Problem-Solving in Chemistry

Curriculum
Nurun Nadia binti Masrom
MP121356

INTRODUCTION
Chemistry experimental science
- should be able to design experiment for
testing the hypotheses and theories
Conventional lab practices lack training in this
skill (design the experiment)

In this experiment you will determine the empirical
formulas of two chemical compounds. One is copper
sulfide, which you will prepare according to the
following chemical reaction:

xCu (s) + yS (s) Cu
x
S
y
(s)

The other is zinc chloride, which you will prepare
according to the chemical reaction:

xZn (s) + yHCl (aq) Zn
x
Cl
y
(s) + y H
2
(g)
2
The objective is to determine the combining ratios of
the elements (that is to determine x and y) and to
balance the chemical equations given above.
ACTIVITY 1
What are
the product?
ACTIVITY 2
HX
Write the balance
chemical
equation for this
reaction
HX
Problem
To determine the product of the reaction and writing the balanced chemical
equation.

Chemicals Provided
Potassium Iodide solution (KI) Ammonia solution (NH
3
) 2.0 M
HX solution 2.0 M Sodium hydroxide solution (NaOH) 2.0 M
Lime water Dilute sulphuric acid (H
2
SO
4
) 0.1 M

Apparatus Provided
Test tube Battery Carbon electrode Delivery tube
Dropper Wire Rheostat Stopper
250 ml beaker Crocodile clips Ammeter Measuring cylinder
Spatula


How do students solve problems in
laboratory?
Novice like strategy
Novices tended to suggest
solutions and equations
soon after reading the
problem statement (Elio
and Scharf, 1990).
Novices organized their
knowledge about problems
according to surface
features of their problem
statements
Expert like strategy
Experts first engage in a
kind of qualitative analysis
generating additional useful
information about the
problem situation that was
not explicitly stated in the
problem statement (Elio
and Scharf, 1990).
Experts organise knowledge
based on deeper features of
the problem statement.
In good labs, students discover
concepts; they dont just verify them...
(Renner, 1986)
Literature Review
Laboratory experiences should enable students to
develop problem solving, science process skills
and technical skills; to provide conceptual
development and to promote scientific attitudes
and scientific inquiry.
Many laboratory guides may make students think
that the laboratory purpose is to verify something
that the teacher, textbook, or some other
authority has told them (Hofstein and Lunetta,
2004).
According to Hofstein (1988), students work like
technicians in Cookbook laboratory activities
which still focus on developing their low level
skills.
Renner (1986) emphasized that nobody doubts
whether laboratory applications are important to
learn science or not today; but most laboratory
guide made an impression on students that the
aim of the laboratory is to confirm what is taught
or told by a teacher, a course book or another
authority, and the genuine role of laboratory is
not this.
Little chance is given to students to make their
experimental arguments, to state hypothesis
and test it or to design an experiment, as a
result to realize an experiment in a genuine
meaning (Lunetta and Tamir, 1979).
Four areas where attitudes in
chemistry are important
a) Attitudes towards chemistry
b) Attitudes towards topics and themes in
chemistry
c) Attitudes towards the learning of chemistry
d) Scientific attitudes.
Much research has shown clearly that a negative
attitude towards chemistry is the dominant factor
affecting student willingness to study further
chemistry.
Based on social psychological models, it has been
shown that attitudes towards topics and themes
in chemistry are developed by means of
interactive teaching materials (teaching materials
where the learners have cognitively to relate new
input to previously held attitudes by means of
specific teaching strategies of which the most
common is role play).
Chemistry Curriculum
The aim of any school chemistry curriculum is
not only to educate in chemistry but also to
educate through chemistry.
The aim has to be to generate a population
that is informed about chemistry and its
importance in modern day society, a
population who are positively disposed to
chemistry and its impact on society.
Chemistry curriculum can be constructed by
exploring three themes:
1. What are the questions that chemistry
asks?
2. How does chemistry obtain its answers?
3. How does this chemistry relate to life?
Chemistry for Whom?
Too often, the school chemistry curriculum
has been designed with the future stages of
learning in chemistry in mind.
The school chemistry curriculum is
determined largely by the needs of the
minority who might become chemists.
The curriculum must be re-thought in terms of
the whole group - who will become citizens.
How to be taught effectively?
More open-ended problems (especially group
based) have been shown to be highly effective
in developing:
attitudes,
generating enjoyment, and
addressing issues where chemistry can be applied
in real-life situations compare to algorithmic
problem.
Problem-Solving Laboratory Exercises
(PSL)
Laboratory in Chemistry
Is that the proper role of the laboratory?
What is the real purpose of the laboratory?
Is it true that the laboratory is used as
cookbook laboratory by teachers?
Mystery Death on a River
PROBLEM-SOLVING LAB (PSL)
The problem is assigned one week before exp.
is to be attempted.
PSL handout contains
1) Problem
2) Chemicals
3) Apparatus and Instruments
4) A hint to aid in designing experiment
5) Guidelines use correct apparatus and
instruments





Problem Solving Laboratorys Style (Domin,
1999)
Outcome: Predetermine
Approach: Deductive
Procedure: Students generated
TRADITIONAL LAB PSL
A detailed procedure to follow.

To illustrate or explain the
scientific concepts.

Only gives training in practical
techniques.

Give very little thought to actual
design experiment.

Give students practices in
experiment design.

Still meeting the objectives of
the traditional laboratory
practices.

Students are asked to devise
and carry out practical solution
to posed problem.

What are
the product?
ACTIVITY 2
HX
Write the balance
chemical
equation for this
reaction
Problem
To determine the product of the reaction and writing the balanced chemical
equation.

Chemicals Provided
Potassium Iodide solution (KI) Ammonia solution (NH
3
) 2.0 M
HX solution 2.0 M Sodium hydroxide solution (NaOH) 2.0 M
Lime water Concentrated sulphuric acid (H
2
SO
4
) 2.0 M
Dilute nitric acid (HNO
3
) 0.01 M Barium chloride solution (BaCl
2
)

Apparatus Provided
Test tube Battery Carbon electrode Delivery tube
Dropper Wire Rheostat Stopper
250 ml beaker Crocodile clips Ammeter Measuring cylinder
Spatula

Instruments Available
Electronic balance

Hints
The blue powder is a type of salt that dissolve in water.


Write the balance
chemical
equation for this
reaction
What are
the product?
HX
ACTIVITY 3
Problem
To determine the product of the reaction and writing the balanced chemical
equation.

Chemicals Provided
Potassium Iodide solution (KI) Ammonia solution (NH
3
) 2.0 M
HX solution 2.0 M Sodium hydroxide solution (NaOH) 2.0 M

Apparatus Provided
Test tube Battery Carbon electrode Spatula
Dropper Wire Rheostat Stopper
250 ml beaker Crocodile clips Ammeter Measuring cylinder

Instruments Available
Electronic balance

Hints
White powder consist of nitrate substance.



PROBLEM-SOLVING LAB (PSL)
Instructor
1) Provides technical
assistance
2) Answers any questions
relating to laboratory
techniques.

Students
1) Prepare and complete
the lab notebook
handed during end of
the lab
2) Solve the problem

PROBLEM-SOLVING LAB (PSL)
PSL
Postmortem (discussion)
Self-evaluation
PROBLEM-SOLVING LAB (PSL)
If students are unable to design the
experiment, she/he need to attempt a
technique exercise.
- Instruction will be given but not in detailed.
- PSL must be develop for students that familiar
with appropriate techniques.
PSL at the Various Level
Introductory course
Students with little/no background in
chemistry
Problems - simple but they are still able to
produce variety of methods and results.
Poor results poor exp. techniques and
poor exp. design
General Chemistry Students
Tend make same mistake as beginners
Errors revealing conceptual problems that
went unnoticed during traditional lab.

Organic Chemistry
Previously trained in PSL approach
Prior experience allowed successful
implementation of PSL

Evaluation in PSL
Questions relating to experiment and
experiment design must be a major
components in all tests and assignments.
Equal values is given to experiment design and
results.
Problems in PSL
Universality
Sabotage
Time pressure
Copying

CONCLUSION
Improvements in
- preparation in experiment.
- organization (time management).
- laboratory techniques.
Better problem solvers
Uncovered students with special talents;
need to motivate them to more success in
chemistry.