Chemistry Reference
In-Depth Information
the journalist and their own knowledge may cause a strong motivation for the
students to reveal the error.
Haupt [
14
] has compiled a collection of newspaper clippings on many subjects
of chemistry. Many articles have spectacular headlines that make “chemistry”
appear mysterious or dangerous. Teachers and students may be motivated to read
such articles accurately and to interpret and correct these headlines and articles with
their knowledge. Those articles are also a big opportunity to design problems and
tasks for the students and motivate them to find the errors and propose better
expressions [
15
].
Appendix A. Problems and Exercises
P2.1. Indicate examples of extrinsic and intrinsic motivation and discuss the
differences between the two types of motivation. In what ways is intrinsic motiva-
tion possible in chemistry lessons? Describe three examples of teaching situations
and appropriate motivation.
P2.2. Students' misconceptions are particularly useful to create incongruities and
anomalies and thus to offer motivating discussions in the classroom. Explain three
self-selected examples in this context and illustrate the intended incongruity.
P2.3. Spectacular experimental effects easily motivate students to observe carefully.
Choose two experiments, which are likely to create extrinsic motivation only, and find
two other experiments which help to develop an intrinsic or substantive motivation.
P2.4. The start into a new topic of chemistry should be motivating for the students.
Choose a topic and describe an introduction that (a) follows up on the previous
knowledge of the students, (b) is characterized by an incongruity, (c) takes an everyday
life reference, (d) is particularly motivating through self-activity of the students.
P2.5. The everyday language contains idioms that are not always scientifically
correct, but provide motivation to think about and to correct them. Discuss this
with three examples of your choice and suggest proper expressions for these issues.
Appendix B. Experiments
E2.1. Constant Melting Temperature
Problem: Students observe in their daily live that heating a substance
increases the temperature. If a pure substance melts during heating, the
temperature remains constant until the substance is completely melted: dur-
ing the melting process the supplied energy is needed to breakup the crystal
lattice of the solid substance. Students should recognize this in the following
experiments and are motivated to think about energy and temperature.
Material: Thermometer (200
C, with digital display), tripod and wire gauze,
test tubes and beakers, wood clamp; ice, naphthalene (N), or stearic acid.
