Chemistry Reference
In-Depth Information
and Iron Age). They should also learn how certain substances changed social life
(e.g. Liebig's research and the relevance of mineral fertilizer for agriculture and
food production).
War, in some way, accelerated the development and production of special
substances: e.g. sugar made of sugar beets after Napoleon's Continental import
embargo of sugarcane; ammonia synthesis for the production of explosives for
World War I; synthesis of gasoline and rubber for World War II; development of
uranium for nuclear weapons and the first atomic bombing at the end of WorldWar II.
These connections should not be embezzled in class - in fact this kind of knowledge
can lead to a discussion about threatening developments on account of the war.
Group dynamic processes for solving experimental tasks:
Student experiments
may help to develop social behavior in a group of boys and girls. Especially, the
coordination of boys and girls within a group can affect the cooperation positively and
reduce potential prejudices. Confident experimentation brings up group discussions,
supports the ecologically responsible use of chemicals and thus develops environmen-
tal consciousness and skills for environmentally suitable behavior.
Expositions of experimental results collected by students (e.g. poster displays for
results of the examination of air, soil, river or drinking water quality in their home
town) can initiate task-oriented discussions of “experts” with schoolmates and
contacts with visitors from outside school. This form of education for expertise,
critical thinking and democratic open-mindedness of our students is, without a
doubt, an important goal of chemistry classes!
Appendix A. Problems and Exercises
P5.1: Experiments in chemistry classes usually fulfill certain roles. Name five of
these functions and sketch one experiment for each function and its context
for chemistry lessons.
P5.2: Two forms of experimentation are common for student experiments: work-
sharing or simultaneous work. Explain with three classroom examples of
your choice.
P5.3: Hypothesis testing serves as a way of gaining knowledge in natural sciences
as well as in chemistry classes. Describe a historic scientific hypothesis and
its testing. Plan a situation in a chemistry lesson, which leads to a hypothesis,
and sketch the way of possible experiments for its verification.
P5.4: Experiments for quantitative measurements are of importance. Give five
kinds of quantities and their units that are measurable in chemistry classes
and write down how to conduct the experiments. Describe corresponding
measuring apparatus and draw them schematically.
P5.5: Safety rules and waste disposal play an important role in experimental
chemistry lessons. Name five important safety rules and for each rule an
example of a dangerous experiment. Describe ways of waste disposal and list
important collection vessels for chemical waste.
