L/T Resources for newly revised
sixth form Chemistry Curriculum
Mr W C HO
19/3/05
L/T Resources
 Suggest appropriate learning activities
so that students may have opportunities
to develop their scientific
investigation skills as well as higher
order thinking skills
 Articulating pedagogies recommended in
S4-5 Chemistry Curriculum
 Student-centred learning activities
 New topics and teaching ideas
Exemplars of L/T Activities
1.
2.
3.
4.
5.
6.
7.
IT for Interactive Learning Activities
Datalogging Experiments
Problem Solving Activities
Microscale Chemistry Experiments
Inquiry-based Experiments
Reading to Learn Activities
Other Learning Activities
IT for Interactive Learning
 Complements strategies of learning and teaching inside
and outside classroom
 IT helps learning in
 Providing audio/visual aids for difficult concepts
 Allow students to work at their own pace
 Interaction between learners, resources and
teachers
 Facilitating acquisition of information, the
development of critical thinking and knowledge
building
 Collaboration between learners and teachers
Learning to Learn The Way Forward in
Curriculum Development, 2001
IT Usage in Curriculum
Collaborative Learning
3-D images #
Simulation *
Online Exercises
Animation #1, #2
Data Analysis *
Information Search
Video #
Data Acquisition *
Web-based learning
resources #1, #2
Simulations (1/5)
 An extension of teacher’s expertise, as is a
textbook or other resources
 Neither an alternative to nor an imitation of labbased practical work: it is a form of knowledge
representation in its own right.
 An effective simulations puts learner in an
active role in an environment which has a set
of rules, either static or changeable.
 It requires students to make decisions in order
to accomplish a goal.
 It allows students to take control of the
organisation and content of their own
learning.
Linda Baggott (1998)
Simulations (2/5)
 Chemistry Simulations, Royal Chemical
Society, http://www.chemit.co.uk/java/
 Order of Reaction and Effect of Temp *
ICT resources to support Chemistry
teaching for the 11-19 age range
 http://www.chemit.co.uk/pageshow.aspx?P
ageID=44&selection=0
Simulations (3/5)
 Iowa State University
http://www.chem.iastate.edu/group/Greenb
owe/sections/projectfolder/animationsindex.
htm
 Concentration Cells *
Simulations (4/5)
 Activation Energy Experiment, Iowa State
University
 Iodine Clock Reaction,
University of Missouri-Rolla
Simulations (5/5)
 Web-experiments, Dr Nutt, Davidson College
http://www.chm.davidson.edu/ronutt/che11
5/che115_2.htm#experiments
 Chemical Equilibrium
Information Search (1/6)
 Develop strategies and skills for information
retrieval and critical evaluation of different
information sources
 Questions raised by our everyday
experiences
 How does a hand-warmer work?
 What causes an instant ice-pack to cool?
 Search engines
 Starter websites
 Reporting
Information Search (2/6)
 Canned Heat (SternoTM).
 Alcohol trapped in the
network of solid calcium
acetate, forming a gel.
 When ignited, the
alcohol in the gel burns.
 http://jchemed.chem.wi
sc.edu/JCESoft/CCA/CCA
3/MAIN/CANHEAT/PAGE
1.HTM
Information Search (3/6)
 “WARMerGotCHI”
 Disposable heat pad
 4Fe(s) + 3O2(g) → 2Fe2O3(s) + heat
Information Search (4/6)
 “Hot When You Want” Coffee
 Self-heating Can
 CaO(s) + H2O(l) → Ca(OH)2(aq)
 http://www.chem.soton.ac.uk/e
xplore/b29/ajr1.htm
Information Search (5/6)
 Physiotherapy Heat Pad
 Supersaturated solution of
sodium acetate
 Reusable
 To use, simply flex the disc in the
liquid pad and the contents will
crystallize at a safe preset
temperature.
 To recharge, simply place the pad
in boiling water for five to ten
minutes to return the crystals to
their liquid state, once cool the
pad is now ready to re-use.
Information Search (6/6)
 Instant Cold Pack
 water + heat + NH4NO3(s) → NH4+(aq) + NO3(aq)
 Lower temperature to -7 oC for cooling of body
organs in first aid treatment
Webquest Approach
 Inquiry-based activity in which some or all of
the information that learners interact with
comes from resources on the internet (Bernie
Dodge)
 involves real life activity where students are
engaged in solving real-life problems
 Acquire new information and make sense of it
 Analyse a body of knowledge deeply and
transform it in some way
 http://webquest.sdsu.edu
 http://www.jozie.net/JF/HS_Chem/Resources/
webquest.htm
Atomic Model Webquests

Mordern Atomic Theory

The Great Atomic Adventure
http://www.pekinhigh.net/webquest/springborn/index.htm
Atomic Model Webquest
http://mhsweb.ci.manchester.ct.us/Library/webquests/atomicm
odels.htm
Atomic Theory Time Travel Mission
http://www.geocities.com/dlkennen/webquest
The Modern Model of the Atom: A History
http://www.pvnrt.com/chem/chemistryhandouts/ch12electronc
onfigs/atomicmodelquest.htm
History of Atom Webquest
http://nhs.needham.k12.ma.us/teacher_pages/hirsh/atom/ato
m-w.html
Development of Atomic Theory
http://www.scs.k12.tn.us/STT99_WQ/STT99/Bartlett_HS/steph
ensonp/Trish/atomic_theory.htm





http://web.mvesc.k12.oh.us/samples/samp_webquest.asp
Problem Solving Activities
 “Student should spend more time on
thinking than on doing, ‘more time
interacting with ideas and less time
interacting with apparatus’.”
 Free learners from some of the drudgery
that goes with practical work in order to
allow them to move on higher order skills
e.g. predicting, observing, discussing,
explaining, hypothesising, interpreting
Problem Solving Activities
 Phase diagrams of CO2 and H2O
Ice
Dry Ice
Liquefaction of CO2 in Chemistry Comes Alive 2, JCEd
Problem Solving Activities
 Stretching and contraction of a Rubber Band
TS = H - G; H>0, -G>0, S>0 for contraction
After heating by a
hair dryer for 5 mins

http://scifun.chem.wisc.edu/HomeExpts/rubberband.html

http://www.usm.maine.edu/~rhodes/Goodies/RubBandThermo.html
Inquiry-based Expts (1/2)
 Approaches: structured, guided and open
 In guided inquiry, the topic of investigation
is often given to the students. Students
 choose what data to be collected
 design the procedures to address the activity’s
main question
 Develop skills in scientific investigations and
high order thinking
 Experiments
 Oxygen absorber (Qualitative)
 Vitamin C content in fruit drinks (Quantitative)
Inquiry-based Expts (2/2)
 Oxygen absorber (脫氧劑) for moon cakes
 Tests: solubility, dil. acid, Cu(SO4)(aq), dry heating,
KMnO4/H+(aq), magnet
 Vitamin C content in fruit drinks
 Analytical Methods (direct / back titrations)
 Possible investigations: compare the Vitamin C
content of fresh juice with Ribena, reconstituted
frozen orange juice, boiled, ‘improperly’ stored e.g.
exposed to air, sunlight
 Possible experiments and results; guiding questions
 Salters Advanced Chemistry
http://www.york.ac.uk/org/seg/salters/chemistry
Reading to Learn (1/4)
 Promote more independent learning
capabilities
 Consolidate and widen students’
understanding of chemistry
 Historical and latest development in
chemistry
Reading to Learn (2/4)
 Reading tasks: answering
comprehensive & open-ended questions,
writing a summary or a short report,
preparing a concept map or a poster
 Directed Activities Related to Texts
(DARTs): encourages students to read
actively for meaning
http://www.teachingenglish.org.uk/think/read/darts.shtml
 Reading materials: relevant,
appropriate level, interesting, followup reading activities
Reading to Learn (3/4)
 Books:
 Chemistry at work, Chemistry
Connection, Chemistry in Context: lab
manual & study guide,《蘇老師掰化學》,
《現代化學I—改變中的傳統概念》
 Magazines:
 Catalysts, ChemMatters, Chemistry
Review, Journal of Chemical Education,
Journal of College Science Teaching, New
Scientist, Scientific American, 科學人
Reading to Learn (4/4)
 Internet
 Introductory Readings in Green Chemistry,
American Chemical Society
http://www.chemistry.org/portal/a/c/s/1/acsdisp
lay.html?DOC=education\greenchem\greenread
er.html
 Chemical of the Week
http://scifun.chem.wisc.edu/chemweek/chemwe
ek.html
 Newspapers
 http://i.am/chemsir
Through the looking glass and what
Alice at there (Mirror Image Land)
 “Alice (of Alice in Wonderland fame) walks through a
mirror into a mirror image world. Assuming that she is
not changed by this transition, her enzymes are still only
capable of processing molecules of the handedness of
her native world. In short, she has a problem that will
severely curtail the duration of her stay because when
she gets hungry she can eat, but her body cannot make
use of most of the calorie containing molecules such as
L-glucose that exist naturally in the mirror image world.
Her enzymes are designed for digesting its enantiomer,
D-glucose. So the question is, what can Alice eat in the
mirror-image world that provides nutritional value to
her?” (reading tasks)


Yee, G.T. (2002) Through the looking glass and what alice at
there, Journal of Chemical Education, 79 (5), pp.569-571
Dinan, F.J. and Yee, G.T. (2004) An Adventure in
Stereochemistry, Journal of Science Teaching, 34 (2), pp.25-29
Website
 http://resources.edb.gov.hk/~science/chem.htm
Organic Reactions
Introduction
Reaction Octopuses
Conversion 1-2-3
Synthesis of useful
products
Your Progress
Top Ten
Seminars on Pedagogy and Resources for
Learning and Teaching of Sixth Form
Chemistry (Late June 2005)
 Briefing, discussion and tryout of
experiments
Spectroscope
Thank you!