Discovering the 5E with indicators

Discovering the 5E with indicators

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  Co-funded by the SeventhFramework Programme of the European Union FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 Discovering the 5 Es using indicators Univ.‐Prof. Dr. Anja Lembens Prof. Dr. Simone Abels Mag. Elisabeth Hofer +43‐1‐4277‐60350 +49‐4131‐677‐2919 +43‐1‐4277‐60353 [email protected] [email protected] [email protected]
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  4 Innovations 1. Createcuriosity with Mysteries 2. Teach concepts with the 5E learning cycle 3. Teach skills with Gradual Release of Responsibility 4. Maintain motivation with Showmanship FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
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  The 5E-model usedby TEMI ENGAGEENGAGE EXPLOREEXPLORE EXPLAINEXPLAINEXTENDEXTEND EVALUATEEVALUATE FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
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  • The teacheris on center stage. A problem, a phenomenon or a question is presented. Students’ suggestions and concepts can be addressed, students‘ curiosity is aroused, the importance of the issue can be discussed, learning objectives are formulated, … Engage • Now the students are at the center of the action. They plan an enquiry, collect data to solve the problem, and prepare a report to present their work. Explore • Again students are in the center of the action. They use the data they have collected to solve the problem and report what they did and try to figure out the answer to the problem. The teacher can introduce new vocabulary to label what the students have already figured out. Explain • The teacher can give students new information that extend what they have been learning in the earlier parts of the learning cycle. The teacher can also pose new problems that students solve by applying what they have learned. Elaborate Activities in the 5E-model modified after: http://www.agpa.uakron.edu/p16/btp.php?id=learning-cycle
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  The 5E model isnot necessarily linear!
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  The Engage Phase Demonstration with Storytelling  Demonstration with silent stimulus  Students trip up on the mystery  Table with selected materials  Video  … FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 Possible openings:
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  FP7-Science-in-Society-2012-1, Grant AgreementN. 321403 Lesson according to 5E The (un)reliable indicator idea: Rosina Steininger
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  Colour ranges FP7-Science-in-Society-2012-1, GrantAgreement N. 321403 Universal indicator Red cabbage indicator
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  FP7-Science-in-Society-2012-1, Grant AgreementN. 321403 Red cabbage indicator Universal indicator pH 4? pH 8?
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  The experiment youhave just seen delivers conflicting results. Which indicator do you trust more? Why? Level 2 (GRR) 1. Phrase a hypothesis and give reasons for this. 2. Plan and conduct an investigation to produce evidence to support your hypothesis. 3. Summarise your findings using the A3-template. FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 The Explore Phase
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  FP7-Science-in-Society-2012-1, Grant AgreementN. 321403
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  FP7-Science-in-Society-2012-1, Grant AgreementN. 321403 + O OH OH OH OH OH O OH OH OH OH OH OH O OH OH OH O OH O OH O - OH O OH OH OH OH OH OH OH O -H+ / +H2O +H+ / -H2O - H2O + H2O + H2O - H2O - H+ + H+ pH < 3, rot pH = 4-5,farblos pH = 6-7, violett pH = 7-8, blau pH > 8, gelb EXPLAIN http://daten.didaktikchemie.uni-bayreuth.de/umat/bluetenfarbstoff/bluetenfarbstoff.htm#2 Colours of Cyanidin at different pH-values red colourless blue yellow
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  FP7-Science-in-Society-2012-1, Grant AgreementN. 321403
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  FP7-Science-in-Society-2012-1, Grant AgreementN. 321403 Red cabbage indicator with Sprite® ca. pH 4 Red cabbage indicator with crystal deo solution ca. pH 4 What does the blue colour of the red cabbage indicator mean? Red red cabbage indicator with NH4Al(SO4)2·12 H2O ca. pH 4
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  FP7-Science-in-Society-2012-1, Grant AgreementN. 321403  Crystal deo contains aluminium-ammonium-sulfate- dodecahydrate (Alum)  Cyanidin forms chelate complexes with polyvalent metal ions (here Al3+ of the alum)  Extension of the delocalised electron system  Shift of the light absorbtion spectrum to blue-violet O H H O OH OH OH O OHAl 3+ O H H O OH OH OH O OH … the blue colour is not a  pH‐effect, but appears due  to a different chemical phenomenon …
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  Elaborating the content Delvinginto acid-/base-concept Dyes / plant dyes Indicators Chromatography Complex formation / metal complexes … FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 The Elaborate Phase
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  • What dothe students know already about this topic? • What concepts do students’ utterances reveal? Engage • How well are the students collecting data? • Are they carrying out the procedures correctly? • How do they record the data? Is it in a logical form or is it haphazard? Explore • Which process are the students using? • How well can students use the information they've collected? • How do they connect new information with their prior knowledge? • How do they use technical vocabulary? • How well do they understand the underlying concept? Explain • How good are the students in applying learned skills and knowledge to new questions?Elaborate modified after: http://www.agpa.uakron.edu/p16/btp.php?id=learning-cycle Evaluate The fifth E is transverse
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  Contact and furtherinformation [email protected] [email protected] [email protected] https://aeccc.univie.ac.at/temi [email protected] http://teachingmysteries.eu FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 18