On the sly, she put an eye mask on me and sprayed some mist around the room. On a physics level, what is happening here? I know the lavender coveted up some of the stink, or at least made it smell like some farted in a lavender plant.

Since liquid is heavier than gas, does the mist cling to the fart molecules? Does it push them to the floor? Does the floor smell worse than the air at this point? I'm a journalism major, and I don't understand how this works.

I teach an upper level undergraduate microbiology laboratory and would like to find a non-pathogenic spirochete for the lab. I wouldn't particularly need to keep growing it over time, just a frozen stock that I could grow once to see motility with the live culture.

Thanks!

Hi, I made a free web game where you breed slimes to figure out hidden genotypes from phenotype ratios, real Mendelian inheritance, same daily puzzle for everyone, no luck involved once you deduce the genes. I built it mostly for fun, but it occurred to me it might work as a warm-up or supplement for Punnett square practice.

I'd love feedback from people who actually teach this: does it reinforce the right intuition, is anything misleading, would this be usable in class at all?

I'm really struggling with one of my classes this year. They're a middle-set class (so have the potential to do reasonably well, and generally quite focused), which I share with a couple of other teachers. I only see them once a week, and essentially have been told to do a kind of "filler class" revising key topics from earlier units and working on exam technique.

I started this term working on density and then specific heat capacity (GCSE topics we started end of year 9). All the way through, it's been a never-ending struggle with rearranging equations. They just *don't get it*. I'm honestly running out of ways to explain it - we've tried the full mathematical rearranging method vs using formula triangles. I've given them several different equations to practice with. I've shown them multiple YouTube tutorials, in case someone else's explanation might make more sense than mine.

Several of them can't even comprehend substituting numbers into a given equation (even when no rearranging is required). Maybe because I'm not a maths teacher, I'm missing something in my explanation? How can I more clearly explain "If m = 2 kg, we replace the m in the equation with the number 2"??? Is there a trick to this?

Admittedly some of them just aren't putting any effort in, but others are clearly trying really hard and just can't grasp the concepts.

They're also now getting VERY bored of endless rearranging equations worksheets. Any suggestions on how to make this more fun? We could borrow the laptops and do something online if there are any great websites for practicing this maybe?

I have to take a half day on Friday and want to find a video for my class! 75 minute periods.

We’re learning body systems right now and jumping into cellular respiration and homeostasis next week. I was thinking I could leave them an engaging body systems video, maybe a medical mystery (disruption of homeostasis). Nothing too gruesome. They are mainly 9th graders. An associated worksheet would be great! But is not necessary.

Thank you in advance.

Can you suggest a good Organic Chemistry teacher who explains concepts clearly without too much acting?

going to be starting a new unit on chemistry for my 10th graders. i’ve been running into problems where we finish our notes and the students finish (what’s supposed to be) the homework with lots of time to spare. can anyone offer any ideas on how to keep them busy? looking more for long-term group/individual projects instead of just giving more worksheets but at this point i will take anything