The chemicals needed to complete traditional chemistry experiments are often pricey and sometimes even dangerous to inexperienced students. Chemistry teachers can use their improvisation skills to develop alternative ways of demonstrating chemistry topics without investing the money or putting their students in danger. For example, if a chemistry teacher wanted to demonstrate the Leidenfrost effect, which is the principle that says that liquid in contact with a hot surface will not actually touch the surface due to the development of a water vapor barrier, he could heat a skillet and drop water onto the surface. By doing this, he can allow students to see the water dance around, this proving the principle, without investing much money into the demonstration.
By creating analogies on the fly, chemistry teachers can bring complex concepts to their students' level. For example, if a chemistry teacher were discussing the way in which two chemicals interact violently, he could liken this interaction to a boxing match between two worthy opponents. While chemistry teachers can prepare some of their analogies in advance, they also frequently have to improvise these comparisons in response to student understanding. If a chemistry teacher notices his pupils are struggling with a concept, he may need to develop and present an analogy so that they can better comprehend the material.
Chemistry teachers often have to respond to student questions. There are some questions for which chemistry teachers can prepare, but there are others that can not be foreseen. These uncommon questions require the chemistry teacher to use her improvisation skills to devise an answer quickly based upon her understanding of chemistry concepts. Presenting an extra challenge, the chemistry teacher must not only develop an answer, but also organize one that is easy to understand and adequately addresses the students' misunderstanding, allowing them to better comprehend chemistry concepts.