few more. Groves, Paul 07-22-2006 09:36

I found the site for the kits. They mention the atom building game, but I can't really pick it out in the picture of the Physical Science materials. --Paul

--------------------------------------------------------------------------------

112. Re: Wow! Great Ideas! Here's a few more. Harley, David 07-24-2006 08:14

It is right in the middle of the equipment - looks kind of like a bullseye. I think you can buy it separately (as you can any of their stuff) but you may want to look at it first. They also use a "periodic table puzzle" that does some simple trend stuff. David

--------------------------------------------------------------------------------

113. Re: depth? Groves, Paul 07-18-2006 23:07

I don't even show it to my students, but I do refer to it with the idea that the four quantum numbers are variables in the equation. --Paul

--------------------------------------------------------------------------------

114. Re: depth? St Clair, Robert 07-19-2006 12:22

I do the same thing.

--------------------------------------------------------------------------------

115. Re: depth? Briley, Emmely 07-20-2006 12:22

I also mention it and simply refer to the 4 QN as variables.

--------------------------------------------------------------------------------

116. Re: depth? Huebner, Verena 07-21-2006 20:03

I like to show it to the students just to impress them... the equation really impresses me! and I then say that it is the basis for calculating the probable location of an electron, and thus the "shapes" of the electron orbitals - that's all.

--------------------------------------------------------------------------------

117. Re: lack of ideas here Briley, Emmely 07-20-2006 12:25

exploding peeps could add some zip to the pow wow! :)

--------------------------------------------------------------------------------

118. Shockwave site great Briley, Emmely 07-20-2006 12:04

Thanks!

--------------------------------------------------------------------------------

119. Speaking of darts... Mccabe, Ann 07-22-2006 20:37

We do a dart activity at my school when we teach electron configuration. We have a bull's eye on a sheet of notebook size paper and students drop a dart 100 times (it seems like alot but it takes less than 10 minutes) from a height of two meters. The closed-toe shoe lab rule is especially important here. We have thick sheets of cardboard to protect the floor. When they are done, they calculate the number of darts that landed in each region and then calculate the area of each region. They then graph the darts per unit area vs distance from the bull's eye. It replicates an s-electron curve and gets them thinking about trying to predict where a dart (electron) will land.

--------------------------------------------------------------------------------

120. Using the periodic table Bronk, Tina 07-18-2006 07:01

I have given up on the filling rule using the arrows and such. Mainly because it was too hard for them to memorize where the arrows went! I have my students look at the periodic table and just read it from left to right just like a book. It's simple for them to remember the s,p,d and f regions. I walk my students through it a couple of times then let them struggle with it. After about 20 minutes light bulbs start to go off and they can all read the periodic table filing order 1s2 2s2 2p6 ...with ease. :-) Tina

--------------------------------------------------------------------------------

121. VSEPR Balan, Irina 07-19-2006 08:58

I'm pretty sure this is a classic one but since I like charts and graphic organizers and I have seen that students tend to respond quite well to these I thought to share this with you. The other thing - I have found a wealth of online resources for VSEPR which I think can be a pretty tough subject (a lot of my regular Chem students have trouble understanding it) and this is one I have used in the past - for myself mostly Irina

--------------------------------------------------------------------------------

122. VSEPR - right one Balan, Irina 07-19-2006 08:59

I'm pretty sure this is a classic one but since I like charts and graphic organizers and I have seen that students tend to respond quite well to these I thought to share this with you. The other thing - I have found a wealth of online resources for VSEPR which I think can be a pretty tough subject (a lot of my regular Chem students have trouble understanding it) and this is one I have used in the past - for myself mostly Irina

--------------------------------------------------------------------------------

123. Wow! Great Ideas! Here's a few more. Briley, Emmely 07-20-2006 12:44

I got a lot of great ideas from everybody's contributions. Here are a few that I that I know of that I didn't hear anyone mention: Flinn Sci. has a fun Electron Configuration Bingo game they sell. We play for bingo prizes on the second day of electron configurations. The students get a kick out of it and also start seeing the pattern after awhile. Lab-aids Cat. No. 140 Sublevel Orbitals of the Atom Models Kit is a nice 2-D model of orbital shapes that I use during my e. config. lesson. It helps give a visual picture of the orbitals that relates back to what the quantum numbers stand for. Another teacher I know teaches e. config by wearing a big overcoat with inner and outer pockets. He has students fill up the pockets with interesting things, balloons, candy as one would fill an orbital diagram. It is a helpful analogy for his students, and I imagine a lot could be done with it.

--------------------------------------------------------------------------------

124. depth? Duchesne, Derek 07-18-2006 20:14

I stay away from the Schrodinger Wave equation other than stating it's the source of the four quantum numbers. Does anyone go into more detail than that?

--------------------------------------------------------------------------------

125. lack of ideas here Raines, Butler 07-19-2006 06:03

You know this is great reflection. I do ALOT of demos. I use projects in my other chemistry classes. I just realized I don't do much here. I mean we all sit in the floor with some model kits and kind of how a Pow Wow and its nice and relaxing but hmmmmm.....well I guess I'll just keep enjoying the threads.

--------------------------------------------------------------------------------

126. spdf mneumonic great! Briley, Emmely 07-20-2006 12:02

I love it!

--------------------------------------------------------------------------------

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download