Sharing videos in the community of learners

Optimized-VideoFrom Stoichiometry – Mole to Mole relationships (YouTube)

How did you select the images and digital platform for your project?

My practicum class is currently learning about stoichiometry, which includes comprehending the given chemical equation, understanding the relationship between reactants and products, and converting between different units to produce the correct answer. Students often have a hard time on these operations because there are many calculations they have to perform, and the order of operations can be confusing to them. Therefore, this unit often requires multiple lessons and many practices for students to familiarize themselves with the concept and apply them. However, because the time students spend in a class is limited, and the time a teacher can spend on one particular topic is also limited, providing repeated instruction though necessary, is difficult to implement. This is where screencasts, or short videos with a specific topic could be very useful. If students have videos on specific topics that they can watch as they complete their assignments, and review as they prepare for their exams, it would save both students and teacher much time for them to give further instructions and make deeper connections. The short video shown above does not have many images because of its specific topic, but its digital platform allows creativity and promising potentials.

In what ways did creating the visualization deepen your understanding of the topic in ways that reading alone might not have?

The process of creating this 3-minute video was more complex than I thought it would be as I was planning for it. An iPhone was used to record the video, but I needed an apparatus to hold the iPhone as it recorded, and had to make sure it did not shake or fall as it was recording. Furthermore, after recording the video I had to use a software called iMovie to convert the format of the video into a different format that could be uploaded onto the digital platform. Then, I needed to go to YouTube and upload the video.

The process of creating this visualization did help me in thinking through the entire process again and reviewing the necessary steps required to solve this particular type of problems. It helped me connect previously learned concepts with what we learned to see the bigger picture, and the objectives of performing stoichiometry. During the explanation of the solution to the problem, I also had to think about what some questions students may have while they read the textbook are, and incorporate them into my explanation.

How has the process influenced your thinking on visualization as a vehicle for learning and/or how might you use visualization in your future teaching?

On the internet, there are already many useful websites where students can go and learn by watching teachers explain concepts in the form of videos. Some of these websites include the Khan Academy, and the Youtube. Therefore, the idea of learning by watching a video was not new to me. However, as I was making this visualization I realized instead of having the students simply watch the video, it would be much more beneficial to students if they were asked to create their own videos and share them in their community. In my future teaching, I would incorporate this form of visualization by asking students to choose a topic of their interests, create a video of them explaining the topic, and share it with their learning community. I believe this learning method would allow students to master the content by teaching each other, and it would also provide materials students can always go back and review.

Disciplinary Text Set

The students in my practicum are currently learning about stoichiometry, which is the mathematical relationships between the reactants and the products in a chemical reaction. This chapter could be difficult for students because some of the concepts tend to be very abstract, since atoms or molecules are too small to see. The chapter on stoichiometry has multiple subtopics including the Avogadro’s number, balancing chemical equations, and determining the molar mass of chemical compounds. The text-set created below would help students in visualizing the concepts through different models, and remembering the course material more effectively.

Chapter 12: Stoichiometry (Online Textbook)


Foundation, C. (2016, August 23). Chapter 12: Stoichiometry. Retrieved March 15, 2017, from

This is an online article dedicated to explaining different operations and knowledge the students need in order to perform stoichiometry. This article serves as a catalog of information where students can retrieve information whenever they need to do so. Texts in science serve a different purpose than in other subjects. One of the skills a science student needs is identifying the information they need and locating the information in a text. Therefore, this article provides students opportunities to practice this literacy skill.

book-squashedText Complexity: According to the StoryToolz, the average grade level of the text was 8.5. The highest-grade level was 9.8 from Gunning fog index, and the lowest grade level was school year 6 from Laesbarhedsindex Formula. Considering the fact that this text-set is designed for high school students, the text should be relatively easy for students to read. For qualitative analysis, SCASS rubric was used. The text structure and the purpose of this text was slightly complex, because the text followed a sequential order and was easy to predict. Language features are very complex, the text was explicit, easy to understand, but the vocabulary in the text required understanding of scientific terms that are not usually used in a daily setting. Because of this, the knowledge demands of this text was also very complex.

Some of the vocabularies that needs instructions previously or during this section includes moles, reactants, products, limiting reagents, molar mass, periodic table.

Task complexity: The purpose of using this text is to provide students a body of knowledge that students can go to and retrieve necessary information as they learn about stoichiometry. This text is divided into different sections where students can identify and choose what they would like to learn. As mentioned above in the summary, one of important literacies in science is to be able to identify and locate the information they need from a body of information. This text provides the opportunity to students to practice them.


Balancing chemical equations for beginners (Video)


S. (2015, April 10). Balancing Chemical Equations for beginners. Retrieved March 15, 2017, from

Summary: This video introduces how to balance a chemical equation. This concept tends to be a difficult one because this concept is abstract and atoms or molecules are too small to see. This video breaks down difficult vocabularies and with appropriate analogies explains how to balance chemical equations correctly.

Text complexity: The video uses cartoon-like images to help students feel more comfortable and provides easier understanding of the material. Instead of using atoms or molecules, the video uses children on a see-saw as an analogy to explain what balancing chemical reaction means. For high school students this video should be easy to watch. The transcript of the video was analyzed by StoryToolz, and the average grade level was determined to be 7. This low level of complexity helps students focus on the concept attainment rather than spending unnecessary time decoding the message. Qualitatively the video is only slightly complex as the language used in the video is simple, with only a small amount of vocabulary that needs to be understood before watching the video.

Task complexity: The purpose of this video is very straightforward. Its purpose is to introduce how to balance a chemical equation and explain its process and its intentions. The text complexity matches the task complexity well because the low level of text complexity helps the students to focus on learning the concept.


Reactants, Products, and Leftovers (Game)


Reactants, Products and Leftovers. (2016, December 06). Retrieved March 15, 2017, from

This is an online manipulative game that seeks to provide students an opportunity to practice what limiting reagents are. Students in my practicum are used to different types of online manipulatives, and students can go to this website and practice whenever they would like to. This will serve as a great method of review that interests the students.

Text Complexity: Because this is an online manipulative that has the form of a game, the text quantitatively tends to be very simple. Instead of traditional texts, different models are used to represent different types of molecules and compounds. Qualitatively however, this game requires students to be familiar with the scientific vocabularies used in stoichiometry.

Task complexity: This game helps motivate students to practice what they’ve learned in the classroom and review necessary thought processes in determining the limiting reagent in a chemical reaction. Students are asked to retrieve previously learned concepts and apply them to finish the game. This quantitatively simple, but qualitatively complex text allows students to focus on the specific scientific concept applied in the game and to successfully complete the game.



Traditional Textbook: Zumdahl, S. S. (2004). Introductory chemistry. Boston: Houghton Mifflin. Pg 221-225.

Online Textbook: Foundation, C. (2016, August 23). Chapter 12: Stoichiometry. Retrieved March 15, 2017, from

Video: S. (2015, April 10). Balancing Chemical Equations for beginners. Retrieved March 15, 2017, from

Interactive lab: Balancing Chemical Equations. (2016, December 06). Retrieved March 15, 2017, from

Games: Reactants, Products and Leftovers. (2016, December 06). Retrieved March 15, 2017, from

Avogadro Song: P. (2013, January 27). Avogadro’s Number Song. Retrieved March 15, 2017, from