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Work Package 3 | Deliverable 3 D3.3 Piloted, Culturally Adapted, Teaching and Learning IBSE Units – Part III

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Work Package 3 | Deliverable 3 D3.3 Piloted, Culturally Adapted, Teaching and Learning IBSE Units – Part III 3| D3.3 WP Project No.: 244749 Project Acronym: ESTABLISH Project Title: European Science and Technology in Action: Building Links with Industry, Schools and Home Work Package 3 | Deliverable 3 D3.3 Piloted, culturally adapted, teaching and learning IBSE units – Part III Dissemination Level: PU Thematic Priority: Science in Society Funding Scheme: Coordination and Support Actions Deliverable No.: D3.3 Due date of deliverable: March 2013 Actual submission date: 20/12/2013 Start date of project: 01/01/2010 Duration: 48 months Name of Coordinator: Dr. Eilish McLoughlin Name of lead partner for this report: DCU Total Number of Pages: 452 pages Project No: 244749 ESTABLISH Science in Society / CSA A. Background to this report This report is a deliverable of Work Package 3 (WP3) of the European FP7-funded project “European Science and Technology in Action: Building Links with Industry, Schools and Home” (ESTABLISH; 244749, 2010-2013). It meets the requirements of the Deliverable 3.3 by presenting the final set of piloted, culturally adapted, teaching and learning IBSE units – Part III as developed by the beneficiaries of ESTABLISH are listed in the following table. This document, published in December 2013, has been produced within the scope of the ESTABLISH Project. The utilisation and release of this document is subject to the conditions of the contract within the Seventh Framework Programme, project reference FP7-SIS-2009-1-244749. For further information regarding ESTABLISH please contact: Dr. Sarah Brady (ESTABLISH project manager) Email: [email protected] ESTABLISH website: http://www.establish-fp7.eu Page iii of v WP3 Deliverable 3.3 Project No: 244749 ESTABLISH Science in Society / CSA B. The ESTABLISH consortium Beneficiary Beneficiary name Country Abbreviation short name DCU DUBLIN CITY UNIVERSITY Ireland IE AGES AG EDUCATION SERVICES Ireland IE UCY UNIVERSITY OF CYPRUS Cyprus CY UmU UMEA UNIVERSITET Sweden SE JU UNIWERSYTET JAGIELLONSKI Poland PL CUNI UNIVERZITA KARLOVA V PRAZE Czech Republic CZ AL ACROSSLIMITS LIMITED Malta MT UNIVERZITA PAVLA JOZEFA ŠAFÁRIKA UPJS Slovakia SK V KOŠICIACH CARL VON OSSIETZKY UNIVERSITAET COUO Germany DE OLDENBURG UTARTU TARTU ULIKOOL Estonia EE UNIVERSITA DEGLI STUDI DI UNIPA Italy IT PALERMO MaH MALMÖ UNIVERSITY Sweden SE LEIBNIZ-INSTITUT FUER DIE PAEDAGOGIK DER IPN NATURWISSENSCHAFTEN UND Germany DE MATHEMATIK AN DER UNIVERSITAT KIEL CENTRE FOR MICROCOMPUTER CMA Netherlands NL APPLICATIONS MARTIN LUTHER UNIVERSITAET MLU Germany DE HALLE-WITTENBERG MESOKELEAS LTD (FREDERICK FU Cyprus CY UNIVERSITY) Page iv of v WP3 Deliverable 3.3 C. List of Sections: 1. Cosmetics: Teacher Information, 42 pages 2. Cosmetics: Classroom Materials, 28 pages 3. Photochemistry: Teacher Information, 13 pages 4. Photochemistry: Student Activities, 34 pages 5. Renewable Energy: Teacher Information, 7 pages 6. Renewable Energy: Student Activities, 16 pages 7. Light: Teacher Information, 24 pages 8. Light: Student Activities, 44 pages 9. Photosynthesis: Teacher Information, 28 pages 10. Photosynthesis: Classroom Materials, 14 pages 11. Forensic Science: Teacher Information, 8 pages 12. Forensic Science Classroom Materials, 58 pages 13. Medical Imaging: Teacher Information, 9 pages 14. Medical Imaging: Classroom Materials, 17 pages 15. Eco-Biology: Teacher Information, 5 pages 16. Eco-Biology: Classroom Materials, 37 pages 17. Water in the Life of Man: Teacher Information, 31 pages 18. Water in the Life of Man: Classroom Materials, 32 pages Page v of v WP3 Deliverable 3.3 you European Science and Technology in Action Building Links with Industry, Schools and Home Work Package 3 WHY MAKE HOME-MADE COSMETICS? 3 Teacher Information WP Unit Cosmetics Lead partner for Unit: University of Tartu (UTARTU) The initial version of this learning module has been generated through the collaborative action research by the group of following teachers: Liivi Kuusma, Mare Murs, Marika Toom, Tiina Rannar, Katrin Vaino. The further development of the package was made by Katrin Vaino, Miia Rannikmäe, and Jack Holbrook. The ESTABLISH project has received funding form the European Community’s Seventh Programme [FP7/2007-2013] under grant agreement no 244749 WHY MAKE HOME-MADE COSMETICS? TEACHER INFORMATION A. Teacher Information I. Unit description In this module, the students will explore the science behind cosmetic products (mainly that of emulsion creams): what are the main ingredients of cosmetic products, what is their effect on skin or role in the product, and how cosmetical products are developed. Furthermore, the students themselves will develop a cosmetic product. Through this unit students develop their understanding of how the structure of matter is related to the properties of matter which is needed for understanding the technology of making cosmetic products. Moreover, students develop their understanding of possible advantages and disadvantages of industrial and home-made cosmetics. Student level: Students aged 16-19 Discipline(s) involved: Chemistry, biology Estimated duration: 8 lessons The cosmetics unit can be taught as an advanced course deepening the knowledge on organic chemistry, but also as part of the compulsory chemistry course under the topics of polymers and fats or, structure and properties of matter. II. IBSE character In this unit students are given an opportunity to develop a variety of scientific process skills including aspects related to higher order learning: o planning an investigation, discussing procedures, search for relevant information, o developing argumentation skills and/or making justified decisions, besides conceptual science acquisition, o designing the product and developing tests in order to make a decision on the on the suitability of the product, o discussing with peers. Page 2 of 42 ESTABLISH WHY MAKE HOME-MADE COSMETICS? TEACHER INFORMATION III. Science Content Knowledge Introduction In order to develop a good cosmetical product, there is a number of different factors to consider: the purpose (is it meant for absorbing unpleasant smell, moisturise the skin, clean the skin from grease, nourish the skin, etc.); whether the product is meant for men or women, what is the target age group, etc. If the purpose and target group are already defined, then a number of other consideratins must be taken into account: e. g. when the purpose is to moisturise the skin, then how to make it really moisturising, how can skin be moisturised for hours if we know that in normal conditions, water just dries off skin in less than half an hour. In additon, if the purpose is to nurture the skin, how can we garantee that all active ingredients really penetrate the skin and reach to dermis. Therefore, it becomes highly important to study the properties of skin and skin structure in order to develop a good product that would really „work“ as intended. The another important question is how to mix oils with water, common consituents of almost every cosmetic cream, if they are mutually insoluble, and even if shaked well, two layers will separate soon: oil and water? As every cosmetical product consists of tens of ingredients which must be dissolved beforehand whether in oil or water, the knowledge about principles of solubility of inorganic and organic substances is needed. There are a number of ingredients that are responsible of the „right“ thichness, certain durability, pleasant odor, needed effect, etc. Different cosmetics brands in worldwide contribute to the development of their products using the latest scientific achievements in order to improve the existing prodcuts and create totally new products to meet growing consumer demands. At the same time, probably, many of us have asked ourselves, whether these high-tech products are really better than those made by our ancestors from quite simple ingredients. Therefore, in this unit, students are invited to learn about the world of cosmetics and later given the oppotunity to develope their own products. General principles of solubility When a solid, liquid or gaseous solute is mixed with a solvent and it seems to disappear or become part of the solvent, we say that it has dissolved. The forces of attraction between the solute and solvent are the key to understanding their solubility. The general rule is "like dissolves like". In other words, a polar or charged solute will dissolve in another polar or charged solvent and a non polar solute will be insoluble in a polar or charged solvent. This means that ionic substances generally dissolve in polar solvents (like water) and non-polar molecules are generally soluble in non-polar solvents (like hexane). Solubility of covalent molecules To understand why "like dissolves like” the balance between the forces holding the solute and solvent particles together needs to be considered. Page 3 of 42 ESTABLISH WHY MAKE HOME-MADE COSMETICS? TEACHER INFORMATION Consider a) water (solvent) and b) ethanol (solute): Figure 1. Intermolecular forces between a) water and b) ethanol molecules Both molecules are polar which means that some part(s) of a molecule have positive and other part(s) negative charges. Molecular polarity itself is dependent on the difference in electronegativity between atoms in a compound. In the current case (Figure 1), in both, the water and the ethanol molecul, the oxygen is charged positively and the hydrogen next to the oxygen, positively. Polar molecules interact through dipole–dipole intermolecular forces and hydrogen bonds. A hydrogen bond is the electromagnetic attractive interaction between
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