Technology Enhanced High School Chemistry Bundle High... · Web viewResolution (12-bit): 0.16 kPa /...

Technology Enhanced High School Chemistry Bundle

CMAA.J. Ernststraat 1691083 GT AmsterdamThe [email protected]

TECHNOLOGY ENHANCEDHIGH SCHOOL

CHEMISTRY(Students between 14 – 19 years old)


I. INTRODUCTION Skills in Science, Technology, Engineering and Math (STEM) are becoming an increasingly important part of basic literacy. In the Chemistry’ classroom of today students should be engaged in inquiry-based learning, a student-centred approach to science learning which goal is to enhance students’ ability to reason and to become independent learners.

ICT (Information and Communication Technology) tools, when used in a proper way, encourage this approach and provide tools, which allow student to ‘mimic’ scientific and engineering practices and to enable more authentic (connected to real-life) practices for teachers and students. With an interface and a set of sensors students can carry out many different

chemistry experiments. Very fast and very slow rates of data collection provide new contexts for gathering data and expand students’ experience of phenomena. Real-time presenting data while being encourages thinking, reflection, interpretation and discussion.

Measurement on videos allows students to analyze (difficult) chemical experiments. Scientific models play a crucial role in the practice of science and science education.

Computational models are used today in every area of research and industry. Computational modeling (creating and using computational models) is an important process and therefore students should develop understanding of the process as well as acquiring modeling skills.

CMA, for more than 25 years, focuses its interest on such ICT tools and following these educational ideas has been developing: modern hardware solutions: interfaces, sensors and actuators, extended software environment COACH, and innovative teaching and learning materials.


The CMA’s solution for Chemistry is the Technology Enhanced High School Chemistry Bundle that that combines hardware, software and teaching resources.

The High School Chemistry Bundle consists of: 1. Interface2. Basic set of sensors:

Angle (position) sensor Conductivity sensor Light sensor pH sensor Photogate with drop counter attachment

or Step-motor burette (suitable only for CoachLab II+)

Pressure sensor Salinity sensor 2 x Temperature sensors

3. [Optional] Extended set of sensors: Colorimeter ORP sensor Thermocouple Turbidity sensor Voltage sensor

4. Software: Science Suite Coach 5. Teaching and Learning Resources


II. OBJECTIVES 1. To help teachers to apply ICT tools such as data logging, video measurement,

modeling and simulations in Chemistry lessons.

2. To help teachers to apply inquiry-based approach to Chemistry Education.

3. To learn students Chemistry concepts at the high school level.

4. To develop student’s skills and practices to do and understand scientific inquiry such as: - Asking and answering questions for scientific investigations- Designing, planning and conducting scientific investigations - Predicting outcomes- Testing hypothesis - Using tools and techniques to gather data - Analyzing and describing data - Constructing models - Forming coherent arguments - Explain results and draw conclusions - Recognizing alternative explanations and predictions- Debating with peers- Communicating scientific procedures and explanations

5. To promote inquiry classroom in which the student is the center of the learning process. The following students behaviors characterize inquiry: - Students are working as scientists. - Students are taking responsibility for their own learning. - Students are working in cooperative groups.- Students are making decisions.- Students communicate their findings.- Students are showing interest in science.


III. DETAILED PRODUCTS DESCRIPTIONS Two data logger options: – Option A Lab solution – CoachLab II+ interface (Windows and MAC computers)– Option B Portable solution – VinciLab (standalone, Windows and MAC computers).

OPTION A – LAB SOLUTION (WIN AND MAC COMPUTERS)

1. CoachLab II+ (Art.nr 006)

CoachLab II+ is a multifunctional interface and can be used as well for measurement with sensors as for control with actuators. It can be connected to computers (PC and Mac) and used in the classroom. CoachLab II+ contains an embedded processor and built-in memory, enabling measurements with accurate timing, independent of the host computer. The FLASH memory allows easy upgrade of the internal system software. CoachLab II+ is delivered with power supply, USB cable and User's Manual (English).

Technical specifications:

POWER Via a power supply (included)MEMORY 64 kBADC RESOLUTION 12 bitsSENSOR INPUTS Two BT (right-handed) analog inputs to which CMA BT

sensors can be connected directly,Two 4-mm analog inputs for direct measurement of voltage between 0..5 V and -10..10 V, CMA BT sensors can be connected via an adapter 0519,Two BT (left-handed) digital inputs for motion detectors

SAMPLING FREQUENCY Max. 100 kHz,OUTPUTS Eight 1-bit outputs with 16 power levels between 0 and 12 VCOMPUTER CONNECTION USB portSOFTWARE ON COMPUTER Coach


OPTION B – PORTABLE SOLUTION (STANDALONE, WIN AND MAC COMPUTERS)

1. VinciLab (Art.nr 001)

VinciLab is a modern and advanced mobile graphic data acquisition system, which can be used in a variety of ways, standalone and with a computer, in the classroom and in the field. It is a handheld Linux device equipped with two processors, a main processor to control the device’s operating system and screen, and a measurement processor to control the measurement and control processes. VinciLab has a capacitive color touch screen that provides a high-resolution display offering easy control of the device. For wireless connectivity VinciLab is equipped with Wi-Fi and Bluetooth. The dedicated desktop applications, pre-installed on VinciLab, offer tools for setting up the device, setting up the wireless connections, managing user files, browsing the web, watching video files, playing audio files, etc. VinciLab is delivered with power supply, USB cable and User's Guide (English).

Technical specifications: OPERATING SYSTEM LinuxDISPLAY 5” (800 x 480 pixel) capacitive color touch screenPROCESSORS Two: main (ARM 720 MHz) and measurementMEMORY 4 GB, of which 1.5 GB user memory in the ‘My Files’ folder

Expandable with a USB flash drivePOWER Rechargeable battery Li-ion 3.7 V, 4000 mAh

USB Power Adapter (100-240 V AC, DC 5V/2A)CONNECTIVITY Wi-Fi 802.11 b/g/n, Bluetooth® 2.1 + EDR.COMPUTER CONNECTION Mini USB port also used for poweringUSB PORT Full USB for USB peripheralsOTHER PORTS Audio In/Audio OutSENSOR INPUTS 4 analog BT (right-hand) inputs and 2 digital BT (left-hand) inputsBUILT-IN SENSORS Sound sensor, max. Frequency 44 100 Hz

3-axis Accelerometer ( 2g, 4g, 8 g), max. frequency 400 HzADC RESOLUTION 12 bitsSAMPLING FREQUENCY Max. 1 MHz,SOFTWARE ON BOARD Coach Linux - Dedicated Desktop Applications for data collection,

graphing and analysisSOFTWARE ON COMPUTER Coach


2. Basic set of sensors

Angle Sensor (013i)Range: 270° (turn) / 140 mm (displacement)Resolution (12-bit): 0.07° / 5 mmThe Angle sensor is a potentiometer, which has a pulley to attach a string to. The sensor is suitable for detecting angle changes and (small) displacements. By a displacement of the string, the potentiometer is rotated and the output voltage is adapted.

Conductivity Sensor (BT27i)Ranges: 0 .. 200 μS / 0 .. 2000 μS / 0 .. 20000 μSResolution (12 bit): 0.082μS/ 0.82μS / 8.2 μSThe Conductivity sensor measures the ability of a solution to conduct an electric current between two electrodes. The Conductivity Sensor can be used to measure either solution conductivity or total ion concentration of aqueous samples.

Light Sensor with three ranges (BT50i)Ranges: 0 .. 1500 lux / 0 .. 15000 lux / 0 .. 150 000 luxResolutions: 0.37 lux / 3.7 lux /37 luxWavelength of peak sensitivity: 565 nmResponse time: 0.2 msThe Light sensor measures light intensity and is sensitive to the visible light spectrum and also infrared.

pH Sensor + pH electrode (BT61i + 031)Range: 0.. 14 pHResolution (12-bit): 0.005 pHResponse time: 90% of final reading in 1 sTemperature range: 5°C and 80°CIsopotential pH: pH 7Electrode type: Sealed, gel-filled, epoxy body, Ag/AgClThe pH sensor measures the pH value of a solution. The system consists of a pH amplifier (BT61i) and a pH electrode (031).

Photogate (BT63i) with Drop counter (0662drop)


Drop counter can be attached to CMA photogate to record volume (count drops) in titration experiments. The drop counter is delivered with a drop dispenser, two valves and a tip.

[Optional ONLY suitable for CoachLab II+ interface] 061 Step-motor buretteThe step-motor burette is an accurate dosage device that can be used to control the process of adding a titrant in titration experiments. The burette is delivered with a 20-ml syringe, 40-cm plastic tube and micro-pipette. The volume of a droplet from the delivered pipette is 0.02 ml.The step-motor burette can be connected to control outputs of the CoachLab II+ interface.

Pressure sensor with two ranges (BT66i)Range: 0 .. 700 kPa / 0 .. 130 kPa (absolute)Resolution (12-bit): 0.16 kPa / 0.04 kPaMax. Pressure: 1000 kPa without permanent damageResponse time: 1 msThe Pressure sensor with two ranges is designed to measure absolute gas pressure. The pressure is measured via a pressure valve, which is located on the side of the box. The sensor is delivered with a plastic syringe, tube, three-way valve and two Luer-lock connectors.

Salinity Sensor (BT78i)Range: 0 .. 50 pptResolution (12-bit): 0.02 pptResponse time: 98% of full scale reading in 5 secondsTemperature range: 0°C to 80°CTemperature compensation: Automatic between 5°C and 35°CCell constant: 10 cm-1

The Salinity sensor measures the salinity of a solution, which indicates the amount of all the salts dissolved in water. The sensor consists of a Salinity electrode and an amplifier.

2 x Temperature Sensor (BT01)


Range: -20 °C to 125 °CResolution (12-bits): 1.25 °CThe Temperature sensor is durable and versatile and can be used for measurements in air and in organic liquids, salt solutions, acids, and bases. The sensing element of the sensor (thermistor) is located at the end of a stainless steel tube.

BTsc_1 BT - IEEE1394 cable (4x)The BT – IEEE1394 sensor cable (1.5 m length) is used forsensors, which are equipped with the IEEE1394 socket.

3. [OPTIONAL] Extended set of sensors

Colorimeter (BT29i)Range: Percent Transmittance: 90% .. 10% (Absorbance: 0.05 .. 1.0)Resolution: 0.025 %TWavelengths ranges: Violet, 430 nm or 4300 Å, Blue, 470 nm or 4700 Å. Green, 565 nm or 5650 Å, Red, 635 nm or 6350 ÅThe Colorimeter measures the amount of light transmitted through a sample solution. It is great for Beer’s law experiments, determining the concentration of unknown solutions, or studying changes in concentration vs. time. Ten 3.5-mL Cuvettes are included.

ORP sensor (BT57i)Range: -450 mV .. 1100 mVResolution (12-bit): 0.5 mVORP Electrode: Sealed, gel-filled, epoxy body, Ag/AgCl referenceTemperature range: 0 - 600CThe ORP sensor measures the ability of a solution to act as an oxidizing or reducing agent. ORP values are used much like pH values to determine water quality. The ORP sensor can also be used for redox titrations to determine the equivalence point in an oxidation-reduction reaction. The sensor consists of an ORP electrode and an amplifier.

Thermocouple (0135i)


Range: -200.. 1300 °C / -20 .. 110 °CResolution (12-bit): 0.39 °C / 0.035 °CTypical accuracy: 5 °CRespond time: In air: 16 s as for a 63% change towards the temperature of the environment; In liquid: 0.1 s as aboveThe Thermocouple sensor measures temperatures in two ranges, which are selected via the switch. The sensor uses a thermocouple type K, which consists of Chromega and Alomega wires that are welded together to form a measuring junction. The sensor is suitable for measurement of breathing.

Turbidity Sensor (BT88i)Range: 0 .. 200 NTUResolution (12-bit): 0.2 NTUAccuracy: ±2 NTU for readings under 25 NTU, ±5% of readings above 25 NTULED wavelength: 890 nmThe sensor measures turbidity, which indicates water clarity. The measurement of turbidity is a key test of water quality. The Turbidity sensor is delivered with one empty cuvette and one cuvette containing 100 NTU StablCal Formazin Standard, which is used to calibrated the sensor.

Voltage Sensor (BT02)Range: -10 .. +10 VThe Voltage sensor is a generic sensor that measures voltage. Note that this sensor has a direct connection to the inputs of a measurement interface. It has two banana (4-mm) plugs for easy connection.


4. Software: Science Suite Coach

Coach is a versatile Learning and Authoring Environmentfor STEM Education. It offers a unique combination of tools, which resemble technologies used by “real” scientists. Students can work in much the same way as professionals do: collect high-quality, real-time data, construct and use computer models, use simulations and visualizations, compare results from experiments, models and theory. It encourages an inquiry-based approach to science and facilitates active learning and students collaboration. The learning content is presented in a variety of ways via texts, images, videos, web-pages. Coach is awarded with WorldDidac Award 2010 for its pedagogical and innovative values. Coach is universal and suitable for use in many different curricula. It is used in many countries and is available in many languages. Tools, available in Coach and their potential educational benefits, are described below in more detail.

Measurement

The Coach Measurement Activities allow to measure and record data over a period of time via an interface and sensors. Different measurement methods: time-base (with- and without triggering), event-base, manual (with- and without sensors) allow performing a variety experiments in Physics.

Potential

educational benefits of sensor-based investigations are: • Data logger equipped with a selection of sensors is a universal measurement

instrument and can be used in many different experiments. • Real-time presenting data while being collected makes data collection an interactive

process whereby direct observations may be immediately compared with the graph, encouraging thinking about the data.

• Data collection and the presentation of the data are automated. This gives extra time to focus on the physical phenomena and different aspects of an experiment.

When the sensor is connected to CoachLab II+ temperature data are displayed in the Coach software on the computer. When the sensor is connected to VinciLab temperature data are displayed in the Coach software on VinciLab or on the computer.


• The accuracy of measurements and recording is superior to manual traditional methods.

• The rate of data collection is available over a wide range of time-periods and frequencies. Very fast and very slow rates of data collection provide new contexts for gathering data and expand students' experience of phenomena.

• For VinciLab - data may be collected and stored independently of the computer. This allows the collection of data in a wide variety of environments, including outdoors.

Control

The Coach Control Activities allow to use and to create control programs. The unique combination of measuring and control in Coach enables controlling and automating experiments. This functionality is at this moment possible only with the CoachLab II+ interface.

Data Video

The Coach Data Video Activities allow to make measurements on digital video clips (manually by clicking or automatically by point tracking) or still images, and to analyze motion and shapes of real objects. The collected data are displayed in a table/graph and can be used for further analysis and processing. Coach offers many extra features like capturing and editing a video or correcting a perspective distortion.

Figure 3, In acid-bas titrations adding of the titrant can be done automatically via a step-motor burette connected to

control outputs of the CoachLab II+ interface..

Figure 2, During the spontaneous reaction between sodium carbonate (Na2CO3.10 H2O) and citric acid (C6H8O7.H2O) a temperature decrease occurs..


Students can capture their own videos with help of camera or mobile phones. They also can use affordable high-speed cameras to capture very fast motions and to analyze these motions in details.Potential educational benefits of using video/image measurements are: • Allows analyzing real and attractive

events, every day events such as basketball shots, soccer kicks, amusement-park rides, plant growth or more unusual like jump on the Moon, car crashes or the motion of a manikin as it strikes an air bag during a car collision.

• Allows analyzing “difficult” experiments, experiments that are too dangerous or impossible to perform in the classroom.

• Graphs are synchronized with the video frames; when scanning the data in the graph the corresponding video frames are shown. This helps students to bridge the gap between the concrete visual display and its abstract graphical representation.

• Students can capture and analyze their own videos.

Modeling

The Coach Modeling Activities allow to use ready-to-go or to create (numerical) models of dynamic changing systems. In such models evolution of a system is computed step-by step. Coach offers three modeling modes: graphical, equations and text modes.

Potential educational benefits of using modeling are:• Computer modeling is an important

process in scientific research and therefore students should develop understanding of the process as well as acquiring modeling skills.

• Computer modeling encourages students to think, to discuss their ideas and to clarify their understanding.

Figure 5. Students can capture and analyze their own videos.

Figure 6. Modeling the equilibrium reaction N2O4 ↔ 2 NO2.

Figure 4. Determining the rate of reaction by measuring the volume of produced hydrogen gas

via the water level in the cylinder.


• Graphical representation forces the students to engage in a qualitative analysis of the problem. The structure and the relevant quantities have to be defined.

• Students can experiment with ideas. The model structure is easy to modify allowing trying different modeling ideas.

• Computer modeling allows solving complex and realistic problems not just limited to ideal laboratory phenomena. Such realistic problems are normally too difficult to solve analytically at the school level.

• The model results can be compared with experimental data. The model can be modified to match the data from the real experiment and the theoretical model.

Analysis and Processing data

Data collected from sensors, video clipsor generated by models can be displayed as digital values, on meters and graphs. They can be further processed with the help of: analysis tools: zooming, reading values, finding slope, finding area under a graph, processing tools: selecting and removing data, smoothing a graph, calculating new

variables by using mathematical functions, function fit, calculating frequency spectrum (Fourier Transform, Linear Prediction, Esprit method)

statistical tools: finding statistical data information, creating histogram.

Animations

Presenting data in a table or graphs may not be enough for students to fully understand the underlying principles of a phenomenon. Coach is enriched with another way of representing the data – animations. Coach animations consist of animated graphics objects, like ellipses, rectangles, vectors and pictures, which can be linked to model variables, program variables or sensor values to control their to control their screen movement. Additional interactive control objects, like buttons and sliders, allow altering parameter variables during the execution of the animation to interact with the system and to see the effect of those changes. Such visualizations can help students to better understand the meaning of data.

Authoring tools

We offer many ready-to-go teaching and learning materials. Teachers can use these activities directly in the lessons or adapt them to their own needs. Additionally they can create activities with their own learning content.


Software specifications: 1. For Windows and Mac computers. 2. Integrates tools for:

Measurement: - supports three type of measurements: time-based (with and without triggering),

event-based and manual (with and without sensors),- allows to define analogue sensors as counters, digital sensors and to measure

frequency, - allows to calibrate CMA sensors,- allows to store the sensor calibration in the EEPROM memory of CMA sensors,Control:

Offer editor for creating and executing programs to control actuators and automated systems.Data Video: - supports measurements on digital video clips and images, - allows manual and automatic measurement (by point tracking),- allows measurement up to 8 points per frame,- calculated, based on a formula, point can be shown on the video screen e.g.

centre of mass,- supports perspective correction.Dynamical Modeling - offers three modes for creating and executing dynamical models: graphical,

equations and text modes,- supports three methods of solving differential equations: Euler, Runge-Kutta 2,

Runge-Kutta 4.Animations- offers editor for creating animations,- animated elements can be controlled by model variables or sensor values.

3. Offers the same data management through the program: - one Data Table with unlimited number of columns/variables, - new variables/columns, manual or calculated by formula, can be added,- more measurement runs are possible, - displaying data in graphs, meters and digital values.

4. Offers the analysis and processing tools such as: Zoom, Scan, Smooth Graph (Moving average, Spline and Bezier methods), Function fit with extended Formula Editor, Derivative, Integral, Signal Analysis (Fourier Transform, Linear Prediction, R-Esprit and Prony methods), Histogram and Statistics.

5. Learning content can be presented via Texts, Images, Videos and Web-pages.6. Authoring system, which allows to: - create new learning activities, and- modify the existing activities offered by CMA.


5. Teaching and Learning Resources

TUTORIALS

CMA provides many simple, placed in context, step-by-step tutorials for getting familiar with options and learning basic functions of the Coach program.

Data Table Getting started with Data Table Adding a calculated column Working with runs Exporting run into CSV file Importing data from a CSV file

Graph Creating a graph Zooming a graph Scanning data Making a sketch

Analyze & Process Tools Slope – Discharging a capacitor Area- Electromagnetic induction Statistics – Mean Height Growth Select-Remove Data (Points) - Damped oscillations Select-Remove Data (Range) - Discharging capacitor Smooth (Moving average) - Acid-base titrations Smooth (Spline & Bezier) Distance vs. time Function fit – Basketball shot Derivative – Hitting a softball Integral – Spirogram Signal Analysis – Tone of an organ pipe Histogram – Muons

Measurement Time-based measurement Time-based measurement with triggering Event-based measurement Manual measurement Zeroing sensor Shifting sensor calibration Calibrating a sensor (Coach calibration)


Calibrating a sensor (EEPROM calibration) Measurement with CLAB standalone Measuring with internal accelerometer

Control Manual control of actuators Programming with buttons Programming with command list Shop window illumination Making own commands

Data Image Image measurement – Bixby Creek Bridge Perspective correction - rectified Clifton Suspension Bridge Analyzing stroboscopic image – a falling ball

Data Video Manual video measurement – start of a sprinter Automatic video measurement – pendulum motion Calculating center of mass – motion of a high jumper Applying perspective correction - falling a ball Complex video measurement – Snooker shot Moving coordinate system – Video-yo

Modeling Creating Graphical model – Bathtub Modifying Graphical model – Population growth Introducing Events – Bouncing ball Introducing Process – Chemical reaction Creating Equations model – Motion of a runner Defining Auxiliary variable by data

Animations Creating animation Extending animation Step further – bouncing ball


CHEMISTRY ACTIVITIES

For Chemistry the following CMA Teaching and Learning Resources are provided. Each Teaching and Learning consists of Student sheet, Teacher notes, Science Background (word documents), and Coach software activity/result(s).

Chemical Analysis1. Lambert-Beer law (Measurement)2. Chloride concentration of sports drink (Measurement)3. Methanol in wide (Measurement)4. Composition of deodorant spray (Measurement)5. Water quality (Measurement)

Thermochemistry6. Endo- exothermic reactions (Measurement)7. Energy content of food (Measurement)8. Heat of combustion (Measurement)9. Hess’s law (Measurement)10. Flame temperature (Measurement)

Chemical equilibrium 11. Introduction to equilibrium (Measurement)12. Distribution of equilibrium (Modeling)13. Compartment model (Modeling)14. Drug uptake (Modeling)15. Gasses in equilibrium (Modeling)

Chemical kinetics16. Factors affecting rate of reaction (Measurement)17. Rate and order of reaction (Measurement)18. Models of irreversible reactions (Modeling)19. Crystal violet – model and measurement (Modeling)20. Effect of catalyst (Measurement)21. Effect of surface area (Measurement)

States of matter22. Cooling curve of stearic acid (Measurement)23. Evaporation of alcohols (Measurement)24. Evaporation of water (Measurement)25. Distillation of wine (Measurement)


Acids and bases 26. Acidic or basic (Measurement)27. Acid-base titrations (Measurement)28. Limewater (Measurement)29. Soya geyser and pH (Measurement)

IV. TEACHER TRAINING WORKSHOP

The effective use of the software for teaching and learning requires the development of skills, some of which are specific to software and some which are already familiar in the practice of science. In planning of teacher workshops, it is helpful for teachers to consider two types of skills with software: Operational skills, which concern the manipulation of the computer hardware and

knowledge of the features in the software. Procedural skills, which concern the manner in which the software tools are

employed in the lesson context for the purpose of achieving learning benefits. Our Teaching and Learning Resources shows the examples.

Most teachers already have a confident command of operational skills associated with the user interface, the training of skills needed for the CMA hardware and Coach software can be achieved through the use of worksheets and tutorials or via additional basic training. For the acquisition of procedural skills however, the task is much more subtle and the role of the teacher is crucial. Procedural skills involve insight, imagination, understanding, judgment, purposeful inquiry and cognitive effort, attributes that can only be acquired through practice and collaborative work.

V. RECOMMENDED SETS Recommended solution per school/classroom:

Option A:

- 8 x CoachLab II+ - 8 x Basic set of sensors- 1 x Coach License - [Optional] 4 x Extended set of sensors

Option B:

- 8 x VinciLab - 8 x Basic sets of sensors- 1 x Coach License - [Optional] 4 x Extended set of sensors

Technology Enhanced High School Chemistry Bundle High... · Web viewResolution (12-bit): 0.16 kPa /...

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