Investigative Study for Investigative Study for NSS Chemistry NSS Chemistry

CurriculumCurriculum

Mr W C HOMr W C HO10 June 200610 June 2006

Investigative StudyInvestigative Study

Provide students with opportunities Provide students with opportunities to design and conduct an to design and conduct an investigation with a view to solving investigation with a view to solving an authentic probleman authentic problem

Students will learn about scientific Students will learn about scientific processes and how these processes processes and how these processes work to generate new informationwork to generate new information

What is Scientific Inquiry?What is Scientific Inquiry?

“Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work”

National Science Education StandardsMichael Faraday

(1791-1867)

A Definition of Science as InquiryA Definition of Science as Inquiry

“Student inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; using tools to gather, analyze and interpret data; reviewing what is already known in light of the student's experimental evidence; proposing answers, explanation, and predictions; and communicating the results. Inquiry requires of assumptions, use of critical and logical thinking, and consideration of alternative explanations.”

“As a result of participating in inquiries, students will increase their understanding of the science subject matter investigated, gain an understanding of how scientists study the nature world, develop the ability to conduct investigations, and develop the habits of mind associated with science.”

(Beyers, 2001)

ExperiencesExperiences

S4-5 – For revision of topicsS4-5 – For revision of topics S6 – 2 TAS experimentsS6 – 2 TAS experiments Chemistry Olympiad – scale it down, Chemistry Olympiad – scale it down,

of course! For development of topics of course! For development of topics for investigative studyfor investigative study

Development Stage 1Development Stage 1 Task group to develop and tryout exemplar Task group to develop and tryout exemplar

materialsmaterials Small scale investigations that could be Small scale investigations that could be

completed within 4-5 periods, i.e. 2 periods for completed within 4-5 periods, i.e. 2 periods for planning, discussion and drafting of proposal planning, discussion and drafting of proposal (pre-lesson information search and planning (pre-lesson information search and planning might be required) and 2-3 periods for carrying might be required) and 2-3 periods for carrying outout

Investigations: Chemical Cells, Carbonate Rocket, Investigations: Chemical Cells, Carbonate Rocket, Extraction of copper, Useful products from waste Extraction of copper, Useful products from waste materialsmaterials

Making more money for the Making more money for the company and get a bonus #1company and get a bonus #1

1 period Teacher introduced the investigationStudent discussed and prepared proposals

1 period Teacher discussed with the whole class about their proposals

Student revised their proposals

2 periods after school

Student carried / tried out the investigation in lab using their proposed methods

1 period Teacher discussed with students about the experimental results and evaluated the whole investigation; no oral presentation

Making more money for the Making more money for the company and get a bonus #2company and get a bonus #2

WorksheetsWorksheets, S4 students, S4 students Possible approaches (no unique Possible approaches (no unique

answer, but only a “best” answer in answer, but only a “best” answer in solving problems in science)solving problems in science)

Prior knowledge: acids and bases, Prior knowledge: acids and bases, displacement reaction, mole displacement reaction, mole conceptsconcepts

Students’ work: didn’t divide Students’ work: didn’t divide sample into smaller portions for sample into smaller portions for trial; deciding amount of chemicals trial; deciding amount of chemicals used; problem in removing used; problem in removing impurities/excess reagents; impurities/excess reagents; measuring the mass of productmeasuring the mass of product

Group 1: Displacement with zinc powderGroup 1: Displacement with zinc powder

Proposal Report

Group 1: Displacement with zinc powderGroup 1: Displacement with zinc powder

Group 1: Displacement with zinc powderGroup 1: Displacement with zinc powderPeer Learning

Group 2: Displacement using MgGroup 2: Displacement using Mg

Group 3: Carbon ReductionGroup 3: Carbon Reduction

Making more money for the Making more money for the company and get a bonus #3company and get a bonus #3

AssessmentAssessmentProposal 10 marks Correct chemistry, give

detailed procedure, safety precaution, presentation

Laboratory work

10 marks Simple laboratory skills, problem solving to tackle the difficulties in the design or arised during the laboratory work, efficiency

Report 10 marks A detailed report of the project, making suggestions, drawing conclusion

Acids and BasesAcids and Bases Compare the acidity / alkalinity of two household items e.g.Compare the acidity / alkalinity of two household items e.g.

indigestion tablets, vinegar, softdrinks, cleansing agent, le indigestion tablets, vinegar, softdrinks, cleansing agent, lemon tea, soapmon tea, soap

Review the techniques in carrying out titrationReview the techniques in carrying out titration Proposal form (topic for investigation, objective, reason for Proposal form (topic for investigation, objective, reason for

carrying out the investigation, prediction and its reason becarrying out the investigation, prediction and its reason behind, variables to be investigated and controlled, etc; examhind, variables to be investigated and controlled, etc; example given)ple given)

Reflect students’Reflect students’– understanding of the relevant concepts e.g. conc vs strength, indicaunderstanding of the relevant concepts e.g. conc vs strength, indica

torstors– Laboratory skillsLaboratory skills

Titration / Microscale titrationTitration / Microscale titration Peer and self-assessment Peer and self-assessment

Useful products from waste (TAS project)Useful products from waste (TAS project)

過期食物經常被視為無過期食物經常被視為無用的廢物，但在社會富用的廢物，但在社會富庶的香港處理過期食物庶的香港處理過期食物為一重要的問題。作一為一重要的問題。作一個社會公民及一位學化個社會公民及一位學化學的學生，你能作出甚學的學生，你能作出甚麼貢獻呢？麼貢獻呢？

以回鍋油製作環保香皂從食物中提取螢光物質 利用脫脂牛奶及純牛奶

製造膠水

從柚子內皮提取果膠製作天然爽膚水 檸檬油

Analysis of Vitamin C in Fruit Juices – Analysis of Vitamin C in Fruit Juices – “Perhaps the most frequently performed investigation in HK”“Perhaps the most frequently performed investigation in HK”

S6 TAS projectsS6 TAS projects Case 1Case 1

– 17/4 ws#117/4 ws#1– 5/5 ws#25/5 ws#2– 2 expt sessions2 expt sessions– 15/5 lab report15/5 lab report– 22/5 ~ 10 min group presentation22/5 ~ 10 min group presentation– ~2 students / group~2 students / group– Assess Ability Areas A and BAssess Ability Areas A and B

Case 2Case 2– ~4 students / group, distribution of work and re~4 students / group, distribution of work and re

flections, 4 yrs experienceflections, 4 yrs experience Challenges to studentsChallenges to students

– Using direct or back titrationUsing direct or back titration– Deciding the amount/conc. of chemicals usedDeciding the amount/conc. of chemicals used– Explaining the discrepancies between the expt Explaining the discrepancies between the expt

values (5-150 mg / 100 cmvalues (5-150 mg / 100 cm33) with those displaye) with those displayed on the juice labeld on the juice label

Distribution of workDistribution of work

Assessing group workAssessing group work Collaboration: encourage students to share tasks Collaboration: encourage students to share tasks

in groups, pool their gathered information, to in groups, pool their gathered information, to brainstorm, to listen, to criticize positively and to brainstorm, to listen, to criticize positively and to accept criticism as being constructiveaccept criticism as being constructive

Differential contributions made by group Differential contributions made by group membersmembers

Difficult of arriving at a fair mark for individuals; Difficult of arriving at a fair mark for individuals; narrow bands of marksnarrow bands of marks

(1) – Student adopt different roles within the (1) – Student adopt different roles within the group; assessment focus on how well each group; assessment focus on how well each student performed her different rolestudent performed her different role

(2) – every student may be expected to (2) – every student may be expected to contribute equally to all aspects; each criterion contribute equally to all aspects; each criterion applied equally to each studentapplied equally to each student

Assessment of Contribution to GroupAssessment of Contribution to Group Student ______________ has contribute to the group’s work in the Student ______________ has contribute to the group’s work in the

following ways:following ways:

The average rating for each individual is then deducted from the group The average rating for each individual is then deducted from the group mark and allocated to that individual as her mark.mark and allocated to that individual as her mark.

Major contribution

Some contribution

Little contribution

Leadership and direction 0 -1 -2

Organisation and management

0 -1 -2

Ideas and suggestions 0 -1 -2

Data collection 0 -2 -4

Data analysis 0 -2 -4

Report writing 0 -3 -6

Total penalty

Habeshaw, S & Gibbs, G & Habehaw, T (1998) Interesting ways to assess your students

Student Self-assessmentStudent Self-assessment

Less than Less than othersothers

Same as Same as othersothers

More than More than othersothers

How much did you contribute to How much did you contribute to your groups’ project?your groups’ project?

Did you offer ideas?Did you offer ideas?

Did you accept ideas from the Did you accept ideas from the group?group?

On a scale of 1-10 (10=highest) On a scale of 1-10 (10=highest) rate your self on how well you rate your self on how well you are working with others in your are working with others in your group.group.

Forster, M & Master, G (1996) Projects Assessment Resource Kit

LogisticsLogistics

When to implement IS? When to implement IS? How to use the allocated lesson time of 20 How to use the allocated lesson time of 20

hours?hours? Extended period of time (5-7 weeks; 4-5 Extended period of time (5-7 weeks; 4-5

periods/week) or in one go (3 days; 6 periods/week) or in one go (3 days; 6 hrs/day)?hrs/day)?

Holidays or post exam?Holidays or post exam? Considerations: prior knowledge, students’ Considerations: prior knowledge, students’

motivation and ability, time for quality motivation and ability, time for quality interaction (thinking and working)interaction (thinking and working)

Investigative StudyInvestigative Study

a.a. Searching and defining questions for Searching and defining questions for investigation (~3 hrs)investigation (~3 hrs)

b.b. Developing an investigation plan (~4 Developing an investigation plan (~4 hrs)hrs)

c.c. Conducting the investigation (6 hrs)Conducting the investigation (6 hrs)

d.d. Organising and analysing data for a Organising and analysing data for a justified conclusion (~4 hrs)justified conclusion (~4 hrs)

e.e. Presenting findings with written reports, Presenting findings with written reports, posters and other means (~3 hrs)posters and other means (~3 hrs)

Using the Allocated Lesson Time (20 hrs)Using the Allocated Lesson Time (20 hrs)

Sun Mon Tue Wed Thu Fri Sat

1 2 (a) 3 4 (a) 5 6

7 8 9 (b) 10 11 (b) 12 13

14 15 16 (b) 17 18 (c) 19 20

21 22 23 (c) 24 25 (c) 26 27

28 29 30 (c) 31

1 (c) 2 3

4 5 6 (d) 7 8 (d) 9 10

11 12 13 (e) 14 15 (e) 16 17

18 19 20 (e) 21 22 23 24

Double period (2 x 40 mins ~1.3 hr); 2.67 hrs /week; 7.5 weeks

Development Stage 2 Development Stage 2 Full-scale Tryout ScheduleFull-scale Tryout Schedule

Sun Mon Tue Wed Thu Fri Sat

11 12 13 14 15 16 17

18 19 20 (a) 21 (b) 22 (c) 23 (c) 24

25 26 (d) 27 (e) 28 29 30

July 1

2 3 (a) (a) 4 (b) 5 6 (b) 7 8

9 10 (c) 11 (c) 12 (d) 13 (e) 14 (e) 15

16 17 (c) 18 (c) 19 (d) 20 21 (e) 22

White – S5 students; green – Snacks, S4 students; blue – Indicators, S6 students; red – Self-heating can, S6 students

Use of ITUse of IT

Facilitate students’ collaboration and keep some Facilitate students’ collaboration and keep some record the learning processrecord the learning process

Information to be collectedInformation to be collected Students’ proposalsStudents’ proposals Messages in discussion forumMessages in discussion forum Photos and VideoPhotos and Video Project reports, ppt, posters, etcProject reports, ppt, posters, etc Students’ self and peer assessment recordStudents’ self and peer assessment record Teacher’s assessment criteria and marksTeacher’s assessment criteria and marks Students’ comments (through a questionnaire)Students’ comments (through a questionnaire) Teachers’ and LT’s comments and suggestionsTeachers’ and LT’s comments and suggestions Modified student handouts, forms, etc Modified student handouts, forms, etc

Choosing a topicChoosing a topic

Activities that are authentic, motivating, Activities that are authentic, motivating, meaningful, simple, inexpensive, appropriate, meaningful, simple, inexpensive, appropriate, feasible, relevant, safe and funfeasible, relevant, safe and fun

Types of investigationsTypes of investigations– Quantitative determinationQuantitative determination– Extraction of a substance and testing its properties / Extraction of a substance and testing its properties /

usesuses– Construction and testing a deviceConstruction and testing a device

Using ‘established’ methodology on new topicUsing ‘established’ methodology on new topic Applying ‘new’ methodology to established topicApplying ‘new’ methodology to established topic

Appropriateness of the TopicAppropriateness of the Topic Does the activity address something worth Does the activity address something worth

learning?learning? Is the topic socially relevant, interesting and Is the topic socially relevant, interesting and

motivating?motivating? Is the cognitive demand appropriate?Is the cognitive demand appropriate? Do students have the required prior knowledge Do students have the required prior knowledge

and adequate skills?and adequate skills? Are resources such as journal articles, reference Are resources such as journal articles, reference

books, chemicals and apparatus available?books, chemicals and apparatus available? Is the time available sufficient for the activity?Is the time available sufficient for the activity? Can laboratory technicians and others help in its Can laboratory technicians and others help in its

implementation?implementation?

E1: Which snack is healthier?E1: Which snack is healthier? Amount of fat and degree of unsaturationAmount of fat and degree of unsaturation Salt content (assume amount of ClSalt content (assume amount of Cl-- equal to Na equal to Na++))

Most packages with no nutrition informationMost packages with no nutrition information Gravimetric method, AgCl(s) orGravimetric method, AgCl(s) or Titrimetric methodsTitrimetric methods

– Volhard method: back titration of AgVolhard method: back titration of Ag++ with KSCN using Fe with KSCN using Fe2+2+ as indi as indicatorcator

– Mohr method: titration with AgMohr method: titration with Ag++ using K using K22CrOCrO44 as indicator as indicator

CurrieCurrie

yellow (acidic), orange/red (alkaline)yellow (acidic), orange/red (alkaline)

E2: Acid-base IndicatorsE2: Acid-base Indicators Cabbages of the same speciCabbages of the same speci

es have two different coloures have two different colours, Why?s, Why?

Can plant pigments be used Can plant pigments be used as indicators for acid-base tias indicators for acid-base titration?tration?

Red cabbage, blackberries, hibiscus flowers, grape skin, mangosteen ( 山竹果 ), dragon fruit ( 火龍果 ), Ribena

E2: Acid-base IndicatorsE2: Acid-base Indicators Black bean (boiled with water); red (acidic); dBlack bean (boiled with water); red (acidic); d

ark green (alkaline)ark green (alkaline) Curry powder (dissolved in alcohol); Curry powder (dissolved in alcohol); Can the solutions be used as indicators for titrCan the solutions be used as indicators for titr

ation between strong acid and weak alkalis? ation between strong acid and weak alkalis? How about the titration for weak acid and strHow about the titration for weak acid and str

ong alkalis?ong alkalis? Compare results with common indicatorsCompare results with common indicators Titration curveTitration curve pH meter / tester, dataloggerpH meter / tester, datalogger

E3: Self-heating CanE3: Self-heating Can

E3: Self-heating CanE3: Self-heating Can

Variation in Temperature for the ReactionBetween Calcium Oxide and Water

0

10

20

30

40

50

60

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30

Time/minute

Te

mp

era

ture

/oC

Temp

消委會形容 「夾一箸消委會形容 「夾一箸菜乾（約菜乾（約 1717 條金針條金針菜），二氧化硫含量菜），二氧化硫含量已超出常人一日最高已超出常人一日最高攝取量」，建議市民攝取量」，建議市民煮食前應徹底浸泡及煮食前應徹底浸泡及洗。 洗。

List of possible topics: T1List of possible topics: T1

Adjusting the learning tasks for Adjusting the learning tasks for students with different abilitiesstudents with different abilities

Vary the scale, nature and demand of learning Vary the scale, nature and demand of learning tasks for students of differing abilities.tasks for students of differing abilities.

With students who are less able, small and less With students who are less able, small and less demanding tasks can help them to build up their demanding tasks can help them to build up their capacity and confidence gradually. Teacher may capacity and confidence gradually. Teacher may break down a complicated investigation into a break down a complicated investigation into a series of simple ones. series of simple ones.

For capable students, teachers have to design For capable students, teachers have to design tasks which are challenging enough to maintain tasks which are challenging enough to maintain their motivation. A scientific investigation can be their motivation. A scientific investigation can be made more demanding by building on more made more demanding by building on more background knowledge, including more variables, background knowledge, including more variables, collecting more data, or adopting more collecting more data, or adopting more sophisticated instrumentation and skills.sophisticated instrumentation and skills.

AssessmentAssessment– DesignDesign– ProcessProcess– ReportReport

Students’ Reflection 1Students’ Reflection 1

Students’ Reflection 2Students’ Reflection 2

Students’ Reflection 3Students’ Reflection 3

AcknowledgementAcknowledgementDr Yeung Lam Lung, HK University of Science & TechnologyDr Yeung Lam Lung, HK University of Science & TechnologyMr Chan Kam Yuen, TWGH Mrs Wu York Yu Mem CollegeMr Chan Kam Yuen, TWGH Mrs Wu York Yu Mem CollegeMr Hui Man Tuen, St Mark's SchoolMr Hui Man Tuen, St Mark's SchoolMs Leung Siu Wai, Ho Fung CollegeMs Leung Siu Wai, Ho Fung CollegeMs Liu Mei Po, True Light Middle School (Kln)Ms Liu Mei Po, True Light Middle School (Kln)Mr Pun Kwong Cheung, SKH Tsang Siu Tim Sec SchMr Pun Kwong Cheung, SKH Tsang Siu Tim Sec SchMr Ng Ben, TWGH Chang Ming Thien CollegeMr Ng Ben, TWGH Chang Ming Thien CollegeMr Ng Kai Bun, Fukien Secondary School (Siu Sai Wan)Mr Ng Kai Bun, Fukien Secondary School (Siu Sai Wan)Mr Poon Chan Kwok, Cheung Sha Wan Catholic Sec SchMr Poon Chan Kwok, Cheung Sha Wan Catholic Sec SchMs Lam Siu Yan, St Paul’s Convent SchoolMs Lam Siu Yan, St Paul’s Convent SchoolMs Joyce Hui, PAOC Ka Chi Secondary SchoolMs Joyce Hui, PAOC Ka Chi Secondary SchoolMs Soo May Kei, Wellington Ed Org Chang Pui Chung Mem Sch Ms Soo May Kei, Wellington Ed Org Chang Pui Chung Mem Sch Mr Cheng Kin Tak, United Christian College (Kowloon East)Mr Cheng Kin Tak, United Christian College (Kowloon East)Mr Chan Wai Fat, Wa Ying CollegeMr Chan Wai Fat, Wa Ying CollegeMr Chan Chi Shing, YOT Chan Wong Suk Fong Mem Sec SchMr Chan Chi Shing, YOT Chan Wong Suk Fong Mem Sec SchMr Wong Wing Chuen, CCC Mong Man Wai CollegeMr Wong Wing Chuen, CCC Mong Man Wai College

ChemChemISISTryTryhttp://is.myftp.orghttp://is.myftp.org

cdosc21@edb.gov.hkcdosc21@edb.gov.hkTel. 3698 3438Tel. 3698 3438