I was fortunate enough to have a quality secondary science education program in college. They made sure we were in the classroom a lot. Not just middle/high school, but I had to go to an elementary school twice a week for a whole semester and teach a week long science unit. That was one of the most valuable parts of my college education. Pose a question to a group of second graders, 25 hands go up shaking and waving (how come this doesn’t happen in high school???), wanting to give an answer, and you get a real good idea how good your question was.
My program (this was 12 years ago) stressed inquiry. Going into my first methods teaching class, I thought I knew how teaching was going to go. Give them a book, do some experiments out of lab book, test. Wash, rinse, repeat. After presenting the word inquiry and a few activities that were inquiry-based, I went home that night imagining how much fun teaching could be. And I thought about how much I missed out on in high school. I loved those rare lab days where we were able to “experiment” (um, follow directions).
Our professors encouraged us to go to conferences when we could, mainly NSTA, to grab ideas from teachers doing great things. If you’ve never been, I encourage you to go (especially a national one if you can swing it). Through the years, I’ve collected what I’ve thought were pretty good guided inquiry labs. I’m sure there are better ones out there, so please share if you’d like to add to the list. Since I teach mostly chemistry, they lean that way.
#5. The Hindenburg Lab
There’s nothing better to most high school students than something that explodes. I like this lab as a lead-in to stoichiometry. Essentially, I give them two reactions, one that produces hydrogen (they could figure this out, but I use whatever I have on hand like Zn/HCl), and another that produces oxygen (peroxide/KI…this is a reaction that wouldn’t make a lot of sense to them at this point…great reaction to introduce catalysts). They take their “blimps” (plastic dropper bulbs) full of water, play around with combinations of Hydrogen and Oxygen, and spray them into a flame. When the timing is right, we’ll turn it into a contest for the farthest launch in the hallway. Afterwards, ratios, rocketry, and history are a great way to wrap it up.
#4. Balloon in a Flask
Here’s a balloon. Here’s a flask. Get the balloon to coat the inside of the flask. This comes after chatting about pressure and the atmosphere. A classic demo, but let the kids figure it out.
#3. Burner Flame
I came up with this (I think) as an open ended assessment at the end of a thermochemistry unit. I don’t know how accurate the numbers are, but it works out pretty well to get them thinking. I give each group of students a coin (penny, nickel, etc.) and they have to determine the temperature of a Bunsen burner flame using the coin.
#2. Take Home Challenge
I wish I had more ideas for things that students could experiment with at home. I’ll take some sand, salt, iron filings, and poppy seeds, mass them individually for each baggie, number it, and hand one to each student. They are instructed to separate them in to four separate piles, bring them in, and mass them. This is a great way to revisit properties and separation techniques. It is an old idea, but let the kids play around at home. It is a great way for some parent interaction at home.
#1. This is by far the ultimate in chemistry inquiry. The methods/thinking vary so much, but with a lot of struggling, a confident answer is usually made. I think it fits well at the end of a stoichiometry unit, but lately I’ve incorporated into a final. Enjoy.
Baking Soda decomposes at high temperatures. One of the equations below is empirically correct. Show your work and explain your tests/procedures.
NaHCO3(s) –> NaOH(s) + CO2(g)
NaHCO3(s) –> Na(s) + C(s) + O2(g)+ H2(g)
NaHCO3(s) –> Na2CO3(s) + CO2(g) + H20(g)
NaHCO3(s) –>Na2O(s) + CO2(g) + H20(g)
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