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Physical Science

  • Teaching Chemistry with Manipulatives Manipulatives can help students (especially visual and tactile learners) understand abstract concepts by allowing them to “see” a chemical structure or process. We offer 2 ideas for creating manipulatives and how to use them. View »
  • What's the Big Idea? Understanding the Laboratory Experience in the AP* Chemistry Curriculum If you teach AP* Chemistry, you’re already aware, or need to be, that changes to the course curriculum are here, which means you’ll probably have to change your classroom instruction. To help relieve your anxiety, here’s an overview of the course revisions, some important dates to remember, and 2 ways Carolina can help to ensure your success during this transition. View »
  • Periodic Table Mystery P is less dense than S. S is an alkali metal. E is a noble gas. In this activity, students generate a periodic table from clues and predict the missing properties of several elements based on the elements’ locations in the table. View »
  • Electricity and Magnetism Electricity and magnetism are mentioned together so often they must be related. How are they connected? How can their relationship be used to make beneficial technology? Here’s a quick lab activity that can help your students find the answers to these questions. View »
  • Sticky-Tape Electroscope Most everyone has seen static electricity in action. Your unit on electricity probably includes 1 or 2 demos of it. Do more with your next lesson on static electricity by making it a lesson on the scientific method, using this easy, inexpensive activity. View »
  • Force Awakens Magnetism is an example of a non-contact force that occurs when objects are not touching. In this activity, students investigate how magnets create a force field that can attract and repel objects. Includes a materials list and step-by-step instructions. View »
  • A New Approach to Teaching Atomic Theory For chemistry teacher Siobhan Julian, teaching the history of atomic theory by lecture “was dry and tedious and boring for everyone involved.” Then she took a fresh approach—one that focuses on doing science to learn science history. View »
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