To the point; no fluff. Communication so succinct that the message lands. Pardon the pun to Chemistry, but too many words dilute a message. The result: students remember nothing.
Michael Jansen reflects on a very common empirical formula lab that asks students to determine the empirical formula of MgxOy. He then explains how he continues to use it as a "successful failure", how he demonstrates an alternate procedure and leads his students to an important lesson.
Michael Jansen contemplates his student's reaction to a last minute switch to an old school delivery of a lesson.
Students use a micro-scale method to extract caffeine from tea using dichloromethane. At the end of the activity, the students' dochloromethane extractions are pooled; the solvent is distilled after class for re-use.
Michael Jansen runs this engaging "big picture" lab on day 1 of Grade 11 Chemistry, which is the students' first dedicated Chemistry course.
This demonstration lays the foundation for what science is all about: proper experiments, properly carried out, properly interpreted.
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This activity is an interesting way to engage students before formally beginning the study of Thermochemistry. Students experiment and compare the use of 1% milk and half & half cream in coffee.
Michael Jansen offers one of his favorite demos - producing liquid CO2 from dry ice.
