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Zbornik povzetkov

Mednarodna konferenca

Periodni sistem:

včeraj, danes, jutri

Ljubljana, 20. september 2019

Mednarodna konferenca Periodni sistem: včeraj, danes, jutri Organizacija Center KemikUm: razvojno-inovacijski učni laboratorij UL PEF v sodelovanju z, Fakulteto za kemijo in kemijsko tehnologijo Univerze v Ljubljani, Pedagoško fakulteto Univerze v Mariboru, Fakulteto za kemijo in kemijo tehnologijo univerze v Mariboru, Science on stage Europe, Slovensko znanstveno fundacijo, Slovenskim kemijskim društvom, Kemijskim inštitutom, Slovensko akademijo znanosti in umetnosti, Centrom za raziskovanje in spodbujanje nadarjenosti, ter EKO PEF. Programsko-organizacijski odbor doc. dr. Stanislav Avsec (UL PEF), Betka Burger (Gimnazija Ledina), mag. Nika Cebin (Gimnazija Ledina, koordinatorica Science on Stage Slovenija), mag. Gregor Cerar (nacionalni koordinator Ekošole), izr. prof. dr. Iztok Devetak (UL PEF, predsednik Komisije za kemijsko izobraževanje pri SKD), prof. dr. Vesna Ferk Savec (UL PEF, predstojnica Centra KemikUm), doc. dr. Nikolaja Golob (UM PEF), Špela Hrast (UL PEF), Nataša Jager Radin (KI), Sanja Jedrinovič (UL PEF) prof. dr. Mojca Juriševič (UL PEF, predstojnica CRSN), dr. Edvard Kobal (predsednik uprave SZF), doc. dr. Krištof Krajnc (UL FKKT), dr. Ana Logar (OŠ Metlika), prof. dr. Silvija Markić (Pedagoška fakulteta Ludwigsburg, Inštitut za naravoslovje in tehnologijo, Nemčija), Mira Metljak (UL PEF), doc. dr. Jerneja Pavlin (UL PEF), dr. Albin Pintar (predsednik SKD), mag. Darja Silan (Gimnazija Jožeta Plečnika), dr. Darja Skribe Dimec (UL PEF), Miha Slapničar (UL PEF), Stefanie Schlunk (predsednica Science on Stage Europe), izr. prof. dr. Gregor Torkar (UL PEF), Luka Vinko (UL PEF), Nina Zupanc (UL PEF), doc. dr. Stojan Kostanjevec (UL PEF, koordinator EkoPEF), izr. prof. dr. Matjaž Kristl (UM FKKT, FNM). Urednici Vesna Ferk Savec in Nina Zupanc Izdala UL Pedagoška fakulteta Način dostopa (URL) http://psekonferenca.splet.arnes.si Za vsebinsko in jezikovno ustreznost povzetkov so odgovorni avtorji prispevkov.

VSEBINA

PREDGOVOR ........................................................................................................................... 1

I. Plenarna predavanja ............................................................................................................... 2

ZAKAJ JE BIL PERIODNI SISTEM ODKRIT TAKO POZNO IN KAKO SMO OD MENDELEJEVEGA

PRIŠLI DO SODOBNEGA PERIODNEGA SISTEMA Franc Perdih .............................................. 3

MANJ ZNANE ZNAČILNOSTI PERIODNEGA SISTEMA Matej Huš ............................................ 4

KAKO USPEŠNO ZNAJO UČENCI UPORABLJATI PERIODNI SISTEM ELEMENTOV PO

ZAKLJUČKU OSNOVNOŠOLSKEGA IZOBRAŽEVANJA? Martin Rusek ...................................... 5

POLOŽAJ TRAJNOSTNE KEMIJE PRI POUČEVANJU IN UČENJU S SISTEMSKIM

RAZMIŠLJANJEM Seamus Delaney ........................................................................................ 6

PERIODNI SISTEM ELEMENTOV IN POUK KEMIJE Iztok Devetak ........................................... 7

ZAKAJ NANOMATERIALI NE MOREJO BITI STRUPENI? Damjana Drobne .............................. 8

II. Predstavitve »Učitelji učiteljem« .......................................................................................... 9

Sekcija 1: Medpredmetno povezovanje in interesne dejavnosti ............................................... 9

GOVORNI NASTOP IN PERIODNI SISTEM Marija Mojca Strmšek ........................................ 10

PERIODNI SISTEM ELEMENTOV PRI SLOVENŠČINI Z GLUHIMI UČENCI Nataša Safran ....... 11

SKRIVNOSTNA ŠKATLA KOVIN Mojca Zemljič ...................................................................... 12

MEDPREDMETNO POVEZOVANJE KEMIJE IN TEKSTILNIH MODULOV V POKLICU

USTVARJALEC MODNIH OBLAČIL Bernarda Klemenc .......................................................... 13

Z RADOVEDNOSTJO DO ZNANJA; EKSPERIMENTALNO DELO V PRVEM VZGOJNO-

IZOBRAŽEVALNEM OBDOBJU OSNOVNE ŠOLE Lilijana Kurnik ............................................ 14

KDO SE BOJI ŽIVEGA SREBRA? Helena Janež ...................................................................... 15

PERIODIC TABLE PROJECT 2019 Natalija Bohinc Zaveljcina ................................................ 16

DAN ODPRTIH VRAT: 150 LET MENDELJEJEVEGA PERIODNEGA SISTEMA Romina Kralj,

Danijela Ogrin ....................................................................................................................... 17

TRDNO, PLINASTO, TEKOČE – NARAVOSLOVNI DAN ZA UČENCE S POSEBNIMI POTREBAMI

Nina Slanšek Slokan .............................................................................................................. 18

PERIODNI SISTEM V SLOVENSKI FRAZEOLOGIJI Petra Špiletič Latin .................................... 19

MEDPREDMETNA POVEZAVA BIOLOGIJE IN KEMIJE PRI OBRAVNAVI ZGRADBE IN

DELOVANJA CELICE TER ELEMENTOV PERIODNEGA SISTEMA Tanja Cvirn Pavlin, Erika Jarić

.............................................................................................................................................. 20

NAŠE TELO KOT DEL PERIODNEGA SISTEMA IN FORMUL Blanka Tomac ............................ 21

Sekcija 2: Medpredmetno povezovanje in interesne dejavnosti ............................................. 22

ZAKAJ NAJ KEMIJA DOBRO SODELUJE Z INFORMATIKO Betka Burger ................................ 23

PRIBLIŽAJMO POUK NARAVOSLOVJA PREKO INTERESNE DEJAVNOSTI Marija Rošer Repas

.............................................................................................................................................. 24

KO SE VODIK IN KISIK SPOJITA V GLASBI Marjeta Kozmus ................................................. 25

ZGODOVINA PERIODNEGA SISTEMA – MEDPREDMETNA POVEZAVA MED KEMIJO IN

ANGLEŠKIM JEZIKOM V 1. LETNIKU GIMNAZIJE Natalija Bohinc Zaveljcina ....................... 26

SVETILNI ELEMENTI Tanja Jamnik ....................................................................................... 27

PLES SKOZI PERIODNI SISTEM Nataša Korošec .................................................................... 28

PERIODNI SISTEM ELEMENTOV IN STROJNA OPREMA RAČUNALNIKA Mateja Jan, Darko

Sekirnik .................................................................................................................................. 29

NAJLJUBŠI KEMIJSKI ELEMENT UČENCEV 1. A Uroš Cotman ............................................... 30

MATEMATIKA IN KEMIJA Z ROKO V ROKI Lucija Medimurec .............................................. 31

PERIODNI SISTEM EMISIJ ANTROPOGENIH VIROV ONESNAŽEVANJA Lea Nemec .............. 32

PERIODNI SISTEM PRI POUKU ANGLEŠČINE: VEČ KOT LE SOSLEDJE ČRK Maja Lebar Bajec

.............................................................................................................................................. 33

Sekcija 3 : Inovativne metode poučevanja naravoslovnih vsebin ............................................ 34

Z IKT PODPRTO LABORATORIJSKO DELO Darja Rizmal ........................................................ 35

INOVATIVNI PRISTOPI IN KEMIJA Klavdija Stropnik ............................................................ 36

O LASTNOSTIH GLAVNIH SKUPIN IN KOVINAH MALO DRUGAČE Manja Vidmar ................ 37

MINERALI POMEMBNI ZA ŽIVLJENJE Karmen Koprivec ....................................................... 38

H2O – KAJ JE TO? Sandra Križnar ......................................................................................... 39

MOJ KEMIJSKI ELEMENT Manja Vidmar .............................................................................. 40

RAZISKOVANJE KEMIJSKIH ELEMENTOV S POMOČJO DETEKTIVSKE ZGODBE Lidija Čepin . 41

ELEMENT– KOCKA Mateja Pogorelc .................................................................................... 42

SVET JE ZGRAJEN IZ … Margareta Obrovnik Hlačar............................................................. 43

IZDELAJMO SVOJ PERIODNI SISTEM Zdenka Candellari ...................................................... 44

ZGODOVINSKI RAZVOJ IDEJE O PERIODNEM SISTEMU ELEMENTOV - PROJEKTNO UČNO

DELO Darja Užmah .............................................................................................................. 45

Sekcija 4: Didaktične igre pri pouku naravoslovnih vsebin ...................................................... 46

Z DIDAKTIČNIMI IGRAMI PREPLETEN POUK KEMIJE Doroteja Smej Skutnik ....................... 47

PERIODNI SISTEM – BINGO ZA DISLEKTIKE Polona Markovič .............................................. 48

POTOVANJE KISIKA IN OGLJIKOVEGA DIOKSIDA PO NAŠEM TELESU Tina Merela ............. 49

POTAPLJANJE LADJIC KOT MEDPREDMETNO POVEZOVANJE KEMIJE IN MATEMATIKE

Barbara Švarc Fajdiga ........................................................................................................... 50

KEMIJSKI DETEKTIV Milanka Hrovatin ................................................................................. 51

PERIODNI SISTEM NEKOLIKO DRUGAČE Vesna Maršič ....................................................... 52

UPORABA POUČNE IGRE PRI UTRJEVANJU ZNANJA O ELEMENTIH PERIODNEGA SISTEMA

Ana Košir ............................................................................................................................... 53

ELEMENTI V PERIODNEM SISTEMU Urša Ribič Hribernik .................................................... 54

PERIODNI SISTEM NI PROBLEM Martina Sovdat ................................................................. 55

KEMBOX – PERIODNI SISTEM V ŠKATLI Janja Kogelnik ....................................................... 56

PERIODNI SISTEM – VIR NAVDIHA ZA UGANKE PRI POUKU KEMIJE IN NARAVOSLOVJA

Dejan Klančičar ..................................................................................................................... 57

KAJ IMATA V LETU 2019 SKUPNEGA FRANCE PREŠEREN IN PERIODNI SISTEM ELEMENTOV?

Nika Cebin ............................................................................................................................. 58

Sekcija 5: Eksperimentalno delo .............................................................................................. 59

EKSPERIMENTI PRI POUKU SPOZNAVANJA OKOLJA V 3. RAZREDU OSNOVNE ŠOLE Nina

Jesenšek ................................................................................................................................ 60

MLADI RAZISKOVALEC Tina Jurko ........................................................................................ 61

TEMPERATURNE SPREMEMBE PRI KEMIJSKIH REAKCIJAH NEKATERIH ELEMENTOV

PERIODNEGA SISTEMA S KLOROVODIKOVO KISLINO IN VODIKOVIM PEROKSIDOM Aljaž

Božič1, Brina Dojer2 ................................................................................................................ 62

S POSKUSI SE UČIM Tina Jurko ............................................................................................ 63

RAZLIČNI PRISTOPI IN MEDPREDMETNO POVEZOVANJE PRI OBRAVNAVI PERIODNEGA

SISTEMA ELEMENTOV Laura Javoršek ................................................................................. 64

UČENJE O ELEMENTIH SKOZI PROJEKTNO UČNO DELO Ana Logar ..................................... 65

SAMOSTOJNO EKSPERIMENTALNO DELO Doroteja Smej Skutnik ....................................... 66

MORJE IN MORSKA SOL; IZKUSTVENO UČENJE OTROK S POSEBNIMI POTREBAMI Polona

Markovič ............................................................................................................................... 67

DOLOČANJE KONCENTRACIJE BAKROVIH(II) IONOV Sanja Cvar ......................................... 68

OBARJANJE STRUVITA IZ ŽIVALSKEGA URINA – OBNOVLJIVI VIR FOSFORJA Ana Breznik,

Jure Terdin ............................................................................................................................ 69

POSLEDICE NEUSTREZNEGA VNOSA MINERALOV Ksenija Suban Horvat ........................... 70

Sekcija 6: Delavnice .................................................................................................................. 71

IKT V PODPORO UČENJU NARAVOSLOVNIH VSEBIN: DELO Z BAZAMI PODATKOV Tadeja

Nemanič, Sanja Jedrinović, Anja Luštek, Vesna Ferk Savec .................................................. 72

ELEKTROMANIJA Petra Škofic Valjavec ............................................................................... 73

KOVINE V PAMETNIH TELEFONIH Taja Klemen, Katarina Mlinarec, Špela Hrast ................ 74

PERIODNI SISTEM ELEMENTOV: DO KEMIJSKIH FORMUL – ENOSTAVNO! Sergeja Groleger

Rauter ................................................................................................................................... 75

Sekcija 7: Mednarodna obzorja v naravoslovnem izobraževanju ............................................ 76

POGLED UČENCEV NA ZNANSTVENO RAZISKOVANJE IN ZNANSTVENIKE Freitas, A.C.;

Medeiros, M.D.F; Motokane M.T. ........................................................................................ 77

AKTIVNOSTI V MEDNARODNEM LETU PERIODNEGA SISTEMA V SKLOPU CREATIVE CENTER

KARPOSH Aleksandra Blaževska1, Katerina Rusevska2, Marina Stojanovska2 * .................. 78

POUK NARAVOSLOVJA S POUDARKOM NA POVEZAVI MED GLOBALNIM SEGREVANJEM IN

MOČNIMI PADAVINAMI Kenta Namba and Hiroki Fujii ...................................................... 79

INTERPRETACIJE KEMIJSKIH POJMOV IN SIMBOLNIH REPREZENTACIJ PRI PREPOZNAVANJU

NAPAČNIH RAZUMEVANJ UČENCEV Dušica D. Rodić, Tamara N. Rončević ........................ 80

PERCEPCIJE UČENCEV HRVAŠKIH SREDNJIH ŠOL O UPORABI VIRTUALNEGA KEMIJSKEGA

LABORATORIJA Snježana Smerdel ....................................................................................... 81

Sekcija 8: Posterske predstavitve ............................................................................................. 82

PERIODIC – NAMIZNA IGRA O PERIODNEM SISTEMU ELEMENTOV Nejc Mesesnel ........... 83

Z IGRO VLOG DO OSNOV PERIODNEGA SISTEMA PRI NARAVOSLOVJU Danica Fabac ....... 84

PERIODNI SISTEM ELEMENTOV S KREATIVNO DIMENZIJO Suzana Čuš .............................. 85

SPOZNAJMO HELIJ SKOZI EKSPERIMENTALNO DELO IN UČENJE SKOZI IGRO Lea Dezire1,

Maija Aksela2 in Vesna Ferk Savec1 ...................................................................................... 86

1

PREDGOVOR

Z namenom spodbujanja naravoslovnega izobraževanja, izboljšanja kakovosti življenja in napredka na področju raziskav je UNESCO leto 2019 razglasil za mednarodno leto periodnega sistema elementov. Ob tej priložnosti smo organizirali mednarodno konferenco z naslovom »PERIODNI SISTEM – VČERAJ, DANES, JUTRI«, kjer smo učitelji naravoslovnih in tehniških vsebin iz vseh ravni izobraževanja predstavili prispevke v zvezi z obravnavano tematiko. Pri tem je bil poseben poudarek na izmenjavi izkušenj med učitelji vseh ravni izobraževanja. V plenarnem delu smo razmišljali, zakaj je bil periodni sistem odkrit tako pozno in kako smo od Mendelejevega prišli do sodobnega periodnega sistema. Poglobili smo se v manj znane značilnosti periodnega sistema ter ugotovili, kako uspešno znajo učenci uporabljati periodni sistem po zaključku osnovnošolskega izobraževanja. V plenarnem delu konference smo razmišljali tudi o položaju trajnostne kemije pri poučevanju in učenju s sistemskim razmišljanjem ter vlogi periodnega sistema pri pouku kemije. Plenarni del konference smo sklenili z razmislekom, zakaj nanomateriali ne morejo biti strupeni. Največ prispevkov sklopa »Učitelji učiteljem« - prva in druga sekcija - je bilo namenjenih medpredmetnemu povezovanju in interesnim dejavnostim. Prispevki v tretji sekciji so se nanašali na inovativne metode poučevanja naravoslovnih vsebin. Četrta sekcija predstavitev je vključevala različne didaktične igre, peta sekcija pa eksperimentalno delo pri pouku naravoslovnih vsebin. V šesti sekciji so potekale aktivnosti v obliki delavnic eksperimentalnega dela in ob uporabi informacijsko komunikacijske tehnologije. Sedma sekcija je bila namenjena spoznavanju aktualnih mednarodnih trendov na področju naravoslovnega izobraževanja. Učitelji so lahko svoje dejavnosti predstavili tudi s posterskimi predstavitvami v sklopu osme sekcije. Zbornik tako vsebuje skupno 76 povzetkov prispevkov 90 avtorjev iz 9 držav

(Slovenije, Hrvaške, Srbije, Makedonije, Češke, Finske, Avstralije, Japonske in

Brazilije), ki nas je povezalo druženje na konferenci posvečeni obeležitvi 150-letnice

periodnega sistema.

Programski in organizacijski odbor

2

I. Plenarna predavanja

3

ZAKAJ JE BIL PERIODNI SISTEM ODKRIT TAKO POZNO IN KAKO SMO OD

MENDELEJEVEGA PRIŠLI DO SODOBNEGA PERIODNEGA SISTEMA

Franc Perdih

Fakulteta za kemijo in kemijsko tehnologijo, Univerza v Ljubljani Povzetek Združeni narodi so leto 2019 razglasili za leto periodnega sistema elementov kot počastitev 150. obletnice njegovega odkritja, ki sovpada tudi z 230. obletnico Lavoisierjeve razvrstitve 33 elementov. Dmitrij Ivanovič Mendelejev je leta 1869 na podlagi naraščajoče relativne atomske mase razvrstil 63 takrat znanih kemijskih elementov v skupine glede na njihove periodično ponavljajoče se lastnosti ter predvidel tudi nekaj mest za takrat še neodkrite elemente. V 150 letih se je periodni sistem dopolnjeval, saj je danes znanih že 118 elementov. Poleg dodajanja novih elementov pa je periodni sistem doživel tudi nekaj korenitih sprememb, ki so vodile do sodobnega periodnega sistema. Eden večjih problemov, s katerim se je ukvarjal Mendelejev do konca življenja ter tudi številni drugi raziskovalci, je predstavljala umestitev lantanoidov. Že v prvih dveh verzijah periodnega sistema (1869, 1871) je Mendelejev ob razvrščenih lantanoidih dodal vprašaj, dodatno veliko dilemo pa je predstavljala umestitev še devetih novih lantanoidov, ki so jih odkrili do leta 1907. Podobna dilema se je nanašala tudi na umestitev urana in torija. Z odkritji na področju zgradbe atoma ob prelomu 19. in 20. stoletja, tako sestave jedra kot elektronske ovojnice, je razporeditev elementov v periodnem sistemu dobila tudi jasno teoretično razlago. Ključne besede: Mendelejev, periodni sistem, lantanoidi

WHY WAS THE PERIODIC TABLE DISCOVERED SO LATE AND HOW THE DEVELOPMENT FROM THE INITIAL MEDELEEV'S ARRANGEMENT LED TO

THE MODERN PERIODIC TABLE

Abstract The United Nations has declared 2019 the “International Year of the Periodic Table of the Chemical Elements,” to celebrate the 150th anniversary of the discovery of periodic table. 2019 also marks the 230th anniversary of Lavoisier’s classification of 33 elements. In 1869, Dmitri Mendeleev arranged 63 known elements into groups according to increasing relative atomic masses and periodicity of particular chemical properties. He also predicted the existence of yet-to-be discovered elements. Over the course of 150 years, gaps have been filled and periodic table was extended and is now composed of 118 elements. Besides introducing new elements, periodic table has also undergone some fundamental changes that have led to the modern periodic table. One of the major problems that Mendeleev has dealt with for the rest of his life, as well as many other researchers, has been the placement of lanthanoids. Already in the first two versions of the periodic table (1869, 1871), Mendeleev added a question mark to the already arranged lanthanoids, and the placement of nine new lanthanoids, discovered until 1907 was found to be a challenging task. Another obstacle was the placement of uranium and thorium. With the discoveries at the turn of the 19th and 20th centuries in the field of atomic structure, including the composition of the nucleus and the electronic envelope, the arrangement of the elements in the periodic table was supported by theoretical explanation. Keywords: Mendeleev, periodic table, lanthanoids

4

MANJ ZNANE ZNAČILNOSTI PERIODNEGA SISTEMA

Matej Huš

Kemijski inštitut

Povzetek Od verzije Mendelejeva iz leta 1869 smo videli že veliko sprememb periodnega sistema. Nekatere so bile v obliki novih elementov, druge so bile manj opazne, na primer spremembe številčenja skupin. Ena izmed najbolj spregledanih sprememb se je zgodila leta 2011, ko se je spremenil koncept relativne atomske mase. V tem predavanju bomo pogledali zgodovino sprememb termina relativna atomska masa skozi zgodovino in pojasnili, zakaj več kot 150 let pozneje nekateri elementi nimajo enolično definirane relativne atomske mase. V periodnem sistemu so elementi razvrščeni glede na elektronsko strukturo. Manj znano dejstvo pa je, da nekateri elementi kršijo enostavni princip polnjenja orbital in imajo elektronsko strukturo, ki ni v skladu z njihovim položajem. Na koncu bomo pogleadli še, kako lahko celo poimenovanje elementov povzroči spore v znanosti, ki so se končali v transfermijskih vojnah. Ključne besede: relativna atomska masa, polnjenje orbital, poimenovanje elementov

LESS KNOWN CHARACTERISTICS OF THE PERIODIC TABLE Abstract There have been many revisions of the periodic table of elements since Mendeleev’s version of 1869. While some of them came in the form of new elements, others were less noticeable, such as changes in the numbering of groups. One of the most overlooked changes happened in 2011, when the concept of the relative atomic mass was changed. In this talk, we will follow the evolution of the term relative atomic mass through the history and explain why after more than 150 years some elements do not have a well-defined relative atomic mass. In the modern periodic table, the elements are grouped and ordered according to their electronic structure. A less known fact is that several elements break the simple aufbau principle and have the electronic structure inconsistent with their position. Lastly, we will show that even naming the elements can cause conflicts in science, resulting in the transfermium wars. Keywords: relative atomic mass, aufbau principle, naming of elements

5

KAKO USPEŠNO ZNAJO UČENCI UPORABLJATI PERIODNI SISTEM

ELEMENTOV PO ZAKLJUČKU OSNOVNOŠOLSKEGA IZOBRAŽEVANJA?

Martin Rusek

Charles University in Prague, Češka

HOW WELL CAN STUDENTS USE PERIODIC TABLE OF ELEMENTS AFTER GRADUATING FROM LOWER- SECONDARY SCHOOLS?

Abstract In the presented study, Czech freshmen upper-secondary students (N = 8) were provided a set of three chemistry problem tasks focused on their ability to use the periodic table of elements. In the tasks, knowledge and skills such as finding a concrete element, proton numbers, division of elements in the periodic table and using the table to deduce properties of elements were required. The tasks were directing subject matter and curricular objectives formulated for the end of lower-secondary education, therefore these students were expected to have the sufficient knowledge and skills. They solved the tasks individually with an eye-tracking camera attached to a computer screen recording their progress. After they finished, a researcher asked them to describe the problem-solving process (i.e. think-aloud method). The eye-tracking record was provided as a support and the students were asked to explain what they looked at, what they thought and how they were progressing. The results suggest some of the students’ results cannot be considered correct as they only guessed the right answer in the test. It is impossible to conclude that all the students dispose of the knowledge and skills regarding the periodic table of elements. Many of them confuse groups and periods, some did not know the layout of windows with elements thus failed to find the proton number. Also, expansive strategies in the form of using the legend were noticed. The results suggest students do not leave compulsory education with expected knowledge and skills regarding the periodic table.

6

POLOŽAJ TRAJNOSTNE KEMIJE PRI POUČEVANJU IN UČENJU S

SISTEMSKIM RAZMIŠLJANJEM

Seamus Delaney

Deakin University, Avstralija

SITUATING SUSTAINABLE CHEMISTRY IN TEACHING AND LEARNING WITH SYSTEMS THINKING

Abstract The International Year of the Periodic Table of Elements provides a perfect opportunity to implement community engagement activities to re-position the public image of chemistry, from one that currently suffers from the consequences of large-scale uptake of its previous successes such as plastic waste and polluting industrial plants, to one that has embraced the principles of sustainability. A prominent, ongoing international project has emphasised the need to consider the “molecular basis for sustainability”. Incorporating a systems thinking approach to teaching and learning chemistry has been proposed as the most authentic means to situate sustainable development within chemistry education.Researchers from Deakin University, Australia, have in collaboration with national and international partners been designing a series of hands-on, inquiry-focussed, engaging activities for upper primary and secondary school students. The activities focus on ‘endangered elements’, which are over-utilised in industry and in danger of disappearing within the 21st century. Through the activities, students will develop an appreciation of how a ‘circular economy’ keeps products, components and materials at their highest utility and value. Therefore, the project directly relates to critical challenges, such as those highlighted by the United Nations Global Goals for sustainable development (SDGs). This presentation will provide a short overview of the ongoing implementation of these systems thinking-related activities in Australian schools and universities. Key words: Australian schools, sustainable chemistry, engaging activities

7

PERIODNI SISTEM ELEMENTOV IN POUK KEMIJE

Iztok Devetak

Univerza v Ljubljani, Pedagoška fakulteta Povzetek Periodni sistem elementov se v kemijskem izobraževanju uporablja že 150 let. Dejansko je ta, s stališča naravoslovja in urejanja podatkov, prečudovita tabela nastala ravno zaradi izobraževanja. Periodni sitem tako v neki obliki najdemo v vsakem učbeniku kemije in brez periodnega sistema učbenik kemije ni popoln. Prav tako najdemo stenski periodni sistem v vsaki kemijski učilnici oz. predavalnici, od osnovne šole do univerze. Kako se periodni sistem elementov uporablja pri iskanju potrebnih informaciji o posameznih elementih se učijo učenci pri kemiji že v osnovni šoli. Kako učenci, dijaki in študenti vidijo periodni sistem elementov lahko ugotovimo z enostavno metodo asociacij, ki nam poda najpogostejše besede, na katere pomislijo, ko slišijo periodni sistem elementov. Taki podatki lahko vodijo naš izobraževalni proces in spodbujajo učinkovitejše učenje saj se lahko približamo razmišljanju učencev, dijakov ali študentov. Ključne besede: periodni sistem elementov, pouk kemije, asociacije

PERIODIC TABLE OF ELEMENTS AND CHEMISTRY TEACHING Abstract The periodic table of the elements has been used in chemical education for 150 years. In fact, from a science and data sorting standpoint, this wonderful table was created precisely for the educational purpose. The periodic table is thus found in some form in every chemistry textbook, and without it the chemistry textbook is not complete. We also find a wall periodic table in each chemistry classroom or lecture room, from elementary school to university. How the periodic table of elements is used to find the necessary information about the individual elements is already taught in elementary school chemistry. How students view the periodic table of the elements can be identified by applying a simple association method that gives us the most common words students think of, when they hear the periodic table of the elements. Such data can guide our educational process and promote more effective learning as we move closer to students thinking. Key words: periodic table of elements, teaching and learning chemistry, associations.

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ZAKAJ NANOMATERIALI NE MOREJO BITI STRUPENI?

Damjana Drobne Univerza v Ljubljani, Biotehniška fakulteta

Slovensko Inovacijsko Stičišče Evropsko Gospodarsko Interesno Združenje, Ljubljana

Povzetek Nanotehnologija velja za eno najbolj obetavnih in ključnih področij nadaljnjega tehnološkega razvoja, saj omogoča izdelavo materialov z novimi lastnostmi. Nanomateriali imajo po definiciji vsaj eno izmed razsežnosti manjšo od 100 nm. To je razsežnostna meja (100 nm), pri kateri se značilnosti nanomateriala bistveno razlikujejo od značilnosti masivnega materiala enake kemijske sestave. Povečanje razmerja med površino in prostornino telesa vodi do kvantnomehanskih pojavov, ki dajejo materialu drugačne lastnosti. Zaradi obetov, ki jih nanotehnologije nosijo, je smiselno postaviti vršanje, kakšen je vpliv nanomaterialov na organizme in na ljudi. Kvarne vplive snovi na organizme proučuje toksikologija. V primeru nanomaterialov je to nanotoksikologija. Osnovno vodilo (nano)toksikologije je, da je ima snov lahko škodljiv, strupen učinek le, če doseže ciljno mesto v ustrezni koncentraciji in je trajanje izpostavljenosti ustrezno dolgo. Iz tega izhaja, da je vse strup in nič ni neškodljivo, samo odmerek loči zdravilo od strupa (Paracelsus, 1493-1541). Če izhajamo iz tega temeljnega vodila toksikologije lahko rečemo, da nobeden nanomaterial sam na sebi ne more biti strupen. Vprašati se moramo, katere so tiste koncentracije in uporabe, ki naredijo nanomateriale škodljive. V resnici pa nas zanima, katere so tiste uporabe in koncentracije nanomaterialov, ki so varne za ljudi in okolje. Na to vprašanje imamo dovolj odgovorov, da lahko rečemo, da je pretirana skrb odveč. Ključne besede: nanomateriali, nanotoksikologija, nanotehnologije, toksikologija

WHY ARE NANOMATERIALS NOT TOXIC? Abstract Nanotechnology is one of the most promising areas of further technological development as it enables the production of materials with unforeseen properties. Nanomaterial is defined as the material with any external dimension in the nanoscale or having internal structure or surface structure in the length range approximately from 1 nm to 100 nm. Increasing the surface-to-volume ratio leads to quantum mechanical phenomena that give the material new properties. The potential benefits of nanotechnology in consumer and industrial products are demonstrated, therefore more and more nanomaterials are expected to be used. Consequently, the effects of nanomaterials on humans and environment is an area of increasing scientific and public interest. The effects of substances on organisms are studied by toxicology. In the case of nanomaterials, this is nanotoxicology. The central paradigm of (nano) toxicology is that “the dose makes the poison” (Paracelsus, 1493-1541). Based on this fundamental toxicological principle, nanomaterial alone cannot be toxic. The concentrations and uses will define their risk. In reality, we are interested in concentrations of nanomaterials that are safe for humans and the environment. At present, there are sufficient knowledge available to properly address nanomatrials safety. Key words: nanomaterials, nanotoxicology, nanotechnology, toxicology

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II. Predstavitve »Učitelji učiteljem«

Sekcija 1: Medpredmetno povezovanje in interesne dejavnosti

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GOVORNI NASTOP IN PERIODNI SISTEM

Marija Mojca Strmšek

Osnovna šola Karla Destovnika Kajuha Ljubljana Povzetek Moj prispevek predstavlja, kako pripraviti govorni nastop od osnutka do same izvedbe. Podrobno bom opisala korake, ki so potrebni, da je učenčev govorni nastop ustrezen, sproščen in dovršen. Zelo pomembno je, da posameznik pristopi k pripravi s pozitivnim odnosom. Taka delovna vnema se poraja skoraj sama od sebe s pravim pedagoškim usmerjanjem. Govorni nastopi niso samo obvezni del učnega načrta, temveč se pojavijo tudi v vsakodnevnih situacijah vsakega posameznika. V medpredmetni povezavi smo tako temo periodnega sistema uporabili za pridobivanje temeljnih veščin, da učenec postane funkcionalen. Opisane bodo aktivnosti: od tehničnih elementov (drža, samozavest, izročki za oporne točke, stik s publiko) do vsebinskega razumevanja učne vsebine. Ogledali si bomo tudi nekaj konkretnih končnih izdelkov – predstavitev (powerpoint prezentacij) mojih učencev 8. razreda o periodnem sistemu. Končni rezultat je velik doprinos in obogateno znanje tako na naravoslovnem kot tudi jezikovnem področju. Ob tem smo v ospredje postavili tudi samo razumevanje periodnega sistema. Ključne besede: govorni nastop, predstavitev, periodni sistem, slovenščina

ORAL PRESENTATION AND PERIODIC TABLE OF ELEMENTS Abstract My article (paper=referat) shows how to prepare an oral presentation from the draft to the presentation itself. I will describe in detail the steps that are required for a pupil's oral presentation to be relevant, relaxed and excellent. It is very important for an individual to approach preparation with a positive attitude. This kind of work zeal is achieved almost naturally with the suitable pedagogical guidance. Oral presentations are not only a compulsory part of the school curriculum, but also occur in everyday situations of each individual. In the cross-curricular context, we used the example of the periodic table to acquire basic skills for the pupil to become equipped and operational. The following activities are described: from technical elements (posture, self-confidence, handouts for points of reference, contact with the audience) to comprehension of the content. We will also take a look at some specific final products – my 8-graders pupils' own PowerPoint presentations of the periodic system. The end result has importantly contributed to the deepening of pupils' knowledge, both in the field of natural science and linguistics. At the same time, we have put into focus also the understanding of the periodic table of elements. Key words: Oral Presentation, Presentation, Periodic Table of Elements, Slovenian

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PERIODNI SISTEM ELEMENTOV PRI SLOVENŠČINI Z GLUHIMI UČENCI

Nataša Safran

Zavod za gluhe in naglušne Ljubljana

Povzetek Medpredmetno povezovanje je za učence z motnjami sluha ključnega pomena za razvijanje in širjenje besedišča. Zato smo nekaj ur dodatnega pouka pri slovenščini namenili tudi elementom periodnega sistema, ki se ga učijo pri pouku kemije v 8. razredu. Slovenščina nedvomno predstavlja most do razumevanja in uspeha pri vseh drugih predmetih. Večkrat gluhi učenec besedo vidi, lažje si jo zapomni. Vse elemente in simbole smo napisali na plastificirane listke, nato pa se z njimi igrali: povezovali smo elemente in simbole, igrali smo se igro spomin, pisali kratke pesmi. Učenci so se tako na drugačen in njim zabaven način učili, kateri elementi so v periodnem sistemu, zato so kasneje lažje nadgrajevali znanje pri pouku kemije. Ključne besede: medpredmetno povezovanje, slovenščina, kemija, gluhi učenci, periodni sistem elementov

PERIODIC TABLE IN SLOVENE CLASSES FOR DEAF STUDENTS Abstract Cross-curricular integration is crucial for students with hearing impairments to develop and broaden their vocabulary. Therefore, we have dedicated some additional hours in our Slovene language classes to the periodic table of elements, taught in 8th grade Chemistry. Slovene language significantly contributes to understanding and success in other school subjects. The more a deaf person sees the word, the easier it is for them to memorise it. All periodic elements and symbols were written on small plastic sheets and used as a learning tool. The students linked elements to symbols, played memory games, wrote short poems, etc. In this manner, the they learned chemical elements in a different and more enjoyable manner, which in turn helped them to further their knowledge easier in Chemistry class. Key words: cross-curricular integration, Slovene language teaching, deaf

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SKRIVNOSTNA ŠKATLA KOVIN

Mojca Zemljič

Osnovna šola in vrtec Sveta Trojica Povzetek Medpredmetno povezovanje je eden ključnih konceptov sodobnih usmeritev razvoja izobraževanja. Kemija je tesno interdisciplinarno povezana z drugimi naravoslovnimi vedami. Na njenih spoznanjih temelji več industrijskih panog, zato prepletanje vsebin s predmetom tehnika in tehnologija ni naključje.V 8. razredu osnovne šole pri pouku kemije učenci obravnavajo elemente periodnega sistema, katerega večji del predstavljajo kovine. V vsakdanjem življenju le-te zaradi svojih lastnosti uporabljamo na različnih področjih. Pri tehniki in tehnologiji učenci dopolnijo znanje o lastnostih kovin, proizvodnji in vplivu na okolje, preizkušajo in ugotavljajo značilne lastnosti kovin ter jih povezujejo z njihovo uporabnostjo. Kovine mehansko obdelujejo in spajajo. V prispevku bom predstavila projekt »Skrivnostna škatla kovin«, v katerem so učenci pri predmetu tehnike in tehnologije svojo skrivnostno škatlo kovin opremili z znanjem o posamezni kovini, ki so ga pridobili tem predmetu ter drugih predmetih, predvsem kemiji. V sami škatli pa se skriva tudi njihov izdelek iz tega materiala. Po izvedbi projekta lahko zaključim, da medpredmetno povezovanje predmetov kemije ter tehnike in tehnologije predstavlja možnost udejanjanja simbolne ravni v resničnost. Ključne besede: Medpredmetno povezovanje, periodni sistem, kovine, skrivnostna škatla kovin.

THE MYSTERIOUS BOX OF METALS

Abstract

Cross-curricular integration is one of the major concepts of modern educational development. Chemistry is closely connected with other science subjects. Its knowledge is the base of the many industries. That is the reason why connection between chemistry and subject »engineering&technology« is not accidently. In the 8th grade of primary school, students gain knowledge about elements in periodic table of the elements, which is mainly represented by metals. In everyday life metals are used in different purposes, because of its different properties. At subject »engineering&technology« we complement our knowledge about metal properties, it's production and impact on the environment. We test the properties of metal and connect it with its use. Metals can be mechanically processed and joined.In my contribution at the conference, I will represent our project called »Mysterious box of metals«, where students combine their knowledge of our subject and others, especially chemistry and construct their own box. Their product is hiding in the box. It is the proof that subject connect theory with practice. Key words: Cross-curricular integration, periodic table of the elements, metals, mysterious box of metals

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MEDPREDMETNO POVEZOVANJE KEMIJE IN TEKSTILNIH MODULOV V

POKLICU USTVARJALEC MODNIH OBLAČIL

Bernarda Klemenc

Strokovni izobraževalni center Ljubljana Povzetek Didaktični pristop, ki se ga zadnja leta zelo poudarja, je medpredmetno povezovanje. Medpredmetno povezovanje dijakom omogoča razumeti povezave med različnimi, a med seboj podobnimi, sorodnimi vsebinami, postopki in procesi. Medpredmetno povezovanje pa je pomembno tudi zaradi učenja procesa povezovanja področij, se pravi, da dijak spozna, da se vsebine med seboj lahko povezujejo, išče povezave med predmeti in ustvarja trdnejše relacije med pojmi. V prispevku bo predstavljeno medpredmetno povezovanje kemije in tekstilnih modulov v drugem letniku poklica ustvarjalec modnih oblačil. Pri strokovnih modulih, kjer dijaki obravnavajo znanja o poznavanju tekstilnih materialov, obdelave in uporabi snovi, ima izredno pomembno vlogo predmet kemije oz. učitelj, ki to znanje z dijaki poglobi tako, da na podlagi obravnavane kemijske zgradbe izbrane snovi nauči sklepati na njene lastnosti in posledično njeno uporabo. S takšnim pristopom, dijake spodbudimo k razmišljanju, pri čimer usvojena znanja ostajajo trdnejša, razlage snovi pa zanimivejše. Pri tem pa imajo pomembno vlogo učitelji, da sodelujejo med seboj pri načrtovanju izvedbe pouka, vsebin in nenehnem dogovarjanju ter sprotnem spremljanju pouka. Ključne besede: medpredmetno povezovanje, tekstilni moduli, dijaki. INTER-CURRICULUM CONNECTION OF CHEMISTRY AND TEXTILE MODULES IN THE PROFESSION OF THE CREATOR OF FASHION CLOTHING Abstract The didactic approach, which has been heavily emphasized in recent years, is inter-curriculum connection. Cross-curricular connection enables students to understand the connections between different, but resembling, related content, proceedings, processes. Cross-curricular connection is also important because of the learning of the process of linking areas, that is, the student realizes that the contents can be interconnected, seeks connections between objects and creates stronger relation between concepts. This article will introduce the cross-curricular linking of chemistry and textile modules in the second year of the profession of creator of fashion clothing. In the professional modules, where they deal with the knowledge of textile materials, processing and use of substances, the subject of chemistry or teacher play an extremely important role. Teacher, based on the chemical structure under consideration, deepens this knowledge with students by learning to infer on its properties of the substance and, consequently, its use. With this approach, students are encouraged to think, while the acquired knowledge remains more firmer and the explanations of the substance more interesting. In this, teacher have an important role to play in cooperating with each other in the planning of the teaching, the content and the continuous collusion and on-going monitoring of the lessons. Keywords: cross-curricular integration, textile modules, students

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Z RADOVEDNOSTJO DO ZNANJA; EKSPERIMENTALNO DELO V PRVEM

VZGOJNO-IZOBRAŽEVALNEM OBDOBJU OSNOVNE ŠOLE

Lilijana Kurnik

Osnovna šola in vrtec Sveta Trojica Povzetek Naravoslovje je področje, ki pri učencih spodbuja radovednost, želje in zadovoljstvo v odkrivanju novega ter naklonjenost do narave. Zgodnje naravoslovje je potrebno načrtno vpeljevati že v predšolsko obdobje, ko so otroci posebej dovzetni za nove ideje in izkušnje, spontano zastavljajo vprašanja, razvijajo pomembne spretnosti, znanje in stališča, ki vplivajo na njihov osebni, socialni, čustveni in kognitivni razvoj. Učitelj v prvem izobraževalnem obdobju osnovne šole je tako postavljen pred izziv, kako spodbujati otrokovo vedoželjnost, veselje do usvajanja znanja ter obenem razvijati naravoslovno mišljenje. Eden izmed najučinkovitejših pristopov pri poučevanju naravoslovja je učenje z raziskovanjem, ki zajema tudi eksperimentiranje. Otroke je potrebno pritegniti, da raziskujejo in jim s tem omogočiti aktivno vlogo pri usvajanju naravoslovnih pojmov. V predstavitvi bo poudarjen tematski sklop Snovi iz učnega načrta za Spoznavanje okolja, ki omogoča, da učenci s svojo aktivnostjo in izvajanjem različnih eksperimentov lažje razumejo nekatere naravoslovne pojme in pojave. Predstavljena bo izvedba naravoslovnega dne, ki je bil namenjen eksperimentiranju z vodo in zrakom. Ključne besede: naravoslovje, eksperimentiranje, 1. vzgojno-izobraževalno obdobje

THROUGH CURIOSITY TO KNOWLEDGE; EXPERIMENTAL WORK IN THE 1ST EDUCATIONAL PERIOD OF THE PRIMARY SCHOOL

Abstract Natural science is an area that encourages curiosity, desires and leads to satisfaction for students in discovering something new. It also increases affection for nature. Early science should be systematically introduced as early as pre-school, when children are especially receptive to new ideas and experiences. They spontaneously ask questions, develop important skills, gain knowledge and attitudes that affect their personal, social, emotional and cognitive development. The teacher of the 1st educational period is confronted with the challenge of encouraging a child's curiosity, a joy for gaining knowledge, and at the same time the development of natural scientific thinking.One of the most effective approaches to teaching science is learning through research and experimentation. Children need to be encouraged to research and to enable them to play an active role in the acquisition of science concepts. In the presentation, the focus is on topic Substances (from Learning about the environment syllabus), which enables students to understand some of the natural concepts and phenomena through their activity and the execution of various experiments. The science day that was designed to experiment with water and air will be presented. Key words: natural science, experimentation, 1st educational period

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KDO SE BOJI ŽIVEGA SREBRA?

Helena Janež

Osnovna šola ob Rinži Kočevje Povzetek S skupino učencev 8. razreda smo raziskali živo srebro. Pri tem smo povezali znanja kemije, fizike, matematike in obdelave podatkov. Živo srebro se nam je zdelo zanimivo zaradi svoje velike gostote, agregatnega stanja in predvsem svoje škodljivosti za ljudi. Zanimalo nas je, kako nam lahko škodijo zalivke, ki ga vsebujejo. O tem smo povprašali različne strokovnjake – zobozdravnike, zdravnike, farmacevte in druge. Na šoli smo naredili raziskavo o tem, koliko takih zalivk imajo učenci in njihovi starši ter tudi učitelji. Povprašali smo jih, ali razmišljajo o tem, da bi si jih dali zamenjati. Primerjali smo cene različnih vrst zalivk in njihove prednosti in pomanjkljivosti. Ključne besede: živo srebro, zalivke, škodljivost, medpredmetna povezava

WHO IS AFRAID OF MERCURY?

Abstract We studied mercury with a group of 8th grade students. During this study we combined the knowledge of chemistry, physics, mathematics and data processing. Mercury interested us because of its high density, state of aggregation and, above all, its harmfulness to humans. We were interested in how dental fillings that contain mercury could harm us. We asked a variety of professionals about the possible damage - dentists, doctors, pharmacists and others. At school, we did a survey on how many such dental fillings pupils, their parents, and teachers have. We asked them whether they were considering changing them. We compared the prices of different types of dental fillings as well as their advantages and disadvantages. Key words: mercury, dental fillings, harmfulness, cross-curricular connection

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PERIODIC TABLE PROJECT 2019

Natalija Bohinc Zaveljcina

Gimnazija Jesenice Povzetek Dijakinje Gimnazije Jesenice so se, pod mentorstvom profesorice kemije, v šolskem letu 2018/2019 pridružile praznovanju Unescovega mednarodnega leta periodnega sistema in sicer s prijavo na mednarodni kemijsko-umetniški natečaj Periodic Table Project 2019 Univerze Waterloo iz Kanade. Univerza Waterloo je podoben projekt izvedla tudi leta 2011 v okviru mednarodnega leta kemije, kjer smo tudi sodelovali. Prispevek in vabilo k sodelovanju predstavlja pomemben mozaik pri projektu svetovne razsežnosti, saj smo bili edini predstavniki iz Slovenije. Projekt je bil uspešno zaključen in tudi zelo odmeven. Svoja dela so prijavile in uspešno predstavile tudi na slovenskem natečaju Periodni sistem – včeraj, danes, jutri. V prispevku bodo predstavljeni omenjeni projekti, tako iz leta 2011 in 2019, opisan bo potek prijave, predstavitev del in same vsebine, ki je zelo zanimiva in tesno povezana s periodnim sistemom. Ključne besede: kemija, periodni sistem, elementi, mednarodno leto

PERIODIC TABLE PROJECT 2019 Abstract Students from Gimnazija Jesenice joined the celebration of the Unescoʾs international year of periodic table in 2018/2019 school year. They were invited to participate at Periodic Table Project, organized by University of Waterloo, Canada, with an artistic image connected to the Periodic Table, their chemistry teacher was their mentor. Students participated on similar project that was organized by the same faculty in year 2011 when an International year of chemistry was announced. We were honoured and proud to be a part of a such wonderful and important world wide project, while we were the only participants from Slovenia. Students also applied to the Slovenian project Periodni sistem-včeraj,danes, jutri and were very successful. The article describes all projects, 2011 and 2019, the application, terms and students artistic work which is very interesting and tightly connected to periodic table. Key words: Chemistry, Periodic table of elements, elements

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DAN ODPRTIH VRAT: 150 LET MENDELJEJEVEGA PERIODNEGA SISTEMA

Romina Kralj, Danijela Ogrin

Gimnazija Antonio Sema Piran Povzetek Dan odprtih vrat na Gimnaziji Antonio Sema v Piranu ob 150 obletnici Mendelejevega periodnega sistema ponuja primer uspešnega medpredmetnega sodelovanja. Obisk bodočih dijakov smo organizirali kot dogodek, v katerem so sodelovali vsi dijaki šole in učitelji. Obiskovalce smo razdelili v skupine. Slednje so tekmovale med seboj z uporabo aplikacije Actionbound. Po uvodnem kratkem pozdravu in videu so se skupine odpravile na 12 postaj, kjer so sedanji dijaki skupaj z učitelji naravoslovnih in družboslovno- humanističnih predmetov pripravili izzive za bodoče dijake z namenom pridobivanja znanj o periodnem sistemu. Bodoči dijaki so se med seboj bolje spoznali, najboljši pa so bili tudi nagrajeni z majico sestavljeno iz simbolov periodnega sistema. Zanimiv, zabaven in poučen dan primeren za leto 2019! Ključne besede: periodni sistem, Mendelejev,150 let

OPEN DAY; 150 YEARS OF THE MENDELEIAN PERIODIC TABLE Abstract The Open Day at Antonio Sema High School in Piran, marking the 150th anniversary of the Mendeleev Periodic Table, provides an example of proposals and solutions for cross-curricular cooperation. The visit of the future students was organized as an event in which all the students of the school and teachers participated. We divided visitors into groups. The latter competed with each other using the Actionbound app. After the introductory brief greeting and video about the main theme, the groups went to 12 stations, where the present students, together with teachers of science and social sciences and humanities, prepared challenges in order to gain knowledge of the periodic system. Future students got to know each other better and were best rewarded with a T-shirt made up of symbols of the periodic system. An interesting, fun and educational day suitable for 2019! Key words: periodic system, Mendeleev, 150 years

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TRDNO, PLINASTO, TEKOČE – NARAVOSLOVNI DAN ZA UČENCE S

POSEBNIMI POTREBAMI

Nina Slanšek Slokan

Osnovna šola Glazija Povzetek V šoli je vse preveč poudarka na podajanju učne vsebine in premalo časa se posveča učenju s poskusi in igrami. Za učence s posebnimi potrebami, ki obiskujejo izobraževalni program z nižjim izobrazbenim standardom je bil izveden naravoslovni dan na temo Trdno, plinasto, tekoče. Pripravljene so bile dejavnosti, ki so obsegale poskuse z vodo. Vključeno je bilo medpredmetno povezovanje, ki je omogočalo, da so učenci spoznavali kemijske in fizikalne vsebine. Pozornost je bila namenjena razmišljanju učencev, njihovi predstavi, soočanju z idejami drugih učencev. Zastavljeni so bili učni cilji, da učenci po navodilih pripravijo pripomočke za poskuse, da sledijo navodilom pri eksperimentalnem delu ter iz lastnih izkušenj napovedujejo potek poskusa. Izvedeni so bili različni poskusi, npr. Čarobni kozarec, Sila curka, Potapljaški zvon, Risanje s pomočjo leda, Sveča, Plinske pošasti, Vodni drsalec, Izhlapevanje… Po končanem poskusu so učenci narisal potek poskusa. Slikovni prikazi poskusov so bili razstavljeni. Ključne besede: naravoslovni dan, medpredmetno povezovanje, učenci s posebnimi potrebami SOLID, GASEOUS, LIQUID – A SCIENCE DAY FOR STUDENTS WITH SPECIAL

NEEDS Abstract There is too much emphasis on teaching at school, and too little time is dedicated to learning by help of experiments and game. For students with special needs attending an educational program with a lower standard of education a science day on the topic of Solid, Gaseous, Liquid was organized. Activities involving water experiments have been prepared. Cross-curricular integration ws included allowing students to learn chemical and physical content at the same time. Attention was given to student's thinking, their ideas, confronting the ideas of other students. Learning goals for students have been set, to prepare experimentation accessories as instructed, to follow instructions in experimental work, and to predict the course of the experiment from their own experience. Various experiments have been carried out, e.g. Magic glass, Water jet force, Diving bell, Drawing with ice, Candle, Gas monsters, Water skater, Evaporation… After completing the experiment the students drew an experiment process. Illustrations of the experiments were exhibited. Key words: science day, cross-curricular integration, students with special needs

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PERIODNI SISTEM V SLOVENSKI FRAZEOLOGIJI

Petra Špiletič Latin

Gimnazija Ledina Povzetek Za poimenovanje stvarnosti uporabljamo v jeziku besede in besedne zveze. Slednje se pogosto uporabljajo v prenesenem pomenu in tako na poseben način bogatijo jezik. Imenujemo jih frazemi. Zanje so značilne neizpeljivost pomena iz pomenov sestavin, večbesednost, stalnost oblike in pomena ter ekspresivnost. Frazeološke enote so del kulturne dediščine naroda oz. ljudskega izročila, zato s svojo živostjo v besedilih pogosto učinkujejo kot sredstva za pritegnitev pozornosti. V prispevku smo se osredotočili na frazeme, pri katerih ena od sestavin poimenuje element periodnega sistema. Dijaki drugega letnika so ponovili oz. usvojili značilnosti nekaterih elementov periodnega sistema, ki nastopajo v frazeoloških enotah, na osnovi tega sklepali na pomen frazemov in opazovali, kako se lastnosti elementov implicirajo v pomen stalnih besednih zvez. Z vprašalnikom in kvizom so dijaki preverili poznavanje izbranih frazemov med sovrstniki, na koncu pa so se seznanili še s slovenskim frazeološkim slovarjem. Ključne besede: Slovenščina, kemija, frazemi, periodni sistem, frazeološki slovar

THE PERIODIC TABLE OF ELEMENTS IN SLOVENIAN PHRASEOLOGY Abstract In order to describe reality, language employs words and phrases. The latter are commonly used with afigurative meaning which helps them to enhance and diversify language in their own special way. These phrases are called idioms. An idiom is defined as a group of words established by usage as having a meaning not deductible from those of the individual words, having consistency of form and meaning as well as expressiveness. Phraseological units are part of a nation’s cultural heritage and their folklore therefore, with their liveliness in texts, they often act as a means of attracting attention. The focus of the article are idioms, where one of the componentsis a chemical element. Students revised or acquired the characteristics of some of the elements from the periodic table, which take place in the phraseological units. Based on an element’s characteristics they inferred the meaning of various idioms and observed how these characteristics imply the meaning of the set phrase. Through a questionnaire and a quiz, students tested their knowledge of selected idioms between their peers and at the end they were familiarized with the Slovenian phraseological dictionary. Key words: Slovene, chemistry, idioms, periodic table of elements, phraseological dictionary

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MEDPREDMETNA POVEZAVA BIOLOGIJE IN KEMIJE PRI OBRAVNAVI

ZGRADBE IN DELOVANJA CELICE TER ELEMENTOV PERIODNEGA SISTEMA

Tanja Cvirn Pavlin, Erika Jarić

Gimnazija Poljane Povzetek Glede na učna načrta za biologijo in kemijo v gimnaziji se dijaki z zgradbo organskih molekul (monosaharidi, disaharidi, polisaharidi, maščobe, fosfolipidi, aminokisline, beljakovine, … ) pri biologiji srečajo v prvem letniku pri obravnavi Zgradbe in delovanja celice, pri kemiji pa v tretjem letniku pri obravnavi Zgradbe in lastnosti organskih kisikovih spojin ter Zgradbe in lastnosti organskih dušikovih spojin. To dejstvo predstavlja za učitelje izziv. Prispevek poskuša poiskati možnosti medpredmetne povezave, kjer dijaki elemente periodnega sistema, ki jih najdemo v organskih spojinah, proučijo glede na lego v periodnem sistemu, možnost tvorbe vezi, njihove lastnosti in to povežejo s pojavnostjo teh elementov v organskih spojinah. Ugotovijo tudi, kako vezi določijo obliko organskih molekul in s tem vlogo organskih spojin v organizmih. Medpredmetna povezava poteka kot projektno delo med šolskim letom, zaključni del pa se izvede v okviru projektnega dne (povezava treh predmetov – biologija, kemija, informatika) v prvem letniku. Ključne besede: medpredmetna povezava biologija - kemija, elementi, organske spojine

CROSS-CURRICULAR LINK BETWEEN BIOLOGY AND CHEMISTRY IN TEACHING THE STRUCTURE AND FUNCTION OF THE CELL AND THE

ELEMENTS OF THE PERIODIC TABLE Abstract According to the curriculum for Biology and Chemistry, the students are taught about the structure of organic molecules (monosaccharides, disaccharides, polysaccharides, fats, phospholipids, amino acids, proteins, ...) in year one of their Biology studies. This is covered in year three of their studies in Chemistry in the framework of The structure and properties of organic oxygen compounds and The structure and properties of organic nitrogen compounds. This presented the teachers with a challenge. This article tries to find ways of cross-curricular connections where the students study the periodic table elements found in organic compounds according to their position in the periodic table and look at the possible forming of a chemical bond, their properties and the connection of these elements appearing in organic compounds. The students also realize how the bonds determine the shape of organic molecules and thus the role of organic compounds in organisms. The cross-curricular connection can be carried out through project work during the school year and the final part is consisted of a project day (that entailed the cross-curriculum connection of three subject - namely Biology, Chemistry and I.T.) in the first year of their studies. Key words: cross-curricular connection of Biology and Chemistry, elements, organic compounds

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NAŠE TELO KOT DEL PERIODNEGA SISTEMA IN FORMUL

Blanka Tomac

Gimnazija Ledina Povzetek Telesna dejavnost je pomembna v vseh življenjskih obdobjih. Ima številne pozitivne učinke in vpliva na kakovost življenja. Za dobro počutje in zmanjševanje stresa je pomembno, da se dijaki poleg rednega pouka vključujejo tudi v druge dejavnosti, povezane s telesno aktivnostjo. Namen prispevka je na primeru dobre prakse dela na Gimnaziji Ledina predstaviti, kako dijake motivirati, da bi bili poleg rednega pouka športne vzgoje telesno dejavni tudi v prostem času. Prispevek predstavlja, kako lahko na izviren in neobičajen način športni pedagogi poskrbimo, da dijakom prikažemo pomen športa tudi z vidika drugih predmetnih področij. Z dijaki drugega letnika smo s telesi ustvarjali, se zabavali in sprostili od napornega šolskega dela. Osnovni cilj takih dejavnosti je, da pri mladih spodbudimo željo in interes za telesno aktivnost z drugačnimi, izvirnimi vsebinami. Elemente periodnega sistema in formul smo prikazali z našimi telesi, se sprostili ter uspešno združili dva predmeta: kemijo in športno vzgojo. Ključne besede: telesna dejavnost, športna vzgoja, dijaki, primer dobre prakse medpredmetnega sodelovanja

OUR BODY AS A PART OF PERIODIC SYSTEM AND FORMULAS Abstract Physical activity is important in all stages of our lives. It has many positive effects and it improves the quality of life. It is important for students to be involved in physical activities other than their regular PE classes. The purpose of this article is to show how to challenge students with various physical activitis in their free time, as we experimented at Gimnazija Ledina. The article shows how PE teachers can make students aware of the importance of sports in an original and unique way. At this particular activity, we use our bodies to be creative, to have fun and to relax after a strenuous school day. The main goal of this activity was to awaken a desire and an interest for sports in students’ free time, through different activities. We recreated the elements of the periodic table and chemical formulas using our bodies, relaxed and successfully joined two school subjects: Chemistry and PE. Key words:physical activity, PE, students, example of good practice of cross-curricular integration

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Predstavitve »Učitelji učiteljem«

Sekcija 2: Medpredmetno povezovanje in interesne dejavnosti

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ZAKAJ NAJ KEMIJA DOBRO SODELUJE Z INFORMATIKO

Betka Burger

Gimnazija Ledina Povzetek Osnovna definicija: kemija je znanost, ki preučuje sestavo, zgradbo in lastnosti snovi ter spremembe, do katerih pride med kemijskimi reakcijami. Že sama osnovna definicija vede se spogleduje s poslanstvom informatike. Sodobna informatika omogoča virtualne računalniške simulacije kemijskih reakcij in dobro, varno, ekološko in ekonomično prostorsko predstavo o kemijskih procesih. Sodobni merilni elementi omogočajo zbiranje, hranjenje in obdelavo meritev iz katerih dijaki pridobijo informacije. Znanje programiranja procesa poteka meritev – avtomatizacija, omogoča hitrejše, bolj zanesljivo in celovito izvedbo. Učenje kemije, istočasno podprto z fizičnim računalništvom odpre dijakom nove miselne povezave in možnosti komunikacije in efektivno timsko delo tudi na daljavo. Za uspešno delo v znanosti je potrebno dobro poznavanje informatike in možnosti, ki jih ponuja. Dijaki imajo v drugem letniku gimnazije zadostno znanje informatike in kemije, da lahko predmeta kreativno združijo v samostojnih projektih. Ključne besede: programiranje, prostorska predstava, fizično računalništvo

WHY ARE THE CONNECTIONS BETWEEN THE CHEMISTRY AND THE INFORMATICS REALLY IMPORTANT

Abstract Basic Definition: Chemistry is a science that studies the composition, structure and features of a substance and the changes that occur during chemical reactions.The basic definition of science itself is looking at the mission of informatics. Modern informatics enables virtual computer simulations of chemical reactions and a good, safe, ecological, economical and the spatial ability of chemical processes. Modern measurement instruments enable the collection, storage and the computer processing of measurements from which students obtain information. Knowledge of programming the measurment of the chemical process - automation, enables faster, more reliable and complete execution. At the same time, learning chemistry, aided by physical computing, opens up new mental connections and opportunities for communication and effective teamwork from a distance. Successful work in science requires a good knowledge of computer science and the opportunities it offers. Students of the second year of the Grammar school have enought knowledge of the computer sicence and the chemistry to join them into the creative autonomous projects Key words: programming, spatial ability, physical computing

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PRIBLIŽAJMO POUK NARAVOSLOVJA PREKO INTERESNE DEJAVNOSTI

Marija Rošer Repas

Zavod za gluhe in naglušne Ljubljana Povzetek Poučujem učence z govorno-jezikovno motnjo na razredni stopnji, pri čemer ugotavljam,, da je pri pouku naravoslovnih vsebin premalo časa posvečenega raziskovanju preko poskusov. V ta namen sem pripravila interesno dejavnost Poskusi vseh vrst, na katero so se lahko prijavili učenci, ki jih omenjeno področje zanima. Vključeni so bili učenci od 2. do 4. razreda. Ponudila sem jim možnost, da preko različnih poskusov vzpodbudijo zanimanje za naravoslovje ter spoznavajo različne osnovne elemente periodnega sistema. Velik delež časa je bil namenjen tudi poskusom z vodo. Poskusi zahtevajo veliko potrpežljivosti in medsebojnega sodelovanja, preko katerega si učenci z govorno-jezikovno motnjo pridobivajo še dodatne izkušnje. Predstavila bom poskuse, preko katerih so učenci spoznavali potek naravoslovnih postopkov ter temeljne pojme naravoslovnega raziskovanja. Preko poskusov se učenci z govorno-jezikovno motnjo urijo uporabljati vsa čutila, predvsem pa je za učence pomembno to, da je vzdušje pri poskusih sproščeno in lahko lažje komunicirajo, postavljajo vprašanja ter iščejo izvirne odgovore na zastavljena vprašanja. Učenci so preko interesne dejavnosti pridobivali nova znanja, ki jih lahko kasneje uporabijo v konkretnih vsakdanjih situacijah. Ključne besede: poskus, interesna dejavnost, učenci z govorno-jezikovno motnjo

AN EXTRACURRICULAR ACTIVITY TO BRING SCIENCE CLOSER

Abstract I am a primary teacher and have pupils with speech-language disorders. In my opinion, the prescribed topics in our school do not offer enough experimental research possibilities. That is why I prepared an extracurricular activity All kinds of experiments that any interested pupil could choose. I included pupils from the second to the fourth grade. I gave the pupils an opportunity to try out different experiments. They started getting interested in science as well as became acquainted with the basic elements of the periodic system. A lot of time was dedicated to experimenting with water. Such experiments deserve a lot of patience and cooperation and children with speech-language disorders gained many new experiences. I am going to present those experiments that gave the pupils an insight into scientific research strategies as well as the basic theoretical background. It is through experiments that pupils with speech-language disorders learn to use all their senses. What is more, while doing different experiments pupils relax and are able to communicate easier. They ask questions and give unique answers to the given questions. With the help of different games pupils gained new knowledge that can later be used in everyday situations. Key words: experiment, extracurricular activity, pupils with speech-language disorders

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KO SE VODIK IN KISIK SPOJITA V GLASBI

Marjeta Kozmus

Gimnazija Ledina Povzetek Voda je sestavljena iz atomov vodika in kisika, ki bo skozi zvok inštrumentalistov in

pevcev predstavljena v venčku ljudskih in zimzelenih skladb. Voda v vseh oblikah je

za človeka življenjskega pomena, zato je bila skozi stoletja in tisočletja vir navdiha

mnogim glasbenikom. Dijaki prvega letnika Gimnazije Ledina so iskali, poslušali in

poustvarjali dela skladateljev iz klasične zakladnice, ki so jih navdihnile reke, potoki in

morja. Dijaki drugega letnika so zaplavali v pop, rock in etno vode. Izbrani dijaki prvega,

drugega in četrtega letnika so s pomočjo mentorice profesorice glasbe Marjete

Kozmus pripravili in predstavili venček ljudskih in zimzelenih skladb na temo vode.

Ključne besede: voda, glasba, zvok

WHEN HYDROGEN AND OXYGEN CONNECT IN MUSIC Abstract Water is a combination of hydrogen and oxygen. It will be presented through the sound

of instrumentalists and singers in the medley of folk and evergreen songs. Existing in

different states, water is essential for every form of life. That is why it has been a

source of inspiration for many musicians in the past centuries and millenniums. First-

year students of secondary school Gimnazija Ledina have searched for, listened to

and recreated pieces of classical composers, inspired by rivers, streams and seas.

Second-year students have immersed themselves in the world of pop, rock and ethno

music. Some students from the first, second and fourth year were chosen by their

mentor and music professor, Marjeta Kozmus, to prepare and perform a medley of

traditional folk and evergreen songs on the theme of water.

Key words: water, music, sound

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ZGODOVINA PERIODNEGA SISTEMA – MEDPREDMETNA POVEZAVA MED

KEMIJO IN ANGLEŠKIM JEZIKOM V 1. LETNIKU GIMNAZIJE

Natalija Bohinc Zaveljcina

Gimnazija Jesenice Povzetek V prispevku bo predstavljena medpredmetna povezava med kemijo in angleškim jezikom, izvedena pri pouku v 1.letniku splošne gimnazije. Glavni cilj medpredmetne povezave je, spoznavanje osnovnih kemijskih pojmov v povezavi s periodnim sistemom v angleškem jeziku. Dijaki ob interaktivnem gradivu spoznajo in osvežijo nekatere kemijske pojme in pojave in si ob tem sproti izdelujejo kemijsko-angleški slovar. Učitelja, profesorica kemije in profesorica angleščine, jih usmerjata in sproščeno vodita pouk ter jim pomagata pri oblikovanju slovarja. Izvedba traja eno šolsko uro, ob koncu dijaki izpolnijo anonimni vprašalnik. Dijaki so izvedbo ure ocenili s povprečno oceno 4 (45% dijakov), dobrih 80% dijakov ni imelo težav z razumevanjem, všeč jim je bilo, da so spoznali nove besede v angleščini in da sta obe profesorici govorili v angleškem jeziku. Za slabosti so dijaki izbrali pomanjkanje časa za tako količino zapisanih besed (40,1%). Skoraj polovica dijakov bi priporočila tako izvedbo ure tudi drugim. Ključne besede: kemija, periodni sistem, kemijski pojmi, angleščina

THE HISTORY OF PERIODIC TABLE– CROSS CURRICULAR CONNECTION BETWEEN CHEMISTRY AND ENGLISH AMONG FIRST YEAR GYMNASIUM

STUDENTS Abstract A cross-curricular connection between Chemistry and English language will be introduced the article. It was performed among first year students in Gymnasium and it lasted for an hour. The main goal of this connection is acquaintance of basic chemical concepts referring to Periodic table trough the interactive presentation made by Chemistry and English teacher. Students made a Slovene – English vocabulary with teachers help and they answer an anonymous questionnaire at the end of the lesson. 45% of students thought that the lesson was interesting and valuated it with an average grade 4. More than 80% of students did not have an issue with understanding of the concepts. They liked the new words in English and that both teachers were speaking English, but they disliked (40,1%) the amount of written words in vocabulary. Almost half of students would recommend similar practice to other students. Key words: chemistry, periodic table, chemical concepts, English

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SVETILNI ELEMENTI

Tanja Jamnik

SŠTS Šiška Povzetek Varčevanje z energijo in globalno segrevanje sta vedno pogostejši temi pri nas in v svetu. Pri urah naravoslovja obravnavamo različne načine varčevanja z energijo. Energijo lahko prihranimo tudi z uporabo varčnih žarnic ali sijalk, ki so nekoliko dražje, a energetsko učinkovitejše in imajo daljšo življenjsko dobo. V različnih svetlobnih telesih se pojavljajo številni elementi periodnega sistema, ki so izbrani posebej za to, da elektriko učinkovito spreminjajo v svetlobo. Žarnica ima žarilno volframovo nitko, ki jo obdaja bučka iz kremenčevega stekla, napolnjena z žlahtnimi plini in halogeni. Sijalke oddajo svetlobo z ultravijoličnim sevanjem par živega srebra, notranja površina steklene cevke pa je prevlečena s svetilnimi snovmi (spojine redkih zemelj), ki to energijo spremenijo v vidni spekter. Čeprav so sijalke energetsko varčnejše, pa so ob razbitju in neustreznem ravnanju po prenehanju uporabe zaradi živega srebra okolju in zdravju škodljive. Ključne besede: svetlobno telo, volfram, živo srebro, halogeni, žlahtni plini.

LIGHTING FIXTURES Abstract Energy saving and global warming are becoming more and more common around the world. In science classes students learn about different ways of energy saving. One of these ways is also to use energy-saving light bulbs. These bulbs are more expensive, but they are more energy-efficient and have a longer lifespan than regular light bulbs since the chemical elements contained in them are chosen from the periodic table of elements especially due to their effectiveness of changing electricity into light.An incadescent light bulb has a tungsten filament inside a flint-glass bulb, which is then filled with inert gasses or halogens. Energy-efficient light bulbs emit light with ultraviolet radiation of mercury, while the inside of the glass tube is coated with incadescent materials (compounds of rare soils), which turn the energy into the visible spectrum. Although these light bulbs are more energy-efficient, they are much more hazardous to our health and environment if they break or if being handled improperly due to the mercury contained in them. Key words: lighting fixtures, tungsten, mercury, halogens, inert gasses

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PLES SKOZI PERIODNI SISTEM

Nataša Korošec

Gimnazija Ledina Povzetek Ples, kot predmet srednješolskega izobraževanja pomaga pri oblikovanju celostne podobe človeka. Ker sta ples in glasba neločljivo povezana, sem spodbujala k ustvarjalnosti v gradnji koreografije na glasbo. Prikazan bo posnetek plesa skozi periodni sistem, ki je sestavljen na besedilo in uglasbitev pesmi, ki so jo napisale dijakinje 2.A razreda na Gimnaziji Ledina. S prispevkom smo medpredmetno povezali šport, glasbo in kemijo (periodni sistem). Na pop glasbo smo sestavili koreografijo pri urah športne vzgoje. Dekleta so pri tem pridobila možnost telesnega izražanja, sodelovala so z lastno aktivnostjo in ustvarjalnostjo v skupini. Projekt mi je osebno predstavljal izziv, ki sem ga z veseljem sprejela in ga tudi uresničila. Ključne besede: ples, periodni sistem elementov, pop glasba, medpredmetno povezovanje

DANCE THROUGH THE PERIODICAL TABLE Abstract: Dance, as a subject in secondary education, helps to shape the complete image of a person. Because dance and music are inextricably linked, I encouraged creativity in building choreography to music. A video will be shown of dance through the periodic system consisting of lyrics and tune of a song written by 2nd grade students of Ledina High School. With this cross-curricular contribution we linked sports, music and chemistry (periodic system). We composed the choreography to pop music during classes of sports education. In doing so, the girls gained the opportunity to express themselves physically, working with their own activity and creativity in the group. The project was a challenge for me personally, which I was happy to accept and to fulfill. Key words: dance, periodic table, pop music interaction, cross-curricular contribution

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PERIODNI SISTEM ELEMENTOV IN STROJNA OPREMA RAČUNALNIKA

Mateja Jan, Darko Sekirnik

Srednja šola tehničnih strok Šiška Povzetek Dijaki prvega letnika programa Računalnikar se pri modulu Vzdrževanje informacijske opreme učijo o vzdrževanju strojne opreme računalnika. Pri predmetu Naravoslovje smo to znanje povezali z obravnavo periodnega sistema elementov. Obravnavali smo, kje v računalniku se pojavi posamezni element, katere so njegove lastnosti, področja njegove uporabe v vsakdanjem življenju ter ravnanje z odsluženim računalnikom. Ker morajo dijaki pri predmetu Izdelava električnih in komunikacijskih inštalacij znati postaviti tudi optično omrežje, smo spregovorili o sestavi in uporabi optičnih vlaken. Ključne besede: strojna oprema računalnika, periodni sistem elementov, optična vlakna

PERIODIC SYSTEM OF ELEMENTS AND COMPUTER HARDWARE Abstract During the “Computer Maintenance” lessons, first-year students of the Computer Operator program learn about how to maintain computer hardware. The knowledge they learn during those lessons has been connected to learning about the periodic table of elements during the lessons of Science. Students learn about where in the computer each element appears, what its main characteristics are, how this element can be used in everyday life and how an old computer should be dealt with after it is no longer usable. Since the students learn how to build an optical network during the lessons of “Building Electrical and Communication Installations”, we have also talked about the structure and the use of optical fibers. Keywords: computer hardware, Periodic system of elements, optical fibers

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NAJLJUBŠI KEMIJSKI ELEMENT UČENCEV 1. A

Uroš Cotman

Gimnazija Ledina

Povzetek Z dijaki 1.a razreda smo se odločili, da si za raziskavo pri obdelavi statistike pri urah matematike izberemo temo z naslovom Najljubši kemijski elementi učencev 1.a. Najprej si je vsak od 25 sodelujočih dijakov, ki predstavljajo populacijo, izbral najljubši kemijski element v periodnem sistemu, ki smo jih nato razvrstili po vrsti od najmanjšega do največjega glede na njihovo vrstno število. Določili smo tudi numerus, ki je v našem primeru 25, saj je v raziskavi sodelovalo 25 učencev.Vsak posamezni element imenujemo statistična enota. V tem primeru je to vsak dijak 1.a letnika. Statistična spremenljivka je vrstno število elementa. Nato smo s pomočjo računanja določili tudi absolutno, relativno, komulativno in komulativno relativno frekvenco ter sredino frekvenčnega razreda. S pomočjo vseh rezultatov smo izračunali tudi aritmetično in pondenirano aritmetično sredino ter s tem ugotovili srednjo vrednost v naši raziskavi. Pogledali smo tudi kakšen je modus, ki predstavlja vrednost spremenljivke, ki se najpogosteje pojavlja. V našem primeru imamo tri moduse. To so 8, 12 in 54. To pomeni, da se najpogosteje pojavljajo elementi kisik, magnezij in ksenon. Nato smo poiskali mediano. Ključne besede: Elementi periodnega sistema, statistika, kemija

FAVORITE CHEMICAL ELEMENTS OF THE 1.A CLASS

Abstract With students of the 1.a class selected a topic titled "Favorite chemical elements of the 1.a class" for the research in mathematics class at the statistics hours. First of all, each of the 25 participating pupils that represents the population, chose a favorite chemical element in the periodic table, which was then sorted in order from the smallest to the highest, according to their atomic number. We also determined the numerus, which in our example is 25, as the research involved 25 pupils.Each individual variable is called a statistical unit. In this case, this is every student of the 1.a class. The statistical variable is the atomic number. Then, by calculating, we also determined the absolute, relative, commutative, and commutative relative frequency and the center of the frequency band. With the help of all results, we calculated the arithmetic and well-balanced arithmetic meanings, thus establishing the mean value in our study. We also looked at the modus, which represents the value of the variable that most often appears. In our case, we have three modes. These are 8, 12 and 54. This means that oxygen, magnesium and xenon are most commonly found. Then we searched for a median. Key words: Elements of the periodic table, statistics, chemistry

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MATEMATIKA IN KEMIJA Z ROKO V ROKI

Lucija Medimurec

Osnovna šola Stična, Ivančna Gorica

Povzetek Matematika je sestavni del vseh znanstvenih disciplin, njena uporaba v kemiji pa je zelo široka. Kljub temu, da se učenci določenih vsebin učijo in jih uporabljajo tako pri matematiki kot pri naravoslovnih predmetih, jih pogosto ne znajo povezati. Delno gre to pripisati dejstvu, da so učni načrti pri posameznih predmetih v osnovni šol precej neusklajeni. Zgodi se, da nek postopek že uporabljajo pri naravoslovnih predmetih, pri matematiki pa se tega učijo kasneje. Zaradi boljšega pregleda in medpredmetnega povezovanja sta bila analizirana učna načrta za kemijo in matematiko ter identificirane tiste vsebine, ki jih učenci usvojijo pri pouku matematike ter so nujno potrebne za pouk kemije. Za uspeh pri kemiji je potrebno dobro znanje matematike in logično razmišljanje. Raziskave namreč kažejo, da je učni uspeh pri kemiji povezan z dobro razvitimi matematičnimi veščinami. Aktivnost je primerna za učence predmetne stopnje (6. – 9. razred). Ključne besede: matematika, kemija, povezave, uspešnost

MATHEMATICS AND CHEMISTRY HAND-IN-HAND Abstract Mathematics is an integral part of all scientific disciplines and its use in chemistry is very broad. Despite the fact that students learn and use certain content both in mathematics and in natural sciences, they often do not know how to link them. In part, this is attributed to the fact that the curriculum in individual subjects in elementary school is rather inconsistent. It happens that some of the procedures are already being used in science subjects but in mathematics they are taught later. In order to better review and for the sake of the cross-curricular action, I decided to compare the study plan for chemistry and mathematics, and to explore which skills gained by students in mathematics class are essential for chemistry lessons. The success of chemistry requires good math skills and logical thinking. Existing sources that explore the link between mathematics and chemistry show that mastery of chemistry can be linked to well-developed mathematical skills. Key words: mathematics, chemistry, connections, performance

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PERIODNI SISTEM EMISIJ ANTROPOGENIH VIROV ONESNAŽEVANJA

Lea Nemec

Gimnazija Ledina Povzetek Predmet preučevanja geografije je Zemljino površje ali geosfera. V geosferi se stikajo različne sfere, in sicer: trdna Zemljina skorja, ozračje ali atmosfera, vodovje ali hidrosfera, prst ali pedosfera, živi svet ali biosfera. Človek je s svojimi dejavnostmi v geosferi ustvaril posebno sfero, t. i. antroposfero.Ker so vse sfere med seboj povezane in prepletene, spremembe v eni od njih pomembno vplivajo na dinamiko druge. V članku smo se osredotočili na analizo emisij antropogenih virov onesnaževanja, ki pomembno vplivajo na kemijske spremembe v atmosferi, hidrosferi in pedosferi. Z delom v skupinah so dijaki najprej opredelili vire onesnaževanja v posamezni sferi (izpostavili so posamezne gospodarske dejavnosti, npr. industrijo, promet, kmetijstvo, energetiko itd.), nato pa so za vsak vir definirali kemijske elemente in spojine, ki so najpogostejši del njihovih emisij. Končni rezultat skupinskega dela je bil izris periodnega sistema, ki prikazuje zgolj kemijske elemente in spojine emisij antropogenih virov onesnaževanja v atmosferi, hidrosferi in pedosferi. Ključne besede: geografija, kemija, antropogeni viri onesnaževanja, periodni sistem.

PERIODICAL TABLE OF EMISSIONS CAUSED BY ANTHROPOGENIC SOURCES OF POLLUTION

Abstract The core subject of geographical research is the Earth surface or geosphere in which various spheres collide. That being solid Earth crust, atmosphere, hydrosphere, pedosphere and biosphere that consist of living creatures. Humans have with their ventures in geosphere conceived an anthroposphere.Even though spheres exist autonomously, are they extremely interlaced and codependent to one another. If a change occurs in one of the spheres, that automatically affects the dynamics of the others. In the article, we have focused on the analysis of the emissions caused by anthropogenic sources of pollution, which importantly affect chemical changes in the atmosphere, hydrosphere and pedosphere.We have as well engaged the students to work in groups to determine the sources of pollution in every sphere separately. Students have stressed the importance of economic activities, such as industry, agriculture, energetics, etc., and have as well defined chemical elements and compounds that form the emissions. As a final product of the group work, have students outlined the periodic table of only the elements related to anthropogenic sources of pollution in the atmosphere, hydrosphere and pedosphere. Keywords: geography, chemistry, anthropogenic sources of pollution, periodic table.

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PERIODNI SISTEM PRI POUKU ANGLEŠČINE: VEČ KOT LE SOSLEDJE ČRK

Maja Lebar Bajec

Gimnazija Ledina Povzetek Znanje o periodnem sistemu, ki ga prinese povprečen gimnazijec iz osnovne šole, je baje dobro, vendar ga težko poveže s čim drugim kot zgolj z naravoslovjem. A za nas, jezikoslovce, lahko periodni sistem predstavlja mnogo več kot le neskončno (sic!) množico kombinacij črk. Z njimi lahko tvorimo marsikaj, odpirajo vrata domišljiji, pa tudi čisto konkretnemu pouku angleščine.V prispevku želim predstaviti nekaj primerov uporabe periodnega sistema, s katerimi smo se na koncu šolskega leta poigrali s tretješolci naravoslovne smeri na Gimnaziji Ledina. Periodnega sistema smo se lotili tako na naravoslovni ravni, ki zahteva precejšnje poznavanje posameznih elementov, njihovih lastnosti in uporabe, kot tudi s strogo jezikovno-književnega polja, kar je dijakom povzročalo malo več preglavic. Cilji teh aktivnosti so absolutno prepleteni tako z naravoslovnimi kot družboslovnimi znanji, vse pa je povezovala visoka raven znanja angleškega jezika. Ključne besede: angleščina, dijaki naravoslovne smeri, uporabnost pri drugih predmetih.

PERIODIC TABLE OF ELEMENTS AT ENGLISH LESSONS: MORE THAN A MERE COMBINATION OF LETTERS

Abstract Upon entering high school, an average student is quite familiar with the periodic table of elements, but they have problems relating it to non-scientific school subjects. Whereas for us, linguists, it presents much more than an infinite (sic!) combination of letters. We can play linguistic games, it lets our imagination run wild, and what is more, it can be used at very concrete English lessons.I would like to present a lesson with the various usages of the periodic table, as practiced with 3rd grade science students of Gimnazija Ledina. We tackled the periodic table from various angles: strictly scientifically, which demanded students’ extensive knowledge of elements, their characteristics and usage, and also from linguistic-literary point of view, which presented a great challenge. The goals of the activities were related to all subject matters in question and expressed with a high level of English. Key words: English, science students, practical usage at lessons different than Chemistry.

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Sekcija 3 : Inovativne metode poučevanja naravoslovnih vsebin

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Z IKT PODPRTO LABORATORIJSKO DELO

Darja Rizmal

BIC Ljubljana, Gimnazija in veterinarska šola Povzetek Inovativni pouk predstavlja izziv v dveh pogledih: v napredovanju učitelja v informacijsko- komunikacijskih spretnostih in znanjih ter v vzporednem razvoju didaktike in pedagogike. Menimo, da je samo v kombinaciji moč vzpostaviti odprta učna okolja in konstruktivno uporabiti IKT pri pouku ter izrabiti vseprisotnost pametnih naprav kot motivacijsko in učno sredstvo. Učni procesi, ki so načrtno zasnovani z uporabo IKT, nudijo nekaj dodatnih možnosti tudi za formativno spremljanje pouka in napredka dijakov. V okviru predmeta laboratorijske vaje (tema: povratna titracija) smo v šolskem letu 2018/2019 želeli preveriti, kako uporaba IKT tehnologije vpliva na laboratorijsko delo dijakov 2. letnika gimnazije BIC Ljubljana. Zanimal nas je vpliv igrifikacije na učinkovitost učenja. Preizkušali smo tudi uporabnost vpeljave aplikacije Edmodo v pouk laboratorijskih vaj in uporabo strokovnih besed v angleščini pri pouku, kar naj bi pripomoglo k boljšemu razumevanju strokovnih besedil v angleščini in nadaljnjo intenzivnejšo medpredmetno povezavo laboratorijske vaje – angleški jezik. Ključne besede: laboratorijske vaje, IKT, medpredmetna povezava

ICT SUPPORTED LABORATORY WORK Abstract Innovative teaching represents a double challenge: it should result in the development of teachers’ IT skills and knowledge and it should also have an impact on his didactic and pedagogical competencies. We believe that it is only if these conditions are fulfilled that we can offer a proper open learning environment and a constructive usage of ICT. We can then take full advantage of the ever present smart devices as both a motivational and a learning device. At this point it is worth mentioning that learning processes planned with ICT also offer some additional possibilities for formative learning and assessment. For our research we decided to check how the usage of ICT affects the work of BIC Ljubljana’s 2nd year students in laboratory classes (topic: reverse titration). We wanted to check the effect of gamification on the efficiency of learning, the usefulness of Edmodo application and the usage of technical language in English. The aim of the latter was to help students follow and understand technical texts in English as well as prepare them for the laboratory classes and English language cross-curricular learning. Key words: laboratory work, ICT, cross-curricular learning

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INOVATIVNI PRISTOPI IN KEMIJA

Klavdija Stropnik

Šolski center Kranj

Povzetek Živimo v stoletju, ko se tehnologija razvija s svetlobno hitrostjo. Vse okoli nas se odvija zelo hitro. V takšen dir je vpet tudi sodobni učitelj, ki mora podati kvalitetne in uporabne informacije učencem. Kemija se skozi stoletja spreminja tako, da znanstveniki zelo hitro odkrijejo novo spojino, ki je povezana z že znanimi kemijskimi elementi. Za to smo se na Srednji tehniški šoli v Kranju odločili povezati tehnologijo in kemijo. Pri modulu Preoblikovanje nekovinskih materialov dijaki 1. letnika smeri tehnik mehatronike spoznavajo različne vrste polimerov in predelavo kavčuka. Z uporabo naprednih tehnologij (tablica, mobilni telefon ali računalnik) poiščejo odgovore pri nalogah. Naloge imajo različne stopnje zahtevnosti. Prva stopnja je, da poiščejo po spletu zgodovinski pomen kavčuka. Nato sledi pridobivanje in uporaba kavčuka. Pridobljen informacije zapisujejo v aplikacijo Padlet. V zadnji fazi dijaki posnamejo video posnetek o kavčuku in sestavijo naloge za preverjanje pridobljenega znanja. Ključne besede: inovativnost, polimer, aplikacija

INNOVATIVE APPROACHES AND CHEMISTRY Abstract We live in a century where technology is evolving at light speed. All around us takes place very quickly. A modern teacher, who must give quality and useful information to students, is also involved in the race. Chemistry has been changing over the centuries so fast that scientists can quickly discover a new compound linked to already known chemical elements. Therefore, we decided to combine technology and chemistry at the Secondary Technical School in Kranj. In the module Non-metallic Materials Transformation, 1st-year students of mechatronics engineering learn about different types of polymers and rubber processing. They search for answers by using advanced technologies like tablets, cell phones or computers. Tasks have different levels of difficulty. In the first stage of the task they must find the historical meaning of rubber, in the second they must find the information about production and use of rubber. The information obtained is written into the Padlet application. In the final stage, students make video and compose tasks to test their knowledge. Key words: innovation, polymer, application

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O LASTNOSTIH GLAVNIH SKUPIN IN KOVINAH MALO DRUGAČE

Manja Vidmar

Osnovna šola Gabrovka Dole

Povzetek Moj prispevek predstavlja kreativen način obravnave značilnosti skupin v periodnem sistemu elementov in kemijskih reakcij nekaterih kovin z učenci 9. razreda. Razvoj tehnologije je bliskovit in je spremenil svet okoli nas. Dandanes se je potrebno učiti z drugimi pristopi in usmeritvami kot nekoč. Spremenile so se namreč zahteve in potrebe na trgu dela, zato je pomembno, da se zavedamo, da se je potrebno znati hitro prilagoditi, da smo vsakdanje funkcionalni. Pridobljeno znanje je potrebno tudi razumeti, da bi ga znali uporabiti v novi situaciji. V prispevku so orisane aktivnosti, ki vključujejo učence kot raziskovalce, jih ne omejujejo, že znana dejstva pa so jim zgolj v pomoč pri lastni poti do novih ugotovitev. Predstavljeni so primeri aktivnosti, ki upoštevajo učenčeve interese in njegovo predhodno znanje, izkušnje in sposobnosti, spodbujajo radovednost ter vodijo k temu, da vsak učenec v kar največji meri dosega svoje potenciale. Ključne besede: glavne skupine elementov, kreativnost, individualnost, eksperimenti, kovine ABOUT CHARACTERISTICS OF MAIN GROUPS AND METALS IN A DIFFERENT

WAY Abstract My article presents a creative way of discussing the characteristics of groups in the periodic table of elements and chemical reactions of some metals with students of 9. grade. Technology develops rapidly and it has changed the world around us. Nowadays we have to learn through different approaches and views. The labour market expectations and demands have changed, therefore it is important to be aware that we know how to adjust quickly in order to be functional daily. It is also necessary to understand acquired knowledge to be able to use it in a new situation. The article outlines the activities where the students are included as researchers and are not kept within bounds. Already accomplished facts just help them discover their own ways to newly discovered findings. The activities presented in the article consider students’ interests and their previous knowledge, experience and abilities. They stimulate students’ curiosity and enable every student to make full use of his or her own potentials Key words: main groups of elements, creativity, individuality, experiments, metals.

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MINERALI POMEMBNI ZA ŽIVLJENJE

Karmen Koprivec

Srednja šola Domžale Povzetek V človeškem telesu lahko najdemo najmanj šestdeset kemijskih elementov; ocenjujemo, da jih približno 25 pomembno sodeluje v njegovem delovanju. Brez posameznih mineralov telo ne more delovati. Nujni so za sintezo vitaminov v organizmu, nepogrešljivi pri razvoju in ohranjanju zdravih mišic, kosti in živčnega sistema ter služijo kot vir energije.Da bi bili dijaki pri poznavanju elementov aktivni in bi uporabljali več čutil in govor, smo jim omogočili razumevanje snovi s pomočjo življenjskih izkušenj in že pridobljenega znanja, s sprotnim preverjanjem znanja in z aktivnim učenjem, pri čemer smo si izmislili igro »Najdi par«. Par predstavljata dva kartončka. En kartonček ima na sliki iz katere dijak prvega letnika razloži v katerem živilu se element nahaja. Drugi karton na sliki prikazuje, kaj povzroča pomankanje posameznega elementa v telesu. Ko dijak najde par, ga spodbudimo, da to razloži ob sliki. Na kartončku so napisani simbol elementa, ime elementa in atomsko število. Navodila igre so podobna znani igri »Črni Peter«. Zmaga igralec, ki zbere največ parov. Ključne besede: Minerali, zdravje, igra, vsa čutila, vitamini

MINERALS IMPORTANT FOR LIFE Abstract At least sixty chemical elements can be detected in the human body; we estimate that about 25 of them are significantly involved in its operation (Prof. Peter Sadler). Without individual minerals, the body cannot function. They are essential for the synthesis of vitamins in the body, indispensable for the development and maintenance of healthy muscles, bones and the nervous system and serve as a source of energy. In order to keep students active during the learning about the elements and to use more senses and speech, to enable them to understand the substance with the help of experienced and already acquired knowledge, with the help of real-time assessment and active learning we have invented the game "find a couple".The consists of two cards. One card has a picture from which the student explains in which food the item is located. The second card shows the effects of the scarcity of each element on the human body. When a student finds a couple they are encouraged to explain the picture. An element symbol, element name and atomic number are written on each card. The game's instructions are similar to the famous Old Maid (Schwarzer Peter) game. The player who scores the most pairs wins. Key words: Minerals, health, game, all the senses, vitamins

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H2O – KAJ JE TO?

Sandra Križnar

Osnovna šola Vodice Povzetek Otroci se od zgodnjega obdobja otroštva dalje srečujejo s spojino, ki omogoča življenje na našem planetu – vodo. Prva triada osnovne šole prinaša temeljna znanja o vlogi in pomenu vode ter o načinih odgovornega ravnanja z njo. Prispevek opisuje dejavnosti, ki so tekom šolskega leta potekale v okviru individualne in/ali skupinske pomoči pri drugošolcih ter so bile namenjene razvijanju njihovih sposobnosti na področju fine in grafomotorike. Vse izvedene praktične aktivnosti so se navezovale na skupno vsebinsko temo, vodo, ter učencem omogočale spoznavanje temeljnih lastnosti te življenjsko pomembne tekočine in se povezovale z ozaveščanjem o ekološki rabi vode v življenju. Čeprav so vključeni učenci drugega razreda urili predvsem sposobnosti na področju motorike, so se preko praktičnih nalog veliko naučili o vodi ter tako vstopili v svet znanja iz področja zgodnjega naravoslovja. Ključne besede: osnovna šola, individualna/skupinska pomoč, voda, motorične sposobnosti, učenci s posebnimi potrebami.

H2O – WHAT IS IT? Abstract Since early childhood, children come into contact with a chemical compound that makes living on our planet possible, i.e., water. The first triade of primary school introduces basic awareness about the role and importance of water as well as about the ways of using it responsibly. The article describes activities that were in progress during the school year in the scope of individual and/or group learning assistance with pupils of the second grade. The activities were intended for the development of their abilities in the field of fine and graphomotorics. All of the activities were linked to a common subject matter, namely water. The activities enabled pupils to get acquainted with the fundamental properties of this vitally important liquid and were combined with the awareness of its ecological consumption. Although the participating pupils of the second grade were trained mainly in the field of graphomotorics, they learnt a great deal about water by performing practical assignments. This enabled them to enter a world of knowledge in the field of Science subject matter. Key words: primary school, individual/group learning assistance, water, motoric skills, children with special needs.

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MOJ KEMIJSKI ELEMENT

Manja Vidmar

Osnovna šola Gabrovka Dole

Povzetek V referatu je predstavljena aktivnost učencev 8. in 9. razreda, ki vzpodbuja kreativnost, logično mišljenje in razvija njihove zmožnosti za spontano pridobivanje znanja in veščin o elementih v periodnem sistemu. Cilj aktivnosti je samostojen učenec, ki je pripravljen na prikazan način razširiti svoje znanje ob različnih priložnostih tekom življenja in izobraževanja. Kreativno strategijo obvladovanja neskončnih podatkov o kemijskih elementih iz različnih virov pa se pri prikazani dejavnosti naučimo skupaj. Ob aktivnosti, ki je predstavljena, spodbujamo učenčevo raziskovalno plat in je poudarek na učenčevem praktičnem delovanju in učenju ter učenju z odkrivanjem. Spoznavanje posameznih elementov v periodnem sistemu mora tekom učenja imeti prožnost, učenje mora biti proces z ustvarjalno dejavnostjo in posledično znanje, ki je uporabno. Pri opisih in odkrivanju kemijskih elementov je potrebno upoštevati konkretnost posameznega kemijskega elementa z usmerjenostjo na (življenjsko,) za učence smiselno življenjsko situacijo. Ključne besede: kemijski elementi, uporabnost v vsakdanjem življenju, reaktivnost, zanimivosti.

MY CHEMICAL ELEMENT Abstract The report describes an activity students of 8. and 9. grade that stimulates creativity, logical thinking and it develops their abilities to spontaneously acquire the knowledge and skills of elements in the periodic table. The aim of the activity is an autonomous student who is willing to spread his or her knowledge on various occasions throughout life and education. The creative strategy of handling exhaustive data on chemical elements from different sources is learnt together. The activity stimulates a student’s research perspective and the emphasis is on student’s practical work and learning as well as on discovery learning. Throughout learning, discovering individual elements in the periodic table has to be flexible. Learning has to be a process that involves creative activities and consequently knowledge which is useful. While describing and discovering chemical elements, it is necessary to consider the concreteness of an individual chemical element and direct that findings in a reasonable life situation. Key words: chemical elements, everyday use, reactivity, interesting facts.

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RAZISKOVANJE KEMIJSKIH ELEMENTOV S POMOČJO DETEKTIVSKE

ZGODBE

Lidija Čepin

Osnovna šola Kozje Povzetek Obravnava elementov v periodnem sistemu je priložnost, da učencem predstavimo kemijo kot interdisciplinarno vedo in pri usvajanju novih kemijskih pojmov iščemo primere iz učenčevega neposrednega okolja ter izhajamo iz znanj, ki so jih učenci že pridobili pri drugih naravoslovnih predmetih. Ta vsebina nam nudi možnost načrtnega razvijanja socialnih spretnosti učencev, vključevanje najrazličnejših aktivnih oblik dela v pouk, samostojnega raziskovanja, uporabe IKT ... Predstavljen bo primer učne obravnave elementov v periodnem sistemu pri predmetu kemija v 8. r. osnovne šole. Dejavnosti so osredotočene na učenca kot središče učnega procesa, hkrati pa so načrtovane tako, da vzbujajo situacijski interes za aktivno delo. Skozi detektivsko zgodbo (Detektivske zgodbe o železu, bakru, siliciju, kalciju, ogljiku ...) z medsebojnim sodelovanjem učenci raziskujejo določen kemijski element - ga opišejo, s preprostimi eksperimenti raziskujejo njegove lastnosti, iz razstavljene geološke zbirke razberejo njegov vir v naravi, s pomočjo vsakdanjih predmetov sklepajo na njegovo uporabno vrednost, samostojno uporabljajo različne vire informacij v zvezi z izbranim elementom, ponavljajo in utrjujejo kemijske pojme ... Svoje raziskovalno delo pa nato izvirno predstavijo sošolcem in pridobljeno znanje preverijo s pomočjo IKT. Ključne besede: periodni sistem elementov, raziskovalno delo, situacijski interes

RESEARCH OF CHEMICAL ELEMENTS WITH THE DETECTIVE CASE Abstract The discussion of elements in the periodic system is an opportunity to introduce chemistry to students as an interdisciplinary knowledge in bringing new chemical concepts, to seek examples from students' immediate results and to draw on the knowledge that students have already acquired in other science subjects. This content provides us with the possibilities of planning the development of social learning dissemination, the inclusion of a variety of the largest active forms of work in the purse, independent research, the use of ICT ...I am presenting how to discuss the elements in the periodic system at the chemistry lesson in the 8th grade of the elementary school i. Activities are focused on the students who are in the middle of the learning process, thus they are planned in such a way as to inspire motivation for active work. Through the detective story (Detective stories about iron, copper, silicon, calcium, carbon ...) and with the mutual cooperation of students they explore a certain chemical element - describe it, explore its property through simple experiments, find its source in nature from the exhibited geological collections, with individual objects conclude on its user value, independently use sources of information regarding selected elements, repeat and refresh chemical concepts ... Their original research work is then presented to the classmates in the acquired knowledge through ICT. Key words: Periodic Table of Elements, research work, motivation

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ELEMENT– KOCKA

Mateja Pogorelc

Osnovna šola Šmarje - Sap Povzetek Projektno učno delo sodi med tiste oblike dela, ki temeljijo na izkustvenem učenju in spodbujajo učenca k aktivnemu učenju. Skozi celoten proces projektnega dela je določen cilj, v skladu s katerim proces poteka. Tema, ki jo učenci obravnavajo jim je delno znana ter se navezuje na njihovo predznanje, ki ga določa učni načrt 8. razreda. Pri projektu so aktivnosti načrtovanje in ciljno usmerjene. Vsak učenec dobi mapo z navodili in postopki izdelave. Prav tako je vsakemu učencu v naprej določen element iz periodnega sistema, ki ga mora proučiti. Projekt je interdisciplinarni pristop, ki spodbuja medpredmetno povezovanje znanja matematike in kemije. Učenci na bel papir narišejo mrežo kocke z določenim robom in jo sestavijo. Kocka ima šest ploskev, znotraj pa je votla. Na ploskve napišejo osebno izkaznico elementa, ki jim je bil dodeljen (ime elementa, simbol, vrstno in masno število, kemijske in fizikalne lastnosti, datum odkritja, uporaba, narisan model atoma), v kocko pa položijo izdelan 3D model elektronske zgradbe atoma elementa (jedro, elektronska ovojnica). Učenci znanje usvajajo tako, da sami aktivno raziskujejo, v skladu z njihovimi interesi, učnimi stili in zmožnostmi. Večina učencev o svojem elementu napiše tudi pesem. Pri ocenjevanju je vrednotena izpeljava projektnega učnega dela kot tudi končni izdelek. Ključne besede: kocka, element, periodni sistem elementov

ELEMENT– CUBE Abstract Project work is a form of learning which is based on the experiential knowledge and encourage the student in active learning. There is a goal throughout the whole process of the project work in accordance with the process. The topic under consideration is partially known to the students and it is related to their prior knowledge, which is determined by the 8th grade curriculum. Activities in the project are planned and goal oriented. Each student is assigned an element from the periodic table that has to be researched. The project encourages an interdisciplinary connection of the knowledge of Maths and Chemistry. Students draw the cube’s net with the specific edge on the hard paper and construct it. The cube is hollow inside. Students write the identification card of the element, which was assigned to them (the name of the element, the symbol, atomic number, atomic mass, chemical and physical properties, the date of the discovery, the use, the drawn atom model), on the surface areas. They put the 3D model of the electronic structure of the atom of the element in the cube. Students gain knowledge by active and independent researching in accordance with their interests and abilities. The whole procedure of the project work and the final product is evaluated in the final assessment. Key words: cube, element, periodic table of elements

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SVET JE ZGRAJEN IZ …

Margareta Obrovnik Hlačar

Osnovna šola Louisa Adamiča Grosuplje Povzetek Karkoli je na svetu otipljivega, je sestavljeno iz delcev elementov. Vemo, da brez kisika

ni življenja. Ur ni potrebno več navijat, saj vsebujejo majhne gumbaste litijeve baterije.

Svinec ščiti pred vplivi radioaktivnega sevanja. Lastnosti elementov in njihovih spojin

lahko spoznavamo na različne načine. Pri tem lahko uporabljamo knjige, revije, spletne

strani, animacije, filme, igre, strokovnjake, ki delajo z različnimi materiali.Toda, kako si

zapomniti vse te podatke? Nič lažjega. Učenci imajo različna močna področja, kot na

primer: materni jezik, tuji jezik, umetnost, IKT tehnologija in tehnika. Z med predmetnim

povezovanjem lahko dosežemo trajnejše znanje o elementih in njihovih spojinah, hkrati

pa ustvarjamo spodbudno učno okolje.

Ključne besede: snovi, lastnosti, elementi, zgradba, uporaba, medpredmetno

THE WORLD IS BUILD FROM… Abstract Everything that is tangible in this world is made from chemical elements. We know there is no life without oxygen. We no longer have to wind our watches, because they are powered by small button-shaped lithium batteries. Led protects us against radiation.We can learn about the characteristics of elements and compounds from the table of chemical elements in various ways. We can utilize books, magazines, websites, animations, films, games, as well as learn from experts that work with different materials, and so on.But how can one remember all this data? It’s easy. Students have different talents and strengths. Some excel in languages, others in Art, ICT, or Technology and Science. With an interdisciplinary approach we can achieve long-lasting knowledge of chemical elements and compounds as well as create a more stimulating learning environment. Key words: substances, properties, elements, structure, use, interdisciplinary

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IZDELAJMO SVOJ PERIODNI SISTEM

Zdenka Candellari

Zavod Sv. Stanislava, Osnovna šola Alojzija Šuštarja Povzetek Pri pouku kemije so učenci 8.razredov raziskali vsak svoj element iz periodnega sistema elementov (PS). Pripravili so predstavitve vseh njihovih pomembnejših lastnosti in zapise zbrali v digitalni obliki. Po popravljanju in dopolnjevanju smo predstavitve elementov natisnili, plastificirali in opremili z magneti. Elemente so predstavili pred sošolci in jih popestrili z zanimivimi a enostavnimi poskusi ob učiteljevi pomoči. Na magnetni tabli je tako postopoma nastajal PS. Povzetek lastnosti ob posamezni skupini sorodnih elementov periodnega sistema, sem pripravila učiteljica. Zadnji del naše skupne naloge zajema pripravo digitalnega PS za spletno stran naše šole, kjer si s klikom na posamezni element lahko ogledamo delo posameznega učenca in spoznavamo PS elementov. Ključne besede: Učenci izdelajo periodni sistem-fizično, digitalno

LET US BUILD OUR OWN PERIODIC SYSTEM Abstract In chemistry students of 8.class studied each of their elements from PS. They prepared presentations of all the most important features. The records were sent to me in digital form. After repair and refinement, the elements were printed, laminated and equipped with magnets. Elements were presented to classmates and spiced up with interesting but simple experiments with teacher assistance. On the magnetic board the PS was expanding. A summary of the characteristics of each group was prepared by a teacher. The last part of our joint task is to prepare a digital PS for the website of our school, where by clicking on an individual element we can view the work of each student and learn about PS elements. Key words: Pupils make a periodic system - physical, digital

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ZGODOVINSKI RAZVOJ IDEJE O PERIODNEM SISTEMU ELEMENTOV -

PROJEKTNO UČNO DELO

Darja Užmah

Srednja šola za gostinstvo in turizem Ljubljana Povzetek Katalog znanja za kemijo v srednjem strokovnem izobraževanju priporoča, da naj bo poudarek na metodah aktivnega učenja in poučevanja, kamor sodi: izkustveno učenje, sodelovalno učenje, projektno delo itd. V prispevku je predstavljen primer dobre prakse projektnega učnega dela dijakov 2. letnika, programa turistični tehnik pri pouku kemije, ki se navezuje na vsebinski sklop Periodni sistem elementov. Projektno učno delo je potekalo po naslednjih stopnjah: iniciativa, skiciranje projekta, načrtovanje izvedbe projekta, izvedba projekta, sklepna faza (predstavitev), preverjanje in vrednotenje znanja. Dijakom je bilo podano tematsko področje projekta - Zgodovinski razvoj ideje o periodnem sistemu elementov. Pri skiciranju projekta učitelj usmerja dijake in jim pomaga pri izboru najpomembnejših znanstvenikov, ključnih za razvoj ideje o periodnem sistemu elementov. Literaturo so dijaki zbirali iz tiskanih, kakor tudi elektronskih virov. Pri pripravi predstavitve so uporabili sodobno informacijsko-komunikacijsko tehnologijo (IKT). V sklepni fazi so dijaki v svojih predstavitvah v glavnem uporabili časovni trak, ki je prikazal najpomembnejše znanstvenike, ki so s svojim delom prispevali k razvoju ideje in nastanku periodnega sistema elementov. Ključne besede: Projektno učno delo, periodni sistem elementov, informacijsko-komunikacijska tehnologija.

HISTORICAL DEVELOPMENT OF THE IDEA OF A PERIODIC TABLE OF

ELEMENTS – PROJECT BASED LEARNING Abstract The catalog of knowledge for chemistry in secondary schools recommends that the emphasis should be on active learning methods and teaching, including: experience learning, collaborative learning, project-based learning, etc. This paper presents an example of good practice in project -based learning at 2nd year students of the tourist technician program in chemistry lessons, which is related to the content section of the Periodic Table of elements. The project-based learning was carried out in the following stages: initiative, project sketching, implementation planning, implementation of the project task, final phase (presentation), knowledge testing and evaluation. The students were given theme of the project - The historical development of the idea of a periodic table of elements. When sketching the project, the teacher directs the students and helps them select the most important scientists, which were crucial to develop the idea of a periodic table of elements. Students were collected literature from printed as well as from electronic sources. In the preparation of presentation, modern information and communication technology (ICT) was used. In the final phase, students used mainly timetables in their presentations, which showed the most important scientists who contributed to the development of the idea and the creation of a periodic table of elements. Key words: Project-based learning, Periodic Table of elements, information and communication technology.

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Sekcija 4: Didaktične igre pri pouku naravoslovnih vsebin

47

Z DIDAKTIČNIMI IGRAMI PREPLETEN POUK KEMIJE

Doroteja Smej Skutnik

Osnovna šola Polzela Povzetek Najnovejše pedagoške smernice kažejo v povešanje učiteljeve vloge s poučevanja na spodbujanje kakovostnega učenja učencev. Ni več dober učitelj le tisti, ki zna mojstrsko podati snov, temveč oni, ki zna ustvariti ustrezne razmere za to, da se učenci usposobijo za samostojno učenje in postopno prevzemajo odgovornost zanj. V prispevku so predstavljene didaktične igre, usklajene s cilji in standardi znanja kemije v 8. razredu- periodni sistem elementov, zgradba atoma, povezovanje delcev, kemijske reakcije. Didaktične igre so izdelali učenci, z močnim poudarkom na formativni povratni informaciji. Na podlagi predznanja so oblikovali kriterije uspešnosti, didaktično igro izdelali, jo samovrednotili in medvrstniško vrednotili. Didaktična igra ima izrazito motivacijski učinek, lahko je miselno zelo spodbudna, obenem pa se v dogajanje v njej učence čustveno vplete, kar v učenje vnaša novo kakovostno dimenzijo. Ključne besede: didaktična igra, periodni sistem elementov, formativno spremljanje

EDUCATIONAL GAMES IN THE CHEMISTRY CLASS Abstract The newest teaching guidelines show a shift in the teacher's role, which has gone from teaching to enabling students to learn. What makes a good teacher is not merely passing on the subject matter, but rather creating an environment in which students can become independent and responsible for their own learning.This article presents educational games, consistent with the objectives and standards in Chemistry of 8th grade – the periodic table, the structure of an atom, connected particles, chemical reactions. The educational games were made by students, with plenty of formative feedback. Based on their prior knowledge, they designed the performance criteria and created the educational game, which was then self evaluated and peer evaluated. An educational game is extremely motivational, it can be very mentally stimulating, and it can involve the students emotionally, which brings learning to another level. Key words: educational game, the periodic table, formative assessment

48

PERIODNI SISTEM – BINGO ZA DISLEKTIKE

Polona Markovič

Osvnovna šola Karla Destovnika Kajuha, Ljubljana Povzetek Disleksija je najpogostejša nevrološko pogojena motnja, učenci pa imajo največkrat težave s fonološkim zavedanjem, črkovanjem in s hitrostjo vizualnih-verbalnih odzivov. Periodni sistem kot tabelarični prikaz znanih kemijskih elementov predstavlja učencem z disleksijo kljub urejenosti precejšnjo težavo. Usvajanje pojmov, ki so nujni za uspešno branje in razumevanje periodnega sistema – skupina, perioda, atomsko število, elektronska konfiguracija, kovine/nekovine/plini idr. in še vsa imena kemijskih simbolov, prav učencem dislektikom predstavlja veliko stisko. Za lažje učenje smo pri urah DSP skupaj z učenci 8. razreda razvijali igro, podobno bingu. Učenci so dobili periodni sistem, povečan na A3 list. V vrečko smo pripravili opise vseh pojmov, ki jih morajo poznati. Eden izmed učencev je opis prebral, drug pa ga je razvrstil na pravo mesto v periodnem sistemu, potem sta vlogi še zamenjala (ime-simbol). Učenje je tako postalo zabavno in enostavno, znanje pa trajnejše, saj zelo radi zelo veliko igrajo bingo. Ključne besede: disleksija, bingo, igra

PERIODIC TABLE- BINGO FOR CHILDREN WITH DYSLEXIA Abstract Dyslexia is the most common neurologically related disorder, and students have a lot of problems with phonological awareness, spelling in the speed of visual-verbal responses. The periodic table, as a tabular representation of known chemical elements, presents to students with dyslexia these arrangements of prior difficulties. Separation of concepts necessary for successful reading and understanding of the periodic system - group, period, atomic number, electronic configuration, metals / non-metals / gases, etc. and all the names of chemical symbols, it is a big problem for the dyslexic students. For easy learning, we have developed a game, like bingo, together with pupils from 8th class. The students were given a periodic system increased to the A3 list. We made descriptions of all the concepts they have to know. One student read the description, another one put it in the right place. Than they switched roles (symbol-name). Learning became fun and simple, their knowledge more permanent and they like to play bingo very much. Key words: dyslexia, bingo, game

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POTOVANJE KISIKA IN OGLJIKOVEGA DIOKSIDA PO NAŠEM TELESU

Tina Merela

Zavod za gluhe in naglušne Ljubljana Povzetek V prispevku predstavljam primer obravnave učne vsebine o dihanju pri predmetu naravoslovje in tehnika v četrtem razredu prilagojenega izobraževalnega programa osnovne šole z enakovrednim izobrazbenim standardom za otroke z avtističnimi motnjami. Učenci s posebnimi potrebami imajo posebno izrazite težave pri usvajanju znanja, kjer so vključene neoprijemljive vsebine in procesi, ki jih ne morejo videti. Ena takšnih vsebin pri obravnavi poglavja o človeškem telesu je tudi dihanje. Za namen razlage snovi in ponazoritve dihanja sem oblikovala model, s katerim smo se preko igre naučili, kako kisik in ogljikov dioksid pri dihanju potujeta po našem telesu, vse od sprejemanja iz okolja, porabljanja oziroma nastajanja in ponovnega vračanja v okolje. Ob takšnem načinu obravnave vsebine dosežemo ustrezno razumevanje vsebin, dolgotrajnejše pomnjenje, aktivno pozornost in motiviranost, hkrati pa uporabimo dosedanje znanje in ga povežemo v celoto. Ključne besede: Otroci s posebnimi potrebami, motnje avtističnega spektra, naravoslovje, dihanje

THE TRAVEL OF OXYGEN AND CARBON THROUGH OUR BODY Abstract In this contribution, I am focusing on the subject matter of breathing in the Natural Science and Technology class, in the fourth grade of the adapted educational primary school programme with equivalent standards for children with autistic spectrum disorder. Special needs pupils have especially prominent difficulties with learning the material that includes abstract notions and processes they cannot see. One of such matters in the chapter on a human body is the process of breathing. To explain the subject matter and depict the process of breathing, I developed a model, which helped us learn how oxygen and carbon dioxide travel through our body, from absorption from the surroundings, consumption and their return into the surroundings. Approaching the subject material at hand in such a manner enables a sufficient understanding of the contents, better long-term memorisation, active participation and motivation. With that we also use the previously attained knowledge and connect it into a whole. Key words: children with special needs, autism spectrum disorder, natural science class, breathing

50

POTAPLJANJE LADJIC KOT MEDPREDMETNO POVEZOVANJE KEMIJE IN

MATEMATIKE

Barbara Švarc Fajdiga

Osnovna šola Brinje Grosuplje

Povzetek V prispevku želimo predstaviti, kako lahko preko družabne igre »Potapljanje ladjic« medpredmetno povezujemo kemijo in matematiko v osmem razredu. Učenci z igro utrjujejo znanje o elementih periodnega sistema in lego točk v koordinatnem sistemu. Za izdelavo igre potrebujemo štiri periodne sisteme elementov. Na predlogo periodnega sistema narišemo koordinatni sistem in na njem označimo koordinatno izhodišče, enoto in abscisno ter ordinatno os. Vsak igralec si izbere in označi polja z enim, dvema, tremi, štirimi in petimi simboli, ki predstavljajo dolžino ladjic. Za ugotavljanje položaja ladjic je potrebno navesti koordinati točke in ime elementa. Med igro poizkušamo najti čim več nasprotnikovih ladjic. Kdor prvi potopi vse nasprotnikove ladje, je zmagovalec igre. Igro lahko tudi nadgradimo tako, da je za ugotavljanje položaja ladjic potrebno navesti: koordinati točke in simbol elementa, koordinati točke in relativno atomsko maso in koordinati točke in vrstno število. Ker si mnogi učenci podatke lažje zapomnijo preko igre, je potapljanje ladjic odličen način za usvajanje novih znanj. Ključne besede: družabna igra, koordinatni sistem, periodni sistem

BATTLESHIP AS INTER SUBJECT CONNECTION OF CHEMISTRY AND MATHEMATICS

Abstract In this article we want to present how some inter-subject connections of chemistry and mathematics in the eighth grade can be done with the help of a game called “Battleship”. The pupils refresh their knowledge of elements of periodic table and position of points in the coordinate system. To build this game we need four periodic tables. We draw a coordinate system and mark the starting point, unit and “x” and “y” coordinate on a template of periodic table. Each player chooses and marks fields with one, two, three, four and five symbols that present the length of the ships. To determine the position of ships, the coordinates and the name of element must be given. The aim is to find as many opponent ships as possible. The first who finds all the opponent ships, is the winner. We can also upgrade this game in different ways, such as: naming the following facts in order to find the position of the ships: the coordinates and the symbol of the element, the coordinates and atomic mass, the coordinates and atomic number. Since numerous pupils remember data better via games, Battleship is an excellent way for gaining new knowledge. Key words: board game, coordinate system, periodic table of elements

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KEMIJSKI DETEKTIV

Milanka Hrovatin

Osnovna Šola Antona Žnideršiča Ilirska Bistrica

Povzetek Periodni sistem je nujno potreben pripomoček pri poučevanju kemije. Učenci ga morajo pri urah kemije redno uporabljati, zato da ugotovijo, kako veliko informacij lahko iz njega razberejo. Bolj kot ga uporabljajo, bolj domač jim postaja in hitreje se z njim znajdejo. Izdelala sem didaktični pripomoček v obliki periodnega sistema, ki ga uporabljam pri urah ponavljanja in utrjevanja učnih vsebin z učenci osmega razreda. S pomočjo te igre lahko učenci ponovijo vsebino učne enote zgradba atoma, kot tudi zgradba periodnega sistema ter lastnosti posameznih elementov. Zasnovan je v obliki kartic s posameznimi elementi, ki jih učenci zložijo v obliko periodnega sistema. Učenci uporabljajo pripomoček v dvojicah, kjer s postavljanjem vprašanj sošolcu ugotavljajo, kateri element si je sošolec izbral. Ključne besede: periodni sistem, didaktični pripomoček, utrjevanje

CHEMICAL DETECTIVE Abstract The periodic table is a necessary aid in teaching chemistry. Students should use it regularly in chemistry classes to find out how much information they can extract from it. When they use it more regularly, they become more familiar with it and they learn to extract the information from it faster.I’ve made a didactic device in the form of the periodic system, which I use in lessons of revision and refreshing the learning material with 8th grade students. Through this game, students can review the subject matter of the learning unit the structure of the atom as well as the structure of the periodic system and the properties of the individual elements. It is designed in the form of cards, with individual elements put together by students in a way that the elements form the periodic system. Pupils use the device in pairs and in pairs they ask each other which element the classmate has chosen. Key words: periodic table, didactic device, revision

52

PERIODNI SISTEM NEKOLIKO DRUGAČE

Vesna Maršič

Osnovna šola Istrskega odreda Gračišče

Povzetek Periodni sistem, kot ga danes poznamo, se je od svojega nastanka spreminjal, saj so se iz leta v leto dodajali novi elementi. Tako kot periodni sistem se spreminjajo tudi učenci, zato je klasičen način poučevanja vsebine zanje zelo suhoparen in nezanimiv. Več let že razvijam nove oblike in metode poučevanja, ki bodo učencem približale učno vsebino, jih pritegnile k raziskovanju, odkrivanju novega, njim nepoznanega, in bodo hkrati preko različnih dejavnosti osvojili standarde znanja iz učnega načrta. Učenci 8. razreda so najprej pričeli z izdelovanjem osebnih izkaznic poljubnih elementov, kar jih je vodilo v izdelavo igre s karticami, sledila je kocka z lastnostmi elementa. Razvoj različne tehnologije je pripeljal do učenja z uporabo tablic ali pametnih telefonov. Premajhna telesna aktivnost učencev pa je privedla do dejavnosti, kjer se učenci učijo preko gibanja. Vse naštete dejavnosti učencem približajo kemijo in jih spodbudijo k učenju, kar se kaže tudi v rezultatih. Ključne besede: periodni sistem, nove oblike in metode dela

THE PERIODIC TABLE OF ELEMENTS IN A DIFFERENT WAY Abstract The periodic table as we know it has been changing since its creation, as new elements were being added throughout the years. Like the periodic table, pupils are changing too, making the classical way of teaching very dull and uninteresting. For several years I have been developing new methods of teaching that will bring students closer to the subject, attract them to explore and discover the unknown, and simultaneously help them achieve the standards from the curriculum. Pupils in the 8th grade began with making identity cards for chosen elements, which led them to creating a game using the cards, and making a cube with the chosen element’s characteristics. The development of different technologies led to learning using tablets or smartphones, while pupils’ insufficient physical activity led to activities where pupils learn through exercise. All the activities mentioned bring chemistry closer to pupils and encourage them to learn, which is reflected in the results. Key words: periodic table of elements, new methods of teaching

53

UPORABA POUČNE IGRE PRI UTRJEVANJU ZNANJA O ELEMENTIH

PERIODNEGA SISTEMA

Ana Košir

Osnovna šola Karla Destovnika Kajuha, Ljubljana Povzetek Učenje elementov periodnega sistema in njihovih lastnosti lahko nekaterim učencem osmega razreda predstavlja izziv. Sodelovalno učenje je učinkovito pri pridobivanju novega znanja in utrjevanju snovi, zato sem za učence pripravila poučno igro PIPS (Poučna igra o periodnem sistemu), ki vsebuje kartice z elementi periodnega sistema, njihovimi lastnostmi ter uporabo. S karticami učenci utrjujejo svoje znanje na več načinov: (i) imena lahko povezujejo s simboli in obratno, (ii) elemente lahko razvrščajo v skupine in periode, (iii) posameznim elementom lahko prilagajo njihove lastnosti in (iv) uporabo. Pri pouku učence razdelimo v skupine in jim razdelimo kartice. Po mizi razporedijo simbole elementov in dodajajo njihova imena, lastnosti, uporabo ter lego v periodnem sistemu. Po določenem času skupine zaokrožijo po mizah in dopolnijo delo prejšnjih skupin. Ob vrnitvi k prvotni mizi s pomočjo učbenika preverijo pravilnost rešitev in sošolcem poročajo o uspešnosti skupinskega dela. Igro lahko učenci uporabljajo tudi pri samostojnem utrjevanju učne vsebine. Ključne besede: periodni sistem, PIPS, skupinsko učenje, poučna igra

THE USE OF A LEARNING GAME IN CONSOLIDATING KNOWLEDGE OF THE ELEMENTS OF THE PERIODIC TABLE

Abstract Learning the elements of the periodic table and their properties can be challenging for some students in eighth grade. Cooperative learning is efficient in acquiring new and consolidating previous knowledge. Therefore, I designed a learning game PIPS, that contains cards with elements of the periodic table, their properties, and usage. Using cards, students can consolidate their knowledge in several ways: they can associate names with symbols and vice versa, arrange the elements into groups and periods, add their characteristics, and their use. We divide the students into groups and distribute the cards. Students arrange the symbols around the desks and add their names, properties, usage and position in the periodic table. After a while, the groups move on to other desks and complement the work of previous groups. Upon returning to the first desk, they use the textbook to evaluate their work and report their findings. Students can also use the game individually. Key words: Periodic table, PIPS, cooperative learning, learning game

54

ELEMENTI V PERIODNEM SISTEMU

Urša Ribič Hribernik

Osnovna šola ob Dravinji Slovenske Konjice Povzetek Učenci 8. razreda pri spoznavanju vsebinskega sklopa Elementi v periodnem sistemu aktivno sodelujejo s predstavitvijo izbranega kemijskega elementa. Za izbrani element izdelajo seminarsko nalogo in predstavitev po navodilih (uvod/namen, cilji, izvor imena in odkritje elementa, nahajališča v naravi, lastnosti (fizikalne in kemijske) in lega v periodnem sistemu elementov, pridobivanje, uporaba, zanimivosti, zaključek, literatura).Vsebinski sklop nato zaključimo z urama ponavljanja in utrjevanja znanja, ki potekata z metodo didaktičnih iger. Uri potekata v obliki skupinskega dela oziroma znotraj skupine v dvojicah. Z učenci smo izdelali didaktične igrice spomin, potapljanje ladjic, lastnosti elementov, BrainBox kemija in Kemija royale. Predstavljen bo primer seminarske naloge, didaktičnih iger in posnetek dela učne ure. Ključne besede: elementi, periodni sistem, didaktične igre

ELEMENTS IN THE PERIODIC TABLE Abstract Students learn about the relevant content and actively participate with the presentation of the selected chemical element.For the selected element they make a seminar paper and presentation according to the instructions (introduction / purpose, goals, origin of the name and discovery of the element, deposits in nature, properties (physical and chemical) and position in Periodic Table, acquisition, use, attractions, conclusion and literature).The content section is then completed with two repetition and consolidation lessons, which are conducted by the method of didactic games. Lessons are performed in the form of group work or as pair work within the group. Students have made some didactic games, such as, Memory, Battleship game, Element properties, Brain Box Chemistry and Royale Chemistry.I will present an example of a seminar paper, didactic games, and a video of a lesson. Key words: elements, periodic table, didactic games

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PERIODNI SISTEM NI PROBLEM

Martina Sovdat

Gimnazija Tolmin

Povzetek Prispevek predstavlja drugačen način spoznavanja periodnega sistema pri pouku kemije v prvem letniku srednje šole. Učenci po navadi sežejo po periodnem sistemu in v njem iščejo rešitve za zastavljeni problem. Predstavlja jim le zapis simbolov in nekih števil, pritegne jih, ker je zanimivo obarvan. Pogosto pa ne znajo razbrati tistih podatkov, ki niso neposredno napisani. Učence želimo vzpodbuditi, da bi znali periodni sistem brati, ob njem tudi razmišljati in ga uporabiti v novih situacijah. Pri pouku morajo postati aktivni, kar se lahko doseže s sodelovalnim učenjem: vsak učenec prouči in predstavi razredu en element. Trajnejše znanje se doseže tudi z igro: učilnica postane periodni sistem, stoli so elementi glavnih skupin, klopi pa skupine in periode Ključne besede: periodni sistem, element, razred

PERIODIC TABLE IS NOT A PROBLEM Abstract The presentation shows a different way of getting to know the periodic table during the Chemistry lessons in the first year of high school. Students usually make use of the periodic table to look for solutions to the problem or the task at hand. To them periodic table is a written record of symbols and numbers, made even more appealing with the use of colours. However, students are usually unable to read the information that is not written specifically. We want to encourage students to be able to read the periodic table differently, think about ways to use it and apply it to new situations. They must become active participants in class, which can be achieved through collaborative learning. Each student is required to study one element individually and present it to the class. Long-lasting knowledge can also be achieved through play: a classroom becomes the periodic system, the chairs representing the elements of the major groups and the desks represent groups and periods.

Key words: periodic table, element, class

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KEMBOX – PERIODNI SISTEM V ŠKATLI

Janja Kogelnik

Šolski center ravne, srednja šola ravne

Povzetek Z dijaki 1. letnikov smo se pri pouku kemije odločili izdelati učni pripomoček, didaktično igro Kembox, ki je sestavljena iz 74 kart. Vsaka izmed kart predstavlja enega izmed elementov iz PS ter dve možnosti igre. Dijaki s pomočjo metode reševanja problemov in dela s tekstom prepoznajo element iz periodnega sistema. Didaktično igro lahko dijaki uporabljajo pri vseh učnih oblikah in v različnih etapah pri učni uri in s tem pripomoremo k bolj pestremu pouku. Ključne besede: periodni sistem, učni pripomoček, didaktična igra, kviz težavnosti

KEMBOX – PERIODIC SYSTEM IN A BOX Abstract With 1st year students we decided to create a teaching aid, a didactic game, which will motivate students and encourage them to work during the chemistry lessons. So we created a didactic game called Kembox. It consists of 74 cards. Each card represents one of the elements from the PS and two game options. Students use the method of problem solving and working with the text to identify the element from the periodic system. Students can use didactic game in all three teaching forms and it can be used in different stages of the lesson. Key words: periodic system, teaching aid, didactic game, difficulty quiz

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PERIODNI SISTEM – VIR NAVDIHA ZA UGANKE PRI POUKU KEMIJE IN

NARAVOSLOVJA

Dejan Klančičar

Ekonomska šola Novo mesto Povzetek Uporaba ugank pri pouku razbije vsakdanjo rutino, uganke imajo visoko motivacijsko vrednost, spodbujajo divergentno mišljenje in ustvarjalnost. Uporabne so pri pridobivanju, utrjevanju in preverjanju znanja. Primerne so tudi za pouk naravoslovnih predmetov. Uporabimo lahko večino enigmatskih oblik, če jih tematsko navežemo na vsebino, ki jo obravnavamo v šoli. Nekatere uganke so še posebej primerne za pouk kemije. Pri njihovem sestavljanju je učitelju v pomembno pomoč periodni sistem elementov. Tega pri iskanju rešitev potrebujejo tudi dijaki, če seveda znajo prebrati informacije, ki jih le-ta vsebuje. Razvil sem skupino ugank, ki so namenjene lažjemu učenju simbolov kemijskih elementov. Osnova teh aktivnosti je »kemijska abeceda«, pri kateri dijaki s pomočjo simbolov kemijskih elementov zapisujejo besede in stavke ter sestavljajo in rešujejo razne uganke. V prispevku predstavljam nekaj ugank, ki so primerne za pouk kemije na osnovnošolski in srednješolski stopnji izobraževanja: kemijska abeceda in iz nje izpeljani kemijska križanka in kemijski sudoku, kemijski graf, skrita formula in kemijska tehtnica. Ključne besede: enigmatika v šoli, poučevanje naravoslovnih predmetov, uporaba ugank pri pouku kemije, kemijska abeceda, periodni sistem elementov.

PERIODIC TABLE – A SOURCE OF INSPIRATION FOR PUZZLES IN CHEMISTRY AND SCIENCE EDUCATION

Abstract Using puzzles in classroom breaks everyday routine. Puzzles have a high motivational value and promote divergent thinking and creativity. They are useful in acquiring, consolidating and testing knowledge. They are also suitable for teaching natural science subjects. Most of the enigmatic forms can be used if they are thematically linked to the content that is being taught at school. Some puzzles are especially suitable for chemistry lessons. When creating these, periodic table of elements serves as an important aid to the teacher. Students also need periodic table to find solutions of the puzzles, of course, if they have the knowledge to read the information that it contains. I have developed a group of puzzles designed to facilitate the learning of symbols of chemical elements. The basis of these activities is the "chemical alphabet", in which students write words and phrases using the symbols of chemical elements and create and solve various puzzles. In the paper, I present some of the puzzles that are suitable for chemistry teaching at primary and secondary level of education: chemical alphabet (and also chemical crosswords and chemical sudoku that are derived from it), chemical graph, hidden formula and chemical scales. Keywords: school enigmatics, teaching natural science subjects, use of puzzles in chemistry lessons, chemical alphabet, periodic table of elements.

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KAJ IMATA V LETU 2019 SKUPNEGA FRANCE PREŠEREN IN PERIODNI

SISTEM ELEMENTOV?

Nika Cebin

Gimnazija Ledina Povzetek Ob obeleženju kulturnega praznika ob letošnji 170-letnici Prešernove smrti sem mi je porajalo vprašanje, kako obeležiti ta dogodek pri uri kemije z dijaki, da bi ta imel svoj namen in smisel. Pri premišljevanju o načrtovanju takšne učne ure sem se spomnila, da ravno v tem koledarskem letu praznujemo tudi 150-letnico nastanka periodnega sistema elementov. Vzela sem Prešernove Poezije in jih začela prebirati. Pri tem sem naletela na pesem »Od železne ceste«, pri čemer je bila moja takojšnja asociacija na »železo«, element, ki ga najdemo zapisanega v periodnem sistemu, ki ga je zasnoval Mendelejev. Dijaki so pri uri kemije po omenjeni prebrani pesmi po skupinah odkrivali različna področja, ki so povezana z železom: železo v periodnem sistemu, železove spojine, železo v prehrani, funkcije železa v organizmu, odmerki železa in zgodovina železa ter njegova povezava z vsakdanjim življenjem. Tematika me je osebno tako spodbudila, da sem začela iskati povezave in razlike med veličino slovenskega pesnika, dr. Franceta Prešerna in ruskega kemika, Dimitrija Ivanoviča Mendelejeva. Ključne besede: France Prešeren, Dimitrij Ivanovič Mendeljev, železo WHAT FRANCE PREŠEREN AND DIMITRIJ IVANOVICH MENDELEEV HAVE IN

COMMON IN 2019? Abstract As in year 2019 we have celebrated the cultural holiday marking the 170th anniversary of Prešeren's death, I was asked how to mark this event in chemistry with students so that it would have its purpose and meaning. When thinking about planning such a lesson, I remembered that this calendar year is also celebrating the 150th anniversary of the creation of the periodic table of the elements. I took Prešeren's Poems and began to read them. In doing so, I came across the poem "From the Railroad", my immediate association was with "iron," an element found in the periodic system designed by Mendeleev. During the chemistry lesson, the students read different groups related to iron: iron in the periodic table, iron compounds, iron in the diet, the functions of iron in the body, iron doses and history of iron and its relation to daily life. The topic personally encouraged me so much that I started looking for connections and differences between the greatness of the Slovenian poet, dr. France Prešeren and Russian chemist Dimitri Ivanovich Mendeleev. Key words: France Prešeren, Dimitri Ivanovich Mendeleev, iron

59


Sekcija 5: Eksperimentalno delo

60

EKSPERIMENTI PRI POUKU SPOZNAVANJA OKOLJA V 3. RAZREDU

OSNOVNE ŠOLE

Nina Jesenšek

Zavod za gluhe in naglušne Ljubljana Povzetek Pri pouku spoznavanja okolja v prvi triadi osnovnošolskega izobraževanja spoznavamo zgolj osnovne naravoslovne teme. Spoznava se naravno in umetno okolje in različne snovi. Učitelji se oprijemamo učnega načrta in učbenikov, ki jih ponujajo na trgu. Učenci v tretjem razredu pa so želji novih spoznanj, novih ugotovitev. Za njih je podajanje učne vsebine na drugačen in bolj konkreten način motivacijsko spodbudnejše. S tem si hitreje zapomnijo učno vsebino, hkrati pa lahko ponudimo vsebine, ki so namenjene višjim ciljem. Ravno s tem sem se spopadla letos kot učiteljica tretjega razreda, kjer sem poučevala učence z avtizmom. V lanskem letu smo imeli tri delovne sobote, ki smo jih posvetili eksperimentiranju. Pri tem smo spoznali različne osnovne elemente periodnega sistema, ki so učencem poznani. Poskuse smo nato povezali s določenimi vsebinami učnega načrta. Pri tem so učenci pridobili veliko znanja, sledili višjim učnim ciljem. Ta pristop je bil za njih primeren tudi z vidika, da se tega ni ocenjevalo za oceno. Ključne besede: Eksperiment, prva triada, višji učni cilji THE SUBJECT OF ENVIRONMENTAL STUDIES IN THE FIRST CYCLE OF BASIC

EDUCATION Abstract The subject of environmental studies in the first cycle of basic education teaches pupils about basic natural science topics. Pupils learn about the natural and artificial environment and various substances. Teachers follow the curriculum and textbooks offered in the market, while pupils in the third grade are eager for new knowledge and new findings. Teaching in a different, concrete way is more motivational for pupils. It allows them to memorise the content more quickly, and at the same time, teachers can offer content that is intended for higher objectives. That is exactly what I dealt with this past year as a third-grade teacher, teaching pupils with autism. Last year, we had three working Saturdays, which we devoted to experimentation. In this way, we learned about the various basic elements of the periodic table that are familiar to pupils. We then linked the experiments with certain curriculum contents. In doing so, pupils gained a great deal of knowledge and followed higher learning objectives. This approach was also appropriate for them since it was not assessed for a grade. Key words: experiment, first cycle of basic education, higher learning goals

61

MLADI RAZISKOVALEC

Tina Jurko

Zavod za gluhe in naglušne Ljubljana Povzetek Raziskovanje je dejavnost, ki otroke spremlja že od rojstva. Raziskujejo okuse hrane, oblike, trdoto, zvoke, vonjave … Otroci z raziskovanjem pridobivajo izkušnje, ki se jim bolj vtisnejo v spomin, kot pa razlage, pogovori in opozorila. V okviru interesne dejavnosti mladi raziskovalec izvajamo različne naravoslovne poskuse, s katerimi učenci spoznavajo osnovne fizikalne in kemijske zakonitosti. Učijo se uporabljati osnovne pripomočke, učijo se opazovati, analizirati in sklepati. Dejavnost je namenjena učencem 1. triade. V prispevku bom predstavila poskus, pri katerem učenci spoznajo, da se nekatere tekočine med seboj mešajo, druge pa ne. Pri poskusu bomo uporabili tudi detergent, ki bo služil kot emulgator ter ob tem razložili njegov pomen. Ključne besede: raziskovanje, poskusi, mešanje tekočin

YOUNG RESEARCHER Abstract Research is an activity that accompanies children from birth. They explore the flavors of food, shapes, hardness, sounds, smells… Through exploring children gain experience that are more memorable than explanations, conversations, and cues. In the framework of the extracurricular activity “The young researcher” we conduct various natural science experiments in order to get students acquainted with the basic physical and chemical laws. They learn how to use basic gadgets, they learn to observe, analyze and infer. The activity is intended for students of the 1st triad. In this paper, I will present an experiment where students learn that some fluids mix with each other and others do not. We will also use a detergent to serve as an emulsifier and explain its meaning. Key words: Research, experiments, fluids mix

62

TEMPERATURNE SPREMEMBE PRI KEMIJSKIH REAKCIJAH NEKATERIH

ELEMENTOV PERIODNEGA SISTEMA S KLOROVODIKOVO KISLINO IN

VODIKOVIM PEROKSIDOM

Aljaž Božič1, Brina Dojer2

Osnovna šola Velika Dolina1; Univerza v Mariboru, Fakulteta za naravoslovje in matematiko2

Povzetek Kuhinjska sol, kis in soda bikarbona? Da, ampak tudi krom, jod, arzen, kadmij … S prispevkom želim izpostaviti najbolj tipične eksotermne in endotermne reakcije tistih elementov s kislino ali peroksidom, ki sicer niso tako pogosti pri obravnavanju snovi v šolah a vendar so v naravi prisotni in uporabni. S prispevkom želim spodbuditi učitelje v 8. razredu pri poglavju energija pri kemijskih reakcijah k omembi teh elementov v šoli. Reakcije in meritve sem izvedel v digestoriju pri približno enakih pogojih in s pomočjo Vernierjevega vmesnika spremljal spreminjanje temperature v določenem časovnem intervalu. Reakcije sem izvajal z vsemi elementi, ki so bili na voljo v laboratoriju in s tem zajel tako skupino kovin in nekovin kot skupino polkovin. V prispevku je opisan primer obravnavanja učne teme energija pri kemijskih reakcijah, opisane pa so tudi reakcije cele palete elementov periodnega sistema s klorovodikovo kislino oziroma z vodikovim peroksidom in izpostavljene tiste, pri katerih je temperaturna sprememba res očitna. Ključne besede: Eksotermna reakcija, endotermna reakcija, elementi periodnega sistema TEMPERATURE CHANGES BY CHEMICAL REACTIONS OF SOME ELEMENTS

OF THE PERODIC TABLE WITH HYDROCHLORIC ACID AND HYDROGEN PEROXIDE

Abstract Salt, vinegar and baking soda? Yes, but also chromium, iodine, arsenic, cadmium … The purpose of this dissertation was to define the reaction of a particular elements, which are not so often used at lessons, with concentrated hydrochloric acid as andothermic or exothermic and to define the reaction of an element in the elementary state with hydrogen peroxide as endothermic or exothermic. I monitored the temperature change in time interval 10 minutes. The reactions took place under approximately the same conditions. With the results of the dissertation, I wanted to highlight the most typical exothermic and endothermic reactions of the elements with acid or peroxide, which are not so common in dealing with substances in schools, but they are naturally present and useful, and thus wanted to encourage teachers to be treated at school. Key words: exothermic reaction, endothermic reaction, elements of the periodic table

63

S POSKUSI SE UČIM

Tina Jurko

Zavod za gluhe in naglušne Ljubljana

Povzetek Kot učiteljica razrednega pouka se pri urah naravoslovja in tehnike v četrtem in petem razredu srečujem z obravnavo tem, ki vsebujejo vsebine o snoveh iz našega okolja. Ker pa je obravnava nekaterih takšnih vsebin lahko za učence zelo abstraktna, poskušam v svoje delo vpeljati čim več praktičnega dela. Ena izmed obravnavanih vsebin v 5. razredu je gorenje. Učenci pri tej vsebini spoznajo, da je za gorenje potreben zrak (kisik) in gorivo, da se pri gorenju sprošča toplota ter da obstajajo različni načini gašenja ognja. Povemo, da je ogljikov dioksid plin, ki je zelo uporaben pri gašenju požarov. V prispevku bom predstavila poskus, s katerim preizkusimo, če ogljikov dioksid res pogasi ogenj. Ogljikov dioksid bomo pridobili s kemijsko reakcijo, ki bo potekla med kisom in sodo bikarbono. Ključne besede: Naravoslovje in tehnika, gorenje, gašenje ognja, ogljikov dioksid

I LEARN THROUGH EXPERIMENTS Abstract As a primary school teacher, in the fourth and fifth grades at the subject of science and technology I encounter topics that contain themes about substances from our environment. However, since studying of some of these contents can be very abstract for pupils, I try to introduce as much practical work into my teaching. One of the topics discussed in the fifth grade is burning. Students learn that burning requires air (oxygen) and fuel to release heat and that there are different ways of extinguishing the fire. We explain that carbon dioxide is a gas that is very useful in extinguishing fires. In the paper I will present an experiment to test if carbon dioxide really extinguishes a fire. Carbon dioxide will be obtained by a chemical reaction between vinegar and baking soda. Key words: subject of science and technology, burning, extinguishing fires, carbon dioxide

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RAZLIČNI PRISTOPI IN MEDPREDMETNO POVEZOVANJE PRI OBRAVNAVI

PERIODNEGA SISTEMA ELEMENTOV

Laura Javoršek

Osnovna šola ob Rinži Povzetek Z raznolikimi pristopi pri poučevanju periodnega sistema učenci začutijo, da se v tabelaričnem prikazu elementov, skriva domiseln način razporejanja elementov, glede na njihove lastnosti in naraščajočo atomsko maso, ki jih je uspel genialni um, na podlagi, do tedaj znanih podatkov, razvrstiti v smiselno celoto, ki je celo vključevala predvidevanja o še ne odkritih elementih. Zato je pri pouku kemije pomembno, da spodbujamo samostojno projektno delo, ustvarjalnost in inovativnost. V okviru projektnega dela učenci poiščejo pot, kako teorijo podati na zanimiv način. Vključujejo različne modele, eksperimente, pripravijo svoje prosojnice, plakate ali video posnetke ter celo degustacije. Že nekaj let zapored na šoli organiziramo znanstveni dan, ki promovira radovednost in različne metode raziskovanja ter pomen znanstvenih odkritij. To je priložnost za povezovanje po vertikali in medpredmetno povezovanje. V aktivnosti ob mednarodnem letu periodnega sistema so bili vključeni učenci od 6. do 9. razreda. Ključne besede: elementi, periodni sistem, medpredmetno povezovanje DIFFERENT APPROACHES AND CROSS- CURRICULAR INTEGRATION IN THE

TREATMENT OF THE PERIODIC TABLE OF ELEMENTS Abstract With diverse approaches in teaching the periodic table, students feel that in the tabular display of the elements, an imaginative method of allocating elements is hiding. Location of elements depends on their properties and their rising atomic mass that the genius mind, using known data, was able to classify into meaningful entirety, which even included predictions of not yet discovered elements. Therefore, in chemistry classes, it is important to encourage independent project work, creativity and innovation. Within the framework of project work, pupils find a way to make theoretical work interesting. They include various models, experiments, prepare their posters or videos, and even tastings. In school, we have been organizing a scientific day for several years in a row, promoting curiosity and various methods of research, as well as the importance of scientific discoveries. It is an opportunity to connect vertical and cross-curricular integration. Activities in the International Year of the Periodic System included students from grades 6 to 9. Key words: English, science students, practical usage at lessons different than Chemistry

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UČENJE O ELEMENTIH SKOZI PROJEKTNO UČNO DELO

Ana Logar

Osnovna šola Metlika Povzetek V prispevku je predstavljen primer poučevanja vsebinskega sklopa Elementi v periodnem sistemu skozi projektno učno delo v osmem razredu osnovne šole, ob podpori smiselne uporabe IKT. Skozi kriterije projektnega učnega dela, kot so iniciativa, skiciranje projekta, načrtovanje izvedbe, izvedba projektne naloge ter sklepne faze učenci spoznavajo izbrane elemente. Projektno učno delo je osredinjeno na učence, ki so ves čas aktivni in hkrati razvijajo temeljne naravoslovne kompetence. V intervjuju po končanem projektnem delu učenci navajajo, da jim je takšna metoda dela všeč in si želijo več takšnega poučevanja, menijo, da so spoznali nove uporabnosti IKT, najbolj pa so uživali pri ustvarjanju končnega izdelka za predstavitev projektne naloge. Ključne besede: projektno učno delo, informacijsko komunikacijska tehnologija, elementi v periodnem sistemu

LEARN ABOUT THE ELEMENTS THROUGH PROJECT BASED LEARNING Abstract The contribution presents an example of teaching the content elements of the Periodic Table through project-based learning in the eighth grade of elementary school, supported by the use of ICT. Through the criteria of project-based learning, such as initiative, project sketching, implementation planning, implementation of the project task and final stages students learn about the selected elements. Project-based learning is student-centered, students are active all the time and at the same time, they develop basic science competencies. In the interview after completing the project work, the students state that they like the teaching and learning method and would be glad to participate in similar lessons in the future. They evaluate that they have gained knowledge about the new uses of ICT and have enjoyed the most in creating the final product for the presentation of a project assignment. Key words: project-based learning, information and communications technology, elements of the periodic table

66

SAMOSTOJNO EKSPERIMENTALNO DELO

Doroteja Smej Skutnik

Osnovna šola Polzela Povzetek Eksperimentalno delo je odličen recept za spodbujanje radovednosti in motiviranosti učencev. Učenci vsebino lažje razumejo, ker usvajajo pojme preko izkušenj, pomembno pa je tudi povezovanje vsebin z učenčevim vsakdanjim življenjem.V prispevku bo predstavljen primer samostojnega načrtovanja ter izvedbe eksperimentalnega dela v okviru vsebinskega sklopa Raztopine. Učenci 7. razreda si zastavijo problemska vprašanja, oblikujejo hipoteze, opredelijo konstante in spremenljivke, ter razlikujejo med poštenim in nepoštenim poskusom. Eksperiment načrtujejo in izvedejo, opazujejo, izvajajo meritve. Pridobljene podatke uredijo in obdelajo, oblikujejo zaključke s povezovanjem eksperimentalnih rezultatov in teoretičnega znanja, ki ga pridobijo s študijem različnih virov. Vrednotijo smiselnost eksperimentalnih rezultatov in načrtujejo izboljšave. Učenci razvijajo kreativno in kritično mišljenje, aktivno rešujejo problem in ob tem konstruirajo lastno znanje in hkrati prevzemajo odgovornost za svoje učenje. Ključne besede: eksperimentalno delo, učenje z raziskovanjem, naravoslovje, raztopine

STUDENTS' INDEPENDENT EXPERIENTIAL WORK Abstract Experiential work is a great way to get students curious and motivated. It makes it easier for the students to comprehend the subject matter because they are learning from their own experience, and another important aspect here is the connection to their everyday lives.The article presents an example of the independent planning and execution of experiential work in the subject matter of Solutions. The students of the 7th grade first form problem questions and create hypotheses, then they define the constants and variables, and learn to differentiate between a fair and an unfair test. They plan and perform the experiment, and then they observe and make measurements. After that they organise and process the data and draw conclusions by connecting the results of the experiment with the theoretical knowledge they obtain by studying different sources. They then evaluate the relevance of the results and plan improvements. Key words: experiential work, exploration, science, solutions

67

MORJE IN MORSKA SOL; IZKUSTVENO UČENJE OTROK S POSEBNIMI

POTREBAMI

Polona Markovič

Osnovna šola Karla Destovnika Kajuha, Ljubljana Povzetek Izkustveno učenje učencem omogoča učenje kot celovito izkušnjo- učenci teorijo povezujejo in preverjajo z neposrednim raziskovanjem, veččutno, skozi igro, opazovanje ipd. Z učenci 8. razreda smo bili ob morju. Da je morje slano, učenci vedo, in da se morska sol iz morja izloči s kristalizacijo tudi. Ob morju so lahko odkrivali morske kristalčke na obali kot dokaz teoriji. Čista morska voda vsebuje dobrih 96% vode, ostalo so v vodi raztopljene snovi. Največji delež predstavlja natrijev klorid, ostale pomembne sestavine so še kalcijeve, kalijeve in magnezijeve soli, predvsem kloridi, sulfati, karbonati ter bromidi. Z natančnimi kemijskimi analizami so v morski vodi odkrili praktično vse naravne elemente periodnega sistema. Učencem s posebnimi potrebami v veliki večini predstavlja branje periodnega sistema veliko težavo, zato smo čas ob morju izkoristili za izdelavo periodnega sistema iz kamnov. Pobarvali so kamenčke, ki predstavljajo alkalijske kovine, zemljoalkalijske kovine, polkovine, nekovine, halogene elemente in žlahtne pline. Še posebej pa so naredili kemijske elemente – kisik, vodik, ogljik idr. z barvami, ki so zanje značilni. Izdelani »morski periodni sistem« je učencem v pomoč v šoli, izkušnja izdelovanja pa za vedno v njihovem spominu. Ključne besede: morje, otroci s posebnimi potrebami, barve

SEA AND SEA SALT; EXPERIENTAL LEARNING FOR CHILDREN WITH

SPECIAL NEEDS Abstract Experiental learning enables students to perceive studying as a wholesome experience- students connect theory and test it through direct exploring, playing, observation and multi-sensoric. We were at the beach with 8th graders. They know the fact that that the sea is salty, and that sal gets extracted from the sea with crystalization. As the proof of this theory we were able to find small salt crystals on the shore. Pure sea water contains as much as 96°% of fresh water, the other 4% are dissolved Sodium chloride, other key indegridence are Calcium, Potassium and Magnesium salts. Mostly chlorides, sulfats, carbonats and bromides. All of the elements of the periodic table have been discovered in the sea with precise chemical analyses. Reading the periodic table can be very difficult for students with special needs, so we used the time we had by the sea, to create the periodic table from pebbles. We coloured the small rocks, which represent alkalic metals, alkaline earth metals, transition metals, halogenes and noble gases. Seperate to those, they coloured rock for elements such as oxygen, hydrogern, carbon and so on, with colours that are characteristic for them. This creater »sea periodic table of elements« helps students and the experience od making it, will stay in their memories for ever Key words: sea, children with special needs, colours

68

DOLOČANJE KONCENTRACIJE BAKROVIH(II) IONOV

Sanja Cvar

II. gimnazija Maribor Povzetek Baker je zanimiva kovina z zgodovinskega in tehnološkega vidika. V šoli ga pri pouku kemije vključujemo v vsa poglavja, bakrove spojine pa so zaradi obarvanosti zelo uporabne kot laboratorijski reagenti.V poglavju redoks reakcije obravnavamo elektrolizo in v tem sklopu med drugim demonstriramo bakrenje kovinskih predmetov ter čiščenje bakra. Sledi eksperimentalno delo dijakov 4. letnika, v katerem določajo koncentracijo bakrovih(II) ionov v galvanski kopeli. Na spletu poiščejo informacije o možnih analiznih metodah. Izberemo dve, ki sta primerni za izvedbo v šolskem laboratoriju. Prva je spektrofotometrična določitev koncentracije bakrovih(II) ionov na osnovi umeritvene premice. Druga je redoks titracija, kjer bakrove(II) ione najprej reduciramo s presežnim kalijevim jodidom, sledi titracija z natrijevim tiosulfatom, pri čemer se presežek jodida oksidira v jod. Dijaki primerjajo rezultate ter ovrednotijo obe analizni metodi. Ključne besede: baker, koncentracija ionov, spektrofotometrija, redoks titracija

DETERMINATING THE CONCENTRATION OF COPPER(II) IONS Abstract Copper is an interesting metal from a historical and technological point of view. In chemistry classes, it is involved in all chapters, and copper compounds are very useful as laboratory reagents due to their colouring. In the chapter on redox reactions, subtopic electrolysis, we demonstrate the copper plating and electrolytic purification of copper metal. It is followed by the experimental work of the students to determine the concentration of copper(II) ions in the galvanic bath. Students explore online information on possible analytical methods. We select two that are suitable for the implementation at the school lab. The first is the spectrophotometric determination of the concentration of copper(II) ions on the basis of the calibration line. The second is the redox titration, where the copper(II) ions are reduced with excess potassium iodide, followed by titration with sodium thiosulfate, the excess of iodide being oxidized to iodine. Students compare the results and evaluate both analytical methods. Key words: copper, concentration of ions, spectrophotometry, redox titration

69

OBARJANJE STRUVITA IZ ŽIVALSKEGA URINA – OBNOVLJIVI VIR FOSFORJA

Ana Breznik, Jure Terdin

II. Gimnazija Maribor Povzetek Fosfor, kot osnovni gradnik življenja, je v sodobnem kmetijstvu nenadomestljiv, saj za njegovo uporabo v živalski krmi in gnojilih ni nadomestka. Za krmo in gnojila porabimo približno 90 % vseh izkopanih virov fosforja. Trenutna raba fosforja je zelo neučinkovita, saj na eni strani povzroča težave zaradi onesnaževanja, po drugi strani pa se njegove zaloge hitro manjšajo. Strokovnjaki na podlagi današnjih trendov rabe fosforja ocenjujejo, da bodo do konca 21. stoletja svetovne zaloge fosfatne rude iztrošene. V raziskavi z naslovom Obarjanje struvita iz živalskega urina in njegova uporaba v kmetijstvu je bil prikazan alternativen način pridobivanja fosfatnega gnojila, v obliki obnovljivega minerala struvita (NH4MgPO4·6H2O), iz živalskega urina. Raziskani so bili pogoji za njegovo optimalno obarjanje z vidika hitrosti ter stroškov proizvodnje. Rezultati so pokazali, da je obarjanje struvita iz nerazredčenega živalskega urina pri pH≈9,5 učinkovito že pri sobni temperaturi in normalnem zračnem tlaku, v kolikor je razmerje med fosfati v urinu in obarjalnim sredstvom (Mg2+ ioni) 1:2. Izkoristki obarjanja so visoki, ≈95%, hitrost zadovoljiva, in sicer 1,0·10-2 g/s. Zaradi visoke cene obarjalnega sredstva, MgCl2, skupaj s predlagano ozonacijo, je bilo v zadnjem delu raziskave nakazano tudi v katero smer bi morale potekati nadaljnje raziskave. Ključne besede: fosfor, struvit, obnovljivi viri

PERCIPITATION OF PHOSPHOROUS STRUVITE FROM ANIMAL URINE - RENEWABLE ENERGY SOURCE

Abstract Phosphorus, as the basic building block of life, is irreplaceable in modern agriculture because there is no substitute for its use in animal feed and fertilizers. For feed and fertilizers, about 90% of all the extracted phosphorus resources are already consumed. The current use of phosphorus is very inefficient as it causes pollution problems on the one hand, and its stocks are rapidly decreasing on the other hand. Based on current phosphorus trends consumptions, global phosphate ore reserves are estimated to be depleted by the end of the 21st century. In the research which has been done, the struvite, phosphorus mineral was produced from animal urine. The optimal conditions were determined. The results showed that precipitation of struvite from undiluted animal urine at pH≈9,5 is effective even at room temperature and normal air pressure, insofar as the ratio of phosphates in urine to the precipitating agent (Mg2+ ions) is 1: 2. The yields of precipitation are high, ≈95%, and the rate of precipitation satisfactory: 1,0·10-2 g/s. Due to the high cost of the precipitating agent, MgCl2, along with the proposed ozonation, in the last part of the research also directions for further researches are indicated. Key words: phosphorus, struvite, renewable energy sources

70

POSLEDICE NEUSTREZNEGA VNOSA MINERALOV

Ksenija Suban Horvat

Srednja šola za gostinstvo in turizem Maribor Povzetki Minerali so anorganske snovi, ki jih telo nujno potrebuje za pravilno delovanje, čeprav v zelo majhnih količinah. Glede na potrebe organizma delimo minerale v dve skupini, makrominerale in mikromenerale. Dnevni vnos makromineralov merimo v miligramih, dnevne potrebe po mikromineralih pa v mikrogramih. Makrominerali so kalcij, fosfor, magnezij, natrij, kalij, klor in žveplo. V skupino mikromineralov uvrščamo železo, mangan, baker, jod, cink, kobalt, fluor in selen. Potrebe po mineralih se pri ljudeh razlikujejo glede na starost, spol, telesno aktivnost, nosečnost in zdravstveno stanje. Minerali so esencialne snovi, saj jih organizem ne more sintetizirati, temveč jih moramo dobiti s hrano. Če jemo zdravo, uravnoteženo prehrano, pokrijemo dnevne potrebe po mineralih s hrano. Pri zdravih ljudeh ni strokovne podlage za uživanje prehranskih dopolnil, saj velja tudi pri mineralih toksična meja. V raziskavi o vnosu makromineralov je sodelovalo 54 dijakov 2. letnika programa srednjega poklicnega izobraževanja. Ključne besede:minerali, makrominerali, mikrominerali

CONSEQUENCES OF INADEQUATE MINERAL INPUT

Abstract In the context of nutrition, a mineral is a chemical element required as an essential nutrient by organisms to perform functions necessary for life. The two kinds of minerals are: macrominerals and trace minerals. The macromineral group is made up of calcium, phosphorus, magnesium, sodium, potassium, chloride, and sulfur. Trace minerals includes iron, manganese, copper, iodine, zinc, cobalt, fluoride and selenium. The body requires different amounts of each mineral; people have different requirements, according to their age, sex, physiological state (e.g. pregnancy) and sometimes their state of health. Minerals, as elements, cannot be synthesized biochemically by living organisms.Most people should be able to get all the nutrients they need by eating a varied and balanced diet. If you choose to take mineral supplements, seek advice where appropriate. Macromineral intake survey included 54 2nd year students of secondary vocational education program. Key words: minerals, macrominerals, trace minerals

71


Sekcija 6: Delavnice

72

IKT V PODPORO UČENJU NARAVOSLOVNIH VSEBIN: DELO Z BAZAMI

PODATKOV

Tadeja Nemanič, Sanja Jedrinović, Anja Luštek, Vesna Ferk Savec

Univerza v Ljubljani, Pedagoška fakulteta Povzetek Z razvojem IKT se odpira veliko priložnosti za inovativno in učinkovito učenje ter poučevanje tudi na področju naravoslovja. Velik doprinos k učnemu procesu lahko predstavljajo baze podatkov, ki omogočajo različne oblike aktivnega pouka, na primer, problemsko učenje, učenje z raziskovanjem, projektno učno delo. Pri tem učenci uporabljajo baze podatkov za namen pridobivanja informacij, ki jih v nadaljevanju uporabijo pri reševanju nalog, povezanih z realnimi življenjskimi situacijami, ki jih učenci poznajo iz svojega okolja, oziroma se pri reševanju problemov vživijo v vlogo znanstvenikov. Na delavnici bodo predstavljene različne baze podatkov (npr. WebElements, ChemSpider, PubChem, The Protein Data Bank, ipd.) ter nekaj idej za njihovo uporabo v učnem procesu. Ključne besede: aktivni pouk, IKT v izobraževanju, naravoslovne baze podatkov

ICT IN SUPPORT OF SCIENCE LEARNING: WORKING WITH DATABASES Abstract The development of ICT opens up many opportunities for innovative and effective learning and teaching also in the field of science. Databases can be a major contributor to the learning process, enabling various forms of active learning, for example, problem-based learning, research-based learning, or project-based learning. In doing so, students use databases for the purpose of obtaining information, which they then use to solve tasks related to real-life situations that students know from their environment or they take on the role of scientists in solving problems. The workshop will present various databases (e.g. WebElements, ChemSpider, PubChem, The Protein Data Bank, etc.) and some ideas for their use in the learning process. Key words: active learning, ICT in education, science databases

73

ELEKTROMANIJA

Petra Škofic Valjavec

Osnovna šola Vižmarje Brod, Ljubljana Povzetek Družabna igra Elementomanija vsebuje igralno podlago, pravila igre, igralne figure in igralno kocko ter 45 kartic s šestimi kategorijami vprašanj o posameznem elementu. Namenjena je učenju simbolov, virov in lastnosti elementov preko igre. Cilj igre se je naučiti čim več o elementih. Učenci se s pomočjo kocke premikajo od starta do cilja. Glede na barvo polja, kjer se igralci ustavijo, s pomočjo igralne karte, razdeljene na šest kategorij (vsaka označena z drugačno barvo), odgovorijo na vprašanje. Pravilen odgovor jih vodi naprej, nepravilen ustavi. Pri preverjanju pravilnih odgovorov lahko učenci uporabijo interaktiven periodni sistem elementov, a imajo za iskanje pravilnega odgovora omejen čas 30 s. Ta bonus lahko med igro posameznik uporabi le petkrat. Zmagovalec je igralec, ki s pravilnimi odgovori prvi pride od starta do cilja. Igra je namenjena igranju v skupinah od 4 do 6 oseb. Igro smo preizkusili z učenci devetega razreda ob koncu prvega ocenjevalnega obdobja. Prvenstveno je namenjena učencem 8. razreda, a so jo igrale tudi skupine učencev od 6. do 7. razreda, pri čemer so potrebovali veliko pomoči interaktivnega periodnega sistema elementov. Ključne besede: družabna igra, element, lastnosti elementa, viri elementov, kemijski simbol

ELEKTROMANIJA THE BOARD GAME Abstract Elementomanija, the board game, consists of a playing board, the written rules of the game, the playing figurines and the rolling dice. The set also includes 45 playing cards with six categorised questions about every element. The aim of the game is to educate children about the symbols, the sources and the qualities of the elements. Players move their figurines from start to finish. According to the colour of the playing field where they stop - with the help of a playing card (divided in to six categories marked with six different colours), - they answer the question on the card. If the answer is correct, they are permitted to move forward. When checking for the right answers, pupils can rely on using an interactive periodic table of elements, though they can only use this jocker up to five times in one game and their time is limited to 30 seconds. The winner is the player, who is the first to come to the finish of the game. The game is meant to be played in groups of 4 to 6 players. The game was tested out by my ninth grade pupils at the end of the first term last year. Originally it was ment to be played by eightgraders,but we ended up playing and enjoying it with sixth and seventh grade too. Though, lower grades needed a lot of help from the interactive periodic table. Key words: board game, element, properties of the element, a chemical symbol, an element source

74

KOVINE V PAMETNIH TELEFONIH

Taja Klemen, Katarina Mlinarec, Špela Hrast

Center KemikUm, Univerza v Ljubljani, Pedagoška fakulteta

Povzetek

Vse več ljudi si danes ne predstavlja dneva brez uporabe telefona, saj današnji

pametni mobilni telefoni omogočajo skoraj vse, kar omogoča stacionarni računalnik.

Uporaba pametnih telefonov ne bi bila mogoča brez več kot 70 od 118 znanih

elementov periodnega sistema, ki gradijo zaslon, elektroniko, baterijo in ohišje

telefonov. Na delavnici bomo predstavili primere aktivnosti v povezavi s kovinami v

telefonih, ki temeljijo na eksperimentalnem delu in delu z besedili. Pri tem želimo pri

učencih ali dijakih poleg usvajanja znanja o kemijskih pojmih in procesih naslavljati tudi

razmišljanje o družbeno aktualnih vprašanjih povezanih z načinom pridobivanja kovin

za izdelavo pametnih telefonov, procesa izdelave pametnih telefonov in njihovega

recikliranja.

Ključne besede: Kovine, pametni telefoni, eksperimentalno delo, delo z besedili

METALS IN SMARTPHONES

Abstract

Today, a lot of people cannot imagine a day without the use of a phone, as today's

smartphones enables us to do almost everything than we can do with a desktop PC.

The use of smartphones would not be possible without more than 70 of the 118 known

chemical elements that build the screen, electronics, battery and phone casing. At the

workshop we will present examples of activities related to metals in smartphones

based on experimental and text work. With the activities we would like to address the

content related to chemical concepts and processes as well as the thinking about social

issues related to mining for smartphone production, the process of smartphone

production and their recycling.

Key words: Metals, smartphones, experimental work, text work

75

PERIODNI SISTEM ELEMENTOV: DO KEMIJSKIH FORMUL – ENOSTAVNO!

Sergeja Groleger Rauter

Srednja vzgojiteljska šola, gimnazija in umetniška gimnazija Ljubljana

Povzetek

Na delavnici bo predstavljen učni pripomoček, dodatek periodnemu sistemu, ki je lahko v pomoč učencem pri učenju zapisovanja kemijskih formul spojin. V učnem pripomočku sta poleg periodnega sistema elementov tudi mapi kationov in anionov. V mapi kationov so okrogle ploščice najpomembnejših kationov z zapisanim nabojem in imenom. Ploščice kationov so v ustreznem velikostnem razmerju; učenci ugotavljajo spreminjanje velikosti kationa glede na položaj v periodnem sistemu. Ploščice so obarvane so z značilno barvo, ki jo razvijejo pri plamenski reakciji. V mapi anionov so ploščice najpogostejših anionov, tudi sestavljenih. Zapisana sta naboj in ime aniona. Pri učenju zapisovanja kemijskih formul mora učenec iz map kationov in anionov pripraviti toliko ustreznih ploščic, da je skupen naboj enak nič. Glede na število ploščic zapiše kemijsko formulo. Primer: kalcijev klorid (ploščica Ca2+ in dve ploščici Cl1-, sestavi formulo CaCl2). Učni pripomoček lahko učitelj izdela sam, skupaj z učenci ali z medpredmetno povezavo z likovno umetnostjo. Ključne besede: periodni sistem, kation, anion, kemijska formula.

PERIODIC SYSTEM OF ELEMENTS: THE CHEMICAL FORMULA – EASILY!

Abstract

The workshop presents a learning aid - an upgrade to the periodic system of elements, which can help pupils learning to write chemical formulas. Besides the PSE, the aid also includes a folder for cations and another for anions. The cation folder contains round tiles of the most important cations with their names and charges. The size of each tile is proportional to the size of its cation, allowing the students to learn how cation size changes according to its position in the PSE. They are also the same distinct color as they give in a flame reaction. The anion folder contains round tiles with the most important simple cations’ names and charges, as well as rectangular tiles with multifaceted anions. When learning to write formulas, pupils must pull out the appropriate number of tiles from the folders, so that their combined charge equals zero. They then write the chemical formulas down according to the number of tiles they have. Example: Calcium chloride (one Ca2+ tile and two Cl1- tiles make the formula CaCl2). Teachers can make this learning aid by themselves, in the classroom with pupils, or by cross-curricular connection with Art Education. Key words: periodic system, cation, anion, chemical formula.

76


Sekcija 7: Mednarodna obzorja v naravoslovnem izobraževanju

International Horizonts in Science Education

77

POGLED UČENCEV NA ZNANSTVENO RAZISKOVANJE IN ZNANSTVENIKE

Freitas, A.C.; Medeiros, M.D.F; Motokane M.T.

University of São Paulo (Brazil) Research Group: Language and Science Teaching (LINCE)

STUDENTS VIEWS ABOUT SCIENCE AND SCIENTIST Abstract Science education should enable students to use instruments of science, understanding their ways of producing, legitimating and disseminating knowledge. However, science education has historically been characterized by the enhancement of contents reproduction and memorization. Consequently, science is pointed out as unquestionable, neutral and dissociated from socio-political aspects. The present study aims to analyze students’ views about science and scientists. These students participated in a project for four years which their science classes were planned and executed with the theoretical assumption of Inquiry Based Learning. We evaluated 67 textual productions about: "Who is the scientist” and “What the scientists do" through a lexical analysis done by ALCEST software. The three categories generated by this software were later analyzed qualitatively in association with the visions about nature of science established in literature. Our data shows that the students understand science as composed of different areas, constructed with different tools and procedures that involve various inquiry methodological steps. These results may be associated with students’ teaching context. Key words: Nature of science; Inquiry-based Learning; Quantitative methods.

78

AKTIVNOSTI V MEDNARODNEM LETU PERIODNEGA SISTEMA V SKLOPU

CREATIVE CENTER KARPOSH

Aleksandra Blaževska1, Katerina Rusevska2, Marina Stojanovska2 *

“Jan Amos Komenski” primary school, Republic of North Macedonia Faculty of Natural Sciences and Mathematics, Ss. Cyril and Methodius University,

Republic of North Macedonia

CREATIVE CENTER KARPOSH ACTIVITIES FOR THE INTERNATIONAL YEAR OF THE PERIODIC TABLE

Abstract “It is COOL to be STEM 2” is a festival organized by Creative Center Karposh second year in a row within the international initiative STEM Discovery Week 2019. This year the festival was dedicated to the 150th anniversary of the Periodic Table of the Chemical Elements. For that purpose, various interdisciplinary chemistry workshops, experiments, visits to scientific institutions and interviews with professionals were organized for 8th and 9th grade students.The activities organized over the three days were: Chemistry games in the classroom, Bakery problem and Chemistry with mushrooms. During the first day, a game-based approach was implemented including Ionic Poker, Chemical Domino and Ionic Partner games. Through interactive teaching, students develop problem-solving techniques and acquire practical skills in a new, interesting way. Such activities develop critical and creative thinking as well as decision making, collaboration, communication and positive attitudes towards the subject. The second activity referred to the situation the manager of the bakery has. He needed to find a lab technician who would recommend a simple accurate test for identifying the white substances used in the bakery when the labels are lost or unreadable. This is an example of a real-life situation that serves to stimulate students to work on finding the solution. During experiments concerning Chemistry with mushrooms students performed few chemistry reactions with mushrooms and got a basic knowledge not only for mushrooms, but also for fungi in general. This activity is one of many that can be applied in teaching that show the linkage between chemistry and biology.

79

POUK NARAVOSLOVJA S POUDARKOM NA POVEZAVI MED GLOBALNIM

SEGREVANJEM IN MOČNIMI PADAVINAMI

Kenta Namba and Hiroki Fujii

Graduate School of Education, Okayama University, Okayama, Japan

SCIENCE LESSON IN JUNIOR HIGH SCHOOL FOCUSED ON THE RELATIONSHIP BETWEEN GLOBAL WARMING AND HEAVY RAINFALL

Abstract Till date, there have been few studies on climate change in school science in Japan. In this study, we developed a model lesson to promote students' data analysis capacity, which is important in climate change education, focusing on the relationship between global warming and heavy rainfall in the content “Movement of the air and change of weather” for eighth-grade students in junior high school. The lesson content is as follows: 1) data analysis of a graph that displays the number of occurrences of heavy rainfall per year at observation places all over Japan, 2) understanding of the relationship between temperature rise and the increasing occurrence of heavy rainfall by using a model of cloud forming, and 3) data analysis of two graphs of temperature rise on the earth and the rise of the concentration of carbon dioxide. The series of three lessons was conducted with 55 eighth-grade Japanese students in a junior high school in January 2019. At the end of the lessons, students were asked questions related to their capacity for data analysis. The results of the analysis of the students’ answers suggested that: 1) the students could interpret data, including anomalous data, and 2) they could collect evidence, interpret data, and engage in scientific thinking. Thus, the model lesson, focusing on the relationship between global warming and heavy rainfall, was effective in promoting the students’ capacity for data interpretation. Keywords: Climate change, Global warming, Data analysis capacity

80

INTERPRETACIJE KEMIJSKIH POJMOV IN SIMBOLNIH REPREZENTACIJ PRI

PREPOZNAVANJU NAPAČNIH RAZUMEVANJ UČENCEV

Dušica D. Rodić, Tamara N. Rončević

University of Novi Sad, Faculty of Sciences, Novi Sad, Serbia

INTERPRETATION OF CHEMICAL TERMS AND SYMBOLIC REPRESENTATIONS AS A MEANS OF DIAGNOSING STUDENTS’

MISCONCEPTIONS Abstract Scaffolding student learning is one of the main goals of teaching. To achieve that, teachers need accurate information about the quality of students’ knowledge including the information about their misconceptions. Identification of students’ misconceptions has been catching the attention of science education researchers for decades. Many useful tools and research methods have been reported (e.g. multi-tier items, systemic diagrams, drawings, animations, etc.). Some of them have already found significant application in teaching. The idea behind this work is to provide teachers with a set of easy-to-use diagnostic items primarly pertaining to chemistry language, but also applicable to others domains. They encompass examples of items designed to examine students’ abilities to:

(i) Recognize appropriate use of scientific key words;

(ii) Provide scientific context for given scientific terms;

(iii) Provide the scientific meaning based on the given context, and

(iv) Interpret chemical symbols.

Within this presentation examples of stand-alone items will be provided for each category of items as well as concrete results of several studies conducted in the Republic of Serbia to obtain in-depth information about students’ misconceptions. Keywords: Misconceptions, diagnostic items, chemistry language. Acknowledgement: This work was supported by the Ministry of Education, Science and Technological Development of the Republic of Serbia under Grant No. 179010.

81

PERCEPCIJE UČENCEV HRVAŠKIH SREDNJIH ŠOL O UPORABI

VIRTUALNEGA KEMIJSKEGA LABORATORIJA

Snježana Smerdel

Faculty of Science, University of Split

Split, Croatia

CROATIAN SECONDARY SCHOOL STUDENTS’ PERCEPTIONS OF THE

VIRTUAL CHEMISTRY LABORATORY USE

Abstract

Learning

and teaching chemistry is based on the acquisition of knowledge and skills through a

cognitive perception processes, scientific communication, and reasoning. A chemical

experiment comprises all of the mentioned cognitive processes. Therefore, as a part

of experiential learning, it constitutes a fundamental class activity which can be carried

out in a virtual world. Many research findings have supported hypotheses that the

virtual laboratory use improves students’ achievements and develops students’

positive attitudes towards chemistry. The aim of this research was to examine students’

perceptions of the virtual laboratory following its use in the chemistry class. The

research was conducted on a convenient sample of third-grade high-school students.

The data were collected with a questionnaire which comprised certain aspects of

students’ perception – class more interesting, understanding and mastering subject

matter, classroom atmosphere, class participation and motivation to learn. The results

showed that the students found chemistry class to be more interesting with the virtual

laboratory use, and that they felt that in such a relaxing working environment they

participated more in the class and mastered the subject matter more easily.

Key words: chemistry education, information communication technology (ICT), simulation, virtual laboratory

82


Sekcija 8: Posterske predstavitve

83

PERIODIC – NAMIZNA IGRA O PERIODNEM SISTEMU ELEMENTOV

Nejc Mesesnel

Univerza v Ljubljani, Pedagoška fakulteta, Ljubljana Povzetek Periodic, je namizna igra podjetja Genius Games, katere naloga je poučiti učence o periodnem sistemu elementov. V igri igralci s svojimi žetončki raziskujejo periodni sistem in zbirajo elemente, s katerimi izpolnjujejo kartice z nalogami. Igralec, ki do konca igre zbere največ kartic je zmagovalec. Igra je izredno poučna za učence, saj se ne učijo samo o elementih, njihovih lastnostnih ter skupinah v periodnem sistemu, ampak se učijo tudi o sami strukturi periodnega sistema, kajti premikanje figuric po periodnem sistemu ni naključno: učenci premikajo žetončke tako, da jim zvišujejo ionizacijsko energijo (premik desno in/ali navzgor), zmanjšujejo atomsko maso (premik levo in/ali navzgor) itd. S tem se ta igra razlikuje od drugih podobnih iger, saj na koncu učenci periodnega sistema ne vidijo več kot seznama elementov, ampak kot logično povezano celoto. Za igranje igre je potrebno znanje angleškega jezika. Ključne besede: Namizna igra, pedagoška igra, periodni sistem elementov

PERIODIC – A TABLETOP GAME ABOUT THE PERIODIC TABLE OF THE ELEMENTS

Abstract Periodic is a tabletop game from the company Genius Games that teaches students about the periodic table of elements. In the game players explore the periodic table with tokens and collect elements, which complete objective cards. The player who collects the most of these cards wins. The game is very educational because not only does it teach students about the elements, their properties and groups in the periodic table, but it also teaches them about the structure of the periodic table. The movement of the tokens on the table is not random: students move tokens by increasing their ionization energy (moving right and/or up), decreasing their atomic mass (moving left and/or up) etc. This makes the game special, because after playing, students don't see the periodic table as a list of elements, but as a logically connected system. To play the game students must be fluent in the English language. Key words: Tabletop game, Pedagogical game, Periodic table of the elements

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Z IGRO VLOG DO OSNOV PERIODNEGA SISTEMA PRI NARAVOSLOVJU

Danica Fabac

Osnovna šola Metlika Povzetek Pri uri naravoslovja v sedmem razredu sem učno uro o periodnem sistemu izvedla tako, da so bili učenci aktivni, in sicer preko igre vlog so spoznavali prvih 20 elementov periodnega sistema. Učenci so osnovne informacije o posameznih elementih (ime elementa, simbol, vrstno število, nahajališča v naravi …) pridobili s pomočjo IKT in 3D modela periodnega sistema. Glede na masno in vrstno število so se razporedili po razredu tako, da so tvorili živi model periodnega sistema. Učenec se je v vlogi elementa predstavil ostalim sošolcem. Nato so s pomočjo »modelnih kock« prepoznali število zunanjih elektronov in tvorili spojine ter ugotavljali, kateri elementi oddajajo/sprejemajo elektrone. Po učni enoti sem preverila znanje učencev in jih povprašala o vtisih izvedene učne enote. Iz odgovorov učencev ugotavljam, da so večinoma snov razumeli, predvsem pa jim je bil tak pristop všeč in si želijo čim več učnih ur, izpeljanih na način, da so sami aktivni., Ključne besede: naravoslovje, periodni sistem, igra vlog/Science, periodic table, role-play

USING ROLE PLAY IN LEARNING THE BASIS OF THE PERIODIC TABLE IN SCIENCE CLASS

Abstract In Science class in the 7th grade, I conducted a lesson where we learned about the periodic table with students being actively involved. Through role-play, the students learned about the first 20 elements of the periodic table. Students gathered basic information about the elements (name, symbol, atomic number, occurrence in nature…) through IKT and the 3D model of the periodic table. According to the atomic and the mass number of the element, the students were arranged in order to represent a live model of the periodic table. Each student presented their element to other students using role-play. By using cube models, the students had to recognize the number of electrons, make chemical compounds and find out which elements gain or lose electrons. After the lesson, I have tested the knowledge of my students and inquired about their impressions. According to their answers, I have come to a conclusion that they understood the topic. But above all, I was pleased that they liked the somewhat different approach. In the future they would like more lessons conducted in a similar way where they are actively involved. Key words: Science, periodic table, role-play

85

PERIODNI SISTEM ELEMENTOV S KREATIVNO DIMENZIJO

Suzana Čuš

Gimnazija Koper Povzetek

Razstavljeni plakati predstavljajo ustvarjalno razsežnost, s katero danes na periodni sistem gledajo dijaki drugega letnika, programa Umetniška gimnazija, likovne smeri. Ob stopetdeseti obletnici periodnega sistema so dijaki svoje umetniško zaznavanje le-tega upodobili na papirju. Razstavljena in predstavljena so tri, po mnenju šolske strokovne komisije, najbolj sporočilna in umetniško dovršena dela.Prvi je plakat, na katerem je dijak z dodelanimi tehnikami slikanja izrazil svojo zaznavo radioaktivnosti in bojazen, da bodo ti elementi z radioaktivnim razpadom začeli uničevati ostale elemente.Drugi plakat je delo dijakinje, ki je na podlago, obdelano s tehniko akvarel, s starodobno kaligrafijo vpisala elemente zadnje različice periodnega sistema in tako vnesla lepopisje v sodobnost. Na tretjem plakatu je dijakinja v tehniki kolaža opozorila na problem onesnaževanja morja s težkimi kovinami in se tako dotaknila ekologije morja, ob katerem živimo.Priložnostna razstava vseh plakatov, ki smo jo pripravili na šoli, podpira domiselno umetniško izražanje in ustvarjalnost naših dijakov ter dodatno opozarja tudi ostale dijake in delavce šole na to pomembno obletnico v kemiji. Ključne besede: periodni sistem elementov, plakat, umetniško izražanje, ustvarjalnost

PERIODIC TABLE OF ELEMENTS WITH A CREATIVE DIMENSION

Abstract

The exhibited posters showcase a creative dimension with which the periodic table is viewed by the second year students in the visual arts department of secondary school. To mark the 150th anniversary of the periodic table the students have presented it on paper using their artistic perception. Three works, which according to an expert committee are the most artistically sophisticated and contain the deepest message, have been exhibited and presented.The first poster was technically perfected by a student who expressed his perception of radioactivity and his fear that the elements with radioactive decay will start destroying other elements.The second poster with its background in watercolour technique is a girl's work. She wrote the elements of the latest version of the periodic table in calligraphy and thus added the old-school fine handwriting to the contemporary periodic table. Another female student who created the third poster in the collage technique has pointed out the problem of polluting the sea with heavy metals and so she touched upon the ecology of the sea on whose coast we live.The school exhibition of all the posters, which have been created on this special occasion, supports the ingenious artistic expression and creativity of our students. In this way also other students and school staff have been made aware of this important anniversary in the scientific field of chemistry. Key words: Periodic Table of Elements, poster, artistic expression, creativity

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SPOZNAJMO HELIJ SKOZI EKSPERIMENTALNO DELO IN UČENJE SKOZI

IGRO

Lea Dezire1, Maija Aksela2 in Vesna Ferk Savec1 1Univerza v Ljubljani, Pedagoška fakulteta, Center KemikUm, Slovenija

2 Univerza v Helsinkih, LUMA Center, Finska Povzetek V predstavitvi se bomo osredotočili na različne dejavnosti v povezavi z elementom helij. Nekatere od predstavljenih dejavnosti bodo vključevale eksperimentalno delo s helijem, ki ga je enostavno izvesti tudi v šoli. Nadalje bo predstavljenih nekaj primerov učenja o elementih periodnega sistema skozi igro, npr. Igra kača, Sestavljanka, Spomin itd. Predstavljene aktivnosti so bile razvite v sodelovanju Univerze v Helsinkih, LUMA Centra Finska in Univerze v Ljubljani, Pedagoške fakultete, Centra KemikUm, Slovenija. Ključne besede: helij, eksperimentalno delo, učenje skozi igro LEARN ABOUT HELIUM THROUGH EXPERIMENTAL WORK AND GAME BASED

LEARNING Abstract The presentation will focus on various activities with the element helium. Some of the presented activities will include experimental work with helium, which can be easily implemented also at school. Further on, some examples of game-based learning will be presented, e.g. game snake, puzzles, memory, etc. The presented activies were developed in collaboration of University of Helsinki, LUMA Centre Finland and University of Ljubljana, Faculty of Education, Centre KemikUm, Slovenia. Key words: helium, experimental work, game-based learning

periodni sistem: včeraj, danes, jutripsekonferenca.splet.arnes.si/files/2019/05/zbornik... ·...

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