Are you interested in having a professional chemist volunteer with you in your classroom? Apply for the Science Coaches program to gain real-world applications of lessons, demos or experiments in the classroom and more from a chemist! Participants in the program will also receive a $500 donation from the American Chemical Society or a $550 gift certificate from Flinn Scientific.
Do you have a topic idea for an AACT simulation? As AACT prepares for another school year, we are eager to hear if you have a topic idea for an upcoming simulation! If you have a great idea that you would like to see become available on the AACT website, please take a moment and share your idea with them. As a token of their appreciation, all contributors will be entered into a raffle for a $25 Amazon gift card.
With all that is changing in the global markets in the last year, can business continue as usual? The multilateral trade environment has begun to shift to more bilateral agreements, changes with OPEC, Iran and domestic production continue to influence the oil market, and China has been making good on its promise to ramp down production. Join us as Paul Hodges of International eChem and Bill Carroll of Carroll Applied Sciences return for ACS's semiannual look at these factors and explore what opportunities lie in this new economic landscape.
What You Will Learn
Register for free:
The ACS Project SEED summer research program opens new doors for economically disadvantaged students to experience what it’s like to be a chemist. Students entering their junior or senior year in high school are given a rare opportunity to work alongside scientist-mentors on research projects in industrial, academic, and federal laboratories, discovering new career paths as they approach critical turning points in their lives.
Learn more about Project SEED.
Since its inception in 1968, Project SEED has supported nearly 11,000 economically disadvantaged high school students mentored by over 1,000 volunteers. Over the fifty years, participants have indicated that Project SEED helped them to continue their education after high school while developing new skills and abilities, improving their self-confidence, and helping them to decide to become a scientist, engineer, or mathematician.
Monday night, the 21st of May, saw a phenomenal banquet recognizing members and contributors for their professional and/or academic contributions to the advancement of chemistry through ACS. These included members with 40, 50 and 60 years of research work in this field as well as active teachers and students.
The North Jersey Local of the ACS awarded our NJSTA with a plaque as a “salute to excellence for providing outstanding programming and professional development opportunities to the chemistry teachers of New Jersey. These opportunities have impacted thousands of students.”
The plaque continues citing our “commitment and leadership of the NJSTA volunteers [which] promote the ACS mission of advancing the broader chemistry enterprise and its practitioners for the benefit of Earth and its people.”
NJSTA president Ms. Linda Smith and NJSTA president-elect Ms. Linda Burroughs accepted the award. Ms. Bobbi Gorman nominated our association, and has been an active member of our group for many years. We appreciate all the work she has done to promote the education of chemical science and her commitment to teaching students.
With NGSS requiring Earth & Space Science in high school, some schools are choosing to integrate the NGSS Performance Expectations and DCIs into their existing biology, chemistry, and physics courses. It turns out there are lots of connections to be made between Earth science and chemistry - after all, chemistry is the study of matter, and all of the matter we use comes from the Earth systems. So this begins with the recognition that the Earth is a big sphere of chemicals - how did those elements and compounds form and how did they come together to make the Earth? Then we find that silicate minerals & the rocks made of them constitute 90% of the crust of the Earth, and so are very relevant to the study of chemistry, even though they are currently omitted from introductory chemistry courses.. When we include plate tectonics and weathering in chemistry, we see that the Earth is an active chemical refinery - even making life-and-death differences since chemical composition variations in magma largely determine whether a volcano is explosive or not! This webinar will work on connecting these Earth science facts and processes to topics already in high school chemistry courses, thus opening up literally a whole world of interesting chemistry while also meeting NGSS requirements.
It is worthwhile to note that NGSS asks for both new content and new approaches to teaching and learning. This will result in curricula that contain material that has not been in Earth science courses, nor in physics, chemistry, or biology courses in the past. This necessitates new outlooks for all science educators, making lots of new connections. It will require knowledgeable people from all science disciplines working together to creatively build the Next Generation of science courses that now will include the Earth and Space Sciences.
May 17, 2018 - 4:00 PM Eastern
Register by May 15
Presenter: Martin Schmidt, McDonogh School, MD
Most chemistry books focus on chemistry and on occasion relate it to students’ real lives. ChemCom teaches chemistry through the lens of real life. During this webinar, learn about how ChemCom embraces modeling, NGSS, and hands-on activities to make chemistry relevant and exciting to students. To familiarize yourself with the text before the webinar, visit www.acs.org/chemcom. There, you can also request a review copy. Published in 2012, Chemistry in the Community is still as relevant as ever.
WEBINAR (7-8 PM ET) on May 8, 2018
Presenter: Emily Bones
Join Jackie Meyer, the Science Coaches Associate, as she outlines the benefits for teachers and coaches in the two Science Coaches programs, One-on-One and Teams.
Science Coaches is a joint ACS and AACT educational outreach initiative dedicated to enhancing science skills in students across the United States. The program partners coaches (volunteer chemists) with AACT teacher members in elementary, middle, and high schools. Teachers accepted into the program will have the opportunity to form a valuable relationship with a coach who volunteers face-to-face or through a private, digital forum.
Come learn about One-on-One and Teams partnerships and find out which program will benefit you and your students the most. One lucky attendee will receive a copy of “Molecules: The Elements and the Architecture of Everything” by Theodore Gray.
Presenter: Jackie Meyer
Date: May 2, 2018
Time: 7-8 PM ET
WEBINAR (7-8 PM ET) on April 24, 2018
When one teaches AP Chemistry to sophomores in one year with no previous chemistry course, and at breakneck speed with no breathing room between August and April, review becomes a crucial part of the process. Ask one of my kids what they know about PES in the first week of April and the answer is usually, "What's PES?". As such, one month of review is a vital component in my course. Join Adrian Dingle for a breakdown of what he does to bring his AP students up to speed in the month before the AP exam.
Presenter: Adrian Dingle
Visit Website to Register: teachchemistry.org/professional-development/webinars/ap-chemistry-a-review-plan
Several new resources were added to the AACT resource library recently. Find one to fit your upcoming unit or lesson, and don't forget to check the AACT website each week for new resources!
FROM THIS ISSUE OF CHEMISTRY SOLUTIONS
The Mars Student Imaging Project (MSIP) is a nationally recognized award winning authentic inquiry-based learning and student-centered education project. Students learn how science works by engaging in science research using data from a NASA spacecraft orbiting Mars. Students understand how science really works by actually being a scientist.
The Mars Student Imaging Project (MSIP) is an immersive and transformational way for students in grades 5 through early college to engage in scientific process and practices through authentic research experiences. MSIP enhances the teaching of traditional courses, such as physical science, Earth science, chemistry, and biology. MSIP also incorporates 21st Century Skills to help students be ready for the STEM workforce.
MSIP can be done through distance learning or as an independent research project. There is no fee to participate in the Mars Student Imaging Project.
WEBINAR (7-8 PM ET) on April 11, 2018
Join AACT and the ACS in celebrating marine chemistry during the upcoming Chemists Celebrate Earth Week (CCEW) campaign with the theme, “Dive into Marine Chemistry.”
How does high school chemistry teacher, Michael Morgan, with a background in chemical physics, suddenly (or maybe not so suddenly) end up teaching marine sciences in his chemistry classes? Learn about the odd path he took to incorporate topics from marine sciences, earth sciences, and even a little bit of biology into his chemistry classes. The webinar will feature the roles of the National Ocean Sciences Bowl (NOSB) and the National Science Bowl (NSB). Surfing, scuba diving, sailboat racing, and an ill placed Olympic dream will all be part of the story.
You will also learn about the educational resources ACS provides for this year’s CCEW celebration. More information at www.acs.org/ccew.
Presenters: Michael Morgan, Franciscso Bravo Medical Magnet School, and David Horwitz, Program Manager, Science Outreach, American Chemical Society
Register Now: register.gotowebinar.com/register/7045313557792186882
This year's CCEW theme is "Dive into Marine Chemistry!" Engage K-12 students in marine chemistry by covering theme-related articles and activities in class and by participating in your local illustrated poem contest.
The American Association of Chemistry Teachers (AACT) wants to know how we can best support the professional development needs of teachers. Please complete our professional development survey by February 28th to share your thoughts. It takes less than 5 minutes, and three participating teachers will receive a $100 Amazon gift card!
Take the survey »
For this event, high school students are asked to imagine that they are living 25 years in the future and have been invited to write an article for ChemMatters, a magazine for high school students that focuses on the role of chemistry in everyday life. The subject of the article is: “Describe a recent breakthrough or innovation in chemistry (and/or its applications) that has improved the quality of people’s lives today.” To view a sample ChemMatters magazine visit: http://tinyurl.com/ybk9gl73.
In addition to the article, students are asked to design a cover for the magazine. The article must be written as if the student is living in the year 2043, looking back at innovations that have occurred since 2018. The innovation must fall into one of the following categories:
A few examples of areas where development is expected are: nanotechnology, energy efficiency, pollution prevention, green chemistry, sustainability, intelligent devices for sensing, proteomics, climate models, biopharmaceutical therapies, medical devices and/or implants and new energy sources.
Find out how you can use chemistry content to enhance K – 8 learning – even if you are not a chemistry teacher!
More Information: teachchemistry.org/professional-development/webinars/but-i-don-t-teach-chemistry
New Resources from the American Association of Chemistry Teachers
High and Middle School
Applying the Versatility of Chem Lab Reactions to Generate Understanding through Evidence
From the article "Modeling Periodic Patterns" in The Science Teacher, NSTA September 2017
Perhaps we might regard chemical experiments being taught in high school from a different perspective … one of a thinking process over a proof. Though redox and electronegativity are among many examples of concepts that must be learned and tested for, what makes them believable? Chemical reactions commonly used in high school potentially offer broader opportunities for the NGSS Teacher to engage students in learning to work the evidence. While it is always faster and easier (for a teacher) to simply give working definitions and draw models, processing given experiments for different purposes is far more memorable and open to valuable, formative discussion. This is what Ms. Dusty Carroll of Seneca High School is doing.
Ms. Carroll successfully used concepts in common reactions to provoke evidence rather than simply show a predictable response. Her high school classes were asked to draw on the evidence for thinking how two simple concepts - electron affinity and ionization energy - work. The NGSS approach to understanding changes occurring during a chemical reaction needed a working phenomenon for this – namely, the snatching of electrons from weaker atomic structures. While this paradigm is universally intriguing to humans, it is also evidential. Metals with acids and halogen/halide reactions provide the means to demonstrate the evidence desirable in showing comparative atomic structure functions and properties. For Dusty, it was another way to use chemistry to strengthen her students’ confidence in doing science as well as their reasoning abilities.
We have all found it difficult at times to generate a “wow” factor during lab work; but when Dusty’s students were asked to think through a reaction on their own based on evidence seen, she found that students were more pleased with their success since something they had considered difficult to understand was actually possible to show.
When asked what drew her to write an article on this topic, she modestly replied she wanted to share her ideas; but also wanted others to understand that she continues to tweak labs for deeper purposes and approaches within the NGSS. But isn’t that exactly what science is all about?
I asked if she considered any Real World applications in teaching her Property Reaction topics. She replied that perhaps the broader considerations of how materials work together should be considered, especially within the area of materials science. She advocates working with the students in seeing “patterns” with properties and posing questions. She asks her students to look for the “why” aspect. When there is no prior knowledge to use, patterns are very useful.
When I asked what motivated her students, she was quick to indicate that color really draws in the students when working with chemical reactions. Just like with elementary children, bubbles, color, temperature and other changes focus the interest. She also uses catchy phrases like “stealing an electron”; but later substitutes more appropriate worded phrases and definitions. Nevertheless, the metaphors certainly assist the visualization! Accurate communication is something she insists on, and notebooks are kept with drawings encouraged. Even though mistakes are made due to lack of experience (judging color, time of reaction, degree of change), these are qualitative errors that correct themselves over time. Students are not yet coming to high school with solid understandings of properties and equations.
As for assessing these developing skills in her students, she goes for the “storyline” approach that Mike Heinz introduced during one of his assessment seminars - reasoning being emphasized by evidence.
Dusty is delighted to share her ideas and has with her high school peers. She likes the Peer Review process and uses the feedback. As an active member of NJSTA, we hope to find more articles in NSTA’s The Science Teacher by her as she harnesses more of the NGSS approach.
Dusty Carroll can be reached at Seneca High School, Tabernacle, NJ or at
Submitted by Linda Burroughs, NJSTA Vice-President
The Chemical Educational Foundation® (CEF) is a nationally recognized nonprofit dedicated to fostering STEM literacy and exposing K-8 learners to the excitement of science. CEF is looking for science educators who are interested in volunteering as part of its Content Development Team (CDT), which reviews content for the You Be The Chemist Challenge®. The Challenge is a fun, quiz-bowl style competition for students in grades 5-8 that tests their understanding of chemistry. Volunteer reviewers collaborate with CEF staff via e-mail, which allows volunteers to work around their own time constraints.
Last year the Challenge reached over 55,000 students across 42 U.S. states and territories (including New Jersey!). By collaborating with CEF as part of the Content Development Team, you can have a significant, far-reaching impact on students at a time that is crucial to developing an interest in the sciences and in STEM careers.
Please contact Katie Wetstone (email@example.com) if you are interested or have any questions. If you know others who may be a good fit, feel free pass along this information. You can also visit CEF at www.chemed.org to learn more--all of our programs and resources are free for teachers!