Practical experiments

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  • screenshot4300m
    Review

    ChemCrafter

    8 August 2014

    Run fun and creative experiments with this iOS app

  • Fresh spearmint leaves
    CPD

    Organic chemistry: smelly and difficult?

    3 July 2014

    How you can help your students avoid difficulties with organic chemistry

  • Advances-in-teaching-organic-chemistry9780841227415300tb
    Review

    Advances in teaching organic chemistry

    27 June 2014

    A variety of ideas that allow learners to develop the confidence and interest to overcome the challenges associated with understanding organic chemistry

  • Shopping basket with groceries
    Feature

    Chemistry in your shopping basket

    8 May 2014

    How can activities based around everyday objects inspire young children to study chemistry? Peter Hoare and Anne Willis explain

  • Students performing a titration
    News

    Practical A-levels de-graded

    1 May 2014

    Assessment reforms concern community

  • Man installing solar panels
    Feature

    Panels for pupils

    6 March 2014

    Installing solar panels in a school − or at least building your own mock-ups − isn’t as difficult as you might think, finds Josh Howgego

  • Hands
    Feature

    Forensic students are getting their hands dirty

    7 January 2014

    Practical research projects are vital in the training of the next generation of forensic scientists, explains Matthew Almond

  • 0114EiC-News-Fig1pg008300tb
    News

    Purposeful practical

    7 January 2014

    Investigation into teachers’ thinking

  • 0114EiC-FEATUREPhlogiston300tb
    Feature

    The logic of phlogiston

    7 January 2014

    Despite efforts to teach logic and critical thinking in the classroom, students will often give the answer that they think is expected. Perhaps a discredited theory from the 18th century can help students see how different conclusions can be drawn from the same experiment, suggests Mike Tingle

  • Light bulb and flames
    Feature

    The logic of phlogiston

    7 January 2014

    Despite efforts to teach logic and critical thinking in the classroom, students will often give the answer that they think is expected. Perhaps a discredited theory from the 18th century can help students see how different conclusions can be drawn from the same experiment, suggests Mike Tingle