Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Sub Image2:Macro to Micro Structures
1) Atoms and Molecules2) Macro to Micro Structures 3) Energetics and Dynamics 4) Theory and Practice in Chemical Systems 5) Chemical Design 6) The Chemistry of Life 7) Chemistry and the Environment 8) Chemistry at the Interface
From: tfalcone@comcast.net
Date: Tue Feb 04 2003 - 19:09:19 EST

Another one we use is the "magic blue testtubes" - it's great . These are a
kinetic reaction that is clear at first and turn blue when shaken. I got it
out the "Chemtrek" book by Dr. Stephen Thompson. The kids (of course)
immediately shake the testtube and see that it changes color, then they have
to try to explain what is going on - has it got something to do with the
bubbles?is it because orf light hitting the testtube, etc, It's a great way
to start the year. Tina Falconer
----- Original Message -----
From: <raemont@optonline.net>
To: <channel-talkchemistry@learner.org>
Sent: Monday, February 03, 2003 7:19 PM
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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