Frequently Asked Questions

I do get questions about the microscale approach to practical chemistry in schools. here are some common ones.

Is there a kit?

No: Kits need maintenance and replenishing. The equipment uses materials available from educational suppliers, online stores, office suppliers and local stores. There is some improvisation required and some special equipment, such as the microscale electrolysis, conductivity indicator and the indestructible crucible. I can send you details should you wish. 

How do I start?

Do you have a science club? Try acid/base indicators on a polypropylene sheet first. Then extend to making a universal indicator or extracting colours from flowers, leaves or fruit skins and see how the colours alter with pH.
​You can also do precipitates on a plastic surface as well.

Can students cope?

 Have you seen students texting on a mobile phone? Have you seen students applying make-up on a bumpy train or bus journey. Yes they can. It is a big move from sloshing liquids around flasks and bottles. It often needs to kept still so "invisible" tiny particles do the work, not you. Teachers do need to practice to spread the message and show enthusiasm. The big question is "Can teachers cope?

Are there in instructions?

Not as such because some are behind the CLEAPSS paywall. However, you can contact me about this. You can also buy the book. Any good chemistry teacher could work from the website though. 
Make up your worksheets  (integrated instructions)  in a slide making programme such as PowerPoint, set at A4 dimensions. 

​How do I spread the ideas?

What about Examination and Assessment?

in You can write in Journals but peer review slows down the process. You can write longer articles  in science publications published in your country. In Europe I use such as Science in Schools. In the UK, Education in Chemistry or School Science Review are used.
However social media such as Twitter, Mastodon, Facebook, and LinkedIn are highly affective with photos and short videos. You can also set up a YouTube channel.

Those who set/mark/organise exam questions are quite often, not practicing teachers and unfamiliar with the ideas and techniques.. Many teachers worry that these methods  often superiors in providing good observations, evidence of chemical ideas and delivering better quantitative results disadvantage the student. The power of teacher groundswell through social media and asking questions to the assessors does ultimately provide acceptance. It is a long journey.

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