LACKING CHEMISTRY, PART 3

The natives are restless. Since (as my previous posts have complained) we are trying to teach Chemistry without CHEMICALS, we aren't doing too much in the way of class other than:

Lecture....

Worksheet....

Lecture....

Worksheet....

Etc.

Completely ignoring the fact that we can't call this a real laboratory science class, completely ignoring that this state of affairs will land the district in hot water if not rectified soon, imagine the (ahem) 'atmosphere' in my class as we delve through one gas law after another. First, Boyles (P1V1=P2V2), then Charles (V1/T1 = V2/T2), then Gay-Lussac's (P1/T1=P2/T2) and now the combination of the lot (P1V1/T1=P2V2/T2). On to the Ryberg constant!

Oh, well, at least my students can't say they haven't had adequate rehearsal of skills (or, at least, so I console myself). It's no way to run a railroad.