Last year while attending the Biennial Conference on Chemical Education at GVSU I had the opportunity to hear a talk that showed a video of a chemical demonstration showing the burning of magnesium metal. We have all seen many of these videos (thank you YouTube) and probably have performed this demo for our own students many times. During the video it may have been represented with a chemical equation followed by the students being asked to balance the equation or maybe even predict the products. Although the use of video including the showing of the equation nicely represents the macroscopic and symbolic representation, what was so unique about this particular video is that it also included the particulate representation embedded on top of the video of the demo. This was the first time I had seen the particulate level representation done like that and so I was intrigued in wanting to find more of these representations.
Doug Ragan's blog
In my high school chemistry classes, I stress the use of units and the use of written chemical formulas to be represented properly. It is important to me that when a student expresses the formula of a chemical either in their data or in a balanced equation that they represent it correctly. With t
We teach it, some celebrate it, and we try to make it engaging for our students. What is it? The mole concept and Mole Day! So how do we make it engaging for our students? Let me introduce #molympics.
If you are on Twitter and follow #chemchat, you may have recently seen some beautiful, rotating 3D atomic and molecular models from Dave Doherty @atomsNMolecules. I was curious about these models and after contacting Dave, he introduced me to The Atomic Dashboard.
In reference to the recent posting by Deanna Cullen and the list of where to find articles such as
Having completed a unit on stoichiometry, I was looking to review with my HS students some key topics before Spring Break. I had received from FLINN scientific their "It's Elementary--March Madness" activity: