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Teaching Resources

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TEACHING RESOURCES INFORMATION

TITLE OF TEACHING RESOURCE
Chemical Reaction
IMAGE
NAME OF AUTHOR(S)
A. Willm
NAME OF PRODUCER
Κατανοώντας τον Καπιταλισμό. Ανταγωνισμός, Εντολή και Μεταβολή στην Οικονομία των Η.Π.Α.
TYPE OF PRODUCT
online simulation
LEVEL OF CHEMISTRY KNOWLEDGE
Basic
PEDAGOGICAL APPROACH
Modelling
SUBJECT AREA
Fundamental Chemistry
TARGET GROUP LEVEL
Upper Secondary School
LANGUAGE/S OF TEACHING RESOURCES
French
TUTORIAL SUPPORT
No
DESCRIPTION
Teaching resources considered
• Prerequisites: chemical reactions
• Contents: the animation shows a model of typical chemical reaction: it shows the molecular shocks and the evolution of the quantities of reagents and product. Two parameters can be edited: the quantity of matter and the efficiency of the shocks.
• Aims: to see what happens at the molecular level and macroscopic level during a chemical reaction; to master the notions of chemical equilibrium, complete reaction, impossible reaction, limiting reagent, reaction outcome.
• Tasks description: to identify the parameters influencing the extent and equilibrium of a chemical reaction and describe their effect on the reaction from a macro- and microscopic point of view.
• How to use it in class:
Methods: the students work in pair at a computer with an internet connection, a screen capture software and a word processor. They are assigned the above-mentioned task with an allotted time of 1h30.
Sequence of actions:
- To acquaint oneself with the animation (15 minutes should be more than enough) ;
- To formulate hypotheses and check them changing one parameter at the time;
- To write down the observations made during the simulations and compare them with the initial hypothesis;
- To do a screen capture to illustrate the observations;
- To make several trials and write a report with the different results to achieve the aim of the task.
If there is enough time, the results can be shared, asking some of the pairs to present part of their research.
- Build a collective conclusion on the concepts of limiting and excess reagent and on chemical equilibrium through emphasizing the molecular mechanisms visible on the animation.
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Les ressources d’enseignement prises en considération
• Prérequis : la réaction chimique
• Contenus : l’animation présente une réaction chimique type modélisée : on peut y voir les chocs moléculaires et l’évolution des quantités de réactifs et de produits. Deux paramètres peuvent être modifiés : la quantité de matière et l’efficacité des chocs.
• Objectifs : visualiser ce qu’il se passe au niveau moléculaire et au niveau macroscopique lors d’une réaction chimique, s’approprier la notion d’équilibre chimique, de réaction complète, impossible, de réactif en défaut, de bilan de réaction.
• Description des tâches : identifier les paramètres influençant l'état d'avancement et d'équilibre d'une réaction chimique et décrire leur effet sur la réaction d’un point de vue macro et microscopique.
• Comment l’utiliser en classe :
Modalités d’utilisation : les élèves travaillent en binôme sur un ordinateur avec connexion internet, un logiciel de capture d’écran et d’un traitement de texte. Ils reçoivent la tâche citée ci-dessus et disposent de 1h30.
Déroulement :
- se familiariser avec l’animation (15 minutes suffisent largement) ;
- émettre des hypothèses et les vérifier en modifiant un paramètre à la fois ;
- noter les observations réalisées lors des simulations et les confronter à l’hypothèse de départ ;
- réaliser une capture d’écran pour illustrer les observations ;
- réaliser plusieurs essais puis rédiger un rapport reprenant les différents résultats afin d’atteindre l’objectif visé par la tâche.
Suivant le temps à disposition, on peut faire une mise en commun en demandant à certains binômes de présenter une partie de leurs recherches.
- Construire une conclusion collective sur les concepts de réactif en défaut et en excès et sur l’équilibre chimique en mettant en évidence les mécanismes moléculaires visibles sur l’animation.
COMMENTS
• Points of strength: easy to use, with no need to download software, no compatibility problems, easy and efficient simulation.
• Points of weakness: only one type of reaction is displayed: two reagents giving two products. The molecules are represented by colour dots.
• Scientific reliability: the presence of a = instead of an arrow in the equation is awkward. There is no real example of chemical reaction; the representation is only symbolic and general.
• Pedagogic value: quite good regarding the aims and really easy to use in class. The animation is used to discover concepts, and thus more in-depth works can be done later with the teacher. It is a good chance to master a phenomenon carrying out a scientific approach.
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• les points forts : facilité d’utilisation sans téléchargement de logiciel, sans problème de compatibilité, simulation simple et efficace.
• les points faibles : on ne visualise qu’un seul type de réaction : deux réactifs qui donnent deux produits. Les molécules sont représentées par une boule de couleur.
• la rigueur scientifique : la présence d’un = à la place d’une flèche dans l’équation est gênante. Il n’y a pas d’exemple réel de réaction chimique, la représentation est exclusivement symbolique et généraliste.
• la valeur pédagogique : assez bonne pour les objectifs visés et vraiment facile d’utilisation en classe. L’animation sert de découverte des concepts, donc, l’approfondissement plus rigoureux peut se faire par la suite avec l’enseignant. C’est l’occasion de s’approprier un phénomène en mettant en œuvre la démarche scientifique.
NAME OF THE REVIEWING ORGANISATION
Haute École Léonard De Vinci, ENCBW –LLN
INFOREF (BE)

Comments about this Publication

Your comments are welcome


Date: 2013.06.14

Posted by Lília Sofia Afonso Pires (Portugal)

Message: Is the teaching resource described useful for you? Why?
Yes, it allows to complement the theoretical information provided by the teacher.

Do you think it can increase the students’ interest toward chemistry? Why?
Yes, the use of this digital resource will contribute for students\' enthusiasm for chemistry. Using interactive animations it is possible to motivate students for learning chemistry concepts and provide a better understanding of the covered contents.

Do you think it can help the students to understand better and faster? Why?
Yes, the use of computers, in the educational context, can bring considerable improvements in the teaching-learning process, particularly in the discipline of Chemistry. Many of the theories used to explain chemical reactions require models such as the quantum model of the atom, the molecular orbitals among others. Thus, using computer simulations and animations, interactive programs, among others, can help students to understand better the model, overcoming some of their difficulties.

Do you think it propose an innovative didactic approach? Why?
Despite the simplicity of the resource, I believe that this approach complements the theoretical study of chemical reactions.

Do you consider to have enough ICT training and equipment in the classroom to use this digital resource?
With the implementation of the Technological Plan for Education for nearly six years, every school has sufficient resources to implement this kind of digital resources. I use this kind of digital resources, among others, since I began to work as a teacher of Physics and Chemistry. Meanwhile (2007), I have already developed digital resources for teaching chemistry to the 10th grade available in: http://nautilus.fis.uc.pt/cec/teses/lilia/hipertexto/index.htm

Date: 2012.10.22

Posted by Lília Maria Braz (Portugal)

Message:
This digital resource is very good and very easy to use. This is a very useful tool for both teachers and students. When it is used as an instrument by the teacher in the classroom, it will allow complementing the theoretical information and be used to motivate students, breaking some monotony and turning the class more attractive to students. When this animation is used by students, it will allow the deepening of knowledge related to chemical reactions. It is an easier way for students to take conclusions then using the more traditional and theoretical approach. It is a fun way to learn chemistry.

Fifth Partners’ Meeting The fifth partners’ meeting took place in Braganca (PT) on 19 – 20 May 2014. The meeting had the objective to make a detailed planning of the project future activities and to organize the project's work that will focus on the production of the report on the thematic area Successful Experiences and Good Practices in Teaching Chemistry.

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