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students stand in a circle, play music, when music stops, person with the ball answers a question. Says "rescue" if they need help. Good way to review.

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Sentence Frames

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We have a variety of prompts to help you lesson plan and do administrative tasks with GenAI chatbots like ChatGPT, Claude, Bard, and Perplexity.

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four boxes, students take turns writing one thing they took away, no repeats.

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Steps for the Activity:

1. Prepare Questions: Write various questions related to the topic on strips of paper, ranging from simple to complex (using Bloom’s Taxonomy). Place the strips into a can or container.

2. Group Discussion: Students work in pairs or small groups. The teacher pulls a question from the can and students work together to answer it.

3. Assign Questions: Based on difficulty, select individual students to answer questions. Even though students are responsible for one question, they gain exposure to all levels of questions.

4. Submit Questions: Students can also write and submit their own questions to the can, promoting higher-level thinking and engagement.

This activity encourages critical thinking, allows students to answer questions at varying levels of difficulty, and helps scaffold learning for all proficiency

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use sentence frames to have students share and discuss. Walk around, when music stops, they partner with the person closes to them and share their answer. Add affirmations

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Students write two important information or what they took away or what stuck with them. Walk around and share their post it and give one while they take one from their partner. Walk around again and share and give one and take another one. Whole class sharing.

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Students summarize what they learn in 20 words. Each word is worth $0.10

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Post a question on an easel chart, students can only write or draw. No talking

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Choose a topic, five to eight minutes, groups of two to four list as many words related to the topic from A-Z

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Graphic organizers and Advanced organizers

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Graphic organizers and Advanced organizers

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At the beginning, students take 5 minutes to review. Stand Up. Teacher uses name generator to call on students. Students answers questions, when they need help they yell rescue. Someone can answer or by raising their hand

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Digital exit tickets

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1. Set up corners: Label four corners with Solid, Liquid, Gas, and Plasma.

2. Assign cards: Give each student a card with a substance (e.g., ice, steam) or condition (e.g., molten metal, lightning).

3. Move to corners: Students go to the corner that represents their substance’s state of matter.

4. Discuss: In pairs, students explain why their substance fits the state of matter.

5. Share: Each corner group shares their reasoning with the class.

6. Mix and switch: Students exchange cards, move to the new matching corner, and repeat the discussion.

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1. Movement-based explanation: Use hand signals or body movements to represent chemical reactions. For example, students can move their hands together to represent molecules forming a bond or pull their hands apart to represent a reaction breaking a bond.

2. Action Signals: Use signals to indicate understanding of concepts like endothermic (energy absorbed—students lift their hands up) and exothermic reactions (energy released—students push hands outward).

3. Practice and reinforcement: Let students take turns performing the movements for different types of reactions (e.g., synthesis, decomposition) while the rest of the class identifies the reaction.

4. Whole class or partner work: Students can work in pairs or small groups to practice movements, reinforcing vocabulary and concepts through physical actions.

Example Chemistry Application:

• Concept: Understanding exothermic and endothermic reactions.

• Objective: Students will demonstrate their understanding by using movements to illustrate whether energy is absorbed or released during a reaction.

This activity engages kinesthetic learners and helps students physically connect with abstract chemistry concepts like energy flow in chemical reactions.

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https://www.physicsclassroom.com/Chemistry-Tutorial/Matter/Pure-Substances-versus-Mixtures

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Part b: Pure Substances vs. Mixtures

Part 1a: Solids, Liquids, and Gases
Part 1b: Pure Substances vs. Mixtures

What is this Stuff?

One of the key roles of chemistry is to identify the various materials of our world. Chemists are matter detectives. They are often given a sample of a material - a solid, a liquid, or a gas - and asked to determine what it is. What is it made of? How can its composition be described? Chemists rely on a convenient classification system for answering these questions. But before we can understand the system, we need to do engage in some about atoms.

Atoms, Elements, and Compounds

For more than a couple of centuries, scientists have been quite comfortable with the concept of the atom as the building block of matter. Not all atoms are equal. We have learned that there are different types of atoms. As of this writing (2024), we have been able to detect 118 unique types of atoms. We refer to these types of atoms as elements.

You're likely familiar with the names many of these elements - hydrogen, helium, oxygen, sodium, mercury, aluminum, copper, and many more. Each of these types of atoms (i.e., elements) differ from each other in terms of their observable properties. For instance, hydrogen is a colorless, odorless, flammable gas. Sodium is a soft, silvery-white solid that reacts with water. Mercury is a dense, silver liquid with a strong tendency to ball up into beads. And copper is a reddish-brown, highly conductive solid that is often used for electrical wiring. While these elements have unique observable properties that allow chemists to identify them, there are also distinct differences at the particle level that make an atom of copper distinguishable from an atom any of the other existing element. Atoms and elements will be discussed in great detail as we continue through this Chemistry Tutorial.

Tap for Photo Credits: Copper || Sodium || Mercury

Atoms of different elements often combine through chemical reactions to produce compounds. A compound is a type of particle that is composed of atoms of two or more elements. Water is an example of a compound. Water consists of hydrogen atoms and oxygen atoms. In our nerdiest of moments, we chemistry types call water dihydrogen monoxide and represent it symbolically as H ₂O. Examples of other compounds include carbon dioxide (produced by burning fossil fuels), carbon monoxide (a poisonous gas), sodium chloride (table salt), silicon dioxide (sand), and iron oxide (rust). Compounds will be the focus of our study in Chapter 4 of this Chemistry Tutorial.

A Classification System

That's enough small talk. Let's answer the big question:

When you look at the stuff that surrounds you, how do you know what it is made of? In terms of its parts, how can you describe the composition of stuff?

Chemists approach this question using the classification system depicted in the graphic below. A sample of matter is one of two things - it is either a pure substance (that is, a single substance) or it is a mixture of two or more substances. A pure substance contains only one type of substance. That type of substance could be an element like copper (Cu), helium (He), oxygen (O), nitrogen (N), or any of the 118 elements on the periodic table. Or that type of substance could be a compound like water (H ₂O), carbon dioxide (CO ₂), carbon monoxide (CO), and sodium chloride (NaCl). If the sample of matter is not a pure substance, then it is a mixture. If the different substances of a mixture are uniformly spread throughout the bulk of the sample, then the mixture is referred to as a homogenous mixture. In heterogeneous mixtures, the individual substances are either separated or non-uniformly mixed.

In nature, mixtures are far and away more common than pure substances. Air is a mixture of several gases, primarily nitrogen (~78%) and oxygen (~21%). Tap water is mostly water but also includes a variety of other substances mixed in; these include minerals (such as sodium, iron, calcium, and magnesium), chlorine-containing compounds, and other trace impurities. Air and tap water are both homogeneous mixtures because the components or parts of the mixture are spread evenly throughout the sample of air and of water. Black coffee, cologne, and vinegar are other examples of homogeneous mixtures. If you inspect the sample of these mixtures, it will be hard to see the individual components because they are evenly spread throughout. Being mixed together uniformly, the parts are indistinguishable from one another.

A homogeneous mixture is often referred to as a solution. A solution has a solvent and one or more solutes. The solvent is generally thought of as the substance in the solution that is present in the greatest amount. The solute is dissolved into the solvent and uniformly distributed throughout. If a teaspoon of table salt (NaCl) is added to a glass of water and stirred, the salt will dissolve in the water to form a solution. The water is the solvent, and the salt is the solute. As you will soon learn, water is a commonly used solvent in Chemistry class. Various solids and on occasion liquids and gases will be dissolved into water to form an aqueous solution. Coffee, vinegar, and contact lens solution are all examples of aqueous solutions encountered in your everyday life.

While homogeneous means the same throughout, heterogeneous means widely varied or unevenly distributed. A heterogeneous sample of anything is a sample in which the parts or components are distributed unevenly throughout the sample. A bowl of chili or a pepperoni pizza are examples of heterogeneous mixing of the parts of a sample.

Oil and vinegar salad dressing and orange juice (with pulp) are examples of heterogeneous mixtures found in your refrigerator. Before pouring these mixtures from a container, you are typically advised to shake it. Shaking will distribute or mix the parts of the mixture more evenly. When you remove a sample of salad dressing or OJ from the container, you are removing a representative mix of its components. But if given enough time, the components will once again separate into two phases and return to the state of being unevenly distributed.

A sample of matter that is classified as a pure substance has only one component in it. It is a single substance. Pure. Not mixed with any other substance. Uncontaminated by any other substance in its vicinity. Such samples are difficult to find in nature since the side-by-side presence of any two substances often results in their intermingling or mixing.

Let's do a thought experiment. Suppose you line the bottom of a pan with rocks and then pour the purest sample of water you can find on top of it. Over time, minerals in the rock will dissolve into the water. Gases in the air above the water surface will dissolve in the water. Soon the purest sample of water you could find becomes a mixture with gases and minerals spread throughout.

So, if pure substances are nearly non-existent in nature, then how can we ever acquire pure substances? Great question. Answer: We rely on chemistry for better living. The chemical industry spends lots of time separating the components of a mixture from one another in order to create pure samples of a single substance. Rocks are mined and the minerals inside them are separated and refined to produce pure samples of elements like aluminum, iron, copper, etc. Similar processes are used to acquire pure samples of compounds such as sodium bicarbonate (baking soda), table sugar (sucrose), and sodium chloride. The chemical industry spends time and effort acquiring samples of pure gases like helium, nitrogen, and oxygen. And water solutions are purified to produce pure water.

Check Your Understanding

Use the following questions to assess your understanding. Tap the Check Answer buttons when ready.

1. Can an element - a single type of atom - ever be part of a mixture?

2. Based on the chemical name that is given, identify the following as either an element or a compound:

a. Hydrogen chloride
b. Phosphorus
c. Uranium
d. Phosphorus pentachloride
e. Aluminum sulfide

3. Classify the following mixtures as being either a homogeneous mixture or a heterogeneous mixture.
a. Fruit Salad
b. Glass of ice water
c. Steel
d. Chocolate chip cookie
e. Milk
f. Tap water

4. Consider the samples of matter in each of these containers. Classify each as being either a pure substance, a homogeneous mixture, or a heterogeneous mixture.

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The Physics Classroom Tutorial presents physics concepts and principles in an easy-to-understand language. Conceptual ideas develop logically and sequentially, ultimately leading into the mathematics of the topics. Each lesson includes informative graphics, occasional animations and videos, and Check Your Understanding sections that allow the user to practice what is taught.

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1. Create Posters: Students work in small groups to read or research a topic and create a poster that summarizes the information using words, images, or diagrams.

2. Rotate and Teach: Each group decides who stays with their poster to teach the next group that comes by, while the other students rotate to the next poster. The rotating students learn the new information at each station.

3. Continue Rotating: At each poster, students take turns teaching the key information. After several rotations, students return to their original poster.

4. Final Report: The group at each poster shares the most important information they learned with the whole class.

This activity encourages students to teach and reinforce content by actively engaging in the learning process. It also helps students improve communication and understanding by explaining the content to their peers.

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Steps for the Activity:

1. Set up the Value Line: Create an imaginary line in the classroom representing two opposing viewpoints (e.g., “agree” on one side and “disagree” on the other).

2. Take a Position: After discussing a topic or issue, students physically place themselves on the line according to their stance on the issue.

3. Debate and Defend: Two students act as advocates for each side and argue their viewpoints. Other students discuss with those near them to either stay in their position or move closer to one side.

4. Persuasion: After debating, students attempt to persuade their peers to shift positions by explaining their reasoning.

5. Reflection: Students share why they chose their spot on the line and reflect on how their views might have changed after the discussion.

This activity helps students engage in critical thinking, articulate their perspectives, and listen to differing viewpoints.

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1. Form Groups: Students are grouped heterogeneously, and each group is assigned a number. Every group gets a whiteboard, marker, paper, and pencils.

2. Pose a Question: The teacher asks a question based on the topic being studied. Each student writes their individual response on their paper, and the group discusses to come up with a team response.

3. Write Team Answer: After discussion, the group records their final answer on the whiteboard.

4. Share Answers: The teacher spins a spinner or rolls a die to select a group to share their answer with the class. The group must explain and support their answer.

5. Clarify and Correct: If the team is incorrect, the teacher selects another team until the correct answer is shared. Teams earn points for correct answers.

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Steps for the Activity:

1. Form Two Circles: Divide the class into two groups. One group forms an inside circle facing outward, and the other forms an outside circle facing inward. Each student in the inside circle is paired with someone in the outside circle.

2. Exchange Information: The teacher provides a question or task, and the students in the inside circle respond while the outside circle listens. Once the inside circle students finish, the outside circle students share their responses or feedback.

3. Rotate: After both have shared, the teacher signals for the outside circle to rotate clockwise, so everyone has a new partner. The process repeats.

4. Editing Task (Optional): Students can exchange pieces of writing during each round, with outside circle members acting as editors and providing feedback on specific tasks, like checking for punctuation.

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Have students reflect on what they learned or write one takeaway. Students then connect their thoughts together using hexagons.

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1. Assign Cards: Give each student an index card with either a chemistry term or its matching definition, such as chemical elements and their symbols, compounds and formulas, or types of chemical reactions.

2. Mix and Share: Students move around the room, reading their cards aloud to others. They must describe the concept on their card without showing it. For example, a student with “H₂O” might describe it as “the compound necessary for all life and made of hydrogen and oxygen.”

3. Find a Match: Students listen to each other’s descriptions and find the person who has the matching term or definition.

4. Read Aloud: Once pairs find their match, they stand aside until everyone is done. Each pair then reads their term and matching description to the class.

This chemistry-related version helps reinforce key terms and definitions in a fun, interactive way while promoting collaboration and verbal communication.

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Set Up Charts: Prepare multiple large chart papers and post them around the room. Each chart will have a different chemistry-related topic or question, such as types of chemical reactions, the periodic table, or properties of acids and bases.

2. Form Groups: Divide students into groups of 4-5. Each group starts at a different chart and uses a specific colored marker.

3. Respond and Rotate: At each chart, groups discuss the topic and add 2-3 ideas or responses. After 3-4 minutes, groups rotate to the next chart, review the previous group’s ideas, and add their own comments or questions.

4. Summarize: After visiting all the charts, groups return to their original chart, review all contributions, and summarize the ideas shared.

5. Class Discussion: Groups share their summaries with the class, and the teacher leads a discussion to clarify any questions.

This chemistry-adapted version helps students collaborate and reflect on key concepts while actively engaging in discussions and written responses.

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Steps for the Activity:

1. Assign Topics: Choose a chemistry topic with multiple dimensions, such as types of chemical reactions (e.g., synthesis, decomposition, combustion). Assign each group a specific reaction type to explore.

2. Research and Learn: Students in each group research their assigned reaction type, learning key details about it, such as the general formula, examples, and how it occurs.

3. Create Posters: Groups create a poster explaining their reaction type, including visual representations of the reaction and important facts.

4. Teach the Class: Each group presents their poster to the class, explaining their assigned reaction and how it works. The rest of the class takes notes on each reaction type.

This adaptation helps students break down complex chemistry topics by working together, classifying information, and teaching each other.

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Steps for the Activity:

1. Present a Statement: The teacher makes a chemistry-related statement, such as, “Combustion reactions are more dangerous than synthesis reactions.” Give students time to think about whether they agree or disagree.

2. Take a Stand: After thinking, students stand if they agree with the statement or stay seated if they disagree. They must be prepared to explain their reasoning.

3. Team Discussion: Optionally, divide students into teams. Each team discusses the statement, decides if they agree or disagree, and stands or stays seated as a group. Teams then explain their rationale for their decision.

4. Class Discussion: Students explain their reasons for agreeing or disagreeing, and the class can debate the pros and cons of each side.

This activity engages students in critical thinking and helps them articulate their understanding of chemistry concepts, such as different types of reactions, safety, or chemical properties.

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Students write down what they took away from the lesson. List as many (under cops section). Then they walk around and talk to people and write down things they forgot or didn't know under robbers section

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1. Teach in Chunks: Deliver information in short, manageable “chunks” of around 10 minutes or less. Keep each segment focused and concise.

2. Pause to Chew: After each chunk, give students 2 minutes to process the information. They can do this individually, with a partner, or in small groups. This allows them to “chew” on the material and reflect.

3. Adjust Timing: The 10-to-2 ratio can be adjusted based on the complexity of the content or the students’ proficiency levels.

4. Monitor Understanding: During the “chew” time, encourage students to ask questions or share their thoughts to ensure they’re processing the information effectively.

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• Strategy: Pair higher-achieving students with peers who may need extra support. Peers can help each other by explaining concepts in different ways.

• Benefit: Reinforces understanding for both the tutor and the student being tutored.

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Post a question. Rather than just thinking students actually write their response and share with their partner. You can use elbow partners or the generator. Provide sentence frames if anything.

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• How it works: Set up two rows of chairs facing each other. Students sit across from one another and have a set amount of time (1-2 minutes) to discuss a question or topic with their partner before rotating to the next person.

• Why it’s effective: This rapid-paced discussion format helps students process and articulate ideas quickly. They also get to hear multiple perspectives in a short period of time.

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Topic: Chemical Bonding

1. Preparation:

• Create cards with terms related to chemical bonding. Examples of terms to include:

• Ionic Bond

• Covalent Bond

• Polar Covalent Bond

• Nonpolar Covalent Bond

• Electronegativity

• Valence Electrons

• Metal

• Nonmetal

• Electron Transfer

• Electron Sharing

• Molecule

• Lattice Structure

2. Activity:

• Distribute the cards to students. Each student gets one concept card.

• As a class, students work together to move around the room and physically place their cards on a large whiteboard or poster to create a concept map.

• Students discuss how the terms relate to each other. For example, they may connect Ionic Bond with Electron Transfer, or link Covalent Bond with Electron Sharing.

• They should draw lines between concepts and write short explanations of the relationships. For example:

• Electronegativity → influences the type of bond (ionic vs. covalent)

• Metal → forms ionic bonds with Nonmetal through electron transfer

• Covalent Bond → forms between two Nonmetals by sharing electrons.

3. Wrap-Up:

• Once the concept map is complete, students can reflect on how different types of bonds form and why the properties of metals and nonmetals influence these bonding types. The class can review the relationships and correct any misunderstandings or add more detail as needed.

Why It’s Effective:

• The physical act of placing and connecting cards helps students internalize how the terms relate to one another.

• Discussions among students as they move around and place their cards help deepen their understanding of the key concepts in chemical bonding.

• This also caters to visual and kinesthetic learners by combining visual mapping and movement.

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https://schoolai.com/

Microsoft pilot

Gemini google

Chatgpt

Claude ai anthropic

perplexity.ai

Pi.ai

Figma.com/figjam

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https://www.eslgamesplus.com/electron-configuration-physical-science-game/

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https://chemquiz.net/

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https://www.physicsclassroom.com/Concept-Builders/Chemistry/Electron-Configuration/Concept-Builder

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Using the Concept Builder

The Complete Electron Configurations Concept Builder is shown in the iFrame below. There is a small hot spot in the top-left corner. Clicking/tapping the hot spot opens the Concept Builder in full-screen mode. Use the Escape key on a keyboard (or comparable method) to exit from full-screen mode.

There is a second hot-spot in the lower-right corner of the iFrame. Dragging this hot-spot allows you to change the size of iFrame to whatever dimensions you prefer.

Using the Concept Builder

This Concept Builder will open in a separate browser window on your device. Click the Launch Tool button to open the Concept Builder. Close the window to return to this page.

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Complete Electron Configurations Concept Builder

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Each interactive concept-builder presents learners with carefully crafted questions that target various aspects of a discrete concept. There are typically multiple levels of difficulty and an effort to track learner progress at each level. Question-specific help is provided for the struggling learner; such help consists of short explanations of how to approach the situation.

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Curipod.com/ai

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Hyperdocs

ScreenPal Lessons

Hexagonal Lesson

Create study guides on Quizizz

Incorporate more EdPuzzles

CER Framework (start with ECR)-Padlet

Diffit

Formative

Socrative

Quizlet

Gimkit

https://www.compoundchem.com/category/chemistry-history/

https://www.compoundchem.com/category/general-chemistry/

https://www.compoundchem.com/infographics/

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http://electronorbitalsimulator.com/

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What is this?

The electron orbital simulator (EOS) is a Unity program that serves as a visual aid for learning the structure of the atom.

On the left is a 3D model of the atom selected in the periodic table. Using the dropdown, you may view a simplified model of it's electron cloud or a 3D representation of the bohr model.

On the right is the electron configuration for the corresponding element. In electron cloud view, you may click on boxes to view individual orbitals.

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The electron orbital simulator (EOS) is a Unity program that serves as a visual aid for learning the structure of the atom. On the left is a 3D model of the atom selected in the periodic table. Using the dropdown, you may view a simplified model of it's electron cloud or a 3D representation of the bohr model.

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https://winter.group.shef.ac.uk/orbitron/atomic_orbitals/4f/index.html

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For any atom, there are seven 4 orbitals. The f-orbitals are unusual in that there are two sets of orbitals in common use. The first set is known as the general set, this page. The second set is the cubic set, this page and these might be appropriate to use if the atom is in a cubic environment, for instance. Three of the orbitals are common to both sets. These are are the 4, 4, and 4 f orbitals.

The higher f-orbitals ( , , and ) are more complex since they have one or more spherical nodes.

4f atomic orbitals general set

In the general set of 4 f orbitals, there are four distinct shapes, each of which possess a number of planar and conical nodes. The 4 f orbitals do not possess any radial nodes.

The 4 f orbital (top row in the image above) has a planar node in the xy plane and two conical nodes with their exes along the z-axis.

The 4 f and 4 f orbitals (next to top row in the image above) are related to each other by a 90° rotation about the z-axis. At first sight, they are similar in shape to the 4 f and 4 f orbitals but they are not. While these orbitals contain six lobes, the nodal planes are not at 60° to each other and two of the six lobes are "bean-shaped".

The 4 f and 4 f (next to bottom row in the image above) each have eight lobes and are related to each other by a 45° rotation about the z-axis. Each orbital has three nodal planes, which for the 4 f are the xy, xz, and yz planes.

The 4 f and 4 f orbitals (bottom row in the image above) are related to each other by a 90° rotation about the z-axis. Each orbital has six lobes separated by three nodal planes lying at 60° to each other.

4f atomic orbitals cubic set

In the cubic set of 4 f orbitals, there are two distinct shapes, each of which possess a number of planar and conical nodes. None of the 4 f orbitals possess radial nodes.

The 4 f, 4 f, 4 f, and 4 f (bottom two rows in the image above) each have eight lobes. The 4 f, 4 f, and 4 f orbitals are related to each other by 45° rotations about the x, y, and z-axis respectively. Each orbital has three nodal planes, which for the 4 f are the xy, xz, and yz planes.

The 4 f, 4 f, and 4 f orbitals (top row in the image above) has a planar node in the xy plane and two conical nodes orientated along the z-axis. The other two orbitals are related through 90° rotations.

The OrbitronTM, a gallery of orbitals on the WWW: https://winter.group.shef.ac.uk/orbitron/
Copyright 2002-2021 Prof Mark J. Winter [Department of Chemistry, The University of Sheffield]. All rights reserved.

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For any atom, there are seven 4 orbitals. The f-orbitals are unusual in that there are two sets of orbitals in common use. The first set is known as the general set, this page . The second set is the cubic set, this page and these might be appropriate to use if the atom is in a cubic environment, for instance.

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https://www.worksheetworks.com/miscellanea/graphic-organizers.html

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teaching materials worksheets printables math fractions handwriting geometry homeschooling classroom teachers parents geography spelling language puzzles

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Find worksheets about Graphic Organizers

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https://interactivechemistry.org/

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Combustion Simulator

This game simulates combustion reactions involving fuels such as methane and propane. Users apply the concepts of Activation Energy and Conservation of Energy as they invest energy to break bonds and release energy when forming bonds. Molecules are represented using 21st Century Lewis Dot Models to form structures such as CO ₂ and H ₂ O. Potential Energy in atoms and Heat Energy are made visible using "Jewels" as representations of energy.

The Crown Joules

This is an exciting game in which students earn points making molecules and gathering "Jewels" of Heat. Using 21st Century Lewis Dot Models, this game is designed to teach students how making and breaking bonds result in energy changes (exothermic and endothermic reactions) We have a few variations on our experiments page: including a Multi-Player and an Android version

Photosynthesis Simulator

Using 21st century Lewis Dot Models, users will create sugar molecules by adding Joules of Sunlight to CO ₂ and H ₂O molecules.
The concept of storing Joules as potential energy in molecules is conveyed using visible Jewels that users can invest to break covalent bonds.

Matchmaker: Ionic Bonding

This game will strengthen student skills in creating ionic compounds from common monatomic and polyatomic ions. The concepts of VALENCE are clearly communicated using colorful representations of ions.
NEW! The Latest Version of Matchmaker is now available on the American Assoc. of Chemistry Teachers website! The AACT version incorporates a competition round and medals that reward student achievement.

Double Replacement Reactions using Matchmaker Models

Using this simulator, students use interlocking-shapes to investigate double replacement reactions of ionic compounds.
The clear demonstration of ionic valence allows students to gain practice in writing chemical formulas and balancing chemical equations. Positive feedback guides students to the correct products in each scene.

Catalysis using Hammer Toss Models

In this game, students investigate the ability of catalysts (H⁺ and an enzyme) to increase the probability of productive bond-breaking collisions. Visible energy meters demonstrate the concept of an energy threshold (Activation Energy) required for reaction. Five scenes offer variations on the type of catalyst and the temperature of the reaction mixture.

Ionic Reaction Simulator 2020

Using this simulator, students will model double replacement reactions that occur in solution.
In particular, this simulator demonstrates the formation of precipitates!
The behaviors of soluble and insoluble salts and the concept of excess and limiting reactants are emphasized.

SN2 Reactions

NEW!
In this game, students investigate nucleophilic substitution reactions (SN2) by firing a nucleophile at a rotating electrophile molecule. Only precisely aligned molecules with sufficient energy can react!

ChemLEAP Molecular Interactions Sandbox

NEW!
Using this simulator, students can investigate how changes in molecular speed and attractions affect bulk properties of materials.

Electrostatic Forces

NEW!
In this game, students must use Electrostatic Forces to arrange particles in specified patterns. The Charge and Mass of each particle are controlled by the user. Solving six puzzles of increasing difficulty will provide students with an intuitive understanding of electrostatic attraction and repulsion.

Cell Model

NEW!
In this game, students play the role of a cell adjacent to a flowing river of molecules (the bloodstream). Players try to import valuable molecules (glucose and oxygen) from the bloodstream while dumping waste products (carbon dioxide) back into the bloodstream for excretion. This game has great replay value, as it is difficult to acheive a high score.

Experiments and prototypes

On the following page are prototypes and failed experiments that were stable enough to run. Some of these are really cool and may be useful, but you may experience a few bugs and problems. However, if you find a lot of value in one of these projects, you can let us know and we just might finish the project. Otherwise, all the code is on GitHub and you are free to finish the project yourself.

TL;DR These are unfinished projects that might be useful

About us

InteractiveChemistry.org games are created by Chemistry Teacher Steven Sogo, supported by a number of talented high school students at Laguna Beach High School. Our mission is to provide free, open-source games and simulations to help teach principles in chemistry and physics classrooms. Our focus is on web-based applications so that all students can benefit whether they have a Chromebook, Apple Mac, or Windows based device. However, we are interested in new technology like virtual reality. Most of these experiments can be seen on the experiments page. All else can be seen here on the main page. If you have any feedback, want to report any problems with out website, or just want to say "thank you," our contact information is listed at the bottom of the page.

Google Play and the Google Play logo are trademarks of Google LLC.
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We are a group of student developers making educational games and simulations for Chromebooks, Mac, and Windows devices. We specialize in Chemistry and Physics.

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Create a 10x10 grid, number from 1-100, create questions (ai) on whatever topic. Students work in pairs, They work on as many problems as they can. They bring it to the teacher and teacher verifies. If correct, they write their initial in any of the square. If wrong, go back and work on it or try another question. Take note of the question that they answer (write it down and keep track). No repeats. If the grid is full, students can erase other initials and put theirs. At the end, use the number wheel. Whatever it lands on and whoever's initial is on it can get bonus or exempted.

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www.edutopia.org

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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https://ditchthattextbook.com/explore-boards/

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Imagine that your students are reading a novel. Or a chapter in a textbook. (You know how I feel about textbooks, but hey ... sometimes, we've got to use them!)

It's good that everyone reads the same baseline text. They all get the same foundation, that same core content.

But your students aren't all the same. They have different interests. Different curiosities.

How can we honor those different interests but still make sure everyone gets the same core material?

Explore Boards.

An Explore Board is a document packed full of resources (articles, videos, PDFs, podcasts ... anything) about whatever you're studying. These resources showing the nuance and variety of what you're learning ... showing that there are many, many sides to the topic.

Students explore the resources that interest them the most. But they're not required to look at all of it.

They get choice. Their interests are valued.

That's the beauty of the Explore Board.

How can you make them? How can you use them? What do they look like?

Let's dive into it ...

So what are Explore Boards?

Holly Clark first introduced me to the concept of explore boards. Before her, the creators of HyperDocs (Lisa Highfill, Kelly Hilton, Sarah Landis) were calling them "multimedia text sets."

The concept has been around for a while! Holly coined the term "explore boards," which I really like.

Here's how Holly describes Explore Boards: a board of learning choices that help students develop background knowledge. They are filled with links to a set of different forms of media surrounding a common topic, theme, or issue.

The purpose of an Explore Board is to curate and package high-interest content for students. Explore Boards build and foster curiosity. They extend lessons with more resources that students can go back and explore as the reading unfolds.

The information in Explore Boards is curated by the teacher to help build background knowledge and activate curiosity, not just tasks students have to do.

Here are some key points to remember about Explore Boards:

Explore Boards are a great way to expose students to a variety of resources from lots of different media sources.

They can be used to help students develop background knowledge in a variety of subjects, including history, English language arts, math, and science.

They can be modified for different levels.

They are not HyperDocs, but they can be used as the explore section of a HyperDoc lesson.

What does an Explore Board look like?

Explore Boards can be created using a variety of tools but Google Docs make are easy to use to create and share Explore Boards with your students. Here are some examples of Explore Boards using Google Docs.

How can Explore Boards be used in the classroom?

Explore Boards can be used in a variety of ways to support student learning. They can be used to introduce a new unit of study, provide context for a reading assignment, or support research projects.

One of the reasons I love them: they turn your students into "classroom experts." When a student reads several resources about a certain subtopic in an Explore Board, that student instantly knows more about it than the rest of the class. During a classroom discussion, you can turn to those students -- those "classroom experts" -- because they've studied that subtopic more than the rest of the class.

Here are some ways you might use them in the classroom:

As part of a HyperDoc: Explore Boards are designed to help students develop background knowledge on a particular topic. They aren't HyperDocs by themselves but they can serve as the explore portion of a HyperDoc lesson. Read more: Use Explore Explain Apply to plan digital learning lessons.

Choice-based learning: Explore Boards provide students with options, which helps teachers promote student choice and autonomy. Students can choose which links to explore based on their interests and learning needs.

Personalized learning: Explore Boards can be tailored to meet the needs of individual students. Teachers can create different Explore Boards for different students based on their interests, learning styles, and abilities.

Extending lessons: Explore Boards can be used to extend lessons with more resources that students can go back and look at as the reading unfolds. This can help students deepen their understanding of a topic and make connections between different concepts.

Creating your own Explore Boards

Here are some tips for creating effective Explore Boards:

Include a wide variety of multimedia: Explore Boards should include a wide variety of multimedia, such as videos, audio, and images. The important thing is to provide learners with the resources they need to build a stronger conceptual understanding of the topic they are about to study.

Add essential questions or learning objectives: Don't forget to add your essential question or learning objective to the Explore Board. This will help students understand the purpose of the board and guide their exploration.

Engage your students: Include links to collaborative activities to reinforce key understanding and ensure all learners are ready for the next step in your lesson. You can also include links to interactive images, Padlet shelves, or tables in Google Docs with hyperlinks.

Explore Board Template

Template directions: Create a list of resources for your students to explore before diving deep into a topic. The resources should build background knowledge, peak their interest in the topic and be varied in their medium.

What to put in your explore board: Check out our post: 20+ sources of FREE digital content for your class to find great resources to add to your Explore Board.

Parts of the explore board:

Title of Explore Board: This should be what your students are learning about. For example the title of the book you are about to read, the unit of study or topic. Here you can add an image that showcases what they will be studying. Here you can also add an essential question or learning objective.

Goal of Exploration: Are students going to watch a video, listen to an audio file, look at images, read an article. Let me know what you expect them do do with the resource you have provided.

Image of resource or icon: This is a great way to give them a sneak peek into the resource you have curated. This could be a screenshot, a logo, book cover, or an icon that represents the resource.

Title of Resource + Link: Here you will share the resource and add the link. To add the link highlight the text, right click and select "insert link".

FREE teaching ideas and templates in your inbox every week!

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©2023 Ditch That Textbook by Matt Miller.

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Personalize learning with Explore Boards

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Imagine that your students are reading a novel. Or a chapter in a textbook. (You know how I feel about textbooks, but hey ... sometimes, we've got to use

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Have students assess themselves then write one or a few things they don't understand or even a question then do a review.

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chadsprep.com

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Gallery Walk but Students Create posters and others add comments or ask questions

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Gallery Walk but Students Create posters and others add comments or ask questions

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• Steps:

1. Divide students into groups and assign each group a chemistry topic (e.g., balancing chemical equations, types of solutions).

2. Each group creates a poster or chart summarizing their topic.

3. Students then rotate around the room to view and comment on other groups’ charts.

• Chemistry Example: Have students create posters on different types of chemical reactions (e.g., combustion, acid-base, redox) and walk around to compare their findings.

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. Prepare the Question or Topic:

• Choose a question or topic you want students to share ideas about. For example: “List one factor that affects the rate of a chemical reaction.”

2. Write Down Ideas:

• Have students individually write down one idea related to the topic on a piece of paper or in their notebook. Example: “Increasing temperature speeds up a chemical reaction.”

3. Start the Music:

• Play music while students stand up and move around the classroom. They should find classmates to exchange ideas with. When they meet someone, they give one idea and get one idea by writing down what their classmate shared.

4. Keep Moving:

• Students continue moving and exchanging ideas with as many peers as possible before the song ends. Each time, they share the idea they wrote and write down a new one from their peer.

5. Stop the Music:

• Once the song ends, students return to their seats. By now, they should have a list of ideas from different classmates.

6. Class Discussion:

• Review and discuss some of the ideas as a class. This can help clarify misconceptions and reinforce key concepts.

Chemistry Example: Reaction Rates

1. Topic: “Factors Affecting Reaction Rates.”

2. Student’s Initial Idea:

• One student might write, “Increasing concentration of reactants speeds up the reaction.”

3. Sharing Example:

• When the music plays, the student shares this idea with a peer who says, “Adding a catalyst lowers the activation energy, speeding up the reaction.” Both students write down each other’s ideas.

4. Outcome:

• By the end of the activity, students will have a list of different factors affecting reaction rates, such as temperature, concentration, catalysts, and surface area.

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1. Prepare the Question:

• Choose a more in-depth question. For example: “Explain how catalysts affect chemical reactions.”

2. Start the Music:

• Play music as students move or dance around the room.

3. Stop the Music:

• When the music stops, students pair up with the person closest to them.

4. Timed Sharing:

• Set a timer for 1 minute for each student to explain their ideas. Ensure both partners have equal time to share their thoughts.

5. Switch and Repeat:

• Start the music again, and repeat the process with new partners until the activity is complete.

Chemistry Example:

1. Topic: Catalysts in chemical reactions.

2. First Student:

• Explains how catalysts lower activation energy, speeding up the reaction.

3. Second Student:

• Shares an example of a catalyst, such as enzymes in biological reactions.

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https://ed.oc.edu/blackboardquizgenerator/

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Miro | The Visual Workspace for Innovation

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Miro is a visual workspace for innovation where teams manage projects, design products, and build the future together. Join 60M+ users from around the world.

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Using Canva Whiteboard for interactive Assignments

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Genial.ly

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The Teacher's Corner - Lesson Plans, Worksheets and Activities

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A collection of educational worksheets, lesson plans, activities and resources for teachers and parents.

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teaching materials worksheets printables math fractions handwriting geometry homeschooling classroom teachers parents geography spelling language puzzles

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Find worksheets about Graphic Organizers

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Claude is Anthropic’s AI, built for problem solvers. Tackle complex challenges, analyze data, write code, and think through your hardest work.

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Napkin AI - The visual AI for business storytelling

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Just type, copy-paste or generate your text and Napkin will instantly transform it into insightful visuals. Make your communication more effective with Napkin.

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Innovative digital experiences

Our web-based tools deliver immediate feedback to students as they explore content, gaining the deeper connections needed for long-lasting learning.

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Seamless assessment

LTI-Enabled

Readily Integrated into your platform

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Explore the tabs to the right to view or listen to alt text about 3 of our interactive learning tools: Hybridization, Lewis Structures, and 3D Mechanisms.

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Enhance your learning platform with dynamic experiences of STEM content. Guided Instruction and embedded assessment through game-inspired interactives.

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Wordwall - Create better lessons quicker

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Need a fresh teaching resource that fits your class and teaching style? Create a customized pack of interactive and printable activities in just one minute.

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1. Read in pairs: Students read a chemistry article or textbook section (e.g., about chemical reactions or states of matter).

2. Use the coding system:

• (✓): Fact or concept already known (e.g., “I already know that a catalyst speeds up reactions”).

• (?): Something confusing or unclear (e.g., “Why does increasing temperature speed up a reaction?”).

• (!): Something new or surprising (e.g., “I didn’t know that some reactions absorb heat”).

• (+): A new concept learned (e.g., “I just learned about endothermic reactions”).

3. Share with a partner: After reading, students compare their notes and clarify misunderstandings.

4. Class discussion: Groups share with the whole class to clear up any remaining confusion.

Example Chemistry Application:

• Text: An article about types of chemical reactions (synthesis, decomposition, etc.).

• Objective: Use the coding system to identify familiar concepts, confusing points, and new information.

This version helps students identify what they understand and clarify difficult concepts while reading chemistry content.

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https://emerginginvestigators.org/articles?q=chemistry

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Image credit: The authors

It's time-consuming to complete the calculations that are used to study nuclear reactions and energy. To uncover which computational chemistry tools are useful for this challenge, Pan, Vaiyakarnam, Li, and McMahan investigated whether the Python-based Simulations of Chemistry Framework's Hartree-Fock (PySCF) method is an efficient and accurate way to assess alkane molecules.

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Articles | Journal of Emerging Investigators

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JEI is a scientific journal for middle and high school scientists

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In this game, created by Steve Sogo (with contributions from students at Laguna Beach High School), students will test their ionic bonding knowledge by forming ionic compounds from a variety of ions. During the game students will be provided with a name of the ionic compound and two ions (one cation and one anion). The goal of the game is to form an ionic compound that matches the name using the provided ions. Students score points by combining the ions in the correct ratio, based on the charges, and by selecting the matching chemical formula.

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Classroom Resources | Matchmaker: Ionic Bonding | AACT

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AACT is a professional community by and for K-12 teachers of chemistry

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JeopardyLabs has over 10000 games on atoms

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Can you name the elements of the periodic table?

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In this interactive lesson, students examine the quantitative relationship between chemicals in a balanced mathematical equation.