real‐time experiments for the acquisition of science competencies: comblab project, fina guitart...
DESCRIPTION
Presentation at the 2nd Scientix Conference, 24-26 October 2014, Brussels, BelgiumTRANSCRIPT
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
5
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)
6
• LabQuest Viewer
7
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?
8
• 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?
9
• 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?
11
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?
12
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
