Evolution

 How do various lifeforms evolve? And why do some vastly different animals resemble each other? So many questions, so much to uncover. #evolution #biodiversity

Zip line expt

 Just did the coolest experiment with @pascoscientific tension protractors! Used them to calculate angles for a zip line, then measured distances and forces by sliding down a weight. So much fun! #STEMeducation #physicsrocks

Earth Day investigating Minerals

As Earth Day arrives, the students are looking at some of the Earth's minerals and how they are running out, and some will be depleted in a few years if we continue raising awareness on resources and climate change.
 

Copper Sulfate and Magnesium

A simple displacement reaction between Magnesium and Copper Sulfate during revision to simulate memories of all the different reactions and experiments the students had done. Before doing this, they could remember just a few; after, they could tell me all about many.

 

pH Curve

Sometimes I don't have a lot of time to do some experiments especially when doing revision, but using the @Pascoscientific Wireless pH probe and Capstone I can set up the experiment and do it in minutes and produce classic results HCl and NaOH

 

Using the Casio CG50 for integration

Using the @Casio CG-50 to integrate between two curves in seconds! Students sometimes stress about non-whole number answers, but no worries - this calculator checks for accuracy. #math #calculators #integration

 

Latent Heat of Vaporisation

The diagram is given but students struggled to improve the experiment in the exam due to a lack of experience from doing too few experiments. Playing with equipment helped improve their understanding of Latent heat of Vaporisation #experiments #education

When it comes to science education, hands-on experiments are an essential part of the learning process. Students who are able to conduct experiments and observe the results firsthand are more likely to retain the information they learn and develop a deeper understanding of the subject matter. However, not all students have the opportunity to conduct a sufficient number of experiments before they are faced with the challenge of an exam.

This was the case for a group of students who were given a diagram for an experiment involving the concept of latent heat of vaporisation. Despite being provided with a clear diagram and instructions, many of the students found themselves unable to improve upon the experiment in the exam. The reason? They simply lacked the experience necessary to fully grasp the concept.

It's a common problem in science education: students are often limited by the number of experiments they are able to conduct in a classroom setting. This can be due to a variety of factors, including time constraints, limited equipment, and safety concerns. As a result, students may find themselves struggling to understand complex concepts and apply them to real-world scenarios.

In this particular case, the solution was simple: the students were given access to the equipment used in the experiment, allowing them to play around with it and gain a better understanding of how it worked. This hands-on experience proved invaluable, helping the students to improve their understanding of the concept of latent heat of vaporisation and apply it to the exam question at hand.

This experience serves as a reminder of the importance of hands-on learning in science education. While diagrams and instructions can be helpful, they are no substitute for the real thing. By providing students with access to equipment and the opportunity to conduct their own experiments, we can help them develop a deeper understanding of the subject matter and set them up for success in their future scientific endeavours.