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Faculty of Applied Sciences TULO / MSc Science Education and Communication

Web chemistry: Sweeteners Sec. education advanced level Science on Stage, Grenoble, April 5 th 2007. Aonne Kerkstra Teacher at ISW in Naaldwijk Specialist in chem. education. Faculty of Applied Sciences TULO / MSc Science Education and Communication. Teachers Lovina Hofmeyer

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Faculty of Applied Sciences TULO / MSc Science Education and Communication

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  1. Web chemistry: SweetenersSec. education advanced levelScience on Stage, Grenoble, April 5th 2007 • Aonne Kerkstra • Teacher at ISW in Naaldwijk • Specialist in chem. education Faculty of Applied Sciences TULO / MSc Science Education and Communication

  2. Teachers Lovina Hofmeyer Sylvia Lipman John Hukom Experts (University of Amsterdam) Nataša Brouwer, senior consultant for science education Laurens Hessels, student-assistant Diederik Slob, site tool en graphical design Jan van Maarseveen, associate professor Hens Borkent, Molecule Model Maker tools (Radboud University Nijmegen) Developing team (2004 – 2006)

  3. Chemistry between context and concept • Appealing context (Sweeteners is part of daily live) • Basic concepts • All matter consist of particles (Sweeteners consist of bio-organic molecules) • Micro-macro concept: relationship between structure and property (taste)

  4. Web chemistry: Sweeteners • Homepage • Introduction Sweeteners • Stereochemistry • Synthesis of Aspartame • Molecular structure en taste • Further investigation • Teachers manual

  5. 1 Sweeteners • Key questions • What is the difference in sweetness between natural, extensive and intensive sweeteners? • To which chemical compounds do sweeteners belong? • How much sweeter than sugar is aspartame? • Structure web page • Introduction • Explanation • Information via links • Activity • Checkpoint 1

  6. 2 Stereochemistry • Key questions • How can you present structural formulas? • What does the 3D model of aspartame look like? • When do we call a carbon atom asymmetric? • What are the conditions for optical isomerism? • How can you measure optical activity? • Structure web page • Introduction • Explanation • Assignments with 3D models • Questions with the molecule model maker • Further information via links • Activity • Checkpoint 2

  7. 3 Synthesis of aspartame • Key questions • What are the building blocks of aspartame? • What about the stereochemistry of the building blocks of aspartame? • How do you recognize the L- or D-configuration in amino acids? • How many and which stereo isomers does aspartame have? • Which reactants are used for the synthesis of aspartame? • What is the role van the enzyme in this synthesis? • How do you investigate the synthesis of aspartame? • Structure web page • Introduction • Explanation • Assignments with explanation • More information via links • Questions • Activity • Checkpoint 3

  8. 4 Molecular structure and taste • Key questions • Hoe does taste transfer work? • What is a papilla? • Which type of building blocks are used in the taste receptor? • Which model can explain the operation of the sweet receptor? • Which non-covalent interactions are important? • How come the enantiomers of aspartame taste different? • Structure web page • Introduction • Explanation with exercises • Assignments with explanation • Activity • Checkpoint 4 • Interaction with biology

  9. 5 Further investigation • How do the different taste receptors work? • Explain what the R- and S- configurations are? • Aspartame investigation in several light soft drinks. • Design a new sweetener. • Investigate the stability of aspartame. • What happens to aspartame once it is ingested? • Aspartame often gets negative publicity.Design a concept map of all types of isomers. • Design your own soft drink. • Student’s own idea.

  10. Chemical ideas and skills 1

  11. Chemical ideas and skills 2

  12. E-learning in Web chemistry: Sweeteners • Question • How does the navigation support the students to get the answers to the key questions? • Navigation • 4 chemical units • several list pages • Questions (a banc) • Resources • Concepts • Dictionary OC • Site map

  13. E-learning in Web chemistry: Sweeteners • Question • Which e-learning activities take place (beside reading)? • Activities • using animations • making digital questions (feed back) • investigating 3D models

  14. E-learning in Web chemistry: Sweeteners • computer tool • information resource • feed back • Question • Which digital tools are used? • Tools • Java applets with 3D models (Jmol) • Molecule Model Builders,also in combination with the assignments • Digital questions in Hot potatoes • Internet external links • Resources (further information) • Search engine in the Dictionary OC • Web-log (open assignments)

  15. E-learning in Web chemistry: Sweeteners • Question • What is the additional teachers material? • How do the teachers communicate with each other? • Teachers website • Digital teachers material: • Didactic handbook • Experiments: materials, outcomes, tips • Publish • Students work (assignments “open projects”) • Best practices (intern) • Tips & tricks • Share materials (intern) • Give suggestions for improvements • web-log Contextchemie

  16. http://www.contextchemie.nl/en Further information of contact a.kerkstra@tudelft.nl

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