The terms can be easily adapted for lower-level students, too. Providing examples of these models in pairs can also help students to both clearly identify and compare examples of similar terms, such as those seen in the example above, to fully understand the difference between the two terms. This can help students to link knowledge and ultimately gain better understanding. Being able to name the apparatus can help students logically work out a method or process. When looking at separation techniques, there are a number of techniques that require an array of apparatus. For example, the characteristics section reveals that elements are found in the periodic table, and carbon dioxide isn’t, so students can independently identify and correct their own misconceptions, deducing that it’s not an element.Įxample Frayer models as MS Powerpoint or pdf to explore, explain and consolidate new terms with your students: rsc.li/3aOhetu. ![]() The different sections of the model can help clear up misconceptions. Finally, the last two sections traditionally consist of examples and non-examples, ie carbon dioxide is not an example of an element. ![]() In my opinion, this is where true understanding of the terminology begins. For example, if you ask them to think about elements, compounds and mixtures, they could perhaps come to the conclusion that elements are found on the periodic table, compounds have chemical bonds and mixtures are easily separated.
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