Over the past two years, I have immersed myself in designing mobile games for organic chemistry: founding a company called Alchemie and building a team to develop these games. The first of our games is called Chairs! (The exclamation point comes from the fact that an app called Chairs already existed in the AppStore.) The game Chairs! is what we call our proof-of-concept. Folks were a bit incredulous when we told them we design games that make learning organic chemistry intuitive and fun.
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.
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.
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.