Lifelong Learning Programme

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Teaching Resources

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TEACHING RESOURCES INFORMATION

TITLE OF TEACHING RESOURCE
Solution Preparation
IMAGE
NAME OF AUTHOR(S)
A. Willm
TYPE OF PRODUCT
online simulation
LEVEL OF CHEMISTRY KNOWLEDGE
Basic
PEDAGOGICAL APPROACH
Experiential learning
SUBJECT AREA
Fundamental Chemistry
TARGET GROUP LEVEL
Lower Secondary School
LANGUAGE/S OF TEACHING RESOURCES
French
TUTORIAL SUPPORT
No
DESCRIPTION
Teaching resource considered
• Prerequisites: none
• Contents: preparation of solution and dilution, mass concentration
• Aims: to master the concepts of concentration and dilution viewing the impact of the modification of the removed matters quantities and of the selected volumes on a solution colouration.
• Tasks description (to be tested):
- Task 1) To determine the quantities of solid matter to be removed and the solution volume in order to prepare 3 solutions of different concentration with the same volumetric flask (the concentrations need to be multiples of 2)
- Task 2) To determine the quantity of solid matter to be removed and the solution volume in order to prepare 3 solutions of identical concentration with a volumetric flask of a different volume.
- Task 3) To determine the stock solution and diluted solution volume prepared to dilute a 0.10g solution of stock solution respectively 2X, 5X, 10X. To determine the ratio between those volumes in each case.
• 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:
- Acquaint oneself with the animation (15 minutes should be more than enough);
- Carry out the above-mentioned tasks making sure to keep a copy of the reasoning, in a report with screen captures for instance.
- The teacher encourages the formulation of hypotheses in order to lead to a scientific approach and favour the command of the concepts.
- The different pairs prepare a real solution and make a dilution in the laboratory
- Timing to be tested.
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Les ressources d’enseignement prises en considération
• Prérequis : aucun
• Contenus : préparation de solution et dilution, concentration massique
• Objectifs : s’approprier les concepts de concentration et de dilution en visualisant l’impact de modification des quantités de matière prélevées et des volumes choisis sur la coloration d’une solution.
• Description des tâches (à tester) :
- Tâche 1) Déterminer les quantités de matière solide à prélever et le volume de solution afin de préparer 3 solutions de concentration différente avec le même jaugé (les concentrations doivent être de multiples de 2)
- Tâche 2) Déterminer les quantités de matière solide à prélever et le volume de solution afin de préparer 3 solutions de concentration identique avec un jaugé de volume différent.
- Tâche 3) Déterminer le volume de solution mère et de solution fille préparée pour diluer une solution de 0,10g de solution mère respectivement 2X, 5X, 10X. Déterminer le rapport entre les volumes précités dans chacun des cas.
• 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 les tâches citées ci-dessus et disposent de 1h30.
Déroulement :
- se familiariser avec l’animation (15 minutes suffisent largement) ;
- réaliser les tâches ci-dessus en prenant soin de garder une trace du raisonnement sous forme de rapport avec captures d’écran par exemple.
- L’enseignant stimule la formulation d’hypothèses afin d’entraîner la démarche scientifique et de favoriser l’appropriation des concepts.
- Préparation réelle d’une solution et réalisation d’une dilution en laboratoire par les différents binômes.
- Timing à tester
COMMENTS
Please provide information about:
• The points of strength: easy to use, with no need to download software, no compatibility problems, easy and efficient simulation. The simulation can be used at home or at school.
• The points of weakness: /
• Scientific value: ok
• Pedagogic value: well suited to the aims and really easy to use in the classroom. 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. However it is better to complement the computer simulation with real solutions in the laboratory.
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Veuillez fournir des informations sur :
• les points forts : facilité d’utilisation sans téléchargement de logiciel, sans problème de compatibilité, simulation simple et efficace. La simulation peut être utilisée à domicile ou en classe.
• les points faibles : /
• la rigueur scientifique : ok
• la valeur pédagogique : très 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. Il est toutefois préférable d’assortir la simulation informatique d’une préparation réelle des solutions en laboratoire.
NAME OF THE REVIEWING ORGANISATION
Haute École Léonard De Vinci, ENCBW –LLN
INFOREF(BE)

Comments about this Publication

Your comments are welcome


Date: 2014.11.30

Posted by Mariusz Jarocki (Poland)

Message: 1. Is the teaching resource described useful for you? Why?
The program demonstrates the concept of the quantitative composition in very interesting, interactive way.

2. Do you think it can increase the students’ interest toward chemistry? Why?
In my opinion, the demonstrated concept is not easy to teach by simple lectures or algorithmic exercises. To study a core of the issue, a student should get something more, something that gathers all level of abstractions in one place. The application is a good example of the method of presentation.

3. Do you think it can help the students to understand better and faster? Why?
The problem is more general - usually, the simulations can help with assimilation of concepts not because they affect on senses in different way than f.e. teachers\' speech and body language. The methods to introduce quantitative compositions used in the application is the same as used in traditional learning. But here a tool can be more important than a method - a patience and \"obduracy\" of interaction with the machine is very addictive for young people. They learn better and faster, without axiomatic and formal rules but with some kind of a game.

4. Do you think it propose an innovative didactic approach? Why?
It is hard to treat the tool as the main one in didactic process, it\'s rather some kind of support. I suppose we can tell about some innovation only in the context of greater methodology which uses the tool as one of many others.

Date: 2013.06.14

Posted by Lília Sofia Afonso Pires (Portugal)

Message: Is the teaching resource described useful for you? Why?
Yes, it is useful to introduce the concept of mass concentration in the 7th grade, when studying the quantitative composition of a solution.

Do you think it can increase the students’ interest toward chemistry? Why?
Yes, the use of the digital resource will contribute to students\' enthusiasm for chemistry. Starting from interactive animations, it is possible to motivate students for learning chemistry contents and provide a better understanding of those 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. Since this is an experimental science, it also has a very visual side. Thus, the fact that the student can change the values of variables observing, at the same time, the colour changes in the solution will allow him to compare the results obtained with the theoretical concepts and clarify possible doubts.

Do you think it proposes an innovative didactic approach? Why?
Despite the simplicity of this resource, I believe this approach complements the theoretical study of the quantitative composition of solutions. However, it is a very limiting resource because it does not addresses the different steps to be followed in the preparation of solutions from solutes in the solid state as well as the preparation of solutions from more concentrated ones. Therefore, I do not consider that the use of this resource is an innovative teaching approach, since there are already more elaborated resources related to the study of solutions.

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, nearly six years ago, 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 at the 10th grade available in: http://nautilus.fis.uc.pt/cec/teses/lilia/hipertexto/index.htm

Date: 2013.05.11

Posted by Carla Morais (Portugal)

Message: 1. Is the teaching resource described useful for you? Why?
Yes, it is a simple computer simulation useful for the introductory study of the quantitative composition of solutions.

2. Do you think it can increase the students’ interest toward chemistry? Why?
Yes, because arousing or increasing the interest of students, by creating an interactive environment to learn by doing - hands-on, mind-on, person-on - simulations can promote an easier level of abstraction, leading to a more sustained understanding of the chemical concepts.

3. Do you think it can help the students to understand better and faster? Why?
We believe this kind of resources can help the students to understand better and faster because, through the exploitation of computer simulations, based on a reality model, the student can change values of variables or input parameters and observe the changes in the results presented in the simulated environment. Furthermore, computer simulations can help students to describe relationships between those concepts, comparing the results obtained in the simulated environment with the knowledge that is accepted by the scientific community and/or the results from the realization of laboratory activities. This confrontation procedure allows the student to realize his mistakes, to reflect and, if necessary, operate some changes towards the transposition of their intuitive concepts for more systematized conceptions, aiming a more axiomatic knowledge.

4. Do you think it propose an innovative didactic approach? Why?
This computer simulation can help to complement the theoretical study of the chemical solutions, however, it is a relatively simple and limited resource. Might have been pedagogical advantage by giving the option to include not only the preparation of solutions starting from a solid solute, but also simulate the preparation of solutions by dilution of a more concentrated solution. On the other hand the introduction of animations, that represent the process of preparation of the solution itself, could contribute to complement laboratory dynamics and the consequent development of skills at the procedural level.

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.

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