Innovation

"Chemistry is too hard to understand!" "Why does this matter?!" "How does this relate to anything?!" These are some of the most common exasperations that students have about my particular field of teaching. Since I cannot change the material, I can at least make it relatable.

One example I use relates to the reactivity pattern of certain carbon atoms. In one particular reaction, a bromine can either break apart from the carbon on its own or be kicked off by another atom that has greater affinity to carbon. Students have a very difficult time grasping this concept, so I show them. I enjoy relating these bonds to how relationships work, because I believe that relationships for college students is something that most of them can relate to. I have a pair of students come to the front of the room and create a “bond” by joining hands. These “couples” can only hold hands with each other, because that is how many bonds that element can have. If the couple is together but someone comes along who is really determined to hold hands with one of the people, they can forcefully (incoming new group) grab the hand and if the person (carbon) is willing, then they will release the other hand (with bromine). This then shows that the carbon switches hands (sides in chemistry terms) but you only get one product which is attached to the opposite side of the carbon (the opposite hand being held). If the bromine (person in couple) leaves the carbon first, then the left person has two hands available and the incoming person (incoming new group) can go to either hand (side of carbon). Thus, you would get two products. I shared this with my class (I had a couple of volunteers come up and be my ‘couples’) and they immediately got the example. So much so that when I was walking through the library later that day I had some other students that were studying for their exam ask me to explain the concept. They were studying with a student who was in my section. So, I had that student from my section explain it to them and he perfectly used the example I had given them. Understanding worked wonderfully, and the students were astounded by the simplicity and straightforwardness of the explanation given to them by their peer.