Homepage > Teaching Resources > Teaching Resources Form
TEACHING RESOURCES INFORMATION
Comments about this Publication
Date: 2012.09.27
Posted by Rose Lawlor (Ireland)
Message: Teaching Tips
The project can serve as an introduction to the basics of polarity and electronegativity, although prior exposure to these topics can be helpful. The project draws on everyday observations of detergents, so it is nice for students to handle/shake bottles of oil and water and then investigate what happens when detergent (Dawn works fine) is added. Some students struggle to understand how intermolecular attractions help explain (1) why oil and water separate and (2) how detergents function; so teachers should check in with their students on their understanding of these concepts and address them as a class if necessary. The project takes advantage of the Idea Basket tool. We recommend encouraging students early in the project to take advantage of the basket to collect and track evidence that will help them recommend appropriate use of detergents in the final activity.
Learning Goals and Standards
(1g) Students know how electronegativity and ionization energy relate to bond formation (2a) Students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds. (2b) Students know chemical bonds between atoms in molecules such as H2, CH4, NH3, HCCH2, N2, and Cl2 are covalent (2d) Students know the atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in a solid form. (2h) Students know how to identify solids and liquids held together by van der Waals forces or hydrogen bonding (6b) Students know how to describe the dissolving process at the molecular level by using the concept of random molecular motion.
I think perhaps the site is presuming that the student has acquired quite a grasp on chemistry already – I don’t think our junior cert level students would have the standard required to fully benefit from it.
Perhaps a transition year chemistry class would benefit – with a lot of input from the teacher.
I looked at the section on cleaning oil from sea birds after the BP oil spill in the gulf of Mexico. The film archive would certainly grab the attention – it was actually very upsetting – and hopefully let students see how relevant and important chemistry was in our lives.
I liked the way the student was brought through a voyage of discovery about the best cleaner to use for the birds. The idea of a basket to collect ideas for a final decision on how to formulate the cleaner was very good. Just that I think the journey would be very slow unless the teacher was prepared to intervene and explain some of the chemistry concepts along the way. I didn’t find the graphics used always easy to follow.
From a teacher’s point of view, I couldn’t get a handle on how to archive the students project work in the”classroom runs”. I would probably need to get one of my students to help me out here!
The site is certainly very interactive but I had difficulty navigating it and have visited it on several occasions, thinking “I’ll get the hang of it this time…”
The site advises setting up a Test Student Account – try as I may, I didn’t succeed in doing this.
I got very frustrated with the site because I felt that it had a lot to offer that I, for whatever reason, couldn’t access.
I’m sure if I stayed with the site for longer I may have mastered it but the reality is that if a teacher finds it very difficult to use a site he/she will very quickly move on to the next one.
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.
.