Teaching solubility to L2Chem a student asked to see an example of an experiment I was telling them about. With consultation with SGSS we found an example of a non-polar substance requiring a non-polar solute to dissolve it.
The students were happy to be able to see all the range of polar and non-polar subtances acting as solvents and solutes as it rounded out their learning experience.
Showing posts with label Experimental work. Show all posts
Showing posts with label Experimental work. Show all posts
Monday, 27 March 2017
Friday, 10 March 2017
Student Led learning
During the topic on Acids and Bases one of the content pieces to focus on was Acid Rain. One student was curious about the topic. He did some research on his own, and found a practical to do. He sent me the details and asked if we could do it in class.
The practical was straightforward and was a good illustration of the point. The colour changes using indicators reinforced the idea of indicators while it showed how gases can make neutral solutions acidic.
The rest of the class had greater engagement for this lesson. I had seen this practical before and dismissed it as not very interesting, so it was a timely reminder that our life experiences shape what we think is interesting .
Hi Miss Trewin
I was looking up acid rain recipes because i was bored and found one
that my class could possibly do?
Bromothymol blue
Small clear bowl with a lid
Big glass bowl
Water (10 ml)
Matches (that have a high sulfur content?)
1. Pour around about 10ml of water into the big glass bowl. Add
Bromothymol blue until it makes a light blueish colour.
2. Burn matches and put them into the small glass bowl with lid. Cover
the bowl and let the matches burn out. Collect their emissions and
leave the lid sealed tightly shut.
3. Open the jar and quickly pour in the water/Bromothymol blue
solution. Quickly shut the lid to stop any more of the Carbon dioxide
from getting out. Shake the jar and watch the solution turn a beer
colour!
So yeah. A possible acid rain recipe. I also found some more that
involved spraying plants with acid but that isn't environmentally
friendly and I like my garden so my plants aren't going to die today!
The practical was straightforward and was a good illustration of the point. The colour changes using indicators reinforced the idea of indicators while it showed how gases can make neutral solutions acidic.
The rest of the class had greater engagement for this lesson. I had seen this practical before and dismissed it as not very interesting, so it was a timely reminder that our life experiences shape what we think is interesting .
Hi Miss Trewin
I was looking up acid rain recipes because i was bored and found one
that my class could possibly do?
Bromothymol blue
Small clear bowl with a lid
Big glass bowl
Water (10 ml)
Matches (that have a high sulfur content?)
1. Pour around about 10ml of water into the big glass bowl. Add
Bromothymol blue until it makes a light blueish colour.
2. Burn matches and put them into the small glass bowl with lid. Cover
the bowl and let the matches burn out. Collect their emissions and
leave the lid sealed tightly shut.
3. Open the jar and quickly pour in the water/Bromothymol blue
solution. Quickly shut the lid to stop any more of the Carbon dioxide
from getting out. Shake the jar and watch the solution turn a beer
colour!
So yeah. A possible acid rain recipe. I also found some more that
involved spraying plants with acid but that isn't environmentally
friendly and I like my garden so my plants aren't going to die today!
Wednesday, 7 December 2016
The new Junior Curriculum - Research
The new junior curriculum is taking shape. The science department have worked on an outline for the year and for the units. We have decided how to structure the changes, and now we are working on a small section of the first unit each.
I am using my experience from teaching Social Studies for a year, specifically research skills, to plan the research component of the unit.
The research component will have basic research skills, and will include a research project. The initial project will be into a scientist. I have compiled a list of scientists they could research, and I have included a wide range of fields and cultures, with a focus on women and Maori. In addition I looked for ethnic minority scientists from Australia, Canada, and the US as these are cultures that some of our Maori students identify as being in a similary position to Maori, as exemplified by the support in the community for the Standing Rock native americans protesting the North Dakota pipeline.The intention is to make the students aware that science is for everyone not just old white men.
To encourage the students to be more introspective and thoughtful about the learning process, the will receive two grades for their piece of research. They will have one for the content of the research, and another for the process of research. What did they look for, what was successful. In addition they will be expected to do a reflection/evaluation of how they performed. I have set this up as a google form in order to make it manageable for staff to implement, but also to differentiate the questions the students are answering
Part of what we are trying to do is develop students into critical thinkers. The students are expected to compile a reference list, but for the higher level thinker I'm implementing a system to encourage them to think about the perspective of the source as an introduction to bias and to be wary of who they are listening to.
I am using my experience from teaching Social Studies for a year, specifically research skills, to plan the research component of the unit.
The research component will have basic research skills, and will include a research project. The initial project will be into a scientist. I have compiled a list of scientists they could research, and I have included a wide range of fields and cultures, with a focus on women and Maori. In addition I looked for ethnic minority scientists from Australia, Canada, and the US as these are cultures that some of our Maori students identify as being in a similary position to Maori, as exemplified by the support in the community for the Standing Rock native americans protesting the North Dakota pipeline.The intention is to make the students aware that science is for everyone not just old white men.
To encourage the students to be more introspective and thoughtful about the learning process, the will receive two grades for their piece of research. They will have one for the content of the research, and another for the process of research. What did they look for, what was successful. In addition they will be expected to do a reflection/evaluation of how they performed. I have set this up as a google form in order to make it manageable for staff to implement, but also to differentiate the questions the students are answering
Part of what we are trying to do is develop students into critical thinkers. The students are expected to compile a reference list, but for the higher level thinker I'm implementing a system to encourage them to think about the perspective of the source as an introduction to bias and to be wary of who they are listening to.
Thursday, 1 December 2016
Inquiry goals
I've been thinking about my goals for next year, and trying to narrow down exactly what I will focus my inquiry on.
Given the big push we are putting in for the junior curriculum my goal is going to be focusing on year 9's mastery of skills.
In the current curriclum, the old one, skills are not taught as explicitly as some students need, and they are expected to pick them up obliquely while learning content. The new curriculum flips this on its head with the skills being the focus and the content being used as a means rather than the end in itself.
Given the big push we are putting in for the junior curriculum my goal is going to be focusing on year 9's mastery of skills.
In the current curriclum, the old one, skills are not taught as explicitly as some students need, and they are expected to pick them up obliquely while learning content. The new curriculum flips this on its head with the skills being the focus and the content being used as a means rather than the end in itself.
Monday, 22 August 2016
The Rock Cycle with 10NR
10NR have been more engaged in this Earth Science unit than for most this year. I believe it is a combination of a growing maturity and improved literacy skills, certain students having been relocated to another class and the change of teaching plans. I have been actively seeking more demonstative and interactive learning experiences and Earth Science is a unit where this is easier to do than in others.
Two girls went to the SSC immediately at the start of the lesson as one of them had red raised knuckles and the seond went for moral support.
Today was the rock cycle which was the perfect time to do a hands on activity. The crayon rock cycle. an oldie but a goody. I have done it a few times before, but I have yet to perfect the execution.
10NR were as predicted very enthusiastic about the smashing of crayons with a hammer, the jumping on crayon bits, and the melting of crayon bits. I'm never sure how much I am getting through to them as to why we are doing the activity and getting them to link the smashing and jumping with the weathering and pressure that they represent.
The theory work that came afterwards was resisted, but after Friday the girls were insistent on music so the deal was as long as the work was being done, they could have music.
Two girls went to the SSC immediately at the start of the lesson as one of them had red raised knuckles and the seond went for moral support.
Today was the rock cycle which was the perfect time to do a hands on activity. The crayon rock cycle. an oldie but a goody. I have done it a few times before, but I have yet to perfect the execution.
10NR were as predicted very enthusiastic about the smashing of crayons with a hammer, the jumping on crayon bits, and the melting of crayon bits. I'm never sure how much I am getting through to them as to why we are doing the activity and getting them to link the smashing and jumping with the weathering and pressure that they represent.
The theory work that came afterwards was resisted, but after Friday the girls were insistent on music so the deal was as long as the work was being done, they could have music.
Friday, 19 August 2016
Science as a junior option/ Science Fair Prep
I had a brainwave while talking to students about their options subject in the midst of an experiment into starch and photosynthesis.
Students enjoy practical work. Not enough have the resources to do their own experiments. We struggle to find the time to properly do Science Fair. Some students can't get enough of Science.
Solution: Add a Science Extension Option to the Options list that students can do for a semester which will include time to do Science Fair work.
Term 1 for Year10's -
Start with a grounding in planning experiments and data processing. Writing methods, drawing graphs, using proper language in writing reports.
Then support the students in independent research and experiments to prepare for Science Fair.
Students enjoy practical work. Not enough have the resources to do their own experiments. We struggle to find the time to properly do Science Fair. Some students can't get enough of Science.
Solution: Add a Science Extension Option to the Options list that students can do for a semester which will include time to do Science Fair work.
Term 1 for Year10's -
Start with a grounding in planning experiments and data processing. Writing methods, drawing graphs, using proper language in writing reports.
Then support the students in independent research and experiments to prepare for Science Fair.
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