CITIES<br />Chemistry & Industry for Teachers in European Schools<br />06 January 2010<br />1<br />ASE Nottingham<br />
06 January 2010<br />2<br />ASE Nottingham<br />
06 January 2010<br />3<br />ASE Nottingham<br />
Ray Wallace & Keith HEALEYNottingham Trent University<br />06 January 2010<br />ASE Nottingham<br />4<br />Equipping Secon...
CITIES<br />06 January 2010<br />5<br />ASE Nottingham<br />
First some questions<br />06 January 2010<br />ASE Nottingham<br />6<br />
Why should this project be of any interest to you? <br />06 January 2010<br />ASE Nottingham<br />7<br />
Why should what you hear now be of any relevance to what you do in the classroom? <br />06 January 2010<br />ASE Nottingha...
Why should our materials be anymore useful or better than any others that you can find on the web? <br />06 January 2010<b...
To try to answer some of these questions ......<br />06 January 2010<br />ASE Nottingham<br />10<br />
....first let me tell you something about CITIES and the philosophy & purpose which lies behind it ....<br />06 January 20...
... and maybe then you may see that it could awaken the idea that there is a European dimension to chemistry ....<br />06 ...
... that it could encourage students to think outside of the UK when pursuing their university education in chemistry....<...
... but perhaps most importantly demonstrate that chemistry is not a ‘boring’ subject by providing a source of information...
... and maybe then you may see that it could lead to some differently focussed undergraduates entering our universities if...
... we shall see<br />06 January 2010<br />ASE Nottingham<br />16<br />
06 January 2010<br />Where did the idea of CITIES all begin?<br />....... in a European Chemistry Thematic Network working...
06 January 2010<br />What was CITIES all about?<br /><ul><li>Giving teachers the tools to tell pupils why & how chemistry ...
Inspiring them to tell others how chemistry makes a difference to their lives
Helping teachers to make the chemistry they are required to teach more exciting, vibrant and relevant to its real life con...
Interesting teachers and pupils alike in the European context in which all this happens</li></ul>18<br />ASE Nottingham<br />
CITIES- Chemistry and Industry for Teachers in European Schools - Partners<br />Contractor and Co-Ordinator: Europa Fachho...
CITIES Products<br />Permanent Website http://cities.eu.org, (accessible to both teachers and students & shortly to go ful...
....the Project and Website are built around 4 modules<br />Module 1 – European Context of chemical     ................. ...
06 January 2010<br />What are the kinds of things that all users will find in CITIES? <br />Size and scope of what are the...
06 January 2010<br />What will teachers find in CITIES?<br />Chemistry – bringing it alive: ready-made experiments and bac...
Everyday chemistry is covered at three different levels<br />A set of simple demonstration experiments which can be done e...
Everyday chemistry is covered at three different levels<br />A set of simple demonstration experiments which can be done e...
06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liqui...
06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liqui...
06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liqui...
06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liqui...
06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liqui...
06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liqui...
06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liqui...
06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liqui...
06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liqui...
06 January 2010<br />..... and in case they worry<br />35<br />ASE Nottingham<br />
Some examples of teacher training/lesson materials <br />In-depth material in Forensic Science<br />Experiments in Forensi...
06 January 2010<br />And last but not least some screenshots<br />Live – What is Cities?<br />Home Page: http://cities.eu....
06 January 2010<br />38<br />ASE Nottingham<br />
06 January 2010<br />39<br />ASE Nottingham<br />
Some reflections on the questions posed at the beginning of this talk and some final thoughts<br />06 January 2010<br />40...
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Comenius Funded Pan-European Teacher Education Project 'CITIES'

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Presentation given at the ASE Annual Conference, Nottingham University, January 2010.
The presentation describes the Comenius funded European project which was set up to develop good quality, interesting teaching materials in chemistry for use by teachers in European secondary schools.

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Comenius Funded Pan-European Teacher Education Project 'CITIES'

  1. 1. CITIES<br />Chemistry & Industry for Teachers in European Schools<br />06 January 2010<br />1<br />ASE Nottingham<br />
  2. 2. 06 January 2010<br />2<br />ASE Nottingham<br />
  3. 3. 06 January 2010<br />3<br />ASE Nottingham<br />
  4. 4. Ray Wallace & Keith HEALEYNottingham Trent University<br />06 January 2010<br />ASE Nottingham<br />4<br />Equipping Secondary School Teachers with the Tools for Inspiring the Next Generation of Young Chemists<br />(A pan-European project called CITIES)<br />
  5. 5. CITIES<br />06 January 2010<br />5<br />ASE Nottingham<br />
  6. 6. First some questions<br />06 January 2010<br />ASE Nottingham<br />6<br />
  7. 7. Why should this project be of any interest to you? <br />06 January 2010<br />ASE Nottingham<br />7<br />
  8. 8. Why should what you hear now be of any relevance to what you do in the classroom? <br />06 January 2010<br />ASE Nottingham<br />8<br />
  9. 9. Why should our materials be anymore useful or better than any others that you can find on the web? <br />06 January 2010<br />ASE Nottingham<br />9<br />
  10. 10. To try to answer some of these questions ......<br />06 January 2010<br />ASE Nottingham<br />10<br />
  11. 11. ....first let me tell you something about CITIES and the philosophy & purpose which lies behind it ....<br />06 January 2010<br />ASE Nottingham<br />11<br />
  12. 12. ... and maybe then you may see that it could awaken the idea that there is a European dimension to chemistry ....<br />06 January 2010<br />ASE Nottingham<br />12<br />
  13. 13. ... that it could encourage students to think outside of the UK when pursuing their university education in chemistry....<br />06 January 2010<br />ASE Nottingham<br />13<br />
  14. 14. ... but perhaps most importantly demonstrate that chemistry is not a ‘boring’ subject by providing a source of information that is really interesting ....<br />06 January 2010<br />ASE Nottingham<br />14<br />
  15. 15. ... and maybe then you may see that it could lead to some differently focussed undergraduates entering our universities if they encounter some of our materials whilst at school<br />06 January 2010<br />ASE Nottingham<br />15<br />
  16. 16. ... we shall see<br />06 January 2010<br />ASE Nottingham<br />16<br />
  17. 17. 06 January 2010<br />Where did the idea of CITIES all begin?<br />....... in a European Chemistry Thematic Network working group in 2005<br />....... a subset of the group got together in Frankfurt in February 2006 & put together a Project proposal which was funded in October of the same year under the Comenius programme<br />....... the project had a total budget of a quarter of a million Euros over 3 years in ‘real money’<br />....... the contracted project finished at the end of September last year<br />17<br />ASE Nottingham<br />
  18. 18. 06 January 2010<br />What was CITIES all about?<br /><ul><li>Giving teachers the tools to tell pupils why & how chemistry is indispensible in a modern society
  19. 19. Inspiring them to tell others how chemistry makes a difference to their lives
  20. 20. Helping teachers to make the chemistry they are required to teach more exciting, vibrant and relevant to its real life context
  21. 21. Interesting teachers and pupils alike in the European context in which all this happens</li></ul>18<br />ASE Nottingham<br />
  22. 22. CITIES- Chemistry and Industry for Teachers in European Schools - Partners<br />Contractor and Co-Ordinator: Europa Fachhochschule Fresenius (DE)<br />European Chemistry Employers’ Group ECEG (BE)<br />European Mine, Chemical and Energy Workers’ Federation EMCEF (BE)<br />Johann-Wolfgang-Goethe-Universität (DE)<br />Czech Chemical Society (CZ)<br />Gesellschaft Deutscher Chemiker (DE)<br />Institut Químic de Sarriá (ES)<br />Uniwersytet Jagielloński (PL)<br />Nottingham Trent University (UK)<br />Royal Society of Chemistry (UK)<br />06 January 2010<br />19<br />ASE Nottingham<br />
  23. 23. CITIES Products<br />Permanent Website http://cities.eu.org, (accessible to both teachers and students & shortly to go fully live), with translated content in EN, PL, DE, CZ and ES, plus parts in TR, EE and PT<br />CD-ROMs with learning/teaching material in EN, PL, DE, CZ, ES on request to CITIES national partner<br />pdf versions of teaching/training material as downloadable files<br />Handbook ‘Chemical education in Europe’ (EN, PL, CZ, DE, ES), with a multilingual glossary of key ‘Euro-Chem’ terms<br />Help for teaching staff with training based on CITIES modules by national partners<br />06 January 2010<br />20<br />ASE Nottingham<br />
  24. 24. ....the Project and Website are built around 4 modules<br />Module 1 – European Context of chemical ................. education, training & development<br />Module 2 – Commerce and Innovation ...our future<br />Module 3 – Chemistry changes everything<br />Module 4 – Chemistry ...bringing it alive<br />06 January 2010<br />21<br />ASE Nottingham<br />
  25. 25. 06 January 2010<br />What are the kinds of things that all users will find in CITIES? <br />Size and scope of what are the Chemical and related industries and what they do (Commerce and innovation – our future)<br />A ‘benefits landscape’ of everyday uses of chemistry (Chemistry changes everything)<br /> Experiments which relate to materials from everyday life (Chemistry – bringing it alive)<br />Employability of graduates in the global economy (European Context of chemical education, training & development)<br />22<br />ASE Nottingham<br />
  26. 26. 06 January 2010<br />What will teachers find in CITIES?<br />Chemistry – bringing it alive: ready-made experiments and background material<br /> Chemistry of a tin of Ravioli<br />Everyday chemistry experiments <br />Forensic chemistry brought alive<br />Selling chemistry from a sample case<br /> model of a mobile experimental set with simple, safe experiments, plus Power Point presentation to relate everyday experience and chemistry <br />Site visits to industry:<br />organisational hints, suggestions, contacts<br />European context of chemical education, training and development<br /> e.g. ECTN, Eurobachelor and Master, Background information<br /> (e.g. Employability, labour market, the ‘value chain’ of chemical education) <br />Helpful links<br /> e.g. national Chem. Soc., European organisations, EuChemS, AllChemE, etc.<br />23<br />ASE Nottingham<br />
  27. 27. Everyday chemistry is covered at three different levels<br />A set of simple demonstration experiments which can be done everywhere by students with a minimum of effort and material (eg ‘chemistry in a case’, ‘kitchen chemistry’)<br />A set of work sheets with background information for self study and classroom work, accessible at the CITIES homepage (module 3)<br />A set of tested classroom experiments to be done under the guidance of a teacher (module 4) <br />06 January 2010<br />24<br />ASE Nottingham<br />
  28. 28. Everyday chemistry is covered at three different levels<br />A set of simple demonstration experiments which can be done everywhere by students with a minimum of effort and material (eg ‘chemistry in a case’, ‘kitchen chemistry’)<br />A set of work sheets with background information for self study and classroom work, accessible at the CITIES homepage (module 3)<br />A set of tested classroom experiments to be done under the guidance of a teacher (module 4) <br />06 January 2010<br />25<br />ASE Nottingham<br />
  29. 29. 06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liquid crystals, self cleaning materials, condoms, packaging materials, food flavourings, margarine, deodorants and perspirants.<br />These working sheets start with the question ”When did all this begin?” . This section explains the historical background and shows how discoveries are made and how long it may take to bring useful products to the market.<br /> Under the heading “Is this really chemistry?”, the scientific and chemical background of the invention and the products is described.<br />“So you want to try something out?” offers simple, inexpensive and illustrative experiments for the classroom or for students’ self study. <br />“How are these materials produced?” introduces the most important aspects of the industrial production of consumer and technical products. <br />“So what are the benefits?” and “Are there any known risks?” follows.<br />If possible, the section ‘Future developments’ gives an outlook on relevant research topics and improvements. <br />Finally, appropriate www-material for further studies is offered: “Intrigued by what you have read? Want to find out more?”.<br />26<br />ASE Nottingham<br />
  30. 30. 06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liquid crystals, self cleaning materials, condoms, packaging materials, food flavourings, margarine, deodorants and perspirants.<br />These working sheets start with the question ”When did all this begin?” . This section explains the historical background and shows how discoveries are made and how long it may take to bring useful products to the market.<br /> Under the heading “Is this really chemistry?”, the scientific and chemical background of the invention and the products is described.<br />“So you want to try something out?” offers simple, inexpensive and illustrative experiments for the classroom or for students’ self study. <br />“How are these materials produced?” introduces the most important aspects of the industrial production of consumer and technical products. <br />“So what are the benefits?” and “Are there any known risks?” follows.<br />If possible, the section ‘Future developments’ gives an outlook on relevant research topics and improvements. <br />Finally, appropriate www-material for further studies is offered: “Intrigued by what you have read? Want to find out more?”.<br />27<br />ASE Nottingham<br />
  31. 31. 06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liquid crystals, self cleaning materials, condoms, packaging materials, food flavourings, margarine, deodorants and perspirants.<br />These working sheets start with the question ”When did all this begin?” . This section explains the historical background and shows how discoveries are made and how long it may take to bring useful products to the market.<br /> Under the heading “Is this really chemistry?”, the scientific and chemical background of the invention and the products is described.<br />“So you want to try something out?” offers simple, inexpensive and illustrative experiments for the classroom or for students’ self study. <br />“How are these materials produced?” introduces the most important aspects of the industrial production of consumer and technical products. <br />“So what are the benefits?” and “Are there any known risks?” follows.<br />If possible, the section ‘Future developments’ gives an outlook on relevant research topics and improvements. <br />Finally, appropriate www-material for further studies is offered: “Intrigued by what you have read? Want to find out more?”.<br />28<br />ASE Nottingham<br />
  32. 32. 06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liquid crystals, self cleaning materials, condoms, packaging materials, food flavourings, margarine, deodorants and perspirants.<br />These working sheets start with the question ”When did all this begin?” . This section explains the historical background and shows how discoveries are made and how long it may take to bring useful products to the market.<br /> Under the heading “Is this really chemistry?”, the scientific and chemical background of the invention and the products are described.<br />“So you want to try something out?” offers simple, inexpensive and illustrative experiments for the classroom or for students’ self study. <br />“How are these materials produced?” introduces the most important aspects of the industrial production of consumer and technical products. <br />“So what are the benefits?” and “Are there any known risks?” follows.<br />If possible, the section ‘Future developments’ gives an outlook on relevant research topics and improvements. <br />Finally, appropriate www-material for further studies is offered: “Intrigued by what you have read? Want to find out more?”.<br />29<br />ASE Nottingham<br />
  33. 33. 06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liquid crystals, self cleaning materials, condoms, packaging materials, food flavourings, margarine, deodorants and perspirants.<br />These working sheets start with the question ”When did all this begin?” . This section explains the historical background and shows how discoveries are made and how long it may take to bring useful products to the market.<br /> Under the heading “Is this really chemistry?”, the scientific and chemical background of the invention and the products is described.<br />“So you want to try something out?” offers simple, inexpensive and illustrative experiments for the classroom or for students’ self study. <br />“How are these materials produced?” introduces the most important aspects of the industrial production of consumer and technical products. <br />“So what are the benefits?” and “Are there any known risks?” follows.<br />If possible, the section ‘Future developments’ gives an outlook on relevant research topics and improvements. <br />Finally, appropriate www-material for further studies is offered: “Intrigued by what you have read? Want to find out more?”.<br />30<br />ASE Nottingham<br />
  34. 34. 06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liquid crystals, self cleaning materials, condoms, packaging materials, food flavourings, margarine, deodorants and perspirants.<br />These working sheets start with the question ”When did all this begin?” . This section explains the historical background and shows how discoveries are made and how long it may take to bring useful products to the market.<br /> Under the heading “Is this really chemistry?”, the scientific and chemical background of the invention and the products is described.<br />“So you want to try something out?” offers simple, inexpensive and illustrative experiments for the classroom or for students’ self study. <br />“How are these materials produced?” introduces the most important aspects of the industrial production of consumer and technical products. <br />“So what are the benefits?” and “Are there any known risks?” follows.<br />If possible, the section ‘Future developments’ gives an outlook on relevant research topics and improvements. <br />Finally, appropriate www-material for further studies is offered: “Intrigued by what you have read? Want to find out more?”.<br />31<br />ASE Nottingham<br />
  35. 35. 06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liquid crystals, self cleaning materials, condoms, packaging materials, food flavourings, margarine, deodorants and perspirants.<br />These working sheets start with the question ”When did all this begin?” . This section explains the historical background and shows how discoveries are made and how long it may take to bring useful products to the market.<br /> Under the heading “Is this really chemistry?”, the scientific and chemical background of the invention and the products is described.<br />“So you want to try something out?” offers simple, inexpensive and illustrative experiments for the classroom or for students’ self study. <br />“How are these materials produced?” introduces the most important aspects of the industrial production of consumer and technical products. <br />“So what are the benefits?” and “Are there any known risks?” follows.<br />If possible, the section ‘Future developments’ gives an outlook on relevant research topics and improvements. <br />Finally, appropriate www-material for further studies is offered: “Intrigued by what you have read? Want to find out more?”.<br />32<br />ASE Nottingham<br />
  36. 36. 06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liquid crystals, self cleaning materials, condoms, packaging materials, food flavourings, margarine, deodorants and perspirants.<br />These working sheets start with the question ”When did all this begin?” . This section explains the historical background and shows how discoveries are made and how long it may take to bring useful products to the market.<br /> Under the heading “Is this really chemistry?”, the scientific and chemical background of the invention and the products is described.<br />“So you want to try something out?” offers simple, inexpensive and illustrative experiments for the classroom or for students’ self study. <br />“How are these materials produced?” introduces the most important aspects of the industrial production of consumer and technical products. <br />“So what are the benefits?” and “Are there any known risks?” follows.<br />If possible, the section ‘Future developments’ gives an outlook on relevant research topics and improvements. <br />Finally, appropriate www-material for further studies is offered: “Intrigued by what you have read? Want to find out more?”.<br />33<br />ASE Nottingham<br />
  37. 37. 06 January 2010<br />The worksheets of module 3, for example, deal with everyday life products including fuel cells, liquid crystals, self cleaning materials, condoms, packaging materials, food flavourings, margarine, deodorants and perspirants.<br />These working sheets start with the question ”When did all this begin?” . This section explains the historical background and shows how discoveries are made and how long it may take to bring useful products to the market.<br /> Under the heading “Is this really chemistry?”, the scientific and chemical background of the invention and the products is described.<br />“So you want to try something out?” offers simple, inexpensive and illustrative experiments for the classroom or for students’ self study. <br />“How are these materials produced?” introduces the most important aspects of the industrial production of consumer and technical products. <br />“So what are the benefits?” and “Are there any known risks?” follows.<br />If possible, the section ‘Future developments’ gives an outlook on relevant research topics and improvements. <br />Finally, appropriate www-material for further studies is offered: “Intrigued by what you have read? Want to find out more?”.<br />34<br />ASE Nottingham<br />
  38. 38. 06 January 2010<br />..... and in case they worry<br />35<br />ASE Nottingham<br />
  39. 39. Some examples of teacher training/lesson materials <br />In-depth material in Forensic Science<br />Experiments in Forensic Science<br />Lesson plan for Forensic Science<br />Teachingand<br />Experimental material based on the science of a Tin of Ravioli<br />06 January 2010<br />36<br />ASE Nottingham<br />
  40. 40. 06 January 2010<br />And last but not least some screenshots<br />Live – What is Cities?<br />Home Page: http://cities.eu.org<br />37<br />ASE Nottingham<br />
  41. 41. 06 January 2010<br />38<br />ASE Nottingham<br />
  42. 42. 06 January 2010<br />39<br />ASE Nottingham<br />
  43. 43. Some reflections on the questions posed at the beginning of this talk and some final thoughts<br />06 January 2010<br />40<br />ASE Nottingham<br />
  44. 44. Finally our Thank You’s<br />Project Co-ordinator: Prof Leo Gros, Europa Fachhochshule Fresenius, Idstein, Germany<br />Some of the other contributors & organisers: W. Anusiak, H. J. Bader, C .Beudon, H. Čtrnáctová, P. Drasar, M. Frankowicz, I. Maciejowska, M. Rothweil & J. Zajíček to name only a few.<br />06 January 2010<br />41<br />ASE Nottingham<br />
  45. 45. ...and thank you for your attention<br />...we are happy to listen to your comments <br />06 January 2010<br />42<br />ASE Nottingham<br />
  46. 46. 06 January 2010<br />43<br />ASE Nottingham<br />Any Questions?<br />
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