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hello my name is Pilar and I'm going to explain you how to design an activity

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for an inquiry based learning system I would like to share this video with you

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because I found that nowadays there are many teachers that try to change this

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way of learning into this one which is similar to what they are going to find

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when they get to work. They will work in a team probably and it's pretty sure

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they will have to explain their conclusions in front of their colleagues

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so it's better to train them from high school to do this. What happens? The

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teachers go into the class with a big idea, a very good experiment, an amazing

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lab that he thinks that will really interest his students and make them

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learn and make them have fun but students are not used to this kind of

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methodology and sometimes they don't know what to do and the activity has not

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the result the teacher expects and it leads to his disappointment. To avoid this let's see how to

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improve our activities with an example. But if you want to learn more of the inquiry-based learning

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methodology just visit this website inquiry-based science learning in wordpress and there you can

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find more about this methodology as well as resources in science and more

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examples in chemistry and in physics. This was the first exercise I did and

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what we realized is that there is a big mistake. The carbon is not red, it's gray

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and the red atoms are oxygen. Why did I leave this big mistake in this video?

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It's because I think it's really important that we make a culture of a

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mistake as an opportunity, a very worthy opportunity to learn. Our students

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shouldn't be afraid to make mistakes in front of their classmates. Instead of

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that we should encourage them to feel free to make any mistakes so that's the

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way that the rest of the classmates can learn more well after that we see that

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they have to calculate molecular masses it's a good idea with the models here

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it's easier for them but we found a better way to display the results with a table now it's

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clear and also we have included a new row with the mass of one molecule in grams they need

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this in order to calculate it because although it's inquiry based learning they need knowledge

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to do their calculations and we can give them the data and then they can calculate it and they can

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see how light an atom is and it will help them with the next exercise. In this exercise I asked

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to say a number guess a number of atoms or molecules that we need to be able to weight

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them without a balance what we find is that it was confusing because as i give the example with

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an atom of hydrogen if they suddenly try to guess the number of hydrogens if one gram of

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hydrogen they will find a number really close to the Avogadro's number and that wasn't what I

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really want so we see that it wasn't clear if they had to calculate it for each substance

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on for all of them and then we find that it's clearer to give them this tip they can write

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their answers here but they have a wide space to make their calculations. With

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exercise 3 I gave them the Avogadro's number and this time it's easier to

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make them calculate it that they will be more angry and that's what we did with

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this exercise here. How many atoms are there in 12 grams of carbon? Now they

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calculate the Avogadro's number using the definition of MOF. You can see that

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this is part two of the worksheet. The first one was a guess, now they explore

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if their guessing was right and useful enough. That's why we have this

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question here. This question helps the student to think deeply about what they

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have calculate and it guides them in order to not need the teacher

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explanation they have they can think deeply as I said which sometimes it's

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difficult to get with our students now in the exercise for they had to present

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the results in these tables but this data here wasn't really necessary it's

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pointless to calculate the mass of one molecule they had done it already and

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it's pointless to calculate the mass in atomic mass units of huge amount of

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molecules so we need just these three items and it's easier to present it like

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this and also you can see a funny image that will engage our students of this

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strange animal called mole. Now we have the results here and they will see

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the coincidence between the mass of one molecule in atomic units

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and the mass of a mole in grams and then we agree they will realize also that it

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doesn't happen with any other amount of molecules now they know that they can go

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further and try to do the same with an element this is an open question they

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can think in different metals and have different results but they will all find

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that the mass in atomic units it's the same of the mass of one mole in grams I

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had this question here but I find that it's better to ask it later as a

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a reflection that allows the student to go back, explain the concept with their

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own words and assimilate it. When I explained my worksheet in front of my

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colleagues, some of them pointed that with this question the concept of mole

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as a multiplier wasn't really clear because it seems that it can be used

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just for atoms and molecules that's what we change this exercise into the

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exercise 5 with different metal that's very I find it very useful because they

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can explain the results a one students to others and because the metal is

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different the result will be different so it's not as when we correct an

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exercise in our board that sometimes our students don't pay attention because

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they know the result but this time the method will be another method so it's

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different so something more interesting and they have the reflection to explain

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the concept of a mall which is very interesting to see if the student have

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understood has understood the concept and also there's a new question to

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extend the concept of mall to any object a mall of tables a mall of footballs in

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a game a mall of players so they can think further about it well what have we

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learned today this is a very good question to make every day in an

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inquiry-based learning system. We have learned that it's very important to

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clarify the objectives before making the activity. We have learned that it's

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better to do questions that the student can't solve without the help of the

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teacher. It's better to try to make them find the data instead of giving it

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directly as far as it's possible and as far as you can as well use anything you

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find to engage their attention like the picture of the mall and I really

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encourage you to give open exercise as the one with the metal that the students

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do their calculations with different metals so they reach to different

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solution and they can explain and share one student to the rest of the students

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and finally include a reflection to help them to simulate the concept that's all

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for today I really hope this will help you and I encourage to include this

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methodology in your classes thank you very much for your attention