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WHY INTEGRATION

T EACHING SEPARATION METHODS BY INTEGRATION OF CHEMISTRY, ART AND CRAFT LESSONS IN A CONTEXT OF NATURAL COLORANTS Tuija Timonen Finland tuija.timonen@edu.hel.fi. WHY INTEGRATION.

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WHY INTEGRATION

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  1. TEACHING SEPARATION METHODS BY INTEGRATION OF CHEMISTRY, ART AND CRAFT LESSONS IN A CONTEXT OF NATURAL COLORANTSTuija TimonenFinlandtuija.timonen@edu.hel.fi

  2. WHY INTEGRATION As every teacher knows: students like to relate chemical principles to everyday things. But how can this general principle be translated into practice?1 In Finland every subject is taught in its own lesson and there is seldom co-operation between subjects. Usually even every chemical phenomenon is taught separately and the experiments have no connections to each other. We believed that contextual learning will affect students motivation. According to Peacock, contextualizing improves access to knowledge and thus provides equity to disadvantagedgroups.2

  3. AIM Our aim was to create a practical work, which points out how to relate chemical principles to everyday things, to every grade at upper comprehensive school.

  4. SEPARATION METHODS This practical work for 7th grade pupils was based on the Doctoral Thesis of Riikka Räisänen, which was about the pigments of fungus Dermocybe sanguinea and using them as dyes for textiles.3 Räisänen introduced a simple method for isolation and characterisation of anthraquinone pigments.4 We carried out the work in co-operation between University of Helsinki, Department of Home Economics and Craft Science and Kannelmäki comprehensive school, Upper Stage.

  5. SEPARATION METHODS7th GRADE After chemistry lessons a student is able to isolate a compaund using simple separation methods. He or she also understands the meaning of chemistry in the society.

  6. Curriculum In chemistry lessons the students learn - different separetion methods such as extraction, filtration, evaporation, distillation and chromatography - how to make a dilution to a definite concentration - measuring pH-value In art lessons printing and dying designs are created. In craft lessons the isolated pigment is used for dyeing yarn and cloth or printing cloth. At the end an exhibition is arranged.

  7. INDRODUCTION OF LEARNING SEPARATIONMETHODS • Pupils are explained how to study separation methods. • They are introduced what kind of fungi will be used. • Some ecological aspects of natural dyes are pointed out. • The students are working in groups of four.

  8. WEIGHINGthe idea of accuracy of measurementLESSONS 1 – 2 • The fungi and the materials for sodium di-hydrogen phosphate buffer solution are measured using different scales and other pieces of laboratory equipments. • The buffer solution is prepared.

  9. MEASURING pH-VALUE LESSONS 3 – 4 • The pH-value of thedi-hydrogen phosphatebuffer solution and someother acidic and basic solutions aremeasured. • The students are explained that reactions in the nature are pH dependent. • The buffer solution is poured onto the fungi.

  10. EXTRACTION AND FILTRATIONLESSONS 5 – 6 • The fungal mass is fitred from the buffer solution. • The mass is extracted with boiling water. • Short pieces of yarn are dyed in the filtrate to demonstrate what kind of dye we had obtained.

  11. EVAPORATIONLESSONS 7 – 8 Water is evaporated from the extract.

  12. CHROMATOGRAPHYLESSONS 9 – 10 • The chromatography is taught. • The lesson begins by thin layer chromatography, running in the first solvent system. • The fungal mass is extracted with diethyl ether.

  13. DISTILLATION LESSONS 11 – 12 • TLC-plates are rotated 90º and let to run in the second solvent system. • The diethyl ether is removed by distillation and the solid colorant obtained.

  14. REPORTS OF THE GROUPSLESSON 15 • The pupils observe the silica plates. • The students make a report either as a group or alone using fronter learning platform. Each group has its own portfolio in the learning platform.

  15. At the end of the project an exhibition is arranged. Then the purpose of the whole project become clear to everyone. EXHIBITIONS

  16. References 1. Bennet, J. and Holman,J. Context-based Approaches to the Teaching of Chemistry: What are they and What are their Effects? Chemical Education: Towards Research-based Practice (2002) 2. Peacock, A. Access to science learning for children in rural Africa. International Journal of Science Education (1995) 3. Räisänen,R. Anthraquinones from the Fungus Dermocybe sanquinea as Textile Dyes. Ph.D. Thesis, Uneversity of Helsinki. Department of Home Economics and Craft Science Research Report. Vantaa: Dark (2002) 4. Hynninen, P., Räisänen, R., Elovaara, P. and Nokelainen, E. Preparative Isolation of Anthraquinones from the fungus Dermocybe Sanguinea Using Enzymatic Hydrolysis by the Endogenous β-Glucosidase. Verlag der Zeitschrift für Naturforschung (2000)

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