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Co-funded bythe Seventh Framework Programmeof the European Union FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
Discovering the 5 Es using indicators
Univ.‐Prof. Dr. Anja Lembens Prof. Dr. Simone Abels Mag. Elisabeth Hofer
+43‐1‐4277‐60350 +49‐4131‐677‐2919 +43‐1‐4277‐60353
4 Innovations
1. Create curiosity with Mysteries2. Teach concepts with the 5E learning cycle3. Teach skills with Gradual Release of
Responsibility4. Maintain motivation with Showmanship
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
The 5E-model used by TEMI
ENGAGEENGAGE
EXPLOREEXPLORE
EXPLAINEXPLAINEXTENDEXTEND
EVALUATEEVALUATE
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
• The teacher is on center stage. A problem, a phenomenon or a question is presented. Students’ suggestions and concepts can be addressed, students‘ curiosityis aroused, the importance of the issue can be discussed, learning objectives are formulated, …
Engage
• Now the students are at the center of the action.They plan an enquiry, collect data to solve the problem, and prepare a report to present their work.
Explore
• Again students are in the center of the action. They use the data they have collected to solve the problem and report what they did and try to figure out the answer to the problem. The teacher can introduce new vocabulary to label what the students have already figured out.
Explain
• The teacher can give students new information that extend what they have been learning in the earlier parts of the learning cycle. The teacher can also pose new problems that students solve by applying what they have learned.
Elaborate
Activities in the 5E-model
modified after: http://www.agpa.uakron.edu/p16/btp.php?id=learning-cycle
The 5E modelis not necessarily linear!
The Engage Phase
Demonstration with Storytelling Demonstration with silent stimulus Students trip up on the mystery Table with selected materials Video …
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
Possible openings:
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
Lesson according to 5EThe (un)reliable indicator
idea: Rosina Steininger
Colour ranges
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 Universal indicator
Red cabbage indicator
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
Red cabbageindicator
Universal indicator
pH 4? pH 8?
The experiment you have just seen delivers conflicting results. Which indicator do you trust more? Why?Level 2 (GRR)
1. Phrase a hypothesis and give reasons for this.2. Plan and conduct an investigation to produce
evidence to support your hypothesis.3. Summarise your findings using the A3-template.
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
The Explore Phase
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
+
O
OH
OH
OH
OH
OH
O
OH
OH
OH
OH
OH
OH
O
OH
OH
OH
O
OH
O
OH
O-
OH
O
OH
OH
OH
OH
OH
OH
OHO
-H+ / +H2O
+H+ / -H2O
- H2O
+ H2O
+ H2O
- H2O
- H+
+ H+
pH < 3, rotpH = 4-5,farblos
pH = 6-7, violett pH = 7-8, blau pH > 8, gelb
EXPLAIN
http://daten.didaktikchemie.uni-bayreuth.de/umat/bluetenfarbstoff/bluetenfarbstoff.htm#2
Colours of Cyanidin at different pH-values
redcolourless
blue yellow
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
Red cabbage indicatorwith Sprite®
ca. pH 4
Red cabbage indicatorwith crystal deo solution
ca. pH 4
What does the blue colour of thered cabbage indicator mean?
Red red cabbage indicatorwith NH4Al(SO4)2·12 H2O
ca. pH 4
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
Crystal deo contains aluminium-ammonium-sulfate-dodecahydrate (Alum)
Cyanidin forms chelate complexes with polyvalent metal ions(here Al3+ of the alum)
Extension of the delocalised electron system Shift of the light absorbtion spectrum to blue-violet
OH H O
OH
OH
OH
O
OHAl3+
OH HO
OH
OH
OH
O
OH
… the blue colour is not a pH‐effect, but appears due to a different chemicalphenomenon …
Elaborating the contentDelving into acid-/base-conceptDyes / plant dyesIndicatorsChromatographyComplex formation / metal complexes…
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
The Elaborate Phase
• What do the students know already about this topic? • What concepts do students’ utterances reveal?Engage
• How well are the students collecting data? • Are they carrying out the procedures correctly? • How do they record the data? Is it in a logical form or is it haphazard?
Explore
• Which process are the students using? • How well can students use the information they've collected? • How do they connect new information with their prior knowledge?• How do they use technical vocabulary?• How well do they understand the underlying concept?
Explain
• How good are the students in applying learned skills and knowledge to new questions?Elaborate
modified after: http://www.agpa.uakron.edu/p16/btp.php?id=learning-cycle
EvaluateThe fifth E is transverse
Contact and further information
[email protected] [email protected]@univie.ac.athttps://aeccc.univie.ac.at/temi
[email protected]://teachingmysteries.eu
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 18
