ISSUE Project 118171CP1SEComenius 2'1' WATER FOR LIFE Dissolving

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ISSUE Project118171-CP-1-SE-Comenius
2.1.WATER FOR LIFE Dissolving
Universitatea din Pitesti


Ion IOSUB

• Ion IOSUB
• Faculty of Science
• University Of Pitesti

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ContentIntroductionThe purpose of the course
Subjects involvedThe content of the
courseObjectives in the national curriculaThe
results of the national test in connection with
specific objectives for the learning sequences
correlated with every day conceptionsThe
planning of the teaching-learning sequencesa)
the correlation with following objectives
specific to the topicb) the correlation of the
planning of the learning sequences with the
investigation of the students every day
conceptions The progress evaluationb1) Initial
evaluation stage-pre testingb2) Final evaluation
stage-post-testing
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INTRODUCTION The main purpose of the course
is teaching the concepts related to water and its
remarkable properties correlated with the
existence and maintaining life. There were
noticed several misconceptions with students
information regarding the concepts, processes and
properties that involve water and life. The
integral approaching of the chemistry, physics,
biology and mathematics concepts in relation with
the representative properties of water and
solutions, and the correlation with the living
world, will provide the student with optimum
conditions for a motivated conceptual change.
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The chosen subject represents a way to teach what
may help in clarifying the misunderstandings and
correcting the mistakes made about the phenomena
from the environment, that imply water and it's
properties, the feeding of the plants and of the
animals, maintaining the thermical equilibrium
thru transformations of the water's phases.
Integration of subjects WFLD sequences are
connected around of the vital fluid the water.
Specials properties of water determine the
special conditions of life. The WFLD sequences
can offer to the pupils, at 6th-8th grade level
(12-14 years), the chance of a way to understand
some of the connections between water and life.
Also, in this area, the teacher can offer to the
pupils the best conditions to change the everyday
students conceptions. The properties of water
are special compared to other of similar chemical
compounds. These special properties can be
discovered by the pupils by studying plants,
animals and environment. The role of water in the
thermal equilibrium control is one of the common
properties.
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Subjects involved Chemistry - The natural
state and the spread of water in nature - The
composition of water - The particle model of the
water molecule - Particle with electric charge
ions, ionic substances Physics - Diffusion The
movement of particles in water - Physical
properties of water aggregation states and phase
transformations, melting-solidification,
boiling-condensation points, heating,
cooling-phenomena that produce different
transformations - Positive and negative
electric charge, their interaction through
attraction and rejection - The role of water in
thermal regulation of the environment
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Biology - The water within plants and animals -
The role of water in physiological processes such
as transpiration, nutrition, blood
circulation - The role of water thermal
regulation of living organisms
Mathematics -The calculation and expression
of the concentration of solutions -The
calculation of the volume of different solid and
liquid substances
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The content of the course Leson nr. 1 Why is
water unique? Leson nr. 2 Water vaporization
and condensation in the surrounding
environment Leson nr. 3 Water melting and
solidification Leson nr. 4 The role of water
in regulating the temperature of the living
systems Leson nr. 5 The role of water in
maintaining the thermal balance of the
environment Leson nr. 6 Dissolution. Water as
an excellent solvent Leson nr. 7 Solutions
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Objectives in the national curricula To apply
different models in order to describe the water
structure, diffusion and dissolution processes,
the evapo-transpiration phenomenon of water,
carry out an investigation on dilution-concentrati
on of the solutions, rules regarding the solving
of concentration problems. To carry out
experimental activities and to interpret the
results of simple activities in order to
emphasize different physical processes such as
dissolution, vaporization and condensation, the
processes of water melting and solidification,
different physiological processes of plants such
as absorption, circulation, measurements in order
to characterize different factors that influence
dissolution, the properties of solutions. To
investigate the properties and transformations of
the substances in order to carry out an
investigation on dilution-concentration of the
solutions. To establish the relations between
the environment factors and water phase
transformations, the environment factors and
diversity of plants, the environment factors that
produce the process of water melting and
solidification, different phenomena and the
properties of solutions.
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To observe the changes within the organs of
different plants according to the environment
conditions, the changes within the organs of
different plants according to the environment
conditions. To carry out measurements in order
to point out different properties of water such
as volume in solid and liquid state. To form
results and conclusions reached through
discussions within group activities To express
extrapolations-predictions on the basis of
experimental results, debates, and commentaries
regarding the physiological processes and the
factors that influence them. To use properly the
laboratory equipment in order to study the
preparation of the solutions, proper methods and
adequate means to explore and investigate the
vegetal world, preparation of the solutions. To
represent information which result from
experiments and demonstrations related to
transformations, under the form of observation
sheets and tables, facts which result from
experiments and demonstrations regarding the
transformations, under the form of observation
sheets and charts
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The results of the national test in connection
with specific objectives for the learning
sequences correlated with every day
conceptions a) A part of students make
mistakes -water is an elemental compound
-transpiration is a process on the surface of
the human and animal skin, not at plants -by
evaporation water mass decreases -melting is
done with a loss of mass -melting is caused by
an increase in temperature but it does not
associate any thermic phenomenon with solidity
(solidification) -the only role of the plant
roots is to fix plants into the soil
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-through the root only water can be absorbed
-the only role of the stem is to support the
plant -water is only received by plants, it is
not released in the atmosphere -water which is
transferred on the soil as a liquid comes
directly from atmosphere where it is formed
continually -the property of dissolving is
exclusively for water -water is unique
solvent -dissolving represents a mixing
process, no matter the amounts of the substances
involved -water represents exclusively food
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b) Other students make confusions
between -pure water and different
solutions -disappearing of water during
evaporation and the mixing of water vapors with
air and rain drops -nocturnal elimination of
drops of water through the leaves of
plants -atmospheric vapor condensation as rain
and direct transfer of liquid water from the
clouds to the ground -melting and dissolving
-pure water and different solutions -mixture
and combination -dissolving and chemical
process -the colorless transparent solutions
and pure water -dissolving a substance in water
and its disappearing
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c) We notice preconceived ideas of the student
regarding -the immobility of water inside the
environment systems where it is found -only the
contribution of surface water evaporation to the
process of clouds formation, without considering
plant transpiration -the process of melting
which is not understood as a phenomenon opposite
to solidification and the evaporation as a
phenomenon opposite to condensation -easier
understanding of solid substances dissolved in
water than liquid or gaseous substances
dissolving.
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The planning of the learning sequences a)The
correlation with following objectives specific to
the topic -Students will focus their activities
on identifying the weight of water (represented
by water) in different media, living things and
food (aliments) -Students will illustrate the
presence of aggregation states of water in
different media and will explain the conditions
under which these states remain the same -
Students will link the abundance/ lock of
vegetation and the excess/ lock of water in
different regions -The students will be able to
identify aspects of plants adapting to drought
conditions
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-The student is expected to collect, analyze and
record information using tools including beakers,
gradated cylinders, weather instruments, timing
devices, hot plates and thermometers. -After
repeating the experiments, the students will
determine the physics constants of the water
which are called points of boiling-condensation
-Students will be able to explain the role of
water in adjusting some environment systems
temperature -By means of experiment, students
will discover the changes water experiences
regarding the state of aggregation, when water
get or gives up heat -Student will prove their
ability of measuring temperature by using a
thermometer they will be able to conclude over
the physics constant of water the point of
melting-solidification -Students will be able
to suggest the physiological consequences
resulting from these properties by solving
problem situations regarding rapid changes of
temperature inside the environment
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-The student is expected to Plan and
implement investigate procedures of spontaneity
mixture of water particles with the particles of
other compounds, including asking questions,
formulating testable hypotheses, and selecting
and using equipment. Collect data by observing
and measuring Analyze and interpret
information to construct reasonable explanations
from direct and indirect evidence
Communicated valid conclusions Construct
graphs, tables, maps and charts using tools
including computers to organize, examine and
evaluate data. -The students will discover by
means of experiment the changes water experiences
regarding vaporization and condensation when
water gets or gives up heat
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-Students activities will focus on experiments
of discovering the absorption function of water
and mineral salts in the soil, through the
roots -Students will notice the links between
the stern structure and the function of leading
the crude sap and elaborate sap -By talking,
student will be able to identify aspects of
plants adapting to drought conditions and a role
of plant transpiration. -Students activities
will be oriented to identifying the forms of
water as existing in the environment. -Students
will identify the water cycle and decay of
biomass as examples of the interactions between
matter and energy. They will identify life
processes and the relationships between structure
and function of organisms. -Students will
exemplify the presence of water in different
states of aggregation and will specify under
which conditions these states appear and
maintain. -The students will focus their
activities on identifying the importance
represented by water in different environments,
living beings and aliments.
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• In its turn, the water molecule consists of
  smaller particles called atoms two atoms of
  hydrogen and one atom of oxygen.
• These atoms have electric charge which determine
  the important properties of water.
• Each cell, beginning with the cell of a
  bacterium and ending with the animal or plant
  cells, uses diffusion in different changes of
  gas, nutrients or useless substances, with the
  environment.
• The particle flux is determined by the
  concentration within the interior or exterior of
  cells.
• Teaching strategies Dialog, discussions and
  situations problem solving, observing the
  movement of water particles and diffusion of a
  dyestuff in water with the help of computer
  model animation, experimental exploration
  diffusion (E1)

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• b)The correlation of the planning of the learning
  sequences with the investigation of the students
  every day conceptions
• Leson nr. 1 Why is water unique?
• Scientific content key concepts
• Water is a substance that has numerous
  properties the most important of them is that
  water is essential in life.
• The cells in our body contain a lot of water,
  being surrounded by water and using water to
  transport the essential dissolved substances. Any
  cell can be approximate as solution for the
  inorganic and organic compounds, through a
  membrane. This membrane regulates the water flux
  and the dissolved substances towards the interior
  and exterior of the cell.
• It is the only substance within the natural
  environment that can be found under the 3 states
  of aggregation liquid, solid and gaseous.
• Water is made of particles called molecules,
  which are in a continuous movement.

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Leson nr. 2 Water vaporization and
condensation in the surrounding
environment Scientific content key
concepts The transformations of water regarding
the vaporization and condensation, when water
receives or gives off heat. The factor
temperature The physical constants of water,
called boiling-condensation points. The
physiological properties of plants and animals
taking into account the properties of water
during evaporation and condensation. The role of
water in temperature regulation of different
systems. Teaching strategies Dialogue,
experimental exploration water boiling (E2),
discussions and problem solving
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Leson nr. 3 Water melting and
solidification Scientific content key
concepts - Water is found under the
three aggregation states solid, liquid and
gaseous - The physical constant of water the
melting-solidification point. - It takes a
relatively large quantity of heat to transform
the ice into liquid water - The transformation
of liquid water into ice takes place with caloric
emission. Teaching strategies Dialogue,
experimental exploration ice melting (E5),
discussions and problem solving
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Leson nr. 4 The role of water in regulating
the temperature of the living systems The
Scientific Content (key concepts) Water
circulation within plants is a continuous
process Water and the mineral salts from the
soil make the raw sap, which is absorbed through
the root. Water is transported through the stem
to leaves where the nutritive substances are
produced, under the form of the elaborated sap,
which circulates in the whole body of the plant.
Plants transpiration and goutiness is a self
protective reaction to the temperature increase
of the environment Teaching strategies Dialogue,
experimental exploration The absorption force
of the roots (E7), discussions and problem
solving
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Leson nr. 5 The role of water in maintaining
the thermal balance of the environment Scientific
content (key concepts) The circuit of water
describes its existence and movement inside, on
the surface and above the earth. Water is in a
continuous movement and its way is governed by
the phenomena of vaporization-condensation,
melting-solidification, interacting with the
thermal changes within the environment. Life on
Earth depends on the circuit of water. Without
water, the Earth would become lifeless.
Teaching strategies Dialogue, Experimental
exploration condensation-evaporation (E6) -
Discussions and problem solving
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• Leson nr. 6 Dissolution. Water as an excellent
  solvent
• Scientific content key concepts
• Dissolution is a mixing process that involves
  two substances, having as a result a homogeneous
  mixture, dehydrated aliments, the dissolved
  substance, the evaporation of the solvent.
• Water is involved as solvent in dissolving
  proccess.
• Solubility.
• Teaching strategies
• The experimental exploration of the solubility
  degree for different solid and liquid substances
  (E8) and the recovery of the dissolved substance
  following the evaporation of the solvent (E9)
• Discussions and problem solving
• Dissolution modeling mixing the water particles
  with the particles of the dissolved substance -
  animation
• Describing some processes in which water is
  involved in dissolving.
• Observing the experimental conditions that
  favours solubility, dissolving.

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Leson nr. 7 Solutions Scientific content - key
concepts In the process of obtaining the
solutions, dissolution is carried out more
rapidly when the temperature and the stirring
increase, and if the substance which is dissolved
is divided into fine particles. The
aqueous solutions represent means of -
transportation of different substances into the
environment and into the living beings
body. - ensuring the optimum conditions for the
living beings and plants during processes
such as nutrition, blood circulation,
respiration - obtaining different substances from
the nature The origin of life can be
correlated with creating the organic matter out
of the primordial solution formed of mineral
compounds dissolved in water, through chemical
and physical transformations.
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Teaching strategies - Integrating the video
demonstration in order to study the influence
of temperature and stirring on the solubility of
different substances - Case study/Investigation
obtaining different raw matters out of solutions
through the evaporation of the
solvent-water. - Discussions and problem
solving
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The progress evaluation b1)The pre-test
(initial evaluation). b2) After going through
the learning sequences we passed to
the final evaluation (posttest). The
initial and final evaluation was oriented to
three points out - the decrease/elimination
of confusions and mistakes (T.1.) - the level
of making/developing capacities (T.2.) - the
performance of transferring concepts and acquired
capacities to new situations
(T.3.)
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• b1) Initial evaluation stage-pre testing
• This activity was performed by number N1210 of
  students from School No. 11 Mihai Eminescu and
  National College Zinca Golescu Pitesti, grades
  6-8 (12-14 year olds). The teachers and students
  took part in the organizing and carrying on the
  testing activity.
• The results of this stage of evaluation pointed
  out the following every day conceptions of the
  students

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• b2) Final evaluation stage-post-testing
• The final test was performed by a number N2196
  of students and the same team of teachers and
  students.
• The statistical processing of the data for the
  evaluation of the progress and the achievement of
  specific objectives was made by processing the
  tests drawn from the students taking part in both
  testing activities, meaning a total number N
  185 of students. This, the students undergoing
  just one of the test were eliminated.
• The tables T.1., T.2., and T.3., contain the
  results of these tests as well as the
  centralization of the results obtained for the
  examined group T.4.

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Tabel 1.Test - Pointing out confusions and
mistakes (T.1.)
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Table 2. Test - Pointing out the capacities (T.2.)
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Tabel 3. Test - Pointing out the performance of
transferring concepts and acquired capacities to
new situations (T.3.)
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Tabel 4. Pointing out progress