Tram Nguyen Pham
STAO Project Innovation
Secondary B 2017 Cohort
“Infusing global competencies & design thinking in SCH4U Thermochemistry strand”
In chemistry grade 12, a task that summarizes learning is often placed at the end of the unit to summarize and demonstrate learning. This time I did it differently in the Thermochemistry strand: flipping the order of inquiry and put the unit task at the forefront per Garfield Gini-Newman’s suggestion.
Students were asked to design an actual hot or cold pack that took into account consumers’ preferences. The students had no background about this at the beginning, but as I uncovered the curriculum of this unit, the students revisited their task regularly, modifying their previous plans with new information. I used a Thoughtbook template to assist students in this iterative design process.
Students used Lab Quest to quantify the amount of heat evolved or absorbed by their hot/cold pack prototype. Prior to being able to independently use a Lab Quest, students were scaffolded in a guided lab in which they heated copper and used calorimetry to approximate the temperature of a Bunsen burner. Subsequently, they conducted a more open inquiry in which the heat of neutralization is determined.
Students eventually got to the design stage where they were autonomous in several aspects, including:
- Conducting consumer preferences with interviews, surveys
- Selecting chemicals for their commercial products
- Designing their procedure and product’s appearance
- Using technology to quantify the amount of heat produced/absorbed by their products
- Using web 2.0 tools to produce an ad/informercial/pitch that accompanied their final hot/cold pack product.
Students were essentially running their own start-up, making decisions in teams and marketing and defending their products.
This approach of doing inquiry allows students to foster many global competencies, namely collaboration, creativity & entrepreneurship. The students were engaged and so was I. I took a step back literally to the sidelines and let the students drive their inquiry. I truly felt like a facilitator in their learning process; no longer the one who always took the central stage. The freedom to explore reaps a big reward for them.
Innovation means different things to different teachers. This project is innovative to me personally because I took the chance to explore inquiry in a novel way that I haven't done before. I feel the path to innovation is paved with many incremental changes that we teachers embrace.
Big idea addressed with this task:
Energy changes can be described quantitatively.
A1 (A1.1- A1.8, A1.11 –A1.13)
Time allotted from the start to finish: ~ 14 periods
Learning activity explained
¨introduce the inquiry-design task
-students were given class time to collaborate initially on the task
-they were to come up with as many questions about this task as possible
¨ introduce students to “My Thermochem Thoughtbook” template
¨“Inquiry task introduced STU” ppt
¨My Thermochem Thoughtbook
Day 1 of uncovering the curriculum
¨Types of system: closed, open, isolated
¨Specific heat capacity, exo-, endo- processes
¨1a. Intro Thermochem
¨Enthalpy & Enthalpy change
¨Calc. DH from bond dissociation energy
¨Ways to express enthalpy change
¨2a. Enthalpy & enthalpy change
¨Formative quiz: Enthalpy review
¨Took up questions from practice questions in lessons
¨Calorimetry flipped classroom (ppt)
¨ 3b. Calorimetry (flipped) & Bunsen burner lab Stuhandout
¨Calorimetry & Bunsen burner lab performance date
¨Calculating enthalpy of phase change
¨ 3c. Calorimetry, molar H practice wksheet (as HW)
¨ Thermochem quiz 1
¨ Took up calorimetry & Bunsen burner lab
¨ Give class time for grouPS to meet to work on hot/cold pack project. Teams to make use of the Thoughtbook
¨ Revisiting phase change calculations (as students have some difficulties
¨ Took up questions from HW/practice
¨ Gave Formal lab- Enthalpy of neutralization in advance for students to prepare for pre-lab preparation and design their own procedure (Materials were given)
¨ 3d. Phase change calc. revisited
¨ 4. Formal lab- Enthalpy Neutralization
¨ Spontaneity & Properties of delta H
¨ Collected the designed procedure of Enthalpy of neutralization lab from students to give feedback
¨ Give class time for group to work on hot/cold pack prototype
¨4. Spontaneity & Properties of delta H
¨ Enthalpy of neutralization lab performance date
¨ Standard states
¨ Hess’ law
¨ DH of formation
¨ Give class time for independent practice
¨ 5. Standard states, Hess’ law, deltaH formation
¨ Final meeting time for hot/cold project
¨ Buffer date
¨ Hot/cold pack product Expo day (Carousel style)