I was hesitant at first. Chemistry is not my forte. I remember when I was in college, I really struggled in learning organic and inorganic chemistry. But, let me say that I have no choice but to study and to teach it to Science, Technology, and Engineering Grade 9 students. I accepted the challenge. The question is, do I have “chemistry” with Applied Chemistry?
As a first timer, I’ve had a lot of headaches from doing the PowerPoint presentations, studying the concepts, anticipating the possible questions that will be given by the students, to teaching it. It was like I was starting from scratch. Plus, the fact that I was nervous since I will handle “cream of the crops”.
The initial challenge for me was to gauge the students’ prior knowledge and comfort levels with chemistry. Many of them had only a basic understanding of the subject, so I had to start with foundational concepts while keeping the content engaging and relevant.
During the first grading period, we started with an introduction to organic chemistry and hydrocarbons. At the start, I focused on making sure the students understood basic concepts, like the structure of organic molecules and the different types of hydrocarbons. It was really hard at first since you have to remember and understand IUPAC rules, consequently, applying it.
I thought first grading period will be the most difficult part of my journey as a first timer. I scanned the topics from second to fourth quarter. I told to myself that it will be easy since it looked like I will just be memorizing definitions. I was wrong! Topics from second to fourth grading were harder than it looks. It was not just pure memorization. Even though it was really challenging, it grabbed students’ interest as it directly related to their daily lives.
In the second grading period, we delved into food chemistry, specifically food preservation. We discussed various methods of preserving food, such as drying, canning, and adding preservatives. At the end of this quarter, students were grouped into three and they were given performance task to make a food preservation technique.
The third grading period was all about everyday products like soaps, insect repellents, and dyes. This was particularly exciting because it allowed the students to understand the chemistry behind products they use regularly. We started by making dishwashing liquid in the classroom, which was a fun and educational project. We also explored how insect repellents work and the chemical basis for the effectiveness of various dyes. These activities were not only educational but also enjoyable, fostering a greater interest in chemistry.
The final grading period focused on medicines, a topic that underscored the importance of chemistry in health and wellness. We discussed how different medicines are formulated and how they work in the body to treat illnesses.
Teaching Applied Chemistry for the first time to Grade 9 students in a Science, Technology, and engineering program was both a challenging and rewarding experience. From the moment I stepped into the classroom, I realized the importance of connecting chemistry concepts to real-world applications that resonated with the students’ interests and future aspirations. My goal was to ignite their curiosity and show them how chemistry plays a crucial role in the fields they are passionate about.
In summary, teaching applied chemistry for the first time to Grade 9 students was a dynamic and enriching experience. Each grading period brought new challenges and opportunities to connect chemistry concepts with practical applications. Reflecting on my first-time teaching experience, I learned the importance of patience, adaptability, and creativity in the classroom. It was crucial to continuously adapt my teaching methods to meet the students’ needs and find innovative ways to make the material engaging. The experience also underscored the significance of building a supportive learning environment where students feel comfortable exploring new ideas and making mistakes.
Next school year, I know that I will be a better Applied Chemistry teacher.