Chemical innovations enhance our quality of life by responding to challenges in e.g., energy production, medical care, and material development. Studying and understanding chemistry is essential for future solutions. However, chemistry is not accessible to all learners. In South Africa, the challenge is to make chemistry accessible to all participants, especially in the North West province, in poor schools without easy access to resources and with inadequately trained teachers. One way to make chemistry more accessible is through micro-scale chemistry. With this goal in mind, the MYLAB small-scale chemistry kit was designed. The kit was developed around the 5 ml test tube (our size determinant). We wanted all learners and teachers to have hands-on, minds-on chemistry practical experience. Thus, workshops were organised to (i) train the teachers in the use of the kits and (ii) to allow learners to experience practicals hands-on. This article gives an overview of how the use of the MYLAB small-scale chemistry kit was successful in making chemistry accessible to all.
{"title":"Accessible chemistry: the success of small-scale laboratory kits in South Africa","authors":"Maria Henriette du Toit, Jean I. du Toit","doi":"10.1515/cti-2022-0042","DOIUrl":"https://doi.org/10.1515/cti-2022-0042","url":null,"abstract":"\u0000 Chemical innovations enhance our quality of life by responding to challenges in e.g., energy production, medical care, and material development. Studying and understanding chemistry is essential for future solutions. However, chemistry is not accessible to all learners. In South Africa, the challenge is to make chemistry accessible to all participants, especially in the North West province, in poor schools without easy access to resources and with inadequately trained teachers. One way to make chemistry more accessible is through micro-scale chemistry. With this goal in mind, the MYLAB small-scale chemistry kit was designed. The kit was developed around the 5 ml test tube (our size determinant). We wanted all learners and teachers to have hands-on, minds-on chemistry practical experience. Thus, workshops were organised to (i) train the teachers in the use of the kits and (ii) to allow learners to experience practicals hands-on. This article gives an overview of how the use of the MYLAB small-scale chemistry kit was successful in making chemistry accessible to all.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141925642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Natasa Brouwer, Matti E. Niemelä, I. Maciejowska, Ştefania Grecea, Oreste Tarallo, Vincenzo Russo
In STEM higher education, lecturers need to assist learners in constructing understanding of complex scientific concepts by employing relevant teaching methods, tools, and technologies. A continuous professional development (CPD) of academic teaching staff in teaching and learning is indispensable to keep up with the development of STEM. Using a cascade-like approach in continuous professional development in teaching and learning, where lecturers are involved bottom-up as CPD-Ambassadors, makes it possible to address relevant STEM-specific teaching and learning issues and continuously improve teaching practice. At three international STEM-CPD Summer Schools for CPD-Ambassadors, the CPD-Ambassadors developed fifty CPD-User cases about organising professional development in teaching and learning at their own higher education institutions and promoting the importance of CPD in their local context. The analysis of the CPD-User cases shows that the most frequently addressed teaching competencies and attitudes foster student-centred teaching approaches based on constructivist educational views. A relationship is found with previously defined generally important teaching competences and attitudes for higher STEM education. The results indicate that a cascade-like, discipline oriented continuous professional development approach through CPD-Ambassadors is a promising approach in improving university teaching practice.
{"title":"Ambassadors of professional development in teaching and learning in STEM higher education","authors":"Natasa Brouwer, Matti E. Niemelä, I. Maciejowska, Ştefania Grecea, Oreste Tarallo, Vincenzo Russo","doi":"10.1515/cti-2024-0026","DOIUrl":"https://doi.org/10.1515/cti-2024-0026","url":null,"abstract":"\u0000 In STEM higher education, lecturers need to assist learners in constructing understanding of complex scientific concepts by employing relevant teaching methods, tools, and technologies. A continuous professional development (CPD) of academic teaching staff in teaching and learning is indispensable to keep up with the development of STEM. Using a cascade-like approach in continuous professional development in teaching and learning, where lecturers are involved bottom-up as CPD-Ambassadors, makes it possible to address relevant STEM-specific teaching and learning issues and continuously improve teaching practice. At three international STEM-CPD Summer Schools for CPD-Ambassadors, the CPD-Ambassadors developed fifty CPD-User cases about organising professional development in teaching and learning at their own higher education institutions and promoting the importance of CPD in their local context. The analysis of the CPD-User cases shows that the most frequently addressed teaching competencies and attitudes foster student-centred teaching approaches based on constructivist educational views. A relationship is found with previously defined generally important teaching competences and attitudes for higher STEM education. The results indicate that a cascade-like, discipline oriented continuous professional development approach through CPD-Ambassadors is a promising approach in improving university teaching practice.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In a society heavily influenced by technological advancements, developing scientific and technological literacy among young people is essential. Along these lines, this research describes a STEM activity developed to promote the teaching of chemistry content related to the solubility of potassium nitrate in water. It also facilitated the mastery of technological skills such as programming Arduino microcontrollers and using Microsoft Excel as tools for automatic data acquisition and analysis. Eighty pre-university Chemistry students participated in this research. This pedagogical approach was divided into three main stages: (1) preliminary research on components used in the experimental apparatus; (2) introduction to the assembly of electrical circuits and Arduino programming; (3) experimental investigation of the dependence of potassium nitrate solubility on temperature. The activity allowed the students to successfully achieve the proposed chemistry learning objectives while mobilizing other scientific and technological knowledge and skills. Despite the students’ limited prior knowledge of programming and electronics, as well as their limited proficiency in data analysis software, the integration of programming in the Chemistry class proved to be a differentiating factor with a highly positive impact, particularly in terms of motivation and interest among most students.
{"title":"Investigating the influence of temperature on salt solubility in water: a STEM approach with pre-university chemistry students","authors":"J. L. Araújo, Carla Morais","doi":"10.1515/cti-2024-0004","DOIUrl":"https://doi.org/10.1515/cti-2024-0004","url":null,"abstract":"Abstract In a society heavily influenced by technological advancements, developing scientific and technological literacy among young people is essential. Along these lines, this research describes a STEM activity developed to promote the teaching of chemistry content related to the solubility of potassium nitrate in water. It also facilitated the mastery of technological skills such as programming Arduino microcontrollers and using Microsoft Excel as tools for automatic data acquisition and analysis. Eighty pre-university Chemistry students participated in this research. This pedagogical approach was divided into three main stages: (1) preliminary research on components used in the experimental apparatus; (2) introduction to the assembly of electrical circuits and Arduino programming; (3) experimental investigation of the dependence of potassium nitrate solubility on temperature. The activity allowed the students to successfully achieve the proposed chemistry learning objectives while mobilizing other scientific and technological knowledge and skills. Despite the students’ limited prior knowledge of programming and electronics, as well as their limited proficiency in data analysis software, the integration of programming in the Chemistry class proved to be a differentiating factor with a highly positive impact, particularly in terms of motivation and interest among most students.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"95 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141686974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Limpanuparb, Weerapat Chiranon, Methin Intaraprasit
Abstract A program for writing words (or personal names) by combining chemical element symbols is developed in the context of classroom activity to introduce the periodic table, properties of elements, and periodic trends. We provide multiple examples and possible ideas to improve student engagement and create an inclusive environment in the classroom. Common confusions and mistakes made when learning the periodic table are tabulated and discussed. In addition to spelling words and creating graphics using element symbols, the program can display and print out properties of elements as part of the word-building game.
{"title":"Building words from chemical elements: a fun and inclusive approach to introduce the periodic table","authors":"T. Limpanuparb, Weerapat Chiranon, Methin Intaraprasit","doi":"10.1515/cti-2023-0058","DOIUrl":"https://doi.org/10.1515/cti-2023-0058","url":null,"abstract":"Abstract A program for writing words (or personal names) by combining chemical element symbols is developed in the context of classroom activity to introduce the periodic table, properties of elements, and periodic trends. We provide multiple examples and possible ideas to improve student engagement and create an inclusive environment in the classroom. Common confusions and mistakes made when learning the periodic table are tabulated and discussed. In addition to spelling words and creating graphics using element symbols, the program can display and print out properties of elements as part of the word-building game.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"43 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141345896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Horikoshi, Yota Endo, Dai Shirotani, Tsugumi Nakanishi-Masuno, Hiroshi Shioyama
Abstract The conversion from line-angle formula to chemical formula often poses a challenge for first-year nonchemistry majors. To address this, the authors developed an engaging exercise lecture that encompasses the conversion process and related chemistry concepts, including molecular weight and elemental analysis. Initially, the instructor reviews basic chemistry concepts with the students. Subsequently, students construct a NanoKid structure model using transistors and red LEDs connected by plastic tubes, representing carbon and oxygen atoms, respectively. By referencing their models, students identify the chemical formula of NanoKid, calculate its molecular weight, and perform elemental analysis under the guidance of the instructor. Additionally, they estimate the scale of the NanoKid model relative to the actual NanoKid molecule. The exercise promotes peer review among students and is completed within approximately 45 min. A post-lecture questionnaire revealed that the exercise was well-received by the students.
{"title":"Learning with NanoKid: line-angle formula, chemical formula, molecular weight, and elemental analysis","authors":"R. Horikoshi, Yota Endo, Dai Shirotani, Tsugumi Nakanishi-Masuno, Hiroshi Shioyama","doi":"10.1515/cti-2024-0029","DOIUrl":"https://doi.org/10.1515/cti-2024-0029","url":null,"abstract":"Abstract The conversion from line-angle formula to chemical formula often poses a challenge for first-year nonchemistry majors. To address this, the authors developed an engaging exercise lecture that encompasses the conversion process and related chemistry concepts, including molecular weight and elemental analysis. Initially, the instructor reviews basic chemistry concepts with the students. Subsequently, students construct a NanoKid structure model using transistors and red LEDs connected by plastic tubes, representing carbon and oxygen atoms, respectively. By referencing their models, students identify the chemical formula of NanoKid, calculate its molecular weight, and perform elemental analysis under the guidance of the instructor. Additionally, they estimate the scale of the NanoKid model relative to the actual NanoKid molecule. The exercise promotes peer review among students and is completed within approximately 45 min. A post-lecture questionnaire revealed that the exercise was well-received by the students.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"30 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141378313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teaching hydrogen bridges (H-bridges) in introductory chemistry courses is either oversimplified or dogmatically taught; the heuristic that ‘only fluorine, oxygen and nitrogen (FON) form H-bridges’ is commonly used, for example. This rule limits choices, does not match reality, and does not clarify the difference between H-bridge donors (HBD) and H-bridge acceptors (HBA) nor intermolecular versus intramolecular cases. Hydrogen fluoride is a significant HBD but a poor HBA. Oxygen is not always an HBD or HBA. Ammonia is a significant HBA but a poor HBD. There are many examples of H-bridges that do not contain these three elements. All examples of H-bridges should be shown in a way to provide symbolic and molecular structures. Is it necessary to ‘explain’ H-bridges in introductory classes? We conclude not, but it might be necessary to increase the total amount of time to present the material so that students do not rely on superficial rules.
在化学入门课程中讲授氢桥（H-bridges）时，要么过于简单化，要么教条化；例如，"只有氟、氧和氮（FON）才能形成 H-bridges "的启发式教学就很常用。这一规则限制了人们的选择，不符合实际情况，也没有阐明 H 桥供体（HBD）和 H 桥受体（HBA）之间的区别，以及分子间和分子内的情况。氟化氢是一种重要的 HBD，但却是一种差的 HBA。氧气并不总是 HBD 或 HBA。氨是一种重要的 HBA，但 HBD 含量较低。有很多 H 桥的例子都不包含这三种元素。所有 H-桥的例子都应以提供符号和分子结构的方式显示出来。是否有必要在入门课程中 "解释 "H 桥？我们的结论是没有必要，但可能有必要增加介绍材料的总时间，以便学生不依赖于肤浅的规则。
{"title":"Teaching hydrogen bridges: it is not FON anymore!","authors":"Guy V. Lamoureux, Katherine Chaves-Carballo","doi":"10.1515/cti-2023-0027","DOIUrl":"https://doi.org/10.1515/cti-2023-0027","url":null,"abstract":"\u0000 Teaching hydrogen bridges (H-bridges) in introductory chemistry courses is either oversimplified or dogmatically taught; the heuristic that ‘only fluorine, oxygen and nitrogen (FON) form H-bridges’ is commonly used, for example. This rule limits choices, does not match reality, and does not clarify the difference between H-bridge donors (HBD) and H-bridge acceptors (HBA) nor intermolecular versus intramolecular cases. Hydrogen fluoride is a significant HBD but a poor HBA. Oxygen is not always an HBD or HBA. Ammonia is a significant HBA but a poor HBD. There are many examples of H-bridges that do not contain these three elements. All examples of H-bridges should be shown in a way to provide symbolic and molecular structures. Is it necessary to ‘explain’ H-bridges in introductory classes? We conclude not, but it might be necessary to increase the total amount of time to present the material so that students do not rely on superficial rules.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"11 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141114116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Karen Ouverney dos Santos, Murilo Medeiros Machado, Ruth Elias de Almeida Morelli
Over the past few years, batteries have become increasingly more common in electronic devices as part of people’s daily lives. Concerns for the environment have grown due to the improper disposal of these materials which is increasing. Batteries contain potentially toxic metals in their composition, which can lead to soil contamination due to exposure to weather conditions and rain. Concerning this matter, to prove the harm that batteries cause to aquatic environments when incorrectly discarded, students decided to carry out leaching tests that consist of using collected rainwater and a simulation of seawater, to which they added alkaline L1154 batteries connected in series and lithium batteries as well. This hands-on learning experience is intended for high school students and can be adapted to be taken in the first year of Chemistry at universities. The adaptation offers a valuable opportunity for students of different educational levels to explore the environmental impacts of batteries, provoking a deeper understanding of the chemistry involving these devices.
{"title":"Student viewpoints on the importance and consequences of toxic object management and end of life disposal","authors":"Karen Ouverney dos Santos, Murilo Medeiros Machado, Ruth Elias de Almeida Morelli","doi":"10.1515/cti-2023-0035","DOIUrl":"https://doi.org/10.1515/cti-2023-0035","url":null,"abstract":"\u0000 Over the past few years, batteries have become increasingly more common in electronic devices as part of people’s daily lives. Concerns for the environment have grown due to the improper disposal of these materials which is increasing. Batteries contain potentially toxic metals in their composition, which can lead to soil contamination due to exposure to weather conditions and rain. Concerning this matter, to prove the harm that batteries cause to aquatic environments when incorrectly discarded, students decided to carry out leaching tests that consist of using collected rainwater and a simulation of seawater, to which they added alkaline L1154 batteries connected in series and lithium batteries as well. This hands-on learning experience is intended for high school students and can be adapted to be taken in the first year of Chemistry at universities. The adaptation offers a valuable opportunity for students of different educational levels to explore the environmental impacts of batteries, provoking a deeper understanding of the chemistry involving these devices.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"49 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140961525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Edgar Perin Moraes, Miguel Ângelo Fonseca de Souza, Alef Bruno dos Santos
Spectroscopy has held a pivotal role in advancing our comprehension of chemistry, dating back to its inception by Robert Bunsen and Gustav Kirchhoff. Nonetheless, access to advanced spectrometers remains restricted, particularly in high schools within developing nations. In this laboratory experiment, students were guided to fashion a spectrometer using reusable materials. This uncomplicated contrivance facilitated the exploration of emission and absorption spectroscopy, acquainting students with atomic spectra marked by electronic transitions, yielding line spectra. Conversely, molecules display not solely electronic transitions, but also vibrational and rotational shifts within chemical bonds, culminating in band spectra. Mobile phone cameras were enlisted as detectors. Captures of sodium and copper atoms emitting light in the course of a flame test, as well as depictions of molecular entities (copper sulphate pentahydrate and potassium permanganate aqueous solutions) absorbing light, were transmuted into the RGB (Red-Green-Blue) color model channels. The learning outcomes exhibited that 86 % of the students successfully discerned between an atomic spectrum and a molecular spectrum. Furthermore, 93 % of the students indicated that the incorporation of mobile devices in fostering scientific comprehension effectively seized their attention, resulting in heightened levels of engagement.
{"title":"Elucidating atomic emission and molecular absorption spectra using a basic CD spectrometer: a pedagogical approach for secondary-level students","authors":"Edgar Perin Moraes, Miguel Ângelo Fonseca de Souza, Alef Bruno dos Santos","doi":"10.1515/cti-2023-0073","DOIUrl":"https://doi.org/10.1515/cti-2023-0073","url":null,"abstract":"\u0000 Spectroscopy has held a pivotal role in advancing our comprehension of chemistry, dating back to its inception by Robert Bunsen and Gustav Kirchhoff. Nonetheless, access to advanced spectrometers remains restricted, particularly in high schools within developing nations. In this laboratory experiment, students were guided to fashion a spectrometer using reusable materials. This uncomplicated contrivance facilitated the exploration of emission and absorption spectroscopy, acquainting students with atomic spectra marked by electronic transitions, yielding line spectra. Conversely, molecules display not solely electronic transitions, but also vibrational and rotational shifts within chemical bonds, culminating in band spectra. Mobile phone cameras were enlisted as detectors. Captures of sodium and copper atoms emitting light in the course of a flame test, as well as depictions of molecular entities (copper sulphate pentahydrate and potassium permanganate aqueous solutions) absorbing light, were transmuted into the RGB (Red-Green-Blue) color model channels. The learning outcomes exhibited that 86 % of the students successfully discerned between an atomic spectrum and a molecular spectrum. Furthermore, 93 % of the students indicated that the incorporation of mobile devices in fostering scientific comprehension effectively seized their attention, resulting in heightened levels of engagement.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"54 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140961670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Karen Ouverney dos Santos, Nathália Guimarães Aniceto Silva, Olavo Henrique Gonçalves Reis, João Vitor de Paula Almeida, Giovanna Galindo de Oliveira
The main difference between a dry cell battery and an alkaline one is the composition of the electrolyte. In zinc–carbon batteries, dry cell, the electrolyte is a paste formed by mixing ammonium chloride and zinc chloride, whereas in alkaline batteries, the electrolyte is a concentrated aqueous solution of potassium hydroxide containing a certain amount of zinc oxide, hence the name alkaline for this battery. Therefore, the improper disposal of these materials has numerous consequences for the environment, since the potentially toxic metals present in them can be leached, infiltrating, and contaminating the soil layers, the groundwater, as well as the fauna and flora of the regions nearby. Thus, the objective is to perform studies that aim to simulate and analyze the release of potentially toxic metals present in batteries found in normal environmental conditions, through leaching tests from regular batteries (Zn–C) on fertilized soil, simulating a landfill, in addition to tests on sandy soil in order to aid the identification of possible waste release.
{"title":"Management of toxic waste released by incorrectly discarded batteries in Brazil","authors":"Karen Ouverney dos Santos, Nathália Guimarães Aniceto Silva, Olavo Henrique Gonçalves Reis, João Vitor de Paula Almeida, Giovanna Galindo de Oliveira","doi":"10.1515/cti-2023-0033","DOIUrl":"https://doi.org/10.1515/cti-2023-0033","url":null,"abstract":"\u0000 The main difference between a dry cell battery and an alkaline one is the composition of the electrolyte. In zinc–carbon batteries, dry cell, the electrolyte is a paste formed by mixing ammonium chloride and zinc chloride, whereas in alkaline batteries, the electrolyte is a concentrated aqueous solution of potassium hydroxide containing a certain amount of zinc oxide, hence the name alkaline for this battery. Therefore, the improper disposal of these materials has numerous consequences for the environment, since the potentially toxic metals present in them can be leached, infiltrating, and contaminating the soil layers, the groundwater, as well as the fauna and flora of the regions nearby. Thus, the objective is to perform studies that aim to simulate and analyze the release of potentially toxic metals present in batteries found in normal environmental conditions, through leaching tests from regular batteries (Zn–C) on fertilized soil, simulating a landfill, in addition to tests on sandy soil in order to aid the identification of possible waste release.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140961520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Delaney, Scott Donnelly, Emily Rochette, M. Orgill
Lithium’s role in the global green energy transition provides an engaging context to visualize the interconnectedness of chemistry to seismic shifts taking place in society. Lithium has seen a dramatic increase in utilization, but given lithium’s current low rates of recyclability, this development is exacerbating the e-waste problem. Equally important, we posit that lithium extraction, from either brine or ore, and the associated impacts on the environment and local communities should not be so easily decoupled from the shift in human behaviors causing its demand. Presented here is a mapping activity that was trialed in professional learning workshops organized in New Zealand for secondary/high school chemistry teachers. In their mapping activity response, the teachers were able to connect typical school chemistry content (batteries, chemical processes) with environmental (planetary systems) and social, economic, and ethical considerations (useful products, unintended consequences, inequity in access to water) of the ongoing electrification of society. The teachers indicated a positive intention to utilize the activity, or one similar with a different chemical process or product, in their own classrooms. A school-ready version of the activity is provided in the supplementary information, which was revised based on feedback from the teachers attending the workshops.
{"title":"A system mapping activity to visualize lithium’s interconnectedness to societal and environmental aspects of the green energy transition","authors":"S. Delaney, Scott Donnelly, Emily Rochette, M. Orgill","doi":"10.1515/cti-2023-0051","DOIUrl":"https://doi.org/10.1515/cti-2023-0051","url":null,"abstract":"\u0000 Lithium’s role in the global green energy transition provides an engaging context to visualize the interconnectedness of chemistry to seismic shifts taking place in society. Lithium has seen a dramatic increase in utilization, but given lithium’s current low rates of recyclability, this development is exacerbating the e-waste problem. Equally important, we posit that lithium extraction, from either brine or ore, and the associated impacts on the environment and local communities should not be so easily decoupled from the shift in human behaviors causing its demand. Presented here is a mapping activity that was trialed in professional learning workshops organized in New Zealand for secondary/high school chemistry teachers. In their mapping activity response, the teachers were able to connect typical school chemistry content (batteries, chemical processes) with environmental (planetary systems) and social, economic, and ethical considerations (useful products, unintended consequences, inequity in access to water) of the ongoing electrification of society. The teachers indicated a positive intention to utilize the activity, or one similar with a different chemical process or product, in their own classrooms. A school-ready version of the activity is provided in the supplementary information, which was revised based on feedback from the teachers attending the workshops.","PeriodicalId":515025,"journal":{"name":"Chemistry Teacher International","volume":"123 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140977540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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