L/T Resources for newly revised sixth form Chemistry Curriculum

Mr W C HO19/3/05

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

Exemplars of L/T Activities

1. IT for Interactive Learning Activities2. Datalogging Experiments3. Problem Solving Activities4. Microscale Chemistry Experiments5. Inquiry-based Experiments6. Reading to Learn Activities7. Other Learning Activities

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

IT Usage in Curriculum

Data Acquisition

Data Analysis *

Video #

Information Search

Collaborative Learning

Simulation

Animation #1, #2

3-D images #

Online Exercises

Web-based learningresources #1, #2

Simulations (1/5) An extension of teacher’s expertise, as is a textbook o

r 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)

Simulations (2/5) Chemistry Simulations, Royal Chemical

Society, http://www.chemit.co.uk/java/ Order of Reaction and Effect of Temp *

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

http://www.chemit.co.uk/pageshow.aspx?PageID=44&selection=0

Simulations (3/5) Iowa State University

http://www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/animationsindex.htm

Concentration Cells

Simulations (4/5) Activation Energy Experiment, Iowa State University Iodine Clock Reaction,

University of Missouri-Rolla

Simulations (5/5) Web-experiments, Dr Nutt, Davidson College

http://www.chm.davidson.edu/ronutt/che115/che115_2.htm#experiments

Chemical Equilibrium

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

Information Search (2/6) Canned Heat (SternoTM). Alcohol trapped in the net

work 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

Information Search (3/6)

“WARMerGotCHI” Disposable heat pad 4Fe(s) + 3O2(g) → 2Fe2O3(s) + heat

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/exp

lore/b29/ajr1.htm

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.

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

Webquest Approach Inquiry-based activity in which some or all of the inf

ormation 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/web

quest.htm

Atomic Model Webquests Mordern Atomic Theory

http://web.mvesc.k12.oh.us/samples/samp_webquest.asp The Great Atomic Adventure http://www.pekinhigh.net

/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/ch12electronconfigs/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/atomic_theory.htm

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

Problem Solving Activities Phase diagrams of CO2 and H2O

Dry Ice

Ice

Liquefaction of CO2 in Chemistry Comes Alive 2, JCEd

Problem Solving Activities Stretching and contraction of a Rubber Band

TS = H - G; H>0, -G>0, S>0 for contraction

http://scifun.chem.wisc.edu/HomeExpts/rubberband.html http://www.usm.maine.edu/~rhodes/Goodies/RubBandThermo.html

After heating by a hair dryer for 5 mins

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 activity’s

main question Develop skills in scientific investigations

and high order thinking Experiments

Oxygen absorber (Qualitative) Vitamin C content in fruit drinks (Quantitative)

Inquiry-based Expts (2/2) Oxygen absorber (脫氧劑 ) 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 Chemistry

http://www.york.ac.uk/org/seg/salters/chemistry

Reading to Learn (1/4)

Promote more independent learning capabilities

Consolidate and widen students’ understanding of chemistry

Historical and latest development in chemistry

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

Reading to Learn (3/4) Books:

Chemistry at work, Chemistry Connection, Chemistry in Context: lab manual & study guide, 《蘇老師掰化學》 ,《現代化學 I—改變中的傳統概念》

Magazines: Catalysts, ChemMatters, Chemistry Review,

Journal of Chemical Education, Journal of College Science Teaching, New Scientist, Scientific American, 科學人

Reading to Learn (4/4)

Internet Introductory Readings in Green Chemistry,

American Chemical Societyhttp://www.chemistry.org/portal/a/c/s/1/acsdisplay.html?DOC=education\greenchem\greenreader.html

Chemical of the Week http://scifun.chem.wisc.edu/chemweek/chemweek.html

Newspapers http://i.am/chemsir

Through the looking glass and what Alice at there (Mirror Image Land) “Alice (of Alice in Wonderland fame) walks through a mirror i

nto 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

Website http://resources.edb.gov.hk/~science/chem.htm

Organic ReactionsOrganic Reactions

Reaction OctopusesReaction OctopusesIntroductionIntroduction

Conversion 1-2-3Conversion 1-2-3

Synthesis of useful Synthesis of useful productsproducts

Your ProgressYour Progress

Top TenTop Ten

Seminars on Pedagogy and Resources for Learning and Teaching of Sixth Form Chemistry (Late June 2005)

Briefing, discussion and tryout of experiments

Spectroscope

Thank you!