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TRANSCRIPT
St. Rock College of Early Education, Korogwe
WORKSHOP ON TEACHING SCIENCE AND MATHEMATICS
29th to 31th January 2018
Professor emeritus Peter van Marion
Norwegian University of Science and Technology
I think it will get heavier
I think it will stay the same weight
Will the fizzy drink get lighter now that I have
left the top off the bottle?
The four coins problem
? ? ? ?
You’re creating a new coin system for your country.
You must use only four coin values and you must be able to create the values
1 through 10 using one coin at a minimum and two coins maximum.
The four coins problem
? ? ? ?
You’re creating a new coin system for your country.
You must use only four coin values and you must be able to create the values
1 through 10 using one coin at a minimum and two coins maximum.
Example:
What happens if your four coins have values 1, 2, 3 and 4?
1 2 3 4
?
… It is difficult to pass in science subjects at our school – this is because of the difficult learning environment. First of all science subjects are too difficult to understand because they cover many concepts, apart from that, science books are lacking, no science facilities, but also many of our science teachers are too fast in their teaching and don’t care even if we ask questions. Student at secondary school in Morogoro
From: Mabula, N. (2012). Promoting science subjects choices for secondary school students in Tanzania: Challanges and opportunities. Academic Research International, 3 (3): 234-245
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Classroom activity Never Nearly every
lesson
Copying notes from the teacher 2 % 80 %
Conducting experiments 78 % 3 %
Opportunity to express ideas 34 % 6 %
Class discussion 13 % 3 %
Group work 11 % 35 %
Outdoor science activities 56 % 11 %
Teacher supervising classroom activities
27 % 10 %
Teachers’ giving feedback 10 % 11 %
Listening to explanations from teacher 0,5 % 79 %
Mabula, N. (2012). Promoting science subjects choices for secondary school students in Tanzania: Challanges and opportunities. Academic Research International, 3 (3): 234-245
The curriculum Discussions about the Tanzanian math curricullum: 1. Learner-centred approach vs content-centred approach
2. Language of instruction
Kajoro, P. (2015). Language Supportive Mathematics Textbooks and Pedagogy with less overloaded curriculum for sustainable mathematical literacy in Tanzania. Paper presented at 13th International Conference on Education and Development, Sept 15-17 2015. UKFIET, University of Oxford
Why mathematics?
Mathematics Education in Tanzania
Kitta, S. (2004). Enhancing Mathematics Teachers’ Pedagogical Content knowledge and skills in Tanzania. PhD Thesis, University of Twente, Enschede, ISBN 90 365 2014 2 Bramall, S. & White, J. (2000). Mathematics. Pp 28-33 in: Will the New National Curricullum live up to its aims? Impact 2000 (6)
Kitta, S. (2004). Enhancing Mathematics Teachers’ Pedagogical Content knowledge and skills in Tanzania. PhD Thesis, University of Twente, Enschede, ISBN 90 365 2014 2 Bramall, S. & White, J. (2000). Mathematics. Pp 28-33 in: Will the New National Curricullum live up to its aims? Impact 2000 (6)
The next question: How much mathematics do we need to learn? …. how far should mathematics - in some more advanced form – continue to be a compulsory subject in the later years of secondary education?
How much mathematics do we need to learn? A critical reflection …
Bramall, S. & White, J. (2000). Mathematics, pp 28-33 in: Will the New National Curricullum live up to its aims? Impact 2000 (6).
Why should all learn Math?
Bramall, S. & White, J. (2000). Mathematics, pp 28-33 in: Will the New National Curricullum live up to its aims? Impact 2000 (6).
It may be good for all to know something about mathematics and science, to make informed choices and to appreciate human achievements. But if we have a more realistic notion of these, it is not at all clear that much more mathematical understanding is necessary than computation and elementary statistics.
Mathematics is a subject with mystique, with charisma. Policymakers take it as read that pupils cannot have enough of it. But we should no longer assume unreflectively that eleven years of compulsory maths is good for the soul.
Why should all learn Math and Science?
«Many parents and educators believe that students should be taught as they were taught, through memorizing facts, formulas, and procedures and then practicing skills over and over again.»
The «art» of Teaching Mathematics/Science
• Teaching Methods
• Math/Science Education
• Pedagogical Content Knowledge
• Mathematics/Science Didactics /Didaktik
• What, why and how?
The «art» of Teaching Mathematics/Science Pedagical knowledge and skills Subject knowledge Commitment Creativity
Basic principles • Learning is an active process
• Collaborative learning leads to deeper learning
• Learners learn in various ways
• Learners need to be motivated for learning
Learners learn in different ways
There are many roads to learning. Learners bring different talents and preferences for learning to school. Learners need opportunities to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.
Math and science teachers must use multiple teaching methods and modes of instruction
Learning styles and teaching styles
* Tanner, K. and Allen, D. (2004). Approaches to Biology Teaching and Learning: Learning Styles and the Problem of Instructional Selection. Engaging all students in Science Courses. Cell Biology Education, 3, 197-201
Gabrieli, P. (2010). Investigations on Interactions between students and teachers of diverse learning styles during science teaching and learning in secondary schools in Tanzania. Masters’ Thesis University of Dar-es-Salaam.
SBED 2056 Biology Teaching Methods
SBED 2056 Biology Teaching Methods
Teaching strategies which are widely used in science classrooms may create instructional selection: … constructing learning environments in which only a subset of learners can succeed.
SBED 2056 Biology Teaching Methods
Do not then train youths to learning by force and harshness, but direct them to it by what amuses their minds so that you may be better able to discover with accuracy the peculiar bent of the genius of each. — Plato
We must address the diversity of learning styles among the learners in our classrooms
SBED 2056 Biology Teaching Methods
Three frameworks for characterizing differences in the way learners prefer to learn: • The VARK Framework
• Howard Gardner’s Theory of Muliple Intelligences
• Dimensions of learning styles in science
SBED 2056 Biology Teaching Methods
The VARK (VAK) framework V – visual A – aural K – kinetic R – reading/writing
SBED 2056 Biology Teaching Methods
Howard Gardner’s Theory of Muliple Intelligences
In Gardner’s view, the dominant IQ-tests only measure one type of intelligence … There are different areas of intelligence
SBED 2056 Biology Teaching Methods
Howard Gardner’s Multiple Intelligences Theory Intelligence is characterized by facility with . .. 1. Linguistic-verbal Words, language, reading, and writing 2. Logical-mathematical Mathematics, calculations and quantification 3. Visual-spatial Three dimensions, imagery and graphic information 4. Bodily-kinesthetic Manipulation of objects, physical interaction with materials 5. Musical-rhythmic Rhythm, pitch, melody, and tone 6. Interpersonal Understanding of others, ability to work effectively in groups 7. Intrapersonal Metacognitive ability to understand oneself, self-awareness 8. Naturalistic Observation of patterns, identification and classification
SBED 2056 Biology Teaching Methods
Dimensions of Learning in Science
Sensory Intuitive Visual Verbal Active Reflective Sequential Global
SBED 2056 Biology Teaching Methods
Conclusions • Avoid Instructional Selection through the
use of multiple pedagogical approaches
• Reflect on your own learning style
• Reflect on your own teaching style
• Expand the repertoire of your teaching
4
9
2 1
Aurial (A) learning seems to be your nr 1 preference. But you may still sometimes choose the visual (V) , the kinetic (K) or the Read/write (R) way of learning.
Learning mathematics is about ….. • Concepts • Procedures
• Strategies • Reasoning • Productive disposition
Problem solving
Reasoning: To think logically and to justify one’s thinking
Learning mathematics is about ….. • Concepts • Procedures
• Strategies • Reasoning • Productive disposition
Problem solving
«the tendency to see sense in mathematics, to perceive it as useful, to beleive that steady efforts in learning mathematics pays off …
1. Implement tasks that promote reasoning and
problem solving 2. Use and connect multiple representations 3. Facilitate meaningful mathematical(scientific
discourse 4. Pose purposeful questions 5. Elicit and use evidence of student thinking 6. Build procedural fluency from conceptual
understanding
Math and science teachers must use multiple teaching methods and modes of instruction
Implementent tasks that promote reasoning and problem solving
A taxonomy of mathematical tasks based on the kind and level of thinking required to solve them. • Lower-level demands (memorization)
• Lower-level demands (procedures without connections)
• Higher-level demands (procedures with connections)
• Higher-level demands (doing mathematics, mathematical
reasoning))
Lower – level tasks
Memorization • What are the rules for solving equations?
• What are the rules for division of fractions?
Procedures without connections
• 2x = 10 x + 1 = 6
Lower – level tasks
Memorization • What are the rules for solving equations?
• What are the rules for divisjon of fractions?
Procedures without connections • 2x = 10 x + 1 = 6
•1
2 :
1
3 =
Higher – level tasks
Procedures with connections • Find one half of 1/3
• Find 1/3 divided by 2 Doing Mathematics (mathematical reasoning) • Create a real world problem dealing with fractions One possible student respons:
Bread
2/3 of 3/4
Boaler, J. (1998). Open and closed mathematics: Student Experiences and Understandings. Journal for Research in Mathematics Education, 29 (1) pp 41-62
Open and closed mathematics Closed mathematics: use of traditional low-level tasks Open mathematics: process-based, tasks of higher-level
Richie was the slowest
ItItook Jacqueline 4 seconds
less than Jack
was the slowest
It It took him twice as
long as George to get to
the tree
George was 3 seconds
slower than Jacqueline was 3 seconds
slower than Jacqueline
It took Jack 16 seconds
to get there
Jack, Jacqueline, George and Richie raced to the plum tree
How many seconds did it take
Richie to reach the tree?
Mixed up
Mixed up
1. Organize (strategy!)
2. Find a solution
3. Describe/justify solution in words
4. Describe solution using mathematical language
reasoning
Lower – level tasks
Procedures without connections • 2x = 10 x + 1 = 6
•1
2 :
1
3 =
Higher – level tasks Explain
Is 1
2 x
1
3 the same as
1
3 x
1
2 ? Why (not)?
Is 1
2 :
1
3 the same as
1
3 :
1
2 ? Why (not)?
The black car radiates more energy
so it is cooler
The black car is hotter because it absorbs more
energy from the sun
You can see the bubbles of heat in the boiling water
I think they are impurities coming out of the water
I think they are bubbles of water turned into gas
I think they are air bubbles
I think they are bubbless
og oxygen and hydrogen
I think that the new volume of the box will
be 1/3
It will become 2 + 2+ 2 = 6
times smaller
If we halve the length of each of the sides of the box, then the volume
will be halved.
I think the volume of the smaller box will be 1/8 of the
volume of the bigger box
WHAT DO YOU THINK?
Reasoning: To think logically and to justify one’s thinking
V1/2 = ………… V1/n = …………
I think that the new volume of the box will
be 1/3
It will become 2 + 2+ 2 = 6
times smaller
If we halve the length of each of the sides of the box, then the volume
will be halved.
I think the volume of the smaller box will be 1/8 of the
volume of the bigger box
WHAT DO YOU THINK?
a a b
c d
bc – ad = 10
«Landscapes of investigation»
Skovsmose, O. (2001). Landscapes of Investigation. ZDM 33 (4) pp 123-132
No. 1 No. 2 No. 3
Bn = 3n Bn = 3n + 1 Bn = 3n + (n – 1) Bn = 4n - 1
Bn represents the number of «pieces» you need to create figure No. n
No. 1 No. 2 No. 3
No. 1 No. 2 No. 3 No. 4 No. 5 No. 6 No. 7
How many circles do we need for each one of the following numbers?
1. Implement tasks that promote reasoning and
problem solving 2. Use and connect multiple representations 3. Facilitate meaningful mathematical/scientific
discourse 4. Pose purposeful questions 5. Elicit and use evidence of student thinking 6. Build procedural fluency from conceptual
understanding
Math and science teachers must use multiple teaching methods and modes of instruction
MAGIC MATHEMATICS Choose a number between 1 and 20 Add 3 Multiply by 2 Subtract the number you have chosen Add 4 Subtract the number you have chosen The answer is?
Choose a number t Add 3 t + 3 Multiply by 2 2 (t + 3) Subtract the number you have chosen 2 (t + 3) – t Add 4 2 (t + 3) – t + 4 Subtract the number you have chosen 2 (t + 3) – t + 4 – t
t
t
t
t
t
t
«Choose a number»
Visual
Symbolic
Verbal Contextual
Physical
Multiple representations
Symbolic Visual Contextual
𝟑𝟒
We went for a hike in the forest. We brought four bottles of water. We drank only three of them.
y = x + 1 y
x
The use of models *) in Science
*) The use of analogies may be included here
The use of models in Science
In science, a model is a representation of an idea, an object, a process or a system …. that is used to describe and explain phenomena that cannot be experienced directly.
Models are central to what scientists do, both in their research as well as when communicating their explanations.
2. Analogue models The analogue model shares with the original not identical proportionality or magnitudes but, more
abstractly, the same structures or patterns of relationships
A typology of school science models
3. Mathematical models Mathematical models use symbols to express conceptual relationships. Mathematical models are the most abstract, accurate and predictive of all models.
A typology of school science models
A model of the relationship between energy and mass
E = mc2
T = [(1-α)S/(4εσ)]1/4 (T is temperature, α is the albedo, S is the incoming solar radiation, ε is the emissivity, and σ is the Stefan-Boltzmann constant)
A climate model
3. Mathematical models Mathematical models use symbols to express conceptual relationships. Mathematical models are the most abstract, accurate and predictive of all models.
T = [(1-α)S/(4εσ)]1/4
6 CO2 + 6H2O C6H12O6 + 6 O2
A typology of school science models
4. Theoretical models Theoretical models express theoretical concepts or explainations of phenomena/processes.
A typology of school science models
A typology of school biology models
5. Maps, diagrams, tabels
These models represent patterns, pathways and relationships
5. Maps, diagrams, tabels
These models represent patterns, pathways and relationships
A typology of school science models
The use of models (and analogies) in Science • Makes «visible» what is abstract and invisible • Stimulates the use of multiple intelligences /
learning styles • Focuses on what is most important • Reduces complexity, makes understandable what is
difficult/complicated
The use of models (and analogies) in Science Some challenges: • Learners must not believe that a model is the complete truth.
A model is a simplification
• A model is valid as a representation of the true object/process only under certain conditions and in certain situations
• A model should not live its own life and become «the truth»
• Some models may create misunderstandings/misconceptions
1. Implement tasks that promote reasoning and
problem solving 2. Use and connect multiple representations 3. Facilitate meaningful mathematical/scientific
discourse 4. Pose purposeful questions 5. Elicit and use evidence of student thinking 6. Build procedural fluency from conceptual
understanding
Math and science teachers must use multiple teaching methods and modes of instruction
Which is the odd one out in the following and WHY?
49 13 11 7
1 3
4 x 1 2 0.75 x 0.5 4
3 x 3 32 0.125 x 3
2
0,1 10 1/1000 1
3 49
6254
83
273
4
As the plant grows its extra weight comes
from the soil
The extra weight comes from the water it takes in
through the roots
What do YOU think?
It gets bigger but not heavier
Its extra weight comes from the air
Understanding implies a more complex, multidimensional integration of information into a learner’s own conceptual framework.
Knowing is associated with facts, memorization, and often superficial knowledge. Knowing facts, knowing how to operate a machine …
Understanding is DEEPER
knowledge!
When one understands, then one. . . • Can explain • Can interpret • Can apply • Has perspective • Can empathize • Has self-knowledge
Understanding
MOVING FROM KNOWING FACTS TOWARD DEEP UNDERSTANDING THROUGH CONCEPTUAL CHANGE
Conceptual change
Knowing Understanding Conceptual
Changel
Theory of conceptual change in science (Posner et al., 1982) A learning process in which an existing conception (idea or belief about a scientific concept or phenomena) held by a student is shifted and restructured, often away from an alternative or misconception and toward a conception that is considered as more scientifically “correct”.
Teaching toward conceptual change requires that students consider new information in the context of their prior knowledge and their own worldviews. Often a confrontation between these existing and new ideas must occur and be resolved for understanding to be achieved.
Conceptual change
Conceptual change
In teaching toward understanding of major concepts in biology and achieving conceptual change for students, it is first necessary to understand students’ prior knowledge.
Prior knowledge
Students and teachers and instructors together must access prior knowledge • Find out what prior knowledge is “correct” and
should form a good basis for further learning
• What prior knowledge is based on misconceptions and incomplete understandings
Misconceptions
Alternative conceptions = misconceptions = misunderstandings Example: The extra weight of a plant when it grows comes from the soil
Misconceptions Alternative conceptions often parallel explanations of natural phenomena offered by previous generations of scientists and philosophers. Alternative conceptions may have their origins in a diverse set of personal experiences, including direct observation and perception, peer culture, and language Alternative conceptions may as well have their origin in teachers’ explanations and instructional materials. Teachers often subscribe to the same alternative conceptions as their students.
Giraffes have developed long necks because
those individuals with longest necks were best fittet to their environment
…. because generations of giraffes have
stretched their necks further and further to
reach the highest leaves
Giraffes have
always had long necks
What do YOU think?
As the plant grows its extra weight comes
from the soil
The extra weight comes from the water it takes in
through the roots
What do YOU think?
It gets bigger but not heavier
Its extra weight comes from the air
Van Helmonts experiment
Van Helmont wanted to find out where the extra
weight comes from when plants grow.
(1580 – 1644)
5 years
Van Helmont placed a plant in an earthen pot containing 90 kg of dried soil, and over a five-year period he added nothing to the pot but rainwater or distilled water.
5 years
Van Helmont placed a plant in an earthen pot containing 90 kg of dried soil, and over a five-year period he added nothing to the pot but rainwater or distilled water.
5 years
After 5 years the plant had gained 75 kg and the soil had lost 57 grams in weight
5 years
After 5 years the plant had gained 75 kg and the soil had lost 57 grams in weight
Van Helmont concluded that «75 kg of wood, barks, and roots arose out of water only”.
As science teachers we should be aware, in particular, of the misconceptions that may form an obstacle for learning Examples: • Cells are 2D
• As wood burns,
only ash remains, there is nothing more
• Plants do photosynthesis, animals/humans do respiration
• Air has no weight, air has negative weight
As science teachers we should be aware, in particular, of the misconceptions that may form an obstacle for learning Examples: • Because we talk about 'charging' a battery, it's a
common misconception that batteries store electric charge or electrons.
• An electric current is the flow of electrons through initially empty wires.
The word «misconception» has been (mis)used widely.
Older elephants that are near death do not leave their herd and instinctively direct themselves toward a specific location known as an elephants' graveyard to die.[
Ostriches do not stick their heads in the sand to hide from enemies
Erroneous beliefs
Misconceptions Alternative conceptions often parallel explanations of natural phenomena offered by previous generations of scientists and philosophers. Alternative conceptions may have their origins in a diverse set of personal experiences, including direct observation and perception, peer culture, and language Alternative conceptions may as well have their origin in teachers’ explanations and instructional materials. Teachers often subscribe to the same alternative conceptions as their students.
Children’s misconceptions may be associated with everyday reasoning («commonsense» ways of explaining phenomena
Driver, R., Asoko, H., Leach, J. Mortimer, E. & Scott P. (1994). Constructing Scientific Knowledge in the Classroom. Educational Researcher, 23 (7), 5-12
Everyday reasoning Scientific reasoning
Tends to be tacit or without explicit rules
Expilicit formulation of theories that can be communicated and inspected in the light of evidence
Ideas are judged in terms of being useful for special purposes or in specific situations
Has a purpose of constructing a general and coherent picture of the world
Children’s misconceptions may be associated with everyday reasoning («commonsense» ways of explaining phenomena
Border Crossing Cross-Cultural Science Education
There may sometimes be a conflict between the ideas of everyday life-world and the ideas of the world of school science
Aikenhead & Jegede (1999). Cross-Cultural Science Education: A Cognitive Explanation of a Cultural Phenomenon. Journal of Research in Science Teaching, 36 (3), 269–287 Aikenhead, G. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52
Everyday life-world
World of science
Border crossing may be facilitated in classrooms
• by studying the subcultures of students’ life-worlds
• and by contrasting them with a critical analysis of the subculture of science (its norms, values, beliefs, expectations, and conventional actions)
• consciously moving back and forth between life-worlds and the science worlds
• switching language conventions explicitly, switching conceptualizations explicitly, switching values explicitly, switching epistemologies explicitly
but never requiring students to adopt a scientific way of knowing as their personal way.
From: Aikenhead, G. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52
Border crossing
Border crossing may be facilitated in classrooms
• but never requiring students to adopt a scientific way of knowing as their personal way.
From: Aikenhead, G. (1996). Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1-52
Border crossing
Teaching toward conceptual change requires that students consider new information in the context of their prior knowledge and their own worldviews. Often a confrontation between these existing and new ideas must occur and be resolved for understanding to be achieved.
Conceptual change
APPLICATION OF CONCEPTUAL CHANGE THEORY TO THE CLASSROOM
If individuals are to change their ideas, they must first become dissatisfied with their existing conception … … and then proceed to judge a new conception to be • Intelligible (able to be related to some existing conceptual
framework)
• Plausible (having more explanatory power or providing solutions to problems)
• Fruitful (providing potential for new insights and discoveries)
Restructuring prior knowledge
Identify prior knowledge Challenge alternative conceptions Modify prior knowledge
CONCEPTUAL CHANGE
Constructing new knowledge
Judge new conceptions Adopt new conceptions
Those learners who are engaged in explaining something to another experience the strongest effect on their learning
TALKING IN THE CLASSROOM
Secret concepts
* Tanner, K. (2009). Approaches to Biology Teaching and Learning: Why Biology Students Should be Talking in Classrooms and How to Make It Happen. CBE – Life sciences Education, 8, 89-94
A’s and B’s
Secret concepts
Four concepts from physics
Nu
Cell membrane Nucleus
Cytoplasm Mitochondria
Secret concepts
Nu
α- radiation Fusion
X-rays Infrared
Secret concepts
Nu
Cell membrane Nucleus
Cytoplasm Mitochondria
…………………….. ……………………. …………………….
…………………….. ……………………. …………………….
…………………….. ……………………. …………………….
…………………….. ……………………. …………………….
Secret concepts
Nu
Cell membrane Nucleus
Cytoplasm Mitochondria
Phospholipids Semipermeable Pores
DNA Membrane Chromosomes
Cytosol Glycolysis Organelles
Energy Cristae ATP
Secret concepts
NuMedical
Cell membrane Nucleus
Cytoplasm Mitochondria
2 p + 2 n Uranium-238 Ionizing
Secret concepts
Sun Helium Hydrogen
Medical Electromagnetic ……
Nu
Cell membrane Nucleus
Cytoplasm Mitochondria
Phospholipids Semipermeable Pores
DNA Membrane Chromosomes
Cytosol Glycolysis Organelles
Energy Cristae ATP
Scientific concepts
Your keywords
Secret concepts
REMEMBER Do not show the biological concepts to your group partner! Only show him/her your keywords Not allowed to use multiple words, no more than 3 keywords Not allowed to use words that refer directly to concept Do not make it too easy for your partner!
A. Chemicals
are made up off atoms. Cells are not made up off
atoms
B. It should be
possible to see atoms that are
within a cell
D. There are molecules inn
a cell, but not atoms
C. You may be able to
see cells, but not atoms
WHAT DO YOU THINK?
THE RESULTS
First Second
A 22 8
B 29 22
C 34 62
D 40 23
Visible sides
Invisible sides
Visible + invisible sides
Coins (36)
How many coins are there, in total, in the four sides of the square?
Example: 9 coins
Coins (36) Make a square with 36 coins
How many coins are there, in total, in the four sides of the square? Imagine a square made of 81 coins. How many coins, in total, are there in the four sides?
81 coins – results:
Algebra race
Sequensing
True-false statements Sequensing
Thought experiments Sequensing
How much antioxidants is there in …… ? A: orange B: orange juice C: pineaple juice
How much antioxidants is there in …… ? A: orange B: orange juice C: pineaple juice D: ……. E: ……. F: …….
How much antioxidants is there in …… ? Least …… most?
How much antioxidants is there in …… ? Least …… most?
[Oxidant: blue colour]
How much antioxidants is there in …… ? Least …… most?
Antioxidants break down the oxidant. But they are also broken down themselves
How much antioxidants is there in …… ? Least …… most?
Antioxidants break down the oxidant (blue colour)
The more antioxidants present, the more blue dropplets can be broken down
How much antioxidants is there in …… ? Least …… most?
Antioxidants break down the oxidant (blue colour)
C-vitamin 1 mg/l
How much antioxidants is there in …… ? Least …… most?
Antioksidantene ødelegger blåfargen
C-vitamin 1 mg/l
30
How much antioxidants is there in …… ? Least …… most?
Antioxidants break down the oxidant
C-vitamin 1 mg/l
30 15
How much antioxidants is there in …… ? Least …… most?
C-vitamin 1 mg/l
30 15 62 29
How much antioxidants is there in …… ? Least …… most?
C-vitamin 1 mg/l C-vitamin-
equivalents
How much antioxidants is there in …… ? Least …… most?
How much antioxidants is there in …… ? Least …… most?
1. Starch 2. Iodine 3. C-vitamin
Starch + iodine = blue! Antioxidant breaks down iodine
Svart boks:
1. Stivelse 2. Jodløsning 3. C-vitamin
Svart boks:
Starch + iodine = blue! Antioxidant breaks down iodine The antioxidants offers it’s electrones to the oxidant
1. Starch 2. Iodine 3. C-vitamin
Svart boks:
Starch + iodine = blue! Antioxidant breaks down iodine The antioxidant offers it’s electrones to the oxidant The oxidant is reduced The oxidant changes it’s properties