Contact FutureLearn for Support
Skip main navigation
We use cookies to give you a better experience, if that’s ok you can close this message and carry on browsing. For more info read our cookies policy.
We use cookies to give you a better experience. Carry on browsing if you're happy with this, or read our cookies policy for more information.

Skip to 0 minutes and 3 secondsI tend to use models when we talk about rates of reaction, because kids tend to struggle with the concept of particles needing to collide in order for a reaction to take place. So we'll imagine a playground, and we might even start up on the board with putting dots in representing all of the students. And then if we want to talk about the increase in concentration, we might imagine a second school being let out at the same time and entering that same playground. And talk about how more likely it is that children will collide with each other running around.

Skip to 0 minutes and 32 secondsAnd we might also think about if the playground has slightly under construction, so they're all contained to a smaller space, so increasing that pressure, how likely are you to collide with another person on that playground?

Teacher's example: rates of reaction analogy

Lisa shares her approach to using students in a live analogy for rates of reaction, drawing upon her students’ shared understanding of their school’s physical environment.

Are there ways you can draw upon your students’ shared knowledge or experiences to form an analogy?

Share this video:

This video is from the free online course:

Teaching Practical Science: Chemistry

National STEM Learning Centre