Chemical VET
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CLIL didactic unit Subject: Chemical Analysis
Title of the Unit: Redox
Teacher: Ximo Balaguer
Titrations
Course / Level: 1º Higher Technician in Analysis and Quality Control Laboratory
1. Learning outcomes / Evaluation criteria
Learning outcomes : To order materials and reagents for chemical analysis as recognizing their properties and chemical behavior. To prepare calculations justifying solutions and mass concentrations. To apply quantitative analysis techniques, justifying the types of reactions that take place and their applications in this analysis. To evaluate results of the analysis, determining their consistency and validity Evaluation criteria: - To calculate masses and concentrations of the reactants involved in a chemical reaction. - To select volumetric materials and reagents required to determine the concentration of solutions. -To calibrate equipment and materials according to standardized quality norms . - To evaluate the dissolution against a standard reference reagent - To apply quality standards, occupational health and environmental protection throughout the process of preparation of solutions . - To set out the basics of the different techniques of quantitative chemical analysis . - To Select techniques appropriate to the type of sample, amount , concentration and matrix . - To chose correctly reagents indicators relating to the use of reactions that take place . - To establish criteria for acceptance or rejection of the results. - To evaluate the results using tables, patterns or rules established - To make reports following specifications . - To evaluate the importance of chemical analysis and reliability of the analytical results .
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Chemical VET
2. Subject Content
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- Concept of oxidation and reduction - Oxidizing and reducing agents - Adjustment of redox reactions - Stoichiometry in redox reactions - Redox titrations: Permanganametric Dichromatometric Iodometric and Iodimetric - Redox indicators - Redox titration test to be performed in the laboratory Determination of permanganate index in water
3. Language Content / Communication Vocabulary
Learning specific terminology: matter, measure, property, length, surface, volume, mass, density, temperature, ruler, scale, thermometer, meter, square meter, cubic meter, liter, gram, degrees Celsius, pure, mixture, mix, substances, solution, chemical elements, chemical compounds or molecules, atom, hydrogen, oxygen, gold, copper, silver, iron, solid, etc,
Verbs: Add a Fill Pipette Titrate Calculate Continue Measure Weight Place Make Transfer Put Rinse Repeat Dry
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Mix Prepare Calibrate Read
Nouns: Beaker Erlenmeyer flask Wash bottle Burette graduated cylinder graduated pipette o volumetric funnel thermometer balance glass funnels volumetric flasks watch glass Evaporation dish Filtering flask : kitasatos Spatula Stand (base +rod) and clamp pinza Holder: nuez Crucible: crisol Dropper distilled wáter pH indicator paper ashless filter paper desiccator silver electrode glass pH electrode magnetic stirring pH meter glass pH electrode
Structures
Imperative Relative pronouns (recognition) : which, where, when, who, how and that
Discourse type
Description
Language skills
Reading, listening and speaking Practicing imperative.
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4. Contextual (cultural) element
Connect the theme to the analytical control of drinking water
5. Cognitive (thinking) processes
understand, repeat, analyze, explain
6. (a) Task(s)
Completing tables. Exercises of redox titrations. Questionnaires. Presentations in the computer. Interactive exercises from the Internet. Laboratory experiments Free dialogue in class.
Reading the texts Answer questions with simple sentences Use drawings to label specific vocabulary Matching activities True or false activities Filling gaps in simple sentences How to make SOP (Standard Operating Procedure): Determination; Method; Safety and waste Management; Lab Equipments; Material; Reagents. Procedure
6. (b) Activities
Primary data
Calculations, results and discussion: average, relative standard deviation, and uncertainty
7. Methodology Organization timing
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and
class
distribution
/ The methodology will be active and participatory; in addition, it must facilitate both individual and group learning. The methodology will be applied through the
Chemical VET
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establishment of work habits, including completing activities in the student’s book . Timing: 12 hours. Approximately a week and half
Resources / Materials
Key Competencies
• • • •
8. Evaluation (criteria and instruments)
Book and photocopies Presentations: Videos: Interactive activities : Moodle: test, interactive activities, presentations
Type of chemical analytical analysis: Titration Type of titration: Redox Indicator redox To make a SOP (Standard Operating Procedure): permangante index in water Continuous assessment of each student with different oral and written test. To work in laboratory Written tests. Homework.
Puedes usar este modelo de plantilla con la siguiente licencia. http://es.creativecommons.org/blog/licencias/ A first sample of this template has been published at: Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
It is mainly based on the hands-on experience at designing units and on conversations with experts and peers. The theory of the 4Cs by Do Coyle has also been taken into account. This theory has been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.
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