L/T Resources for newly revised sixth form Chemistry Curriculum

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L/T Resources for newly revised sixth form
Chemistry Curriculum

• Mr W C HO
• 19/3/05

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L/T Resources

• Suggest appropriate learning activities so that
  students may have opportunities to develop their
  scientific investigation skills as well as higher
  order thinking skills
• Articulating pedagogies recommended in S4-5
  Chemistry Curriculum
• Student-centred learning activities
• New topics and teaching ideas

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Exemplars of L/T Activities

• IT for Interactive Learning Activities
• Datalogging Experiments
• Problem Solving Activities
• Microscale Chemistry Experiments
• Inquiry-based Experiments
• Reading to Learn Activities
• Other Learning Activities

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IT for Interactive Learning

• Complements strategies of learning and teaching
  inside and outside classroom
• IT helps learning in
• Providing audio/visual aids for difficult
  concepts
• Allow students to work at their own pace
• Interaction between learners, resources and
  teachers
• Facilitating acquisition of information, the
  development of critical thinking and knowledge
  building
• Collaboration between learners and teachers
• Learning to Learn The Way Forward in Curriculum
  Development, 2001

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IT Usage in Curriculum
Collaborative Learning
Simulation
3-D images
Online Exercises
Data Analysis
Animation 1, 2
Information Search
Data Acquisition
Video
Web-based learning resources 1, 2
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Simulations (1/5)

• An extension of teachers expertise, as is a
  textbook or other resources
• Neither an alternative to nor an imitation of
  lab-based practical work it is a form of
  knowledge representation in its own right.
• An effective simulations puts learner in an
  active role in an environment which has a set of
  rules, either static or changeable.
• It requires students to make decisions in order
  to accomplish a goal.
• It allows students to take control of the
  organisation and content of their own learning.
• Linda Baggott (1998)

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Simulations (2/5)

• Chemistry Simulations, Royal Chemical Society,
  http//www.chemit.co.uk/java/
• Order of Reaction and Effect of Temp

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ICT resources to support Chemistry teaching for
the 11-19 age range

• http//www.chemit.co.uk/pageshow.aspx?PageID44se
  lection0

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Simulations (3/5)

• Iowa State Universityhttp//www.chem.iastate.edu/
  group/Greenbowe/sections/projectfolder/animationsi
  ndex.htm
• Concentration Cells

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Simulations (4/5)

• Activation Energy Experiment, Iowa State
  University
• Iodine Clock Reaction, University of
  Missouri-Rolla

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Simulations (5/5)

• Web-experiments, Dr Nutt, Davidson College
  http//www.chm.davidson.edu/ronutt/che115/che115_2
  .htmexperiments
• Chemical Equilibrium

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Information Search (1/6)

• Develop strategies and skills for information
  retrieval and critical evaluation of different
  information sources
• Questions raised by our everyday experiences
• How does a hand-warmer work?
• What causes an instant ice-pack to cool?
• Search engines
• Starter websites
• Reporting

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Information Search (2/6)

• Canned Heat (SternoTM).
• Alcohol trapped in the network of solid calcium
  acetate, forming a gel.
• When ignited, the alcohol in the gel burns.
• http//jchemed.chem.wisc.edu/JCESoft/CCA/CCA3/MAIN
  /CANHEAT/PAGE1.HTM

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Information Search (3/6)

• WARMerGotCHI
• Disposable heat pad
• 4Fe(s) 3O2(g) ? 2Fe2O3(s) heat

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Information Search (4/6)

• Hot When You Want Coffee
• Self-heating Can
• CaO(s) H2O(l) ? Ca(OH)2(aq)
• http//www.chem.soton.ac.uk/explore/b29/ajr1.htm

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Information Search (5/6)

• Physiotherapy Heat Pad
• Supersaturated solution of sodium acetate
• Reusable
• To use, simply flex the disc in the liquid pad
  and the contents will crystallize at a safe
  preset temperature.
• To recharge, simply place the pad in boiling
  water for five to ten minutes to return the
  crystals to their liquid state, once cool the pad
  is now ready to re-use.

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Information Search (6/6)

• Instant Cold Pack
• water heat NH4NO3(s) ? NH4(aq) NO3-(aq)
• Lower temperature to -7 oC for cooling of body
  organs in first aid treatment

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Webquest Approach

• Inquiry-based activity in which some or all of
  the information that learners interact with comes
  from resources on the internet (Bernie Dodge)
• involves real life activity where students are
  engaged in solving real-life problems
• Acquire new information and make sense of it
• Analyse a body of knowledge deeply and transform
  it in some way
• http//webquest.sdsu.edu
• http//www.jozie.net/JF/HS_Chem/Resources/webquest
  .htm

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Atomic Model Webquests

• Mordern Atomic Theory http//web.mvesc.k12.oh.us/s
  amples/samp_webquest.asp
• The Great Atomic Adventure http//www.pekinhigh.ne
  t/webquest/springborn/index.htm
• Atomic Model Webquest http//mhsweb.ci.manchester.
  ct.us/Library/webquests/atomicmodels.htm
• Atomic Theory Time Travel Mission
  http//www.geocities.com/dlkennen/webquest
• The Modern  Model of the Atom A History
  http//www.pvnrt.com/chem/chemistryhandouts/ch12el
  ectronconfigs/atomicmodelquest.htm
• History of Atom Webquest http//nhs.needham.k12.ma
  .us/teacher_pages/hirsh/atom/atom-w.html
• Development of Atomic Theory http//www.scs.k12.tn
  .us/STT99_WQ/STT99/Bartlett_HS/stephensonp/Trish/a
  tomic_theory.htm

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Problem Solving Activities

• Student should spend more time on thinking than
  on doing, more time interacting with ideas and
  less time interacting with apparatus.
• Free learners from some of the drudgery that goes
  with practical work in order to allow them to
  move on higher order skills e.g. predicting,
  observing, discussing, explaining, hypothesising,
  interpreting

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Problem Solving Activities

• Phase diagrams of CO2 and H2O

Ice
Dry Ice
Liquefaction of CO2 in Chemistry Comes Alive 2,
JCEd
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Problem Solving Activities

• Stretching and contraction of a Rubber BandT?S
  ?H - ?G ?Hgt0, -?Ggt0, ?Sgt0 for contraction
• http//scifun.chem.wisc.edu/HomeExpts/rubberband.h
  tml
• http//www.usm.maine.edu/rhodes/Goodies/RubBandTh
  ermo.html

After heating by a hair dryer for 5 mins
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Inquiry-based Expts (1/2)

• Approaches structured, guided and open
• In guided inquiry, the topic of investigation is
  often given to the students. Students
• choose what data to be collected
• design the procedures to address the activitys
  main question
• Develop skills in scientific investigations and
  high order thinking
• Experiments
• Oxygen absorber (Qualitative)
• Vitamin C content in fruit drinks (Quantitative)

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Inquiry-based Expts (2/2)

• Oxygen absorber (???) for moon cakes
• Tests solubility, dil. acid, Cu(SO4)(aq), dry
  heating, KMnO4/H(aq), magnet
• Vitamin C content in fruit drinks
• Analytical Methods (direct / back titrations)
• Possible investigations compare the Vitamin C
  content of fresh juice with Ribena, reconstituted
  frozen orange juice, boiled, improperly stored
  e.g. exposed to air, sunlight
• Possible experiments and results guiding
  questions
• Salters Advanced Chemistryhttp//www.york.ac.uk/o
  rg/seg/salters/chemistry

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Reading to Learn (1/4)

• Promote more independent learning capabilities
• Consolidate and widen students understanding of
  chemistry
• Historical and latest development in chemistry

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Reading to Learn (2/4)

• Reading tasks answering comprehensive
  open-ended questions, writing a summary or a
  short report, preparing a concept map or a poster
• Directed Activities Related to Texts (DARTs)
  encourages students to read actively for meaning
  http//www.teachingenglish.org.uk/think/read/darts
  .shtml
• Reading materials relevant, appropriate level,
  interesting, follow-up reading activities

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Reading to Learn (3/4)

• Books
• Chemistry at work, Chemistry Connection,
  Chemistry in Context lab manual study
  guide,??????,????I????????
• Magazines
• Catalysts, ChemMatters, Chemistry Review, Journal
  of Chemical Education, Journal of College Science
  Teaching, New Scientist, Scientific American, ???

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Reading to Learn (4/4)

• Internet
• Introductory Readings in Green Chemistry,
  American Chemical Societyhttp//www.chemistry.org
  /portal/a/c/s/1/acsdisplay.html?DOCeducation\gree
  nchem\greenreader.html
• Chemical of the Week http//scifun.chem.wisc.edu/c
  hemweek/chemweek.html
• Newspapers
• http//i.am/chemsir

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Through the looking glass and what Alice at there
(Mirror Image Land)

• Alice (of Alice in Wonderland fame) walks
  through a mirror into a mirror image world.
  Assuming that she is not changed by this
  transition, her enzymes are still only capable of
  processing molecules of the handedness of her
  native world. In short, she has a problem that
  will severely curtail the duration of her stay
  because when she gets hungry she can eat, but her
  body cannot make use of most of the calorie
  containing molecules such as L-glucose that exist
  naturally in the mirror image world. Her enzymes
  are designed for digesting its enantiomer,
  D-glucose. So the question is, what can Alice eat
  in the mirror-image world that provides
  nutritional value to her? (reading tasks)
• Yee, G.T. (2002) Through the looking glass and
  what alice at there, Journal of Chemical
  Education, 79 (5), pp.569-571
• Dinan, F.J. and Yee, G.T. (2004) An Adventure in
  Stereochemistry, Journal of Science Teaching, 34
  (2), pp.25-29

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Website

• http//resources.edb.gov.hk/science/chem.htm

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Organic Reactions
Introduction

• Reaction Octopuses

Conversion 1-2-3
Synthesis of useful products
Your Progress
Top Ten
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Seminars on Pedagogy and Resources for Learning
and Teaching of Sixth Form Chemistry (Late June
2005)

• Briefing, discussion and tryout of experiments

Spectroscope
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• Thank you!