In an attempt to address some student misconceptions in electrochemistry, this guided-inquiry laboratory was devised to give students an opportunity to use a manipulative that simulates the particulate-level activity within an electrochemical cell, in addition to using an actual electrochemical cell. Students are led through a review of expected prior knowledge relating to oxidation and reduction half-reactions. Then, the students examine the macroscopic level by constructing and using an electrochemical cell. Finally, students use the manipulative and make connections between the two levels through class discussion. The misconceptions involve the movement of electrons and ions through solution and the salt bridge, the resulting charges of the half-cells, and the charge sign given to the anode and cathode on electrochemical and electrolytic cells. Additionally, the activity covers oxidation and reduction reactions in electrochemical cells and provides practice drawing and labeling parts of an electrochemical cell. Results, pre- and post-testing and student comments, indicate that this laboratory facilitates students’ understanding of electrochemical cells.

Current chemistry education reforms have reestablished the process of science as a priority. Despite this progress, many students cannot comprehend the interrelatedness of the content. Modeling Instruction incorporates the components of inquiry with the added benefit of a logical sequence of conceptual development that provides a dynamic learning progression. The cohesiveness of the chemistry content along with using evidence to build understanding makes learning chemistry more intuitive for students.

Students must engage in their learning to develop a deep understanding of the content that we wish to share. Teachers and students alike can benefit when a teacher models their own engagement in professional development activities and research. This editorial introduces me as the new precollege associate editor online and invites readers to join the JCE precollege team in building a partner Web site significantly developed to address the needs of precollege chemistry teachers.

We are happy to officially roll out the JCE Chemical Education Xchange Web site (ChemEd X). ChemEd X has been developed to provide continued access to the resources previously available at JCE Online. This new and improved "interactive" version will facilitate collaboration among educators in the secondary chemistry community. The ChemEd X Web site will continue to expand. We hope that readers will use the resources that are already there and then help us by contributing their own unique ideas, activities, laboratories, and demonstrations.

The ACS Board has recently committed resources to a national organization for high school chemistry teachers that may finally provide a long-awaited professional home for that community. This organization will facilitate collaboration between teachers and also with college professors and chemists working in the field. The success of this initiative will depend upon the support of current ACS members at every level of the organization.