1st ps satl lab exp[1] 29th

8/8/2019 1st Ps Satl Lab Exp[1] 29th

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SATL IN LAB EXPERIMENTS

Ameen F. M. Fahmy*,J.J.Lagowski*** Faculty of Science, Department of Chemistry and Science Education Center,

Ain shams University, Abbassia, Cairo, Egypt

E-mail: [email protected]

**Department of Chemistry, and Biochemistry, university of Texas at Austin

TX78712.

E-mail:[email protected]

1ST PS-SATLC. Karachi

Pakistan, Nov. 2008


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SATL stands on the wholistic vision for phenomena

where linking different facts and concepts take placeinto a dynamic systemic network. This reflects the

relationships which settle them into the cognitive

construction of the learner.

It helps learners in obtaining a deeper learning

experience, improve their understanding and ability to

apply learning to new situation.

SATL enhance systemic thinking, and increase

enthusiasm for learning science.


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Fig: 1a: Linear representation of concepts

concept concept concept concept

Fig: 1b: systemic representation of concepts

concept

concept

concept

concept


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The Objectives of Systemic

Approach ofT

eaching and Learning

Growing the ability of students global thinking,

so that the student be able to see globally any

subject without missing its parts.

Growing the ability to see the relationships

between things rater than things themselves.

Increasing the effectiveness of teaching andlearning of science disciplines, connecting it

systemically with other branches of knowledge.


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Making disciplines of science attractive

subjects to students instead of being repulsive

to them .

Growing the ability for analysis and synthesis

to reach creativity that is the most important

output of a successful educational system.

Creating a new generation that is able to

interact positively with environmental systems

around them .

Growing the ability for the use of systemicapproach in actingwith any problem globally

to put creative solution.


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SYSTEMICS AND LABORATORY INSTRUCTION

Applying Systemics to laboratory instruction reveals thefollowing advantages, which constitute the principles of benign

analysis

* Smaller amounts of Chemicals are used.

* Recycling of Chemicals.

* Experiments are done with less hazards, and more safety.

* Experiments are done more rapidly.

* Students easily acquire a working sense of the principles ofgreen chemistry.

Classical laboratory-oriented subject of qualitative analysis

involves the application of linearly obtained chemical

information to an unknown solution in a linear way.


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In contrast to the linear approach of learning chemistry of

cations from a laboratory experience, a systemic approach has

been developed that focuses attention on individual species

Figure 4)(

Exp. 4

Exp. 3 Exp. 2

Exp. 1

(?)

(?)(?)

(?)

A+X-

A+

E-

A+

Y-

A+Z-

Figure 4: Systemic Investigation of species A+(SI-Plane)

The diagram shows the Plane for qualitative investigation of

the species (A+), the preparation of (A+) Compounds, and the

interconversion of the species.


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The formulas of chemical species of interest are expressed in the

Figure (5) but reagents that bring about these conversions are

not given. These reagents are revealed experimentally in a seriesof reactions shown in systemics (SD0-SD3) (Figure 5a-d), which

the students can do in the laboratory on a small single sample of

the species (A+).

Exp. 4

Exp. 3 Exp. 2

Exp. 1A+X-

A+E- A+Y-

A+Z-

(?)

()(?)

(?)

Exp. 4

Exp. 3 Exp. 2

Exp. 1A+X-

A+E- A+Y-

A+Z-

()

()(?)

(?)

Figure (5-a): SD0 Figure (5-b): (SD1)


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Exp. 4

Exp. 3 Exp. 2

Exp. 1A+X-

A+E- A+Y-

A+Z-

()

()(?)

()

Exp. 4

Exp. 3 Exp. 2

Exp. 1A+X-

A+E- A+Y-

A+Z-

()

()()

()

Figure (5-c): SD2 Figure (5-d): SD3 FINAL

Figure 5.a-d: The Laboratory - based evolutions of the chemistry of species

(A+) as performed by students

In Figure 39d all the experiments of the cycle were done. It is known as (SD-Final). The

reactions can be performed in a single test tube on a small sample (


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Applying this approach to laboratory instruction allows

students to experience the colors of chemical species, their

solubility characteristics, and their redox behavior.

we have created. Qualitative benign analytical chemistry

course for the first-year students of faculty of Sci., Benha,

Zigzag University, and Faculty of Education, Helwan

University, Egypt. The Systemic based course materials werepresented in 24hrs (2hrs period/ per week) From Sept.-Dec.

(2001).

The green chemistry aspects of this approach involve a

very small amount of the cation-containing species, which is

contained in a very small volume.


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of experiments (1-4) in a single test tube on a small sample of lead nitrate (0.5 ml), then they

recycle the product of (Exp. 4) to Pb(NO3)2 (Cf. SI - Final).

(SI -1 - Plane)

Exp.1

Pb++

Exp.2

Nitrate Salt

Exp.3 (White ppt)

Lead

hydroxide

(White ppt.)

Lead

Oxalate

HNO3

(?)

(?)

(?)

(Yellow ppt)

Lead iodide

Exp.4(?)

(White ppt)

Lead

carbonate

Na2C2O4

Pb++

i) HNO3

ii)NH4OH

Nitrate Salt

i) HNO3ii) Na2CO3

(White ppt)

Lead

hydroxide

(White ppt.)

Lead

Oxalate

HNO3

()

()

()

(

)(Yellow ppt)

Lead iodide

i)

HNO3ii) KI

()

(White ppt)

Lead

carbonate

Recycling

(SI -1 - Final)

The students follow the plane (SI-1) to investigate (Pb2+) in a series

Systemic Investigation of [Pb++] (SI-1): Lead Cycle


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Systemic Investigation of [Ag+] (SI-2): Silver Cycle

The students follow the plane (SI-2) to investigate (Ag+) in a series of

experiments (1-3), then recycle the product of (Exp.3) to AgNO3 (Cf. SI-2-Final).

(White ppt.)

Silver

phosphate

(White ppt.)

Silver

sulphite.

(White ppt.)

Silver

carbonate

Exp. 1

Exp. 2

Exp. 3

HNO3

Ag+

Silver

nitrate.

(SI-2 Plane)

(?)

(?)

(?)

(White ppt.)

Silver

phosphate

(White ppt.)

Silver

sulphite.

(White ppt.)

Silver

carbonate

Na2SO3

i) HNO3ii) Na2CO3HNO3

Ag+

Silver

nitrate.

(SI-2 Final)

()

()

()

Recycling

i) HNO3ii) Na3PO4


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Results of Experimentation:

The experimentation results showed that the Benign scheme reduces the

consumption chemicals in Comparison with the classical scheme as shown in

table(1). This means low cost, and less pollution.

Table(1): Amount of salts needed for Experimental group (Benign

scheme), and Reference group (Classic scheme)

Salts Amount required (gm / 50 Students)

Classic SchemeSolid/ (g)

Benign Scheme0.1M Solution (1/2 liter)

Pb(NO3)2 100 16.5

Al(NO3)3 200 11.0

CrCl3.6H2O 200 13.5

NiCl2.6H2O 200 12.0

Co(NO3)2.6H2O 200 15.0

CdCl2 5H2O 150 13.5

BaCl2.2H2O 200 12.0

MgSO4.7H2O 200 12.0


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Groups No. of

students

Means SD t

value

Effect

size

Experimental

group

60 23.81 1.95 10.77 2.26

large

effect

Control group 33 20.30 1.22

* Significant at < 0.01

Table 3: Means, Standard Deviations, (t) value and Effect Size of the results

of students in the final practical observation scale for the experimental and

control groups


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Conclusion

Students of the experimental group are significantly improvedtoward the principles of Benign analysis.

Benign scheme is less expensive, and minimizing the

production of chemical wastes.

Students of the experimental group achieved higher cognitive

levels (Analysis, synthesis, evaluation).


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(6) Fahmy, A.F.M., Lagowski, J.J.; Systemic Approach in Teaching and

Learning Aliphatic Chemistry; Modern Arab Establishment for

printing, publishing; Cairo, Egypt (2000)

(5) Fahmy, A.F. M., Lagowski, J. J., Systemic multiple choice questions (SMCQs)

in Chemistry [19th ICCE, Seoul, South Korea, 12-17 August 2006].

1st ps satl lab exp[1] 29th

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