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Lowell Thomson's blog

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Demonstrating the Colors of Transition Metal Complex Ions

Tue, 02/24/2015 - 08:15 -- Lowell Thomson

Just the other day within my IB Chemistry HL classes, we were discussing the color of transition metal complex ions in solution. It's a bit imperfect, because they are not yet dissolved, but I set up a number of metal chloride salts in order to help students see the pattern. They are arranged according to the position of the metal in the periodic table. It ends up being quite obvious to the students that the only metal salts with color are in the d-block. I'm now in the process of ordering more chloride salts so I can complete the pattern even more the next time I teach this topic.

 

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Utilizing Google Forms For Feedback and Data Gathering for Instructional Videos in a Blended Classroom

Fri, 10/17/2014 - 08:22 -- Lowell Thomson

In my previous post, I shared the general formatting of the videos I create for my IB Chemistry course within which I utilize the flipped model. Within that blog post, I mentioned that I use Google Forms to collect data about the videos, and I'd like to offer some thoughts on this as a tool with many uses.

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Reflections on a (Virtual) Guest Speaker Visit to my Chemistry Class

Sat, 05/31/2014 - 22:57 -- Lowell Thomson

I've mentioned previously that my current grade 10 class is reading "The Case of the Frozen Addicts" together. As my students starting writing their blogs to respond to the reading, I saw quite a few questions that I couldn't answer. But I didn't want to leave the questions there with no response, so I went to Twitter to find scientists to join my class as a guest speaker.

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Using Twitter for a Backchannel Chat During a Fish Bowl Discussion

Sat, 03/29/2014 - 08:14 -- Lowell Thomson

In a previous post, I discussed the work of my grade 10 class as we read the non-fiction story, The Case of the Frozen Addicts. We've continued working our way through the book, taking one class every two weeks to delve into the issues presented. Just this week, we engaged in a fish-bowl discussion. To help steer the discussion, I started the class with a quick warm-up activity asking students to suggest topics or questions that they would want to talk through in the fish bowl.

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