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Q1:  How can you adapt/modify the experiment to teach other concepts which your students might have difficulties with?

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Q1:  How can you adapt/modify the experiment to teach other concepts which your students might have difficulties with?

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Example:
- Prepare HCl with half the concentration, add Mg. Based on the extent of effervescence, student deduce the concentration of the acid used. [Concept of acid concentration can be taught].

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Q1:  How can you adapt/modify the experiment to teach other concepts which your students might have difficulties with?

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Q1:  How can you adapt/modify the experiment to teach other concepts which your students might have difficulties with?

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Example:
- design an escape room with QA lab tasks

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Q1:  How can you adapt/modify the experiment to teach other concepts which your students might have difficulties with?

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Q1:  How can you adapt/modify the experiment to teach other concepts which your students might have difficulties with?

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Example:
- Iodine clock is very very quick for effect of concentration on SOR but there are a lot of chemicals to prepare

- Accumulation of carbon dioxide, simulating “rockets” can be fun  especially when using warm acids

- Catalyst experiment, using soap

- Use Vit C, Alka-Seltzer tablets instead of CaCO3

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Q2: What teaching actions can be incorporated into the adapted/modified experiment?

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Q2: What teaching actions can be incorporated into the adapted/modified experiment?

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Example:
Inquiry-based learning where students work in pairs to
1   investigate the chemical properties of steel using the POE approach;
2   understand how the chemical resistance of iron can be improved when it is made into an alloy.

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Q2: What teaching actions can be incorporated into the adapted/modified experiment?

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Q2: What teaching actions can be incorporated into the adapted/modified experiment?

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Example:
- We can use predict, observe, explain thinking routine to allow students to enhance student's understanding

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Q2: What teaching actions can be incorporated into the adapted/modified experiment?

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Q2: What teaching actions can be incorporated into the adapted/modified experiment?

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Example:
1. Inquiry Based Learning - the lesson can be structured to allow students to conduct the experiments to discover the changes to rate of reaction and lead the class to Concentration and Collision Theory.
2. Predict-Observer-Explain - the lesson can a follow up after Collision Theory is first explained.
3. Collaboration - students can work in pairs. Class results can be consolidated as results analysed as a class.

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Concept on strong & weak acids by reacting magnesium with strong and weak acids.

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Concept on strong & weak acids by reacting magnesium with strong and weak acids.

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Link reactivity to volume of hydrogen gas produced

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Link reactivity to volume of hydrogen gas produced

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Students will be able to see the extent of effervescence & relate to the volume of H2

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effects of chemicals on pH indicators. students can see different colours

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Formation of insoluble layer of calcium sulfate

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Formation of insoluble layer of calcium sulfate

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React CaCO3 separately with HCl & H2SO4. Compare the speed of reaction at the beginning & why reaction did not reach completion for H2SO4

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4 solutions with misplaced labels. based on mixing 2 solutions in the wells and checking for ppt / effervescence, determine identity of solutions

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to teach concept of neutralisation

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To further extend the experiment to teach the concept of limiting reagent

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LR/MR students can carry out experiments given procedure.
HR students can design their own expt given the apparatus/chemicals.
Use of PLD to capture observations and conclusion.

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Instead of guiding the students & labelling the different cations, students can refer to QA Table & derive their conclusions.

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students can come out with their own tests given the identity of the solution. then the other group have to do the test to find out the identity based on the observations.