Using Student-Developed, Inquiry-Based Experiments To Investigate the Contributions of Ca and Mg to Water Hardness

Yang, Shiliang; Li, Chung-Chia

doi:10.1021/ed086p506

Cited by 13 publications

(17 citation statements)

References 18 publications

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“…Hand and Choi, 2010;Kingir et al, 2012), inquiry-based (e.g. Yang and Li, 2009;Sampson and Walker, 2012), hands-on learning (e.g. Oliver-Hoyo et al, 2004;Bruck et al, 2010), problem-based learning (e.g.…”

Section: Research Topicsmentioning

confidence: 99%

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Chemistry education research trends: 2004–2013

Teo

Goh

Yeo

2014

Chem. Educ. Res. Pract.

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Section: Research Topicsmentioning

confidence: 99%

“…demonstrations (e.g.Ashkenazi & Weaver, 2007;Price & Brooks, 2012), Science Writing Heuristic (e.g Hand & Choi, 2010;Kingir, Geban, & Gunel, 2012),. inquiry-based (e.g Yang & Li, 2009;Sampson & Walker, 2012),. hands-on learning (e.g.…”

mentioning

confidence: 99%

Chemistry education research trends: 2004–2013

Teo

Goh

Yeo

2014

Chem. Educ. Res. Pract.

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“…These features induced us to suppose that the above NPs could be used to determine the water hardness. Water hardness measures the total amount of divalent cations dissolved in water, , but usually only Ca(II) and Mg(II) ions are taken into consideration because they are the major cations present in drinking water. Water hardness is an important parameter to determine water quality and is widely considered the main cause of incrustation in industrial and domestic water plants and of the sequestration of soaps in clothes and crockeries cleaning .…”

Section: Introductionmentioning

confidence: 99%

“…For these reasons, water analysis is one of the major topics of the Italian Chemical Technical School, taught to the students in the analytical courses from the third to the fifth year of high school. The laboratory analysis of water hardness is commonly performed by complexometric titration with ethylenediaminetetraacetic acid (EDTA) in alkaline environment (ammonium buffer) with chrome black T (CBT) as a colorimetric indicator. ,, This method is easy and relatively fast, but its theoretical bases are difficult to understand, at least for high school students, as a good understanding of multiple equilibria is required.…”

Section: Introductionmentioning

confidence: 99%

Working in a Team: Development of a Device for Water Hardness Sensing Based on an Arduino–Nanoparticle System

Zarantonello¹,

Mancin

Bonomi³

2020

J. Chem. Educ.

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This work describes a two-year project carried out in an Italian technical high school. Through integrated work, the activity involved the efforts of different teachers and students, particularly those in the Chemical, Electronic, and IT departments. They merged their complementary skills to create an inexpensive device that quickly measures water hardness. The pedagogical aspect of this work aimed to support and reinforce development of the key competences for lifelong learning recommended by the European Commission, especially by strengthening the logical–mathematical, digital, and social skills of the students. The device made is based on an Arduino board connected to a red LED and an optical sensor. The device is able to read the intensity of light transmitted through the sample and to independently convert this output into the water hardness expressed in French degrees. The color change used as information transducer is due to the aggregation of negative gold nanoparticles induced by the bivalent cations in solution. Working in school laboratories under teacher supervision, students connected and troubleshot the hardware system, synthesized and characterized the gold nanoparticles, and developed the software. Finally, the system was assembled inside a box composed of a rigid container, a sample holder, and a touchscreen display. Instructions for replicating this instrument are reported in the paper, while further details and explanations for instructors and students are provided in the Supporting Information.

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“…Inquiry-based learning in the form of guided-inquiry assignments was used to support the course objectives of developing scientific investigation skills and understanding the concept of a controlled experiment. While a common practice in upper level chemistry laboratory courses, − inquiry-based learning has also been applied to chemistry instruction for non-majors …”

Section: Introductionmentioning

confidence: 99%

The Science of Human Health—A Context-Based Chemistry Course for Non-Science Majors Incorporating Systems Thinking

Armstrong

Poë

2020

J. Chem. Educ.

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The Science of Human Health is an undergraduate chemistry course for non-science majors. This course presents chemistry content following a systems thinking approach and was created with the goal of providing students with the necessary chemistry foundation to make informed decisions which will affect their own well-being and their global citizenship. Chemistry is taught and learned on a need-to-know basis in order to address the three themes: nutrition for the prevention of disease, diagnostics for the detection of disease, and medicine for the treatment of disease. The course relies heavily on active learning assignments and group work, promoting the development of critical thinking and communication skills. Presenting chemistry with a systems thinking orientation through the context of human health and well-being is particularly effective at engaging non-science students who might otherwise struggle to relate to chemistry.

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Using Student-Developed, Inquiry-Based Experiments To Investigate the Contributions of Ca and Mg to Water Hardness

Cited by 13 publications

References 18 publications

Chemistry education research trends: 2004–2013

Chemistry education research trends: 2004–2013

Working in a Team: Development of a Device for Water Hardness Sensing Based on an Arduino–Nanoparticle System

The Science of Human Health—A Context-Based Chemistry Course for Non-Science Majors Incorporating Systems Thinking

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