Flow charts always seem to come in handy when trying to show relationships in chemistry topics. Students tend to have a misconception in their minds and are not easily turned towards the light and flowcharts are an easily generated item that may change their ideals.
Take the relationship of pressure and temperature while holding volume constant. Most students believe that there is more pressure as we go up into the atmosphere, Denver, than when compared to sea level, ~ca. Clarksville. When you add boiling water to the mix and the temperature they get all discombobulated. Water actually boils at a less temperature in Denver than Clarksville, but longer to cook food in Denver.
Gliffy flow chart.
When comparing mind maps to flow charts, I see a student use more in flow charts. Although, my lesson could easily be enriched when using mind maps. I have more freedom to manipulate the mind map to generate a good lesson plan than being able to just upload into a presentation or make manipulative for the classroom which can easily be performed using flow charts.
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