1.
Introduction
In order to
inspire students, see the added value of STEM subjects and careers,
contributing the same way in tacking unfavourable perceptions and the overall
lack of interest in Science, there is a need to reconsider the way STEM
subjects are taught. For this purpose, there is a need for an integrated way of
teaching. More specifically, there is a need to combine Science classes with
other disciplines, ensuring that the integrated STE(A)M education will
contextualize STEM teaching is such a way that it becomes more attractive for
every student.
Right now, there is no integrated STE(A)M education framework in Europe
that will further enhance coherence in STEM education. It is essential to bring
together partners from different countries, already working in STE(A)M
education, policy, pedagogical innovation and professional development of
teachers, educators and school leaders, and engage them in discussions,
planning, implementing and the review of new practices. This will ensure that
the topic is given new and more intense attention within each country.
Therefore, the STE(A)M IT project will lead the way in the creation and testing
of the 1st Integrated STE(A)M framework, aiming to strengthen the
coherence in STEM education by defining collectively with MoEs and STEM
teachers the integrated STE(A)M education framework. The focus group teachers
that will create interdisciplinary and innovative teaching and learning
scenarios, will be used to test the proposed framework of reference for
integrated STE(A)M education.
The creation and implementation of the aforementioned framework is
particularly important for students who do not link STEM subjects and their use
with their everyday life, but most importantly with their future career paths.
The teaching of each STEM subject individually often prevents students from
linking those subjects, consequently missing out on a cohesive educational
opportunity that might largely affect their study path choice and eventually
career.
It is additionally important for teachers of Secondary schools to
work together and fully exploit the benefits of the in-between them
collaboration, while contributing to the creation of innovative and
cross-disciplinary approaches to STE(A)M teaching in education, each adding
their own insight, expertise and knowledge. This collaboration and continuous
feedback aim to provide an opportunity for reflection and support a steady and
much necessary change in formal education but also career consultancy. This
way, schools will assume the additional role of mentorship supporting their
students collectively.
A STE(A)M IT Integrated lesson plan is a teacher's detailed
description of the course of instruction or "learning trajectory" for
a lesson, a guide and a document that will be continuously improved and
updated. Each lesson needs to combine three subjects, two of the subjects must
be STEM and the third subject can be either STEM or non-STEM. Its about
designing educational activities that facilitate deep learning to enhance 21st
century skills such as critical thinking, collaboration, communication and
creativity and divergent thinking. Designing a path based on methodologies such
as Problem, Project and Challenged Based learning allow to incorporate
problem-solving, inquiry and design based learning into the teaching activity
taking care of real challenges in an authentic context, that of our world.
With this in mind, an integrated STEM approach will develop capable
citizens who personally and professionally make informed decisions in their
daily lives and have the power to follow STEM careers and guide innovation at
any age.
Title
"STEAM
- Light and Life"
Authors
Catarina Ramos (Portuguese),
Eugénia Cândido (Portuguese), José Luis Saavedra Míguez (Spanish)
Summary
Light is very important for life and for
photochemical reactions, so this activity will explore photons and
photochemical reactions, such as the darkening of silver chloride and
photosynthesis; it will also explore the topic of chromatography, the role of
pigments in everyday life and art.
This learning scenario aims to make
students aware of the benefits of teamwork, required in different learning
contexts and in the process of acquiring knowledge, competencies, skills, and
experiences that are commonly applied to solve a real-life problem.
Through this learning scenario, students
will put the acquired knowledge into practice and demonstrate their ability to
solve problems. The interdisciplinary content will be the way through which
teachers will set up their teaching activities, using the Project-Based
approach (PBL), while problem-posing and problem-solving, and the Inquiry-Based
Science Education (IBSE) approach, in order to make students acquire some of
the key citizenship skills of the 21st century.
The activity begins by establishing the
framework, reviving previously acquired knowledge, and questioning how light
influences life.
Secondly, the three teachers involved will
implement various experimental activities with students in small groups,
Chemistry (Chemical Transformations-Photochemical Reaction), Biology
(Photosynthesis and Starch Production), Arts (Chromatography and the role of
pigments in everyday life and art) aiming at having students gradually
acquiring specific knowledge and abilities, related to their teaching subjects.
At the end of the activities, the various groups share their conclusions and
debate about them, reviewing what has been done and stressing the importance of
interdisciplinarity.
Thirdly, students will be asked to solve
the initial problem: they will need to use all the specific knowledge and
competencies acquired; they will work in groups to produce videos and posters to
disseminate their job and show their 21st-century skills.
Licenses
Attribution
CC BY. This
license lets others distribute, remix, tweak, and build upon your work, even
commercially, if they credit you for the original creation. This is the most
accommodating of licenses offered. Recommended for maximum dissemination and
use of licensed materials.
Subject (s)
·
STEM Subject 1 - Chemistry - Identify chemical transformations
triggered by light, designating them by photochemical reactions; Perform
chemical transformations that emit light.
·
STEM Subject 2 – Biology - Transformation and use of energy by living
beings: the role of pigments; Photosynthesis: from sun to glucose.
·
Non-STEM Subject 1 – Arts - Chromatography
and the role of pigments in day-to-day and art.
Real-
life questions
1.
Does
light influence a chemical reaction? How?
2.
Why
are there plants next to windows that turn towards the light?
3.
Why
do leaves fall in autumn? Why do they
change color in this season?
4.
Why
are there algae of different colors?
5.
Silver
chloride darkens when exposed to light. Order, increasingly, the intensity of
the darkening of the silver chloride, when exposed to different colored
radiation, green, blue, red, or white. Justify.
6.
What
pigments are present in felt pen inks?
Aims of the lesson
By the
end of the lesson, students are to be able to:
·
Chemistry: Identify
chemical transformations triggered by light, designating them by photochemical
reactions; Plan and execute experimental activities, compare, and discuss
results, come to conclusions.
·
Biology: Transformation and use of energy by living
beings: the role of pigments. Photosynthesis: from the sun to glucose.
·
Arts: Chromatography
- identify different pigments and their applications in everyday life.
Connection
to STEM careers
The
activities developed are associated with:
·
Chemistry: UV lamps product engineer; Lab
technician; Chemists (industrial and materials chemistry); Chemistry designer;
·
Biology: Agronomist (behavior of plant crops in
sunlight, optimization of plant development); Botanist;
Biotechnologist (DNA damage), Pharmacologist and pharmacologist technician;
·
Art: physicist designer.
Age of students
14 -16
years old
Time
Preparation time:
·
2 hours to discuss with
colleagues and define activities.
·
Place
the plant in an environment without light, for 48 h;
·
Cover
a sheet of the plant with aluminum foil and put the plant to light for 12 h.
·
1
hour for each teacher to prepare materials for lessons
Teaching time:
·
Brainstorming
and discussion: 45 min
·
STEM
Subject 1 - Chemistry: 135 min
·
STEM Subject 2 - Biology: 135
min
·
Non-STEM subject - Arts: 90
min
·
Discussion and Conclusions:
45 min
Teaching resources
(material & online tools)
Materials:
Chemistry:
· Sodium chloride solution (0.01mol/dm3)
· Silver nitrate solution (0.01mol/dm3)
· 5 test tubes
· Test tube support
· 3 Lamps of different colors
· Aluminum foil
· Two 1 ml pipettes + Poppet
· Stopwatch
Biology
· Plant with green and white leaves, potted
(e.g. pelargónio)
· Iodate water (starch indicator, stained
blue-violet in its presence)
· Aluminum foil
· Heating plate
· Gobbles (2 large and 2 medium)
· 2 Tweezers
· 2 Boxes of Petri
· Alcohol at 90%
Arts
•
Paper
filter
•
Mortar
•
Scissors
•
Small
glasses
•
Acetone and alcohol. They act like solvents
•
Spoons
•
Leaves
of plants. In this case, red cabbage leaves, oak leaf, lettuce and chard.
Online tools:
·
To answering initial questions and make Scientific
poster or video – students need search engine and video maker;
·
WebQuest.
21st century
skills
How the lesson plan
corresponds to 21st century skills. To find out more: http://www.p21.org/our-work/p21-framework
This lesson plan will allow
students to develop the following skills, defined as 21st-century skills:
Critical thinking – analyzing the data collected during the experiments implemented
in all the STEM lessons; reflecting on the results; coming to conclusions.
Problem solving and Creativity – planning an experimental procedure, thinking about a task
differently, finding new approaches and solutions, writing essays about the
effects of solar radiation on plants and on silver chloride, and discussing
possible ways to solve problems.
Initiative and Communication – Conveying information effectively and efficiently, listening,
observing, empathizing with others, communicating in the conceptualization
phase of each STEM lesson and after the investigation phase of each STEM
lesson, coming to conclusions about the results of the experiments and making
their presentation.
Collaboration - Collaborating in/between groups during the lessons to planning
and executing an experimental procedure and to prepare the final presentation.
STEM Strategy Criteria
|
Elements and criteria
|
How is this criterion addressed in the
learning scenario
|
|
Instruction
|
|
|
Personalization of learning
|
Supporting the development of students’ cognitive
skills by encouraging the use of language and the teaching of science in
context.
|
|
Problem and project-based learning
(PBL)
|
In Biology and Chemistry lessons, students work
collaboratively and devise a solution to the problem.
|
|
Inquiry-Based Science Education
(IBSE)
|
Experimental work implementation starts from an
initial problem, and the students evaluate the results obtained to find a
possible solution.
|
|
Curriculum implementation
|
|
|
Emphasis on STEM topics and
competencies
|
Topics: chemical transformations, photons, radiation,
photochemical reaction, photosynthesis, energy, glucose, pigment, chromatography;
Competencies: Collaborative Work, Critical Thinking,
Communication Skills, Creativity, Initiative, Problem Solving, Perseverance,
Social Skills, Global Awareness, Social Media and Digital Skills.
|
|
Interdisciplinary instruction
|
The three areas, Chemistry, Biology, and Arts,
connect by approaching concepts like photons, radiation, and photochemical
reaction, photosynthesis, energy, glucose, pigment, chromatography in
different ways.
|
|
Contextualization of STEM teaching
|
In autumn students can frequently observe the change
of leaves colors in trees and on the ground. They may also observe the
different colors of algae in the water.
|
|
Assessment
|
|
|
Continuous assessment
|
Existing parameters about the procedure of the
students during collaborative and experimental work.
|
|
Personalized assessment
|
Students' capacity to answer questions sessions and
produce posters, videos, and photographs of the work done.
|
|
Professionalization of staff
|
|
|
Highly qualified professionals
|
All the teachers involved have a degree in a STEM
area.
|
|
Existence of supporting (pedagogical)
staff
|
All the teachers involved have a coordinator of a
STEM area in their schools.
|
|
Professional development
|
The teachers attend MOOC on integrated STEM/STEAM
teaching.
|
|
School leadership and culture
|
|
|
School leadership
|
The teachers can obtain the collaboration of their
director and involve other teachers in the community/school in
interdisciplinary work in STEM/STEAM areas (Learning Scenarios, STEM/STEAM
clubs, etc.)
|
|
High level of cooperation among staff
|
Due to school politics and incentives, the teachers
can be highly motivated to participate in this kind of work.
|
|
Inclusive culture
|
All students have the same opportunities to develop
their skills, despite the existing differences between them.
|
|
Connections
|
|
|
With industry
|
Visit to a company that produces colourful
recyclable paper.
|
|
With parents/guardians
|
Parents are invited to an exhibition of the outcome
products such as 3D materials, photos, posters, and videos.
|
|
With other schools and/or educational
platforms
|
All the pictures and videos of the final work are
posted on STEM platforms, blogs of science and social media, like Facebook
and Twitter.
There will be a connection between STEM clubs from
different schools, in the same or different geographic areas, spreading the
practices implemented.
|
|
With universities and/or research
centers
|
Invite a researcher who works in the areas of
photons and light sensors.
|
|
With local communities
|
Students prepare a science communication about the
work done and its importance to parents and locals.
|
|
School infrastructure
|
|
|
Access to technology and equipment
|
The school makes available some cameras, material
lab, and digital equipment.
|
|
High quality instruction classroom
materials
|
The school makes available high-quality instructions
materials like 3D Models, robots, sensors, microscopes, digital interactive
whiteboards, etc.
|
Lesson Plan
The implementation of integrated STEM
teaching and learning is facilitated by the use of specific pedagogical
approaches (PBL, IBL, etc). In order to facilitate the research done by the
teachers and the design of activities by teachers, a selection of such
approaches is presented in Annex 1. Maintaining Annex 1 in the Learning
Scenario and citing where necessary is mandatory.
|
Name of activity
|
Procedure
|
Time
|
|
1st Lesson
|
|
Brainstorming and
discussion
|
Suggest
students provide a quick answer to the following questions:
1.
Does
light influence a chemical reaction? How?
2.
Why
are there plants next to windows that turn towards the light?
3.
Why
do leaves fall in autumn? Why do they
change color in this season?
4.
Why
are there algae of different colors?
5.
Silver
chloride darkens when exposed to light. Order, increasingly, the intensity of
the darkening of the silver chloride, when exposed to different colored
radiation, green, blue, red, or white. Justify.
6. What pigments are present in felt pen
inks?
|
15‘
|
|
Discussion and
preparation for the next lesson
|
Students are given time to discuss their ideas,
research, and come up with concrete answers.
|
30’
|
|
2nd Lesson
|
|
STEM Subject 1
Chemistry
|
Chemical
Transformations - Photochemical Reaction
|
|
|
Before
the experimental run:
Given the list of material students, in
small groups, must elaborate and perform an experimental procedure.
The teacher should clarify the students'
doubts, and smile at the students without intervening directly.
|
25’
|
|
Experimental execution:
Carrying
out the experimental activity planned by each group.
For example:
|
90’
|
|
Post-laboratory
questions:
Students
must come up with the answer to the initial question: "What will be
the increasing order of the darkening of silver chloride when exposed to
radiation, green, blue, red, and white?"
Students compare the conclusions with
the theoretical hypotheses.
|
20’
|
|
Learning products
|
At the end of
this lesson, students must prepare a scientific poster per group, explaining
the procedure planned and executed, data analysis, conclusions, and answers
to the initial questions.
|
|
3rd Lesson
|
|
STEM Subject 2
Biology
|
Photosynthesis and starch production
|
|
|
Before
the experimental run:
1.
The
plant was in an environment without light for 48 h;
2.
A leaf was covered with
aluminum foil, and the plant was in light for a few hours;
Experimental
execution:
1. Cut a leaf that wasn't covered (A) and
the covered leaf (B);
2.
Insert these leaves into
boiling water (in the large globules) for five minutes;
3. Insert the leaves, boiled in boiling
alcohol, in a water bath, until they are bleached (discoloration means the
destruction of the photosynthetic pigments);
4.
Place the leaves on Pétri
plates, with iodinated water;
5. Register your observations.
|
90’
|
|
|
Post-laboratory questions:
·
Explain
the difference in results regarding the presence/absence of starch.
·
Explain
the uniform non-distribution of starch on the leaf.
· Compare the conclusions with the theoretical
hypotheses.
|
45’
|
|
Learning products
|
At
the end of this lesson, students must prepare a video or a scientific poster,
in groups, with conclusions.
|
|
4th Lesson
|
|
Non-STEM subject - ARTS
|
Procedure:
1.
Cut several strips of filter paper of similar size.
2.
Cut the leaves of the different plants to be analyzed in the
experiment and crush them in a mortar. Place the leaves of each plant in
different mortars.
3.
Pour 10 milliliters of the solvent into a small cup. Next, a small
amount of one of the crushed leaves is placed in said cup (approximately a
small spoon). Mix with a spoon.
4.
Two strips are placed inside the glass in two ways: either supporting
the top of the strips on top of each other in an A shape or in a V shape
without the strips touching. The lower part will be wet with the solvent
mixture, while the upper part will not. (This is done with the three plants,
each in a cup.)
5.
After about 15 minutes, the strips are removed.
|
60’
|
|
Post-laboratory issues:
Students can perform measurements and calculations.
|
35’
|
|
Learning products
|
Chromatography
art product. For example:
|
|
5st Lesson
|
|
Discussion and Conclusions
|
·
Each
group presents its conclusions debating its ideas.
·
Students review and
reflect upon the procedures and what could be improved.
|
35’
|
|
|
|
The teacher also throws in a few more questions:
·
Are
there, on the other hand, chemical reactions that produce light?
·
Present
examples of this phenomena in day-to-day life and in
nature.
|
|
10’
|
Assessment
Brainstorming; debates; protocols developed; experimental activity;
synthesis; direct observation; scientific poster; video; presentation of
group work.
Initial assessment
Outcome of the class conversation during
the brainstorming and debates sessions.
Formative evaluation
Protocols developed by the students;
experimental activity; construction of a synthesis and presentation of group
work in front of the class (scientific
poster and video)
Final assessment
Record a video of up to three minutes on the topic of each experiment.
The following questions need to be addressed in the video to assess
students' knowledge:
1. What did you hope
to get???
2. What did you get???
3. Is it what you
expected? Why?
Students use their
cell phones to create short videos with their groups.
Student feedback
Students will answer the following
questions in Teams Forms or any other online form platforms
of choice:
• What was the goal of the class?
• How can you use the new
information in real life?
• How useful was the content of
the classes?
• What did you like about the
project?
• What would you improve?
Teacher feedback
The teachers are expected to provide feedback on how the
lessons were received and implemented.
Writing the scenario was an
interesting experience and inspiration for further action.
We advise other teachers to adapt
this and every scenario to the needs of their students, choosing relevant
information about their age, country, and so on, always considering its
relevance and overall interest and added value for students.
We divided our work into
subjects, and each of us did our part of the lesson, but other colleagues
supervised students' work and helped implement the task. We supported each
other.
After the class, students must
understand that combining STEM subjects helps in understanding real problems.
Annexes
A thorough list of the materials
used will be asked from all teachers. Those materials will be cited as Annexes
and they can be further cited in the learning scenario.
Annex 1
PEDAGOGICAL TRENDS IN EDUCATION
IBSE adopts John Dewey’s principle that education begins with
curiosity (Savery, 2006), and makes students go through all the steps of
scientific research: ask a question, develop a hypothesis, plan how to test
this hypothesis, collect data, analyse the results and share it with peers
(Pedaste et al. 2015). IBSE is ideal for science education, because it makes
teaching more hands-on, and is perfect to learn how scientific research works.
Students learn how to formulate questions answerable through experimentation.
The teacher has both a facilitator role and an instructor role, making it an in-between
method compared to full facilitation in problem-based, and instruction in
project-based learning. However, the approach can be gradually made
student-directed; students can start an IBSE project with a question provided
by the teacher, and then can come up with their own questions to transfer what
they learned for deeper learning.
IBSE does not only tap into
creativity, problem-solving, and critical and analytical thinking. It also sets
the stage for learning about how to collect and interpret data (become science
and data-literate), and how to do this ethically and reliably. All these are
skills of the 21st century, where data is abundantly available in
every part of life.
As mentioned in the recent
European Schoolnet publication, while inquiry-based science education (IBSE)
has been already around in STEM education for decades, there is still much room
for improvement in teachers’ development and continued dissemination of
innovative pedagogical approaches. To highlight the impact of IBSE, its challenges,
and the initiatives addressing these, we published the “Teacher Training and
IBSE Practice in Europe, A European Schoolnet overview”.
Research shows that IBSE results
in greater interest in Science, and motivation for STEM careers. Another important
observation from the publication is that the benefits of IBSE are long-term and
maintained, in contrast to the short-term acquisitions of traditional
pedagogies that also come with less inclusion of both genders, and less
interest in STEM.
One challenge is teacher support:
teachers report that they receive little support in implementing IBSE in their
classroom. Another challenge to IBSE is standard assessment: PISA tests, as
well as end-of-secondary-education exams, are still more focused on recall and
repeated-drill exercises, deterring the use of more diverse pedagogies. In
order to better integrate inquiry-based methods in school curricula,
standardized tests also need to evolve along with traditional pedagogies.
Problem-based learning (PBL) is a student-centred
multi-disciplinary method that was initially adopted in medical education as a
means to put multiple topics in context (Newman, 2003) PBL aims to
make students good problem-solvers in the real world: for instance, to put
knowledge from multiple disciplines into use, and be able to work with others
productively. After all, real-world problems are hardly ever solvable by one
single discipline and one single person.
A PBL activity consists of
working on an open-ended, even ill-defined question, with no solution provided
by the teacher. Students need to work collaboratively and devise a solution to
the problem by themselves. The key component is that it is student-centred;
students are more motivated when they are responsible for the solution to the
problem, and when the whole process rests with them (Savery, 2006). Decades of
research has established that although students who went through PBL do not
necessarily score better on standardized exams, they are definitely better
problem-solvers (Strobel & van Barneveld, 2009).
Project-based learning also involves
collaborative learning and finding a solution to a problem. However, the
process and the end product are more specified from the beginning. Students
work on a project for an extended period of time, a project that will produce a
solution to a complex question or solve a complicated problem. The role of the
teacher is more active here because multiple obstacles are typically
encountered in the production of something like a rocket, or a space habitat,
and these obstacles mark the moments for the teacher to instruct specific
topics.
Finally, with challenge-based learning (CBL) (Johnson et al. 2009), students are again asked to develop a
solution to a problem. However, they are only provided with a “big idea”, a
societal problem that they need to address with a challenge of their choosing
(e.g. disinterest in mathematics, low upturn in elections). While the use of
technology can be considered optional in other trends, technology needs to be
incorporated in every step in CBL. Similar to project-based learning, there is
an end product, although this product is determined in the process, not at the
beginning. The focus is on the use of ICT in the collection of data and sharing
the results.
If IBSE recreates scientific methodology in
the classroom, design thinking (DT) does
the same for design and prototype production. DT helps students develop the
skill to identify problems and needs in the society, and entrepreneurship. DT
can be implemented within problem or project-based learning; the difference is
that the problem is identified by students, and the end product is a prototype
to solve the problem. The product is tested and refined in multiple iterations.
Students go through a cycle of steps: (1) empathize; (2) define; (3) ideate;
(4) prototype; (5) test.
In a classroom where all students are
facing the instructor, each moment there will be students drifting from the
topic, even if for thinking deeper about a specific point in the lecture. It is
challenging to have the undivided attention of the whole classroom because each
student has a different way of learning and a different pace. With online
content, students can learn the material at home at their own pace. In turn,
the teacher can use the classroom to engage students in debates, projects and
group assignments. Blended-learning and flipped classroom are instructional
strategies that help students learn in their own pace, and deepen their
learning with making the most of classroom hours. Although these concepts are
used interchangeably, they are slightly different: while blended learning
complements online learning with class instruction and support, the flipped
classroom requires students to learn the material before coming to class and do
assignments and projects during class hours.
Content and language
integrated learning (CLIL) is a well-positioned pedagogical approach that
emphasises on the integration of foreign language and thematic content within
the context of all school subjects. CLIL is a pedagogical approach that allows
to teachers and students use a foreign language as the medium of instruction in
non-linguistic subjects, allowing this way the practice and improvement of both
the second language and the immersion to subjects that may vary from science
subjects to humanities. According to Cenoz et al. (2013) "the European
Commission and the Council of Europe have funded many initiatives in support of
CLIL because it responded to a need in Europe for enhancing second-language
(L2) education and bilingualism that was well-received" and research further supports that
CLIL is applied successfully in task-based pedagogies. In addition, when it
comes specifically to the application of CLIL in the science classroom there are
specific advantages including enabling learners to learn a school subject that
exists in their curriculum using the respective second language they are
learning, provide authentic learning settings while using the resources
available at their school and support learners’ cognitive skills by equally
supporting language practice and the teaching of science context.
References
·
Bowers,
C. (2002). Toward an eco-justice pedagogy. Environmental Education Research, 8 , 21–34.
·
Cenoz, J., Genesee, F.,
Gorter,D., Critical Analysis of CLIL:
Taking Stock and Looking Forward, Applied Linguistics,
Volume 35, Issue 3, July 2014, Pages 243–262, https://doi.org/10.1093/applin/amt011
·
Durando, M.,
Sjøberg, S., Gras-Velazquez, A., Leontaraki, I., Martin Santolaya, E. &
Tasiopoulou, E. (2019). Teacher Training and IBSE
Practice in Europe – A European Schoolnet overview. March 2019, European
Schoolnet, Brussels.
·
Gabillon, Z., Ailincai, R. (2013)
CLIL: A Science Lesson with Breakthrough Level Young EFL Learners, Education,
Vol. 3 No. 3, 2013, pp. 168-177. doi: 10.5923/j.edu.20130303.05. Hadjichambis,
A. “Pedagogical Approaches on the Education for Environmental Citizenship”. 1st
European Training School, Lisbon, Portugal, October 24-45, 2018.
·
Johnson, L.F., Smith, R.S.,
Smythe, J.T. & Varon, R.K. (2009) Challenge-Based Learning: An Approach for
Our Time. Austin, Texas: The New Media Consortium. Retrieved April 17, 2019
from https://www.learntechlib.org/p/182083/.
·
Kemmis, S., McTaggart, R.,
Nixon, R. (2013) The action research planner: Doing critical participatory
action research. Springer, London.
·
Lorenzo, F., Casal, S., Moore, P.,
The Effects of Content and Language Integrated Learning in European Education:
Key Findings from the Andalusian Bilingual Sections Evaluation Project, Applied
Linguistics, Volume 31, Issue 3, July 2010, Pages 418–442, https://doi.org/10.1093/applin/amp041
·
Newman, M. (2003) A pilot
systematic review and meta-analysis on the effectiveness of problem-based
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M.E. (2015) Science and Democracy in Youth Environmental Action – Learning
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Annex 2
Another example
of a possible procedure (remember that students are free to build their own
experimental procedure)
AL 2.4 - PHOTOCHEMICAL REACTION
Goals
Investigate the
effect of visible light on silver chloride.
Theory and method
Silver Chloride
is a salt that is sparingly soluble in water. When exposed to visible light, it
may undergo the following photochemical reaction, which will cause it to
darken:
2AgCℓ(s) → 2Ag(s)
+ Cℓ2(g)
Silver Chloride
will be prepared in situ by mixing an aqueous solution of Silver Nitrate with
one of Sodium Chloride, with the following precipitation reaction occurring:
AgNO3(aq)
+ NaCℓ(aq) → AgCℓ(s) + NaNO3(aq)
We will prepare 5
samples, in 5 different test tubes. Each of the samples will be wrapped in one
of five ways:
• With aluminum
foil.
• With blue
cellophane paper.
• With red
cellophane paper.
• With green
cellophane paper.
• No wrapping.
After the test
tubes are wrapped, we will wrap the set with aluminum foil. Then we mix.
After all tubes
have Silver Chloride, we transport the five samples to a place where there’s sunlight.
Finally, we
removed the aluminum foil, exposing the whole to light. After about 15 minutes
we record the observed results.
We will observe
that the more intense the incident light, the darker the contents of the
beaker.
Investigate the
effect of visible light on silver chloride.
That is, ordering the test tubes from the
darkest to the lightest content, you have:
1. Tube
without wrapping.
2. Tube
with blue cellophane paper.
3. Tube
with green cellophane paper.
4. Tube
with red cellophane paper.
5. Tube
with aluminum foil.
In the unwrapped tube, all radiation will
focus on the Silver Chloride, so this will decompose in greater quantity,
forming more silver and darkening the contents of the tube.
In tubes with cellophane paper, only
visible radiation will affect Silver Chloride, whose color is the same as the
paper. The more energetic the incident radiation, the more Silver Chloride will
decompose.
In the tube with aluminum foil, all
incident radiation will be reflected, so that its contents will darken very
little.
Material
• Test tube support
• Five test tubes
• One opaque cap for each test tube
• Aluminum foil
• Blue, red and green cellophane paper
• Pipette
Reagents
• Aqueous Silver Nitrate Solution
(0.010mol/dm3)
• Aqueous Sodium Chloride Solution
(0.010mol/dm3)
Procedure
1. Prepare the five test tubes:
1. Wrap the 1st in aluminum foil.
2. Wrap the 2nd in blue cellophane paper.
3. Wrap the 3rd in red cellophane paper.
4. Wrap the 4th in green cellophane.
5. Don't wrap the last one.
2. Place all test tubes in the proper rack
and wrap the set in aluminum foil.
3. Measure 1.0mL of aqueous silver nitrate
solution with a pipette into each of the test tubes.
4. Measure 1.0mL of aqueous sodium
chloride solution with a pipette into each of the test tubes and stopper with
opaque caps.
5. Transport the set to the place where it
will be exposed to sunlight and remove the aluminum foil.
6. After approximately 15 minutes of
exposure to light, remove aluminum and cellophane and record observations.
Results
Change the Packs of test tubes A, B, C, D,
and E so that you can see different results.
Exercise Suggestions
Each test tube will have a different package, so we can compare how the
Silver Chloride will darken when the light of different intensities shines on
it.
Test tubes:
Aluminum Foil - A
Blue Cellophane Paper – B
Red Cellophane Paper - C
Green Cellophane Paper - D
Unwrapped - And
Exposing Silver Chloride to light
Tubes sorted from lightest to darkest:
Tube A → Tube C → Tube D → Tube B → Tube E
References https://www.simulafq.pt/Quimica/10Ano/AL2.4/index.html
Annex 3
Biology
practical activity
Photosynthesis and Starch Production
Material:
• Plant with green and white
leaves, potted (ex: pelargonium);
• Iodized water (starch
indicator, staining blue-violet in your presence);
• Tin paper;
• Scissors;
• Heating plate;
• Bain-marie;
• 4 beakers:
• 2 Petri dishes;
• 90% alcohol.
Procedure:
Before the trial run:
• The plant was placed in an
environment without light, for 48 hours;
• A leaf was covered with tin
paper and the plant was placed in the light for a few hours;
Experimental run:
• Cut a leaf that has not been
covered (A) and the leaf covered (B);
• Put these leaves in boiling
water for five minutes;
• Place the leaves, boiled, in boiling
alcohol, in a bain-marie, until they become discolored (discoloration means
that the photosynthetic pigments have been destroyed);
• Place the leaves in Petri
dishes, with iodized water;
• Records the observed.
Post-laboratory issues:
1. Explain the difference in results
regarding the presence/absence of starch.
2. Explain the non-uniform
distribution of starch in the leaf
References https://www.infoescola.com/biologia/fotossintese/
Annex 4
Experimental part Art
- Chromatography
Chromatography is a technique used for the
extraction, separation, and subsequent analysis of pigments found in plants.
The English chemist Archer John Porter Martin and the English biochemist
Richard Laurence Millington Synge were the discoverers of chromatography in
1943. This discovery provided the means for exploring the constituents of
plants and for their separation and identification. (10)
Chromatography can be done in different ways,
all equally valid. The technique used in this experiment and the materials used
are as follows:
Materials:
-Paper filter.
-Mortar.
-Scissors
-Small cups.
-Acetone and alcohol. They act like solvents.
-Spoons.
-Leaves of plants. In this case, red cabbage
leaves, oak leaf, lettuce, and chard.
Procedure:
Several strips of filter paper of similar size
are cut. In this experiment, the strips were 11 centimeters long and 2.5
centimeters wide.
The leaves of the different plants to be
analyzed in the experiment are then cut and crushed in a mortar. Each of them
is placed in different mortars.
After preparing the filter paper strips and the
crushed sheets, pour 10 milliliters of the solvent into a small cup. Next, a
small amount of one of the crushed leaves is placed in said cup (approximately
a small spoon). Mix with a spoon.
Then, two strips are placed inside the glass in
two ways: either supporting the top of the strips on top of each other in an A
shape or in a V shape without the strips touching, as can be seen in the image.
The lower part will be wet with the solvent mixture, while the upper part will
not. It is important that the strips do not stick together as one
chromatography can interfere with the other.
This is done with the three plants, each in a
cup.
After about 15 minutes, the strips are removed
and rf measurements and calculations can be performed.
Rf (rate factor, in Spanish, delay or retention
factor) is a parameter that represents the relationship between the distance
traveled by the pigment and the distance traveled by the solvent. (11) Its
formula is as follows:
Rf: Distance traveled by the pigment Distance
traveled by the solvent
The result must be between 0 and 1.
Example:
The solvent carries the pigment as it moves up
the strip. Each pigment is transported to a certain level, as not all are
equally soluble. The more soluble pigment will travel a greater distance, while
the less soluble pigment will travel less; therefore, a very small value
indicates that the pigment is poorly soluble. On the other hand, a value very
close to 1 shows that this pigment is very soluble. (12)
TESTS CARRIED OUT FOR
TUNING THE CHROMATOGRAPHIC TECHNIQUE.
First chromatography.
First start of this practice. It was done as
explained above using alcohol. 2 chromatographs of each sheet were obtained (in
total 6 chromatographies). With the results, it was observed that only the blue
color (anthocyanins) appeared in the red cabbage, while the green color
(chlorophyll) and the yellow color (xanthophylls) were observed in the
chromatography of the three different plants. The experiment is based on these
three types of pigments.
Second chromatography
As on the first day, alcohol was used and two
chromatography were performed on each sheet. The results were similar to the
first day. In addition to performing the normal chromatography, two other
chromatographies were carried out on each sheet by increasing the temperature,
to verify if the rf varied with the variation in temperature. It rose to 40
degrees, measured with a thermometer. For this, a candle and a holder were used
to place the sample on top of the candle. The strips were placed inside the
beaker while the sample was being heated. 15 minutes left. The results did not
differ from normal chromatography, so this experimental technique with heat was
discarded.
Hypothesis that explains why the result has not
changed. It can be for several reasons:
-The temperature did not rise enough to change
the result. No further heat was applied because the container was made of glass
and the solvent (alcohol) is flammable.
-The filter paper strip was placed from the
beginning of the heating process. That is, chromatography could have started
before the sample temperature had risen.
Third chromatography.
The practice was carried out with the steps
indicated above but by changing the solvent. Acetone was used. The solvent was
changed to try to obtain a clearer chromatography, as although those carried
out with alcohol they could be distinguished
Fourth chromatography.
Chromatography with the help of 2nd and 3rd
year E.S.O. students, on the occasion of an experimental workshop for the
cultural day. About 30 chromatographs were obtained from each of the three
plants using the technique described in the third chromatography (the solvent
was acetone).
References
(1) Plaza Escribano,
Concepción. Biología y Geología. 1º Bachillerato.Anaya. 2015.
(2) “Plantas:
Características, Partes y Clasificación.” Portal Educativo, 5 sept. 2014.
https://www.portaleducativo.net/cuarto-basico/633/Plantas-
caracteristicas-partes-clasificacion.
(3) “Introducción a La
Fotosíntesis.” KhanAcademy,
es.khanacademy.org/science/biology/photosynthesis-in-
plants/introduction-to-stages-of-photosynthesis/a/intro-to-photosynthesis.
(4) “Luz y
Pigmentos Fotosintéticos.” Khan Academy,
es.khanacademy.org/science/biology/photosynthesis-in-plants/the-light-
dependent-reactions-of-photosynthesis/a/light-and-photosynthetic- pigments.
(5) Pérez-Urria Carril,
Elena. Fotosíntesis: Aspectos Básicos. Reduca (Biología). Serie Fisiología
Vegetal., 2009, pp. 1–47, Fotosíntesis: Aspectos Básicos. http://eprints.ucm.es/9233/1/Fisiologia_Vegetal_Aspectos_basic
os.pdf.
(6) “Pigmentos Antena.”
Fotosíntesis, Luz y Vida, 29 Dec. 2015,
fotosintesisluzyvida.blogspot.com/2015/12/los-pigmentosantena-son- moleculas-que.html.
(7) Briceño,
Katherine. “Pigmentos Fotosintéticos: Características y Tipos Principales.”
Lidefer.com, www.lifeder.com/pigmentos-fotosinteticos/.
(8) “Antocianinas.”
EcuRed, www.ecured.cu/Antocianinas.
(9) Anabolismo. Tema 18. IES
Gil y Carrasco.
Anabolismo.drive.google.com/file/d/1UcuA0kY7gJrnaFD61b1F
bxpFHKR_WbfI/view.
(10)“Cromatografía
En Papel.” Químicaencasa.com, Mariangel Zapata, 31 Oct. 2017,
quimicaencasa.com/cromatografia-en-papel/.
(11) Torossi,
Favio Daniel. Una Experiencia Sencilla Con Fundamentos Complejos: La Separación
De Pigmentos Fotosintéticos Mediante Cromatografía Sobre Papel. Favio Daniel
Torossi Baudino, 12 Dec. 2017, https://dialnet.unirioja.es/descarga/articulo/2510362.pdf.
(12) Plant Pigment Chromatography.
2010, portal.ciser.ttu.edu/files/science_education/Traveling
Lab Curriculum/Plants/Plant_Pigment_Chromatography.pdf.
(13) “La
Luz: Ondas Electromagnéticas, Espectro Electromagnético y Fotones.” Khan Academy,
https://es.khanacademy.org/science/physics/light-waves/introduction-to- light-waves/a/light-and-the-electromagnetic-spectrum.
