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Reflection on specification, nature of science and inquiry

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A Recap  activity that can take place at the end of the class. Students tend to love this activity because there is a competitive aspect to it and students are motivated to get the word correct. It recaps the key vocab learned in that lesson and encourages students to participate in the activity due to its 'game like' nature.

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Students were asked to make a Venn Diagram to show the difference and similarities of oxygen and carbon dioxide. By  doing this they could evaluate all they have learned about the two gases and note the similarities and differences between the two gases. This will be very useful tool to have when revising for the junior certificate next year. It also is a useful aid for the teacher as it assesses each students individual literacy and spelling ability as well as their comprehension of the topic

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Example

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Sample Oxygen vs Carbon Dioxide venn diagram

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Green Book

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Before beginning observation students should write down what they already know about the properties of carbon dioxide and oxygen that may be useful in answering the question 

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Before beginning observation students should write down what they already know about the properties of carbon dioxide and oxygen that may be useful in answering the question 

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Students should draw diagrams with each of the variables to aid in understanding the factors to varying orders of quenching 

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Students should draw diagrams with each of the variables to aid in understanding the factors to varying orders of quenching 

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After completing an investigation into each of the variables and writing down their individual answers students discuss what factors changed the order the candles quenches in each of the variables and share their answer with their teacher

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Level 2: Expansion: Use three candles- two of the candles remain the same height and the middle candle is the variable 

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Level 2: Expansion: Use three candles- two of the candles remain the same height and the middle candle is the variable 

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- (watch videos this is the demonstration that took place in class)
-Students follow the same success criteria for each of the investigations

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Students can:
1. Generate a hypothesis
(the blue candle quenches first)
2. Make observations
3. Explain observations (The blue candle quenched first)
4. Justify conclusions (why did the blue candle quench first?)

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Higher order question- which candle will quench first the blue or the purple and why? 

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Higher order question- which candle will quench first the blue or the purple and why? 

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Reflection on the developments in my thinking in relation to the specification

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Reflection on the developments in my thinking in relation to the specification

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Unit of Learning associated with the learning outcome 

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Unit of Learning associated with the learning outcome 

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Lesson  plan associated with learning outcome

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Lesson  plan associated with learning outcome

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Investigation:  To investigate which candle will quench first   

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Investigation:  To investigate which candle will quench first   

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A candle quenches when it uses up all the oxygen and oxygen is about one fifth of the earths atmosphere

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A candle quenches when it uses up all the oxygen and oxygen is about one fifth of the earths atmosphere

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A basin is filled with water an ignited candle is placed in the water and the a gas jar is inverted over the candle. the candle quenches when the oxygen is used up and the gas jar acts as a vacuum, the water fills one fifth of the way up the gas jar to fill the space where the oxygen was

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Preparation of oxygen, that oxygen is less dense than carbon dioxide and nitrogen and that the characteristic test for oxygen is that it can relight a glowing splint 

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Preparation of oxygen, that oxygen is less dense than carbon dioxide and nitrogen and that the characteristic test for oxygen is that it can relight a glowing splint 

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Students observe demonstration on experiment below. They should be wondering why does the gas jar have to be inverted over the beehive shelf. It is because oxygen would quickly leave the gas jar and diffuse into the air as soon as it is exposed to the air- showing that oxygen is less dense than carbon dioxide and nitrogen. When a glowing splint is placed inside the gas jar it reignites this is the characteristic test of oxygen

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The fire triangle  shows the three components needed  for combustion /fire. The three components are:
-Oxygen
-Fuel source
-Heat source
If one of these components are missing or removed combustion cannot take place

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Junior Cert books such as Investigating Science. Junior Cycle 

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Junior Cert books such as Investigating Science. Junior Cycle 

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Carbon dioxide is more dense than other atmospheric gases and carbon dioxide quenches an ignited candle 

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Carbon dioxide is more dense than other atmospheric gases and carbon dioxide quenches an ignited candle 

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Students add baking soda to vinegar in a conical fllask. to produce carbon dioxide gas. They hold conical flask in a 'pouring position' over an ignited candle. The candle quenches. Students should discover from this that carbon dioxide is more dense than oxygen and nitrogen as it displaces them and extinguishes the candle

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Vinegar (liquid) and  baking soda  (solid) react to together to produce carbon dioxide (gas).
This experiment demonstrates the law of conservation of mass.
It can be expanded by getting students to add different amounts of baking soda (the variable) to the balloon and then  measuring the difference in the amount of carbon dioxide produced by measuring the diameter of the balloon

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The law of conservation of mass - Todd Ramsey

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In order for students to achieve this learning outcome they  required  knowledge on the properties of gases .

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In order for students to achieve this learning outcome they  required  knowledge on the properties of gases .

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Thiey discovered  the properties of  gases in general, as well as characteristic properties of oxygen and carbon dioxide via  diagrams and   experimentation
I have included a brief summary of each of the experiments down below but when the experiments were performed in classroom an IBSE approach was taken.

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Articles, books and  videos I found to teach  myself first

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Articles, books and  videos I found to teach  myself first

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Why carbon  heats up quicker than oxygen and nitrogen 

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Why carbon  heats up quicker than oxygen and nitrogen 

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Molecules of carbon dioxide (CO₂) can absorb energy from infrared (IR) radiation. This animation shows a molecule of CO ₂ absorbing an incoming infrared photon (yellow arrows). The energy from the photon causes the CO ₂ molecule to vibrate. Some time later, the molecule gives up this extra energy by emitting another infrared photon. Once the extra energy has been removed by the emitted photon, the carbon dioxide molecule stops vibrating.

This animation is somewhat of a simplification. Molecules are constantly in motion, colliding with other gas molecules and transferring energy from one molecule to another during collisions. In the more-complex, real-world process, a CO ₂ molecule would most likely bump into several other gas molecules before re-emitting the infrared photon. The CO ₂ molecule might transfer the energy it gained from the absorbed photon to another molecule, adding speed to that molecule's motion. Since the temperature of a gas is a measure of the speed of the molecules in the gas, the faster motion of a molecule that eventually results from the IR photon that was absorbed by a CO ₂ molecule raises the temperature of the gases in the atmosphere.

Do all gas molecules absorb and re-emit infrared energy?

This ability to absorb and re-emit infrared energy is what makes CO ₂ an effective heat-trapping greenhouse gas. Not all gas molecules are able to absorb IR radiation. For example, nitrogen (N ₂) and oxygen (O ₂), which make up more than 90% of Earth's atmosphere, do not absorb infrared photons. CO ₂ molecules can vibrate in ways that simpler nitrogen and oxygen molecules cannot, which allows CO ₂ molecules to capture the IR photons.

Greenhouse gases and the greenhouse effect play an important role in Earth's climate. Without greenhouse gases, our planet would be a frozen ball of ice. In recent years, however, excess emissions of carbon dioxide and other greenhouse gases from human activities (mostly burning fossil fuels) have begun to warm Earth's climate at a problematic rate. Other significant greenhouse gases include water vapor (H ₂O), methane (CH ₄), nitrous oxide (N ₂O) and ozone (O ₃).

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Carbon Dioxide Absorbs and Re-emits Infrared Radiation

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Molecules of carbon dioxide (CO2) can absorb energy from infrared (IR) radiation. This animation shows a molecule of CO 2 absorbing an incoming infrared photon (yellow arrows). The energy from the photon causes the CO 2 molecule to vibrate. Some time later, the molecule gives up this extra energy by emitting another infrared photon.

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Managing Information and thinking

Being Creative

Working with others

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JCT key skills that  link with Chemical World 7 

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JCT key skills that  link with Chemical World 7 

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Why is it linked to these learning outcomes? 

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Why is it linked to these learning outcomes? 

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BW 7

CW 8

NOS 2

NOS 4

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Within this Padlet learning outcome unpacking I am focusing on the production of common gases. Biochemical reactions were not covered in this UoL

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Within this Padlet learning outcome unpacking I am focusing on the production of common gases. Biochemical reactions were not covered in this UoL

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Why I used these videos in the classroom 

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Why I used these videos in the classroom 

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Peer reviewed research article on link between inquiry based teaching and student achievement 

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Peer reviewed research article on link between inquiry based teaching and student achievement 

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where I got the idea for the candles in a beaker experiment 

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where I got the idea for the candles in a beaker experiment 

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(original experiment)

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Demonstration to Investigate in what order the birthday candles quench 

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Demonstration to Investigate in what order the birthday candles quench 

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(Videos illustrate in class demonstration)

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Videos showing the importance of gases on Earth 

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Videos showing the importance of gases on Earth 

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What If Earth Suddenly Lost Its Atmosphere?

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What If the World Lost Oxygen for Five Seconds?

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Action Verb