This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
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TEACHING RESOURCES INFORMATION
Comments about this Publication
Date: 2014.07.28
Posted by C. Bento (Portugal)
Message: This comment is focused on the animation of an acid-base titration, available in Chapter 16 of this resource.
Is the teaching resource described useful for you? Why?
Yes. When I introduce this topic, I usually accompany the explanation with this simulation. I believe it allows students to easily understand how one performs an acid-base titration in a laboratory.
Students can visualize what happens at the microscopic level. They can also verify how the pH of the solution of the analyte varies after addition of a given volume of titrant and, simultaneously, accompany the plot of the titration curve. At the end, students can still try to calculate the concentration of the acid and check if they have done it correctly.
Which learning objectives can be reached by using the resource?
- Identify laboratory material needed to perform an acid-base titration;
- Check the appropriate laboratory assembly;
- Identify the titrant solution as the solution inside the burette and the solution of the analyte as the solution in the flask;
- Check that, by adding the base, there is a reduction in the number of H+ ions;
- Conclude that the pH increases, with the reduction of H+ ions;
- Verify that all H+ ions were neutralized by HO- ions when the equivalence point is reached.
Do you think it can increase students’ interest toward chemistry? Why?
Yes, because students in general respond well to visual stimuli and this digital resource is very appealing in that sense. By showing what is happening at the microscopic level, students can understand better the method, feeling more predisposed to study this issue.
Do you think it can help students to understand better and faster? Why?
Yes, because, as I said above, students at this age respond well to visual stimuli. Many students still do not have the necessary degree of abstraction to understand what is actually happening in the solution and this simulation is quite instructive in this regard.
Do you think it proposes an innovative didactic approach? Why?
Innovative maybe not, but very useful, yes.
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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