• Keith#CommentAvatarLabel Commented on: 2022-09-15T11:16:45.413

    "Elements have a specific oxidation number or particular oxidation state. "

    Yes, it is zero.

    I think something was lost there: "Elements have a specific oxidation number or particular oxidation state [in their compounds]"?

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  • Fran Macdonald#CommentAvatarLabel Commented on: 2022-04-26T17:10:35.720

    Very good article, clear strategies to help students understand the difference between the 'action' and the 'agent'.

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    • RSC Education response

      Thank you Fran!

  • Judith Peel#CommentAvatarLabel Commented on: 2022-04-05T05:31:54.753

    I find modelling using pens/or anything convenient as electrons works well. I will act as a reducing agent by giving a student the "electrons" and asking them:
    1. What has happened to you if you gain electrons (I've been reduced)
    2. So if I have reduced you what am I? (you're a reducing agent)
    3. As I gave you my electrons what has happened to me (you've been oxidised)

    I then do the opposite by taking "electrons" (pens) from another student.

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