L/T Resources for newly revised sixth form Chemistry Curriculum

1. L/T Resources for newly revised sixth form Chemistry Curriculum Mr W C HO 19/3/05

2. 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

3. 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

4. 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

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

6. Simulations (1/5) • An extension of teacher’s 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)

7. Simulations (2/5) • Chemistry Simulations, Royal Chemical Society, http://www.chemit.co.uk/java/ • Order of Reaction and Effect of Temp *

8. ICT resources to support Chemistry teaching for the 11-19 age range • http://www.chemit.co.uk/pageshow.aspx?PageID=44&selection=0

9. Simulations (3/5) • Iowa State Universityhttp://www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/animationsindex.htm • Concentration Cells*

10. Simulations (4/5) • Activation Energy Experiment, Iowa State University • Iodine Clock Reaction, University of Missouri-Rolla

11. Simulations (5/5) • Web-experiments, Dr Nutt, Davidson Collegehttp://www.chm.davidson.edu/ronutt/che115/che115_2.htm#experiments • Chemical Equilibrium

12. 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

13. 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

14. Information Search (3/6) • “WARMerGotCHI” • Disposable heat pad • 4Fe(s) + 3O2(g) → 2Fe2O3(s) + heat

15. 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

16. 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.

17. 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

18. 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

19. Atomic Model Webquests • Mordern Atomic Theoryhttp://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

20. 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

21. Problem Solving Activities • Phase diagrams of CO2 and H2O Ice Dry Ice Liquefaction of CO2in Chemistry Comes Alive 2, JCEd

22. Problem Solving Activities • Stretching and contraction of a Rubber BandTS = 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

23. 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)

24. 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 Chemistryhttp://www.york.ac.uk/org/seg/salters/chemistry

25. Reading to Learn (1/4) • Promote more independent learning capabilities • Consolidate and widen students’ understanding of chemistry • Historical and latest development in chemistry

26. 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

27. 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

28. 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

29. 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

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

31. Organic Reactions Reaction Octopuses Introduction Conversion 1-2-3 Synthesis of useful products Your Progress Top Ten

32. Seminars on Pedagogy and Resources for Learning and Teaching of Sixth Form Chemistry (Late June 2005) • Briefing, discussion and tryout of experiments Spectroscope

33. Thank you!