From: Fiona Rae (FRae@hopkinton.k12.ma.us)
Date: Tue Feb 04 2003 - 15:14:19 EST
Greetings! I like your little reaction and would like to use it to introduce reactions. When we do the writing and balancing the students don't think enough about what is going on physically. They can see what happens on the molecular level by putting it on paper but thinking about what they would actually see, and the phases the substances are in, seems to be harder.
PS Are you writing to "channel-talkchemistry@learner.org"? I was sure I had sent a response to last week's broadcast but it did not appear here.
-----Original Message-----
From: raemont@optonline.net [mailto:raemont@optonline.net]
Sent: Monday, February 03, 2003 9:19 PM
To: channel-talkchemistry@learner.org
Subject: [Channel-talkchemistry] program 2
Hello all.
I have always found it difficult to teach about light because in the New York State chemistry regents core curriculum, there is very little said about light, and so I don't devote very much time to it. They only mention energy being given off when an electron returns to a lower energy state, and in the skills section talk about bright line spectrums. I go into the very basics of light - a quick overview. I would be very interested in receiving a copy of the questionnaire, and would also like to know your ideas for correcting their misconceptions.
Has anyone tried the making the glue-balls? We use a different activity to start discussions about chemical reactions that has worked well for us. The students do a quick experiment where they combine water, bromthymol blue, sodium bicarbonate and calcium chloride. They make observations of all four substances before they begin. They they combine the two solids in a plastic ziplock baggie, and make observations. They combine the two liquids in a beaker, and make observations, and finally add the liquids to the solids in the ziplock and quickly seal it. Heat is generated, gas is produced as well as a great color change from blue to yellow. After making all their observations, students are then told to determine exactly which combination of substances produces each change they noticed. The kids seem to like it and it really gets them talking about what is occurring.
Would love any suggestions.
Rae
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