In this activity, students express their creativity and show their understanding of concept by creating a video for their final project.
Some teachers do not like the idea of letting students do a "redo" on an assignment. It can, if done carefully, have a positive impact on students learning and the culture of the classroom.
Come explore the “Fire and Ice” pedagogic field laboratory. Follow suggested pathways and perspectives, or blaze your own trails. Visit for 10 minutes or for hours.
In this lab students are given a film canister, a quantity of Alka Seltzer of their own choosing and any materials available in the room to investigate factors that affect the rate of reaction. They work with their groups to create CER boards and then the class engages in a Glow and Grow session. Tips for using this activity in a virtual setting are offered as well.
The author explains a virtual chemistry lab activity for use in a high school chemistry class. This activity is an excellent way to introduce measurements, significant figures, and the concept of density.
Are you expecting too much or little of your students working from home? Perhaps this blog post will help with setting expectations and evaluating how much time your students should devote to online learning. And hopefully, the suggestions in this blog will help in lowering your stress levels.
The use of anthocyanins in red cabbage extracts as pH indicators has long been a popular classroom activity. Flowers, fruits and vegetables contain a diverse range of anthocyanins. This investigation explores further applications of plant-derived dyes including reversible reactions based on oxidation/reduction chemistry and other reactions to illustrate colour changes that are not solely dependent on pH change. By using household materials and plant dyes, this investigation may potentially be completed at home if necessary.
Many teachers have students draw models and diagrams to help them illustrate how matter behaves. Teachers can uncover and address possible misconceptions quickly using this strategy. The author describes how to create interactive particle diagram activities that are easy for students to use online. This strategy is applicable to almost any particle diagram and should be useful for teachers during virtual lessons.
In "Comparing household chemicals" students discover the effects of using different types of household chemicals and determine if they are really all so different. This formative assessment targets the question “What are the effects of using and producing different matter types?” This is important because students should understand the types of products they are using. If they are buying something that says it is a cleaner for the bathroom, why does it sometimes have the same compounds in it as a cleaner for the kitchen. If students can recognize this, then they can be better consumers and not have to buy two different products knowing that the chemicals are the same.
In the “Airbag challenge” the students are tasked with developing a safe airbag for a car company. This formative assessment explores students’ thinking about the question “How can chemical changes be controlled?” The central concept in this challenge is the application is stoichiometry. Students are expected to use the numbers of moles of reactant consumed or product formed in a balanced chemical equation and to determine the change in the number of moles of any other reactant and product. Students need to use molar mass to convert mass of a reactant or product to moles for use in stoichiometric calculations or to convert moles from stoichiometric calculations to mass. Students use the ideal gas law equation to determine the numbers of moles in a sample of gas not at standard conditions.