1st ps satl lab exp[1] 29th
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SATL IN LAB EXPERIMENTS
Ameen F. M. Fahmy*,J.J.Lagowski*** Faculty of Science, Department of Chemistry and Science Education Center,
Ain shams University, Abbassia, Cairo, Egypt
E-mail: fahmy@online.com.eg
**Department of Chemistry, and Biochemistry, university of Texas at Austin
TX78712.
E-mail:jjl@mail.cm.utexas.edu
1ST PS-SATLC. Karachi
Pakistan, Nov. 2008
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SATL stands on the wholistic vision for phenomena
where linking different facts and concepts take placeinto a dynamic systemic network. This reflects the
relationships which settle them into the cognitive
construction of the learner.
It helps learners in obtaining a deeper learning
experience, improve their understanding and ability to
apply learning to new situation.
SATL enhance systemic thinking, and increase
enthusiasm for learning science.
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Fig: 1a: Linear representation of concepts
concept concept concept concept
Fig: 1b: systemic representation of concepts
concept
concept
concept
concept
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The Objectives of Systemic
Approach ofT
eaching and Learning
Growing the ability of students global thinking,
so that the student be able to see globally any
subject without missing its parts.
Growing the ability to see the relationships
between things rater than things themselves.
Increasing the effectiveness of teaching andlearning of science disciplines, connecting it
systemically with other branches of knowledge.
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Making disciplines of science attractive
subjects to students instead of being repulsive
to them .
Growing the ability for analysis and synthesis
to reach creativity that is the most important
output of a successful educational system.
Creating a new generation that is able to
interact positively with environmental systems
around them .
Growing the ability for the use of systemicapproach in actingwith any problem globally
to put creative solution.
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SYSTEMICS AND LABORATORY INSTRUCTION
Applying Systemics to laboratory instruction reveals thefollowing advantages, which constitute the principles of benign
analysis
* Smaller amounts of Chemicals are used.
* Recycling of Chemicals.
* Experiments are done with less hazards, and more safety.
* Experiments are done more rapidly.
* Students easily acquire a working sense of the principles ofgreen chemistry.
Classical laboratory-oriented subject of qualitative analysis
involves the application of linearly obtained chemical
information to an unknown solution in a linear way.
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In contrast to the linear approach of learning chemistry of
cations from a laboratory experience, a systemic approach has
been developed that focuses attention on individual species
Figure 4)(
Exp. 4
Exp. 3 Exp. 2
Exp. 1
(?)
(?)(?)
(?)
A+X-
A+
E-
A+
Y-
A+Z-
Figure 4: Systemic Investigation of species A+(SI-Plane)
The diagram shows the Plane for qualitative investigation of
the species (A+), the preparation of (A+) Compounds, and the
interconversion of the species.
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The formulas of chemical species of interest are expressed in the
Figure (5) but reagents that bring about these conversions are
not given. These reagents are revealed experimentally in a seriesof reactions shown in systemics (SD0-SD3) (Figure 5a-d), which
the students can do in the laboratory on a small single sample of
the species (A+).
Exp. 4
Exp. 3 Exp. 2
Exp. 1A+X-
A+E- A+Y-
A+Z-
(?)
()(?)
(?)
Exp. 4
Exp. 3 Exp. 2
Exp. 1A+X-
A+E- A+Y-
A+Z-
()
()(?)
(?)
Figure (5-a): SD0 Figure (5-b): (SD1)
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Exp. 4
Exp. 3 Exp. 2
Exp. 1A+X-
A+E- A+Y-
A+Z-
()
()(?)
()
Exp. 4
Exp. 3 Exp. 2
Exp. 1A+X-
A+E- A+Y-
A+Z-
()
()()
()
Figure (5-c): SD2 Figure (5-d): SD3 FINAL
Figure 5.a-d: The Laboratory - based evolutions of the chemistry of species
(A+) as performed by students
In Figure 39d all the experiments of the cycle were done. It is known as (SD-Final). The
reactions can be performed in a single test tube on a small sample (
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Applying this approach to laboratory instruction allows
students to experience the colors of chemical species, their
solubility characteristics, and their redox behavior.
we have created. Qualitative benign analytical chemistry
course for the first-year students of faculty of Sci., Benha,
Zigzag University, and Faculty of Education, Helwan
University, Egypt. The Systemic based course materials werepresented in 24hrs (2hrs period/ per week) From Sept.-Dec.
(2001).
The green chemistry aspects of this approach involve a
very small amount of the cation-containing species, which is
contained in a very small volume.
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of experiments (1-4) in a single test tube on a small sample of lead nitrate (0.5 ml), then they
recycle the product of (Exp. 4) to Pb(NO3)2 (Cf. SI - Final).
(SI -1 - Plane)
Exp.1
Pb++
Exp.2
Nitrate Salt
Exp.3 (White ppt)
Lead
hydroxide
(White ppt.)
Lead
Oxalate
HNO3
(?)
(?)
(?)
(Yellow ppt)
Lead iodide
Exp.4(?)
(White ppt)
Lead
carbonate
Na2C2O4
Pb++
i) HNO3
ii)NH4OH
Nitrate Salt
i) HNO3ii) Na2CO3
(White ppt)
Lead
hydroxide
(White ppt.)
Lead
Oxalate
HNO3
()
()
()
(
)(Yellow ppt)
Lead iodide
i)
HNO3ii) KI
()
(White ppt)
Lead
carbonate
Recycling
(SI -1 - Final)
The students follow the plane (SI-1) to investigate (Pb2+) in a series
Systemic Investigation of [Pb++] (SI-1): Lead Cycle
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Systemic Investigation of [Ag+] (SI-2): Silver Cycle
The students follow the plane (SI-2) to investigate (Ag+) in a series of
experiments (1-3), then recycle the product of (Exp.3) to AgNO3 (Cf. SI-2-Final).
(White ppt.)
Silver
phosphate
(White ppt.)
Silver
sulphite.
(White ppt.)
Silver
carbonate
Exp. 1
Exp. 2
Exp. 3
HNO3
Ag+
Silver
nitrate.
(SI-2 Plane)
(?)
(?)
(?)
(White ppt.)
Silver
phosphate
(White ppt.)
Silver
sulphite.
(White ppt.)
Silver
carbonate
Na2SO3
i) HNO3ii) Na2CO3HNO3
Ag+
Silver
nitrate.
(SI-2 Final)
()
()
()
Recycling
i) HNO3ii) Na3PO4
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Results of Experimentation:
The experimentation results showed that the Benign scheme reduces the
consumption chemicals in Comparison with the classical scheme as shown in
table(1). This means low cost, and less pollution.
Table(1): Amount of salts needed for Experimental group (Benign
scheme), and Reference group (Classic scheme)
Salts Amount required (gm / 50 Students)
Classic SchemeSolid/ (g)
Benign Scheme0.1M Solution (1/2 liter)
Pb(NO3)2 100 16.5
Al(NO3)3 200 11.0
CrCl3.6H2O 200 13.5
NiCl2.6H2O 200 12.0
Co(NO3)2.6H2O 200 15.0
CdCl2 5H2O 150 13.5
BaCl2.2H2O 200 12.0
MgSO4.7H2O 200 12.0
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Groups No. of
students
Means SD t
value
Effect
size
Experimental
group
60 23.81 1.95 10.77 2.26
large
effect
Control group 33 20.30 1.22
* Significant at < 0.01
Table 3: Means, Standard Deviations, (t) value and Effect Size of the results
of students in the final practical observation scale for the experimental and
control groups
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Conclusion
Students of the experimental group are significantly improvedtoward the principles of Benign analysis.
Benign scheme is less expensive, and minimizing the
production of chemical wastes.
Students of the experimental group achieved higher cognitive
levels (Analysis, synthesis, evaluation).
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(6) Fahmy, A.F.M., Lagowski, J.J.; Systemic Approach in Teaching and
Learning Aliphatic Chemistry; Modern Arab Establishment for
printing, publishing; Cairo, Egypt (2000)
(5) Fahmy, A.F. M., Lagowski, J. J., Systemic multiple choice questions (SMCQs)
in Chemistry [19th ICCE, Seoul, South Korea, 12-17 August 2006].
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