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Investigative Study in Chemistry

Investigative Study in Chemistry. Sophia Cheng 13 October 2009. Topic XVI Investigative Study in Chemistry. Conducted in groups of 3 to 5 students Provide students with opportunities to design and conduct an investigation with a view to solving a problem

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Investigative Study in Chemistry

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  1. Investigative Study in Chemistry Sophia Cheng 13 October 2009

  2. Topic XVI Investigative Study in Chemistry • Conducted in groups of 3 to 5 students • Provide students with opportunities to design and conduct an investigation with a view to solving a problem • Students will learn about scientific processes and how these processes work to generate new information

  3. Aims of investigative study • Students can: • apply their knowledge and understanding of chemistry • develop and apply various practical skills • develop skills such as creativity, critical thinking, communication, problem-solving • develop understanding on nature of science

  4. For learning and teaching Topic XVI in NSS Chemistry curriculum • For assessment in SBA

  5. Implementation timetable of SBA

  6. Before/While conducting IS, students should be guided on: • How to work together in a group to develop an investigation plan and solve a problem • How to define a researchable topic • How to search for relevant information from various sources • How to write an investigation plan • How to write a laboratory report or make a poster for presentation

  7. Investigative study (20 hours) • Design and conduct a first-hand investigation 1. Design 2. Process 3. Report

  8. Using the allocated lesson time (20 hrs)

  9. Using post-examination school days

  10. Implementation schedule

  11. Try-out: Making Your Own Acid-Base Indicator Tasks: • Extract coloured pigments from plant materials • Use the extract as acid-base indicator and find the concentration of alkali in oven cleaner

  12. July

  13. Information search and planning

  14. Extraction of coloured pigments

  15. Choosing suitable indicators

  16. Choosing suitable indicators

  17. Find the concentration of alkali in oven cleaner

  18. More examples Salt content of snack • Gravimetric method • Titrimetric methods: • Volhard method: back titration of Ag+ with KSCN using Fe2+ as indicator • Mohr method: titration with Ag+ using K2CrO4 as indicator

  19. Design and make: Chemical cell “Coin Cell” made by aluminium foil and coins. This chemical cell consists of 9 pairs of metal couples. Its voltage is between 2 – 2.5V.

  20. Self-heating food/drink container

  21. CuCO3.Cu(OH)2.H2O(s) H2SO4(aq) heat CuSO4(aq) CuO(s) C(s), H2(g) or Town gas Zn(s) or electrolysis Cu(s) Getting copper from its ore • To extract copper metal from a given ore sample • To isolate product • To calculate extraction efficiency • To calculate cost of the method

  22. Investigative Study Resource Book

  23. Appropriateness of the Topic • Does the activity address something worth learning? • Is the cognitive demand appropriate? • Do students have the required prior knowledge and adequate skills? • Is the time available sufficient for the activity?

  24. Are resources such as journal articles, reference books, chemicals and apparatus available? • Are there any safety concerns? • Can laboratory technicians and others help in its implementation?

  25. Your concern… • 10 groups, 10 different projects • Scale of investigation • Laboratory safety • Clash with investigation of other science subjects such as Physics • Collaboration with lab tech and other teachers

  26. Discussion • When is the best time to implement IS? Why? • What chemistry investigations do you think are suitable for IS? • How much autonomy should students have in deciding their research questions?

  27. What guidelines regarding IS will you give to students? How will you guide students to finish IS on schedule? • How will you prepare yourself to implement IS? • What is the role of the laboratory technician in IS?

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