cie’s 5 th international teachers’ conference
DESCRIPTION
CIE’s 5 th International Teachers’ Conference. Workshop One: Teaching and learning - classroom techniques to support Science teaching. Tony Tooth. I am a Chemistry teacher at an Independent School near Cambridge I am an examiner for CIE and OCR I am Principal Examiner for Pre-U Chemistry - PowerPoint PPT PresentationTRANSCRIPT
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Copyright © UCLES 2008
CIE’s 5th International Teachers’ Conference
Workshop One:
Teaching and learning - classroom techniques to support Science teaching
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Tony Tooth• I am a Chemistry teacher at an Independent School
near Cambridge• I am an examiner for CIE and OCR• I am Principal Examiner for Pre-U Chemistry• I write a column for the RSC’s Education in
Chemistry magazine• I work as a teacher trainer for the RSC• I write resource materials both online and for
publication
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Aims of the Workshops
• To discuss some key aspects of delivering CIE Chemistry Specifications
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Aims of the Workshops• To discuss some key aspects of delivering CIE Chemistry
Specifications
• To consider various classroom strategies to stimulate enquiry, problem-solving and autonomous learning
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Aims of the Workshops• To discuss some key aspects of delivering CIE Chemistry
Specifications• To consider various classroom strategies to stimulate
enquiry, problem-solving and autonomous learning
• To explore issues related to the delivery of practical and skills based lessons
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Aims of the Workshops• To discuss some key aspects of delivering CIE Chemistry
Specifications• To consider various classroom strategies to stimulate
enquiry, problem-solving and autonomous learning• To explore issues related to the delivery of practical and
skills based lessons
• To reflect on the use of language in Chemistry teaching
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Aims of the Workshops• To discuss some key aspects of delivering CIE Chemistry
Specifications• To consider various classroom strategies to stimulate
enquiry, problem-solving and autonomous learning• To explore issues related to the delivery of practical and
skills based lessons• To reflect on the use of language in Chemistry teaching
• To discuss lesson planning and assessment
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Aims of the Workshops• To discuss some key aspects of delivering CIE
Chemistry Specifications
• To consider various classroom strategies to stimulate enquiry, problem-solving and autonomous learning
• To explore issues related to the delivery of practical and skills based lessons
• To reflect on the use of language in Chemistry teaching
• To discuss lesson planning and assessment
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Enquiry:
• Is the act of asking questions
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Enquiry:• Is the act of asking questions
• Scientific Enquiry involves asking questions that can be investigated, as opposed to opinion-based questions that require value judgements (such as “which is the most delicious biscuit?”)
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Enquiry:• Is the act of asking questions• Scientific Enquiry involves asking questions that can be
investigated, as opposed to opinion-based questions that require value judgements (such as “which is the most delicious biscuit?”)
• Scientific Enquiry involves considering more than one option
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Enquiry:
• Is the act of asking questions
• Scientific Enquiry involves asking questions that can be investigated, as opposed to opinion-based questions that require value judgements (such as “which is the most delicious biscuit?”)
• Scientific Enquiry involves considering more than one option
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Enquiry: Why?
Ice Breaker:
Describe and Draw it
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How to Encourage Enquiry
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How to Encourage Enquiry
• Environment for Enquiry– The teacher creates a suitable environment for
enquiry by managing the physical and psychological conditions to create an atmosphere of sufficient safety and trust.
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How to Encourage Enquiry
• Environment for Enquiry– The teacher creates a suitable environment for enquiry by managing the
physical and psychological conditions to create an atmosphere of sufficient safety and trust.
– Includes checking needs and expectations and attending to the emotional and relationship dimension of the group
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How to Encourage Enquiry
• Environment for Enquiry“If the learning context sustains and encourages curiosity, exploration and
questioning in all circumstances then enquiry, collaboration, tolerance, flexibility, sensitivity, critical reflection and creativity are more likely
to ensue”(Conder and Ward; Understanding Childrens’ learning)
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How to Encourage Enquiry
• Environment for Enquiry“Teachers’ questions often relate to
management, dominate classroom questioning and give little opportunity for
pupils’ questions”(Conder and Ward; Understanding Childrens’ learning)
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How to Encourage Enquiry
• Environment for Enquiry“Being able to ask questions which frame the
appropriate learning outcome is crucial to extending childrens’ thinking”
(Conder and Ward; Understanding Childrens’ learning)
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How to Encourage Enquiry
• Presence and Attention– The teacher’s presence – their non-verbal
behaviour, attention and willingness to disclose their own feelings and experience – has a significant influence on the quality of enquiry
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How to Encourage Enquiry
• Presence and Attention– The teacher’s presence – their non-verbal behaviour, attention and
willingness to disclose their own feelings and experience – has a significant influence on the quality of enquiry
– The first thing a teacher brings to a session is his/her presence. He/She comes into the room and is instantly present to the students by virtue of posture, gesture, facial expression and relative position, even before he/she uses his/her voice.
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How to Encourage Enquiry• Presence and Attention
– Preparing presence
– Ground and align your body (eg feet on the ground, breathing)
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How to Encourage Enquiry• Presence and Attention
– Preparing presence
– Clear your visual focus
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How to Encourage Enquiry• Presence and Attention
– Preparing presence
– “Extend your kinaesthetic sense beyond your physical body boundary as a connection with others and `container’ for the relationship - as if you can extend the sensors on your skin out into the room”
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How to Encourage Enquiry• Presence and Attention
– Preparing presence
– “Stay `in your body’ – i.e. maintain your awareness and witnessing of your own body sensations - vs - going into your own `head’, or becoming absorbed into others’ content”
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Enquiry: How?
Generation of ideas: Brainstorm
“How can you encourage enquiry through teacher intervention in ...................?”
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Enquiry: How?
Handout 1/1: How to Encourage Enquiry
This should be used for reference to help generate ideas for suitable ‘teacher interventions’ based on
–IGCSE 0620 Section 3.2 and/or
–A/AS 9701 4(a)-(k)
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How to Encourage Enquiry
• Intervening Thoughtfully– This is what the teacher says and does to
promote enquiry, with emphasis on reflective listening and questioning. Rich questioning encourages reflection on experience, and challenges learners’ beliefs and attitudes about the subject, about themselves and about learning
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How to Encourage Enquiry
• Intervening Thoughtfully– This is what the teacher says and does to promote enquiry, with emphasis on
reflective listening and questioning. Rich questioning encourages reflection on experience, and challenges learners’ beliefs and attitudes about the subject, about themselves and about learning
– Reflective Listening involves paraphrasing and feeding back what a person has said. Done skilfully it conveys empathy and encourages the person to clarify or expand on their statement
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How to Encourage Enquiry
• Reflective Listening Prompts– So what you’re saying is............– If I’ve understood you correctly, you believe
that............– In other words............– You mean............– It looks like............
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How to Encourage Enquiry
• Reflective Listening Prompts– If all such prompts are accompanied with a tone
of uncertainty in the voice then this implies some uncertainty in your interpretation and so encourages the student to offer further clarification.
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How to Encourage Enquiry• Equal time to speak
• Listen to others when they speak
• Be honest and open
• Don’t attack others
• Give constructive criticism
• No compulsion to speak
• Feelings may be expressed
• Feelings not dismissed
• Awareness/acceptance of diversity
• Observe time boundaries
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Heron’s Six Categories of InterventionDefinition Example
Authoritative
Prescriptive Seeks to direct the learner’s
behaviour
‘You need to follow the
instructions on the worksheet’
Informative Seeks to impart knowledge,
information, meaning to the
learner
‘The worksheet describes the
five stages involved in the
practical process’
Controlling Seeks to raise the learner’s
consciousness about some
limiting attitude or behaviour of
which they are relatively
unaware
‘You might have a greater
chance of success if you were
more enthusiastic about doing
the practical’
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Heron’s Six Categories of InterventionDefinition Example
Facilitative
Cathartic Seeks to enable the learner to
express emotion
‘how did you feel about how
that practical went?’
Catalytic Seeks to elicit self-discovery
and problem-solving
‘How could you use what you
know about salt preparations
to work out how to make that
compound?’
Supportive Seeks to affirm the worth of
the learner’s person, qualities,
attitudes or actions
‘You’ve done a really good job
getting that procedure finished
in the time available’
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Heron’s Six Categories of Intervention
• `It is the specific, concrete context that makes one intervention more or less valuable than another’.
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Heron’s Six Categories of Intervention
• `It is the specific, concrete context that makes one intervention more or less valuable than another’.
• `Traditional education and training have rather overdone authoritative sorts of intervention, and have often omitted the facilitative sorts altogether’.
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Heron’s Six Categories of Intervention• `It is the specific, concrete context that makes one
intervention more or less valuable than another’. • `Traditional education and training have rather
overdone authoritative sorts of intervention, and have often omitted the facilitative sorts altogether’.
• `Conversely, some innovative contemporary approaches to education… rely too much on facilitative interventions to the exclusion of authoritative ones.’
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Copyright © UCLES 2008
CIE’s 5th International Teachers’ Conference
Workshop Two:
Exploring Practical and Skills Based Lessons
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Think, Share, Discuss
What do you consider practical work to be?
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What do you consider practical work to be?Activity % of Open Respondents
Laboratory Procedures and Techniques 86
Investigating 50
Analysing Results 43
Fieldwork 33
Designing and Planning 26
Teacher Demonstration 23
Data Analysis with IT 20
IT Simulations 20
Presentations 13
Models and Modelling 7
Visits 3
Surveys 3
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Think, Share, Discuss
Why is Practical Work important in Science/Chemistry?
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The Importance of Practical Work in ScienceActivity % of Open Respondents
Teaching Skills 70
Motivating Pupils 60
Understanding Investigation Processes 47
Encouraging Enquiry 37
Teaching Concepts 37
Providing Pupil Enjoyment 33
Showing How Science Works 23
Linking Practical to Theory 23
Providing Science Contexts 20
Encouraging Creativity 13
Encouraging Group Work 7
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Practical Work in Science
• Research indicates that there is general agreement that ‘practical activities can be put into three broad groups:
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Practical Work in Science
• Research indicates that there is general agreement that ‘practical activities can be put into three broad groups:– Core Activities
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Practical Work in Science
• Research indicates that there is general agreement that ‘practical activities can be put into three broad groups:– Core Activities– Directly Related Activities
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Practical Work in Science
• Research indicates that there is general agreement that ‘practical activities can be put into three broad groups:– Core Activities– Directly Related Activities– Complementary Activities
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Core Activities
• Investigations
• Laboratory Procedures and Techniques
• Fieldwork
Find examples of opportunities for each type of activity in IGCSE 0620 or A/AS 9701
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Directly Related Activities
• Designing and Planning Investigations
• Data Analysis using ICT
• Analysing Results
• Teacher Demonstrations
• Experiencing Phenomena
Find examples of opportunities for each type of activity in IGCSE 0620 or A/AS 9701
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Complementary Activities
• Science-Related Visits
• Surveys
• Presentations and Role Play
• Simulations including the use of ICT
• Models and Modelling
• Group Discussion
• Group Text-Based Activities
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Complementary Activities
• Science-Related Visits• Surveys• Presentations and Role Play• Simulations including the use of ICT• Models and Modelling• Group Discussion• Group Text-Based Activities
Find examples of opportunities for each type of activity in IGCSE 0620 or A/AS 9701
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Think, Share, Discuss: Reasons NOT to do Practical Work
Use Handout 2/1 to generate a group list of the ‘top three’ reasons
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Think, Share, Discuss
What would Improve Confidence in Teaching Practical Science?
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What would Improve Confidence in Teaching Practical Science?
Rank Enablers
1 Preparation Time
2Training (especially in non-specialism)
3 Pupil Behaviour
4 Technical Support
5 Money for Equipment
6Health and safety Worries Overcome
7 Support from Colleagues
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Think, Share, Discuss
Why does your current practice vary from your ideal?
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Why does your current practice vary from your ideal?
Rank Enablers
1 Curriculum Content
2 Resources and Facilities
3 Time
4 Exams and Assessment
5 Pupils’ Behaviour
6 Teachers’ Inexperience
7 Technical Support
8 Health and Safety
9 Class Size
10 Lesson Length
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Think, Share, Discuss:
Handout 2/2: Identifying Opportunities for Practical Work
With reference to section 3.2 from IGCSE Chemistry Specification 0620 generate as
many ideas as possible for supporting practical work – and how best to use it
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Opportunities for Practical WorkSection 3.2 from IGCSE Chemistry 0620
Fe/S, Zn/S, excitingelements – FeS and ZnS.mpeg (7:20 and 8:16)
Investigating properties of elements (conductivity, malleability, state at RT etc.),
Na/Cl2, sodium and chlorine video
Electrolysis, Electrolysisofmoltenzinc.mpeg (5 mins)
heating substances to investigate ease of melting and relate to structure
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Think, Share, Discuss
What are your favourite practicals and where/how would you use them in
your teaching?
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Favourite Practicals
Demo: Thermit – IGCSE 0620: 6.1; 10.2
ThermitReaction.mpeg
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Favourite Practicals
Demo/Prac: Magnesium and steam – IGCSE 0620: 10.2
The reaction between magnesium and steam.wmv
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Favourite Practicals
Demo: Ammonia fountain – IGCSE 0620: 12
Fountainexperiment.mpeg
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Favourite Practicals
Demo: Glycerol/KMnO4 – IGCSE 0620: 6.1
http://www.youtube.com/watch?v=L4-NusX4b_c
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Favourite Practicals
Demo: Al/I2 – IGCSE 0620: 3.2; 10.2
http://www.youtube.com/watch?v=m6vMBqyFdjE
(but watch out for the error!)
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Favourite Practicals
Demo: Exploding Balloons - IGCSE 0620: 3.2; 6.1/6.2
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Favourite Practicals
Demo: Whoosh Bottle – IGCSE 0620: 6.1/6.2; 14.2; 14.4
whoosh_bottle_exp.wvx
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Favourite Practicals
Prac: Limestone Cycle - – IGCSE 0620: 13
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Copyright © UCLES 2008
CIE’s 5th International Teachers’ Conference
Workshop Three:
Reflections on Language and Science
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Think, Share, Discuss
Language Misconceptions
Think about any particular sources of confusion related to the use of language in the teaching
of Chemistry.
Generate a group list
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Language Misconceptions
• VOLUME– In Chemistry we almost certainly intend to
discuss the ‘space’ measured in cm3 or dm3
– Students may be thinking about the loudness of a stereo system
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Language Misconceptions
• TEMPERATURE– In Chemistry we almost certainly intend to
discuss how hot something is, measured in °C or K
– “Having a temperature” can have negative associations with illness
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Language Misconceptions
• SCALES
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Language Misconceptions
• CONDUCTOR
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Language Misconceptions
• COOL
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MISCONCEPTIONS AND PROBLEMS IDENTIFIED IN EXAMINERS’ REPORTS• Saturated/Unsaturated
IGCSE Examiners’ Reports frequently comment on students’ problems with these terms
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MISCONCEPTIONS AND PROBLEMS IDENTIFIED IN EXAMINERS’ REPORTS• Benzene/Benzine
Often appear incorrectly in questions about fuels – probably as, in many languages, the word means ‘petrol’
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MISCONCEPTIONS AND PROBLEMS IDENTIFIED IN EXAMINERS’ REPORTS• Volatility/Reactivity
Volatile is often thought to mean ‘reactive’ – probably due to confusion with everyday use of term to describe a personality.
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MISCONCEPTIONS AND PROBLEMS IDENTIFIED IN EXAMINERS’ REPORTS• Apparatus
Names of laboratory equipment often used incorrectly – especially ‘balance’ where many refer to ‘weighing machines’ or ‘scales’
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MISCONCEPTIONS AND PROBLEMS IDENTIFIED IN EXAMINERS’ REPORTS• Reduction
Often confused with everyday use of word – getting smaller
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MISCONCEPTIONS AND PROBLEMS IDENTIFIED IN EXAMINERS’ REPORTS• Strong/Concentrated
• Weak/Dilute
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Think, Share, Discuss: Lesson Plans
Share your own ideas for your favourite lesson plans: with reference to 0620 or 9701• Where to use• Learning intentions• Practical Opportunities• Questioning Techniques Used• Student Involvement/Peer Assessment• Worksheet Use/Notes/Visual Aids
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Favourite Lesson Plans: Example – Properties & Reactions of the Halogens
0620 Section 9.2 The Periodic Table: Group Properties
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Favourite Lesson Plans: Example – Properties & Reactions of the Halogens
LEARNING INTENTIONS
• Make and describe observations
• Develop an understanding of trends
• Apply gathered evidence to make predictions
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Favourite Lesson Plans: Example – Properties & Reactions of the Halogens
CONTEXT
• Appearance of the Halogens
• Reactions of the Halogens with iron wool
• Oxidising power of the Halogens
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Favourite Lesson Plans: Example – Properties & Reactions of the Halogens
PRACTICALS/DEMOS
• Generate chlorine – observe vapour
• Warm bromine and iodine – observe vapours
• React all three with iron wool
• Displacement reactions of halogens/halides
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Favourite Lesson Plans: Example – Properties & Reactions of the Halogens
QUESTIONING: KNOWLEDGE
• Which Group are the halogens in?
• What is the formula of.................
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Favourite Lesson Plans: Example – Properties & Reactions of the Halogens
QUESTIONING: COMPREHENSION
• Explain what you see when the iron wool is heated in the chlorine gas
• What does the brown smoke indicate?
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Favourite Lesson Plans: Example – Properties & Reactions of the Halogens
QUESTIONING: APPLICATION
• Why is the iron in the form of fine wool?
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Favourite Lesson Plans: Example – Properties & Reactions of the Halogens
QUESTIONING: ANALYSIS
• What patterns are evident from the– Reactions with iron?– Colour?
• In what ways are the reactions similar?
• How would you expect fluorine to react with iron wool?
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Favourite Lesson Plans: Example – Properties & Reactions of the HalogensSTUDENT INVOLVEMENT:PEER ASSESSMENT
• Q & A during demos
• Fill in results
• Discuss and conclude reaction of fluorine
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Favourite Lesson Plans: Example – Properties & Reactions of the Halogens
WORKSHEET USE/NOTES/VISUAL AIDS
• Practical Demo
• Results Table to complete
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Favourite Lesson Plans: Example – Properties & Reactions of the Halogens
fluorine chlorine bromine iodine
Solid, liquid or gas
Gas
Colour of vapour
Very pale yellow
Boiling point ‒190°C
Affect on moist indicator paper
bleaches
Reaction with iron wool
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Copyright © UCLES 2008
CIE’s 5th International Teachers’ Conference
Workshop Four:
Problem Solving: Planning Experiments
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Think, Share, Discuss
Planning
With reference to 9701, Summer 09, Paper 5, Question 1 please consider:
– How to brief/prepare students if it is to be used as a practice exercise – key points to consider etc.Refer to Handout 4/1
– Ideal answers
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Planning: Briefing Points
• Importance of making specific references to the data provided
• Remind students of meanings of independent and dependent variables (‘Cause and Effect’ or ‘value known in advance and value to be measured’)
• Follow all instructions e.g. In (c) use guidance to construct diagram
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Planning: Briefing Points contd
• Need to show working in calculations
• Importance of an awareness of normal laboratory practice and apparatus so that suitable types and sizes of equipment are selected
• Need for method to be planned so that sequence is clear and logical
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Planning: Briefing Points contd
• Pay attention to the mark scheme for an idea of how extensive an answer should be e.g. (f) has a large space available but is only three marks
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Ideal Answer
• Pay attention to the mark scheme for an idea of how extensive an answer should be e.g. (f) has a large space available but is only three marks so three numbered points in sequence will be enough
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Copyright © UCLES 2008
CIE’s 5th International Teachers’ Conference
Workshop Five:
Problem Solving: Obtaining, Analysing and Presenting Evidence
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Think, Share, Discuss
Obtaining, Analysing and Presenting Evidence
With reference to 9701, Summer 07, Paper 5, Question 2 please consider:
– How to brief/prepare students if it is to be used as a practice exercise – key points to consider etc.Refer to Handout 5/1
– Ideal answers
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Obtaining, Analysing and Presenting Evidence: Briefing Points• Read information provided carefully
• Possibly construct flow-chart of method complex
• Work out what the method is achieving by cross-referencing method and results given
• Identify objective to enable results to be processed correctly
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Obtaining, Analysing and Presenting Evidence: Briefing Points contd• Look for anomalies and do not include in
averages/best fit lines
• Need for specific analysis of graph i.e. actually identify direction of errors/anomalies
• Be aware of significance of errors – more so when actual readings are small
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Obtaining, Analysing and Presenting Evidence: Briefing Points contd• When discussing (f) the comments must be
specific to the plot obtained and not general/vague
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Copyright © UCLES 2008
CIE’s 5th International Teachers’ Conference
Workshop Six:
Autonomous Learning and ICT
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Autonomous Learning
A situation where the learner takes responsibility for his/her own learning.
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Autonomous Learning
The learner sets himself / herself goals and targets to be achieved.
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Autonomous Learning
Development of own learning strategies.
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Autonomous Learning
Self monitoring of learning progress.
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Autonomous Learning
Evaluation of the knowledge acquired and how it can be used.
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Autonomous Learning
Learner accepts responsibility for all the decisions related to the learning
process.
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Autonomous Learning
However, it is crucial to underline the fact that autonomous learning does not mean self-instruction or learning, without a teacher. Rather, it is a way of complementing face-to-face tuition, which makes learning more productive and a means to develop and create independence.
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Problem Solving
Handout 6/2 introduces some ideas related to teamwork and problem-solving exercise designed to encourage autonomous learning
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Problem Solving: Problem 1: Hair
The problem as issued to students
i) Estimate the approximate rate of growth of human hair in ms-1.
ii) Use this figure to estimate the number of amino acid molecules which are incorporated in a growing hair every second. In this pencil and paper exercise you will need to make approximations to get answers
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Problem Solving: Problem 1: Hair
Possible methods
Question (i)
One method is: 'I go to the barber every six weeks and he cuts off about 3 cm of hair’ or ‘I get my hair dyed: after about 2 weeks there is about 1 cm undyed.'
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Problem Solving: Problem 1: Hair
Therefore 1 cm (0.01 m) of hair grows in 2 x 7 x 24 x 60 x 60 seconds
or
1 m of hair grows in 2 x 7 x 24 x 60 x 60 x 100 seconds
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Problem Solving: Problem 1: Hair
This equals a growth rate of 8.3 x 10-9 ms-1. Given the accuracy of the data, the growth rate of hair can be taken as about 10-8 ms-1.
The approximations that have been made mean that the answer is no more than a general indication of the value.
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Problem Solving: Problem 1: Hair
Question (ii)
The size of an amino acid molecule has to be estimated in order to calculate the approximate number of amino acids joining a hair per second. Most amino acid molecules have similar structures H2N-CHX-COOH where X is different for each amino acid.
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Problem Solving: Problem 1: Hair
To get an idea of the length of a molecule, the bond lengths in the chain can be added together: this approximates to 0.5 x 10-9 m (0.5 nm). The number of molecules joining each chain per second is calculated by dividing this figure into the growth rate figure calculated in question (i):
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Problem Solving: Problem 1: Hair
10-8 ms-1/ 0.5 x 10-9 m = 20 molecules joining each chain per second.
This is only the first stage: the number of chains growing along each hair have to be taken into account.
A reasonable guess for the cross section of a hair is 0.01 mm, 10-5 m. This equates to an area of about 10-11 m2.
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Problem Solving: Problem 1: Hair
A reasonable guess for the cross section of a typical amino acid molecule is that it is about the same as the length calculated above of 0.5 x 10-9 m. This indicates a cross section area of about 10-19 m2.
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Problem Solving: Problem 1: Hair
Therefore there are about 108 amino acid chains per hair.
Using this figure, along with the 20 molecules joining each chain per second, gives an estimate of 2 x 109 molecules joining each hair per second.
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Think, Share, Discuss
ICT Opportunities
Discuss your own idea of ways to use ICT in Chemistry teaching
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Think, Share, Discuss
ICT Opportunities
Lots of ideas are available athttp://web3.ibo.org/ibis/occ/resources/dpchemict/text/index.html
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Datalogging
• Most easily used for recording temperature changes and/or pH changes
• Integration also possible with top-balances via serial port
• We use LogIT Datameter 1000 dataloggers and Insight software but many others are available
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Datalogging: Titration Curves
WED:10:09
Addition of 1M HCl to 15cm3 of 1M Na2CO3
0
5
10
pH
(u
nits
)
0 0.2 0.4 0.6 0.8 1 1.2Time (minutes)
Acid started to add
No bubbling
15 cm3 30 cm3
Bubbling started
Bubbling stopped
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Websites
BestChoice
http://bestchoice.net.nz/bclogin.aspx?ReturnUrl=%2fdefault.aspx
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Websites
Creative Chemistry
http://www.creative-chemistry.org.uk/
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Websites
Top Ten Flash Bang Demos
http://www.whynotchemeng.com/uk-and-ireland/teachers/top-ten-flash-bang-demos
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Websites
Greener Industry
http://www.greener-industry.org.uk/index.htm