Nothing is more confusing to students than the difference in a shell, subshell, and an orbital. Except for maybe how the brain of the opposite sex works.
But that is a topic for another blogger!
However, I can help you explain the difference in a shell, subshell, and an orbital without breaking a sweat.
Yeah, sure. You can teach quantum chemistry like you always have. I did.
You can stand at the front of the classroom and explain about the location of an electron, how it is oriented in space, and the probability of finding it at a given time.
You can explain with no diagrams or some of the traditional, hard to understand diagrams.
You can say, "If you are in the s orbital there is only one option for l and also for ml. That should be obvious based on it being in the s orbital."
Or you could really break the topic down into tangible, bite size pieces for your students. You could make students SEE quantum chemistry easily. (#DoodleNotes are awesome for this)
Imagine quantum chemistry with bright colors, simplified instructions, and specific illustrations that inspire understanding.
Now, that sounds amazing!
The problem: Sometimes an azide compound might look like a nitride compound at first glance!
I have a coloring worksheet that many middle school and high school teachers use to introduce or review ionic and covalent compounds. It's great because students color metals gray, nonmetals red, and polyatomic ions blue. This gives them a visual reinforcement that ionic and covalent compounds aren't just randomly established. There are rules. Using colors just makes it a little more fun! However, I get a few questions that come up on a regular basis that I'd like to clear up here.
I think the nitride ion has the wrong charge...
The Problem: Students confuse subscripts and coefficients
In theory, I only help with the chemistry labs this semester. But, I or one of my tutors, teach a recitation for Gen. Chem 1 or Gen Chem 2 every other week. They have been learning how to balance chemical equations and it just wasn't clicking for them. So, at this week's recitation I explained the concept of having the same amount of each type of chemical on the left as you do on the right.
But, they kept making the same mistake. They were just slapping on 2's for coefficients where there should have been a subscript to balance the charge on the molecule.
Solution #1: Do they know how to properly balance charges on chemical compounds? If not, click here for the explanation and here for the worksheet on that topic.
Chemistry is hard. I mean really, it is one of those sciences you can't see without lots of expensive equipment. So, I began trying to make chemistry(and other sciences and math!) more real to my students.
Hi! I'm CoScine. I write chemistry worksheets for visual learners. They are fun, easy to follow, and most of them are quick to grade. Since I started my teaching career at the college level, these aren't just simple chemistry. These worksheets are hard core science made fun.