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SIGNIFICANCE OF EXPERIMENT IN THE TEACHING PROCESS – APPLICATION OF POTENTIOMETRIC EXPERIMENT AS EXAMPLE (CROSBI ID 632802)

Prilog sa skupa u zborniku | sažetak izlaganja sa skupa | međunarodna recenzija

Tomaš, Renato ; Vladušić, Roko SIGNIFICANCE OF EXPERIMENT IN THE TEACHING PROCESS – APPLICATION OF POTENTIOMETRIC EXPERIMENT AS EXAMPLE // PROCEEDINGS BOOK / Yamamura, Akihiro (ur.). Dubai: Sakarya University, 2016. str. 632-632

Podaci o odgovornosti

Tomaš, Renato ; Vladušić, Roko

engleski

SIGNIFICANCE OF EXPERIMENT IN THE TEACHING PROCESS – APPLICATION OF POTENTIOMETRIC EXPERIMENT AS EXAMPLE

Experiment is a vital part of chemistry education. The improvement in teaching experiments are an important way to raise the quality of chemistry teaching: they give students the opportunity to perform experiments and data analysis independently, and their interest in science can be stimulated (Hofstein, 2004.). We present an interesting example of a potentiometric experiment for determination of transference numbers (Tomaš et al., 2013.) which is used in our course of Physical Chemistry of Electrolyte Solutions for graduate students of chemistry at the Faculty of Chemistry and Technology, University of Split. Students perform a potentiometric experiment using specially designed transference number cell (Braun & Weingärtner, 1985). Furthermore, using data of the mean activity coefficients available in the literature for NaCl in water at 25C, they can calculate potential difference (E) of the corresponding cell without transference, using Nernst equation. Finally, transference number (t) of sodium ion constituent can be determined as dEtransfer/dE. Extrapolation of the polynomial function, i.e. t = f(m) to zero molality gives the limiting transference number. If combining experimental values for limiting molar conductivity of NaCl they can calculate limiting ionic conductivities. Through these activities, many educational goals were achieved: students became well trained in scientific methods and their abilities to analyse and solve problems related to ionic solutions (such as degree of ion association and ion-solvent interaction) improved. More specifically, it seems that students easily connected how changes in temperature or in solvent nature affected its physical properties (such as viscosity and dielectric constant), if they have the opportunity to examine the influence some of these parameters during the experiment(s). The results encourage us to take our research into new phase in which we will investigate, by interview method, the impact of these experiments on the student’s deep understanding of ion association and ion-solvent interaction.

education; ionic solutions; potentiometric experiment; teaching process

video presentation

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Podaci o prilogu

632-632.

2016.

objavljeno

Podaci o matičnoj publikaciji

PROCEEDINGS BOOK

Yamamura, Akihiro

Dubai: Sakarya University

2146-7366

Podaci o skupu

International Educational Technology Conference

predavanje

04.02.2016-06.02.2016

Dubai, Ujedinjeni Arapski Emirati

Povezanost rada

Kemija

Poveznice