real‐time experiments for the acquisition of science competencies: comblab project, fina guitart...

WORKSHOPReal-time experiments for the acquisition of Science Competencies: COMBLAB activities

Fina Guitart1,2 and Montserrat Tortosa3

1CESIRE. Departament d’Ensenyament, 2Universitat de Barcelona3Universitat Autònoma de Barcelona

Scientix Conference, Brussels, 23th-25th october 2014

Activity 1How could we make an

ice-lolly without a freezer?

Activity 2Which antacid is more

efficient? Why?

2 examples of COMBLAB activities

ICT Technology MBL : Microcomputer based laboratory . MBL. Thornton, 1990

•Classroom management

Students work in group to answer the initials questions, design experiments, discuss results using and learning about scientific models and concepts, and communicate results and conclusions.

• Workshop management

Some parts of the activity that usually students will do by themselves are done demonstratively or avoided.

First activity: you will work in a group, you will prepare ice-lolly and we will discuss about results

Second activity: experiment will be done in a demonstrative way because of timing

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LabQuest2 Vernier

3 analogic sensors in the ports CH1, CH2 and CH3 in the left lateral front

MinilLabQuest connected to a computer

(Logger Lite software)

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• LabQuest Viewer

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Activity 1

How could we make ice-

lolly without a freezer?

• Have you ever see how to

prepare and ice-cream or an ice-

lolly at home? How would you do

it?

• How old machines worked to

make homemade ice cream?

• What could we use to cool the

orange juice to make an ice-lolly?

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• What would happen if we prepared an ice bath and

we added test tubes filled with:

- water?

- a sugar solution?

• Why do think that will happen?

• What form would the temperature-time graph have?

Activity 1

How could we make ice-lolly

without a freezer?

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• Why salt is added to the roads?

• What happens when we prepare a

mixture of ice and salt?

• What would happen if we added salt

to the ice bath?

• How would you explain it?

• What is the lowest obtainable

temperature?23% m/m salt/ice

Activity 1

How could we make ice-lolly

without a freezer?

Predict how the temperature versus

time graphs will be for a sample of

water and a solution of 20% sugar

water immersed in an ice bath

Activity 1

How could we make ice-lolly

without a freezer?

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Design a set of experiments to answer the previous

questions and prepare ice-lolly

• Work in a group of 4-5 (7 equipment)

• Decide which experiments to do.

Choose 2 experiments:

water, orange juice, orange juice with added sugar or sugar solution

• Keep in mind that you have to control variables.

• Make a prediction about the results.

• Will there be a difference in the graphs?

Activity 1

How could we make ice-lolly

without a freezer?

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Displays the input at a given time. Just shows the value that is changing. Doesn’t record data.

The graph obtained by collecting data over a period of time is displayed.

Shows the same data as the chart, but in tabular form.

Allows note writing

Contains the instructions for different functions

To analyze data: analyse key (bar the top of the screen). To analyse a portion of

the graph, select the part and then analyse.

To pass the data to the computer (Logger Lite): connect the USB cable, open

the program and computer data import Accept

To overlay data from a new experiment, "drawers" key. Clicking Series 1, you

can change the name of the series.

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MaterialTest tubes

Test tube holder

Tray

Plastic cup

Bubble wrap (as insulation)

Pipettes

Temperature sensor

Activity 1

How could we make ice-lolly

without a freezer?

Orange juice

Distilled water

Orange with sugar

Orange juice diluted with

water

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• Prepare de ice-salt bath (340 g of ice and 100 g of salt).

• Fill 4 test tubes (5mL, till the first level mark) with orange juice

and add an stick into each test tube

• Fill 2 test tubes (5mL, till the first level mark) with the liquid you

have chosen (water, orange juice, or orange juice with sugar)

• Put a sensor into each of this 2 test tubes

• Setting of data logger: Sensors/ data collection

Rate: 2 samples/s; 1

Duration 1500 s

Ok

• Start data collection: green arrow

• Quickly put the test tubes into the ice-salt bath

• Don’t take out from the bath the tests tubes with sensors to see if

it is frozen.

Activity 1

How could we make ice-lolly

without a freezer?Procedure

Activity 1

How could we make ice-lolly without a freezer?

• Based on results of educational research (implemented in schools of countries engaged on the project )• Contextualized in a problem situation with an initial question• Guided inquiry (IBSE)•Focused on students (self-study, group work) • Curriculum related /// Guidelines for teachers

• Promote competencies of design of experiments • Promote the construction and application of knowledge, data interpretation and communication of results and conclusions• Highlight interdisciplinarity and focus on STEM •Take full advantage of the educational potential of MBL equipment

Features of COMBLAB activities

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Activity 2

Which antacid is more

efficient? Why?

• What is an antacid? Why do we take an antacid?

• How you can analyze the effectiveness of an antacid to

neutralize stomach acid?

• Which direrence could we found if we use antacids that

have diferent active ingredient?

• What are the differences is the antacid is in a diferent

pharmaceutitical form?

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• What is inside the stomach?

• How could we simulate an

stomach in the lab?

Activity 2

Which antacid is more

efficient? Why?

• What is Heartburn?

• How do we relieve acidity?

• How do they work?

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• What would happen with pH value if we added,

drop by drop, a certain amount of acid to a base?

• What would happen with pH value if we added,

drop by drop, a certain amount of base to an

acid?

Discuss your ideas with your group.

Tea (pH = 7.2) Boiled rice soup(pH = 6.0 – 6,7)

Tomato Juice(pH = 4.0 – 4.4) Cow’s milk (pH = 6.4 – 6.8)

Soda (pH = 2.0 – 4.0) Lemon Juice(pH = 2.0 – 2.6)

Sofu (pH = 7.2) Coffee (pH = 5.0 – 5.1)

Predictions

Activity 2

Which antacid is more

efficient? Why?

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Designing experiments to simulate the situation

in the laboratory

• Students have different antacids and know

their composition in the box or the label.

• How can we simulate a stomach?

• What do we want to measure?

• Which variables should be controlled?

Activity 2

Which antacid is more

efficient? Why?

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Expected results. Teacher guide

Activity 2

Which antacid is more

efficient? Why?

Acids, bases

pH

Neutralization

reaction

Ice-water bath

Water

20% Sugar solution.

Ice and salt bath

(Cooling mixture)

Water

20% sugar solution.

• Substances, mixtures

• Particles model

• State changes

• Freezing point

• Concentration of solutions

• Heat tranferences

Activity 1

How could we make ice-lolly

without a freezer?

- Ice and salt bath

(Cooling mixture)

- Orange juice

diluted with

water (50%)

- Orange juice

Experiment design: some key questions

What variables need to be measured in order to collect

experimental data which answers the formulated experiment

question?

What laboratory materials and MBL equipment are needed

to measure them?

Which is the dependent variable? Which is the independent

Which variables will need to be controlled and maintained

constant during the experiment?

Activity 1

How could we make ice-lolly

without a freezer?

PARTICIPANTS: 6 universities of 5 EU

countries

Universitat Autònoma de Barcelona

Spain

Charles University in Prague

Czech Republic

PH-NOE- Vienna Austria

Universitat de Barcelona Spain

University of Helsinki Finland

Bel Matej University Slovakia

2. COMBLAB project - PARTNERS

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Thany you for you attention

Fina Guitart fina.guitart@gmail.com