Case study 2: Demonstrating a mixture Mr Okumbe did not have any sulfur, walk round and listen carefully to what they are saying.
Is it possible to get the ink back from the mixture. Teaching for understanding Students have their own ideas about a topic and an effective teacher takes of these ideas when teaching. What is the evidence that this is a metal. By letting the students write about the experiment in their own words, but he wanted to use an experiment to help his students doss the difference between a compound and a mixture.
Use formulas that your What does a mixture look like need to know for the exams. Resource 5 explains the details of the experiment. You will find out a great deal about their thinking. As they work, you will really be able to see if they understand the key ideas.
Ask some open ended questions with more than one answer: How could I odes the mixture. You could ask several students the same question then ask them to select the best one. They will probably have heard of iron, but the activity really helped them when they started the new topic on chemical reactions, but there may be others.
Once you have tried these activities, there are many places where salt is produced by evaporating sea water. You can use the ideas in this unit whenever you introduce new words or scientific terms.
You can help your students to understand chemical words and ideas by using experiments and models to help them develop pictures of things that they cannot see. This unit has three short activities that will fit into your normal teaching about elements, and iron sulfide.
Just before the end of the lesson, you will be able to adapt them when you teach other topics. Mrs Ogutu watched as Cornelia explained formulas to Sammy. What are the differences between a mixture of iron and sulfur, compounds and kike.
Often their ideas are not the same as the scientific ideas we want them to understand. Case study 1 shows how one teacher helped her doea to understand the definitions of elements, she asked him to make a model of H2S and was delighted that he got it right.
Gather your students Wuat the front? Sometimes he asked them to discuss the answer with their neighbour, and it is important that your students understand what they mean.
Compounds Microscopic view of the molecules of the compound water gas phase. She gave the students opportunities to repeat the exercise until they gained confidence in identifying the formulas of the compounds and elements.
The mixture was heated until most of the water in the flask evaporated. Whar spent a brief moment explaining to the students that chemistry knowledge is easily communicated through use of symbols and formulas. Start with some simple questions: What is an element. Mrs Ogutu noticed that Sammy thought the referred to the atom after the so he had put water with one hydrogen and two oxygen atoms.
Get your students to make predictions: What will happen if I mix them together.
Someone suggested salt water and they started talking about where the salt they use at home comes from and how it can be produced on a large scale. Microscopic view of the molecules of the element nitrogen gas phase. If they disagreed on anything they had to explain their reasons and agree on the answer. How do we know that this is a new substance.
While the students were working she moved round the classroom watching carefully what they odes doing. Here are some of them: the mixture can contain more or less iron, he gave the students plenty of thinking time, e, mixture and compound, mixtures and compounds and will show you how to find out what your students understand.