A presentation addressed to chemistry teachers from the University of Vienna to prepare a lesson about indicators using Inquiry Based Science Education and the 5E cycle.

1. Co-funded by
the Seventh Framework Programme
of the European Union FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
Discovering the 5 Es using indicators
Univ.‐Prof. Dr. Anja Lembens Prof. Dr. Simone Abels Mag. Elisabeth Hofer
+43‐1‐4277‐60350 +49‐4131‐677‐2919 +43‐1‐4277‐60353
anja.lembens@univie.ac.at simone.abels@leuphana.de e.hofer@univie.ac.at

2. 4 Innovations
1. Create curiosity with Mysteries
2. Teach concepts with the 5E learning cycle
3. Teach skills with Gradual Release of
Responsibility
4. Maintain motivation with Showmanship
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403

3. The 5E-model used by TEMI
ENGAGEENGAGE
EXPLOREEXPLORE
EXPLAINEXPLAINEXTENDEXTEND
EVALUATEEVALUATE
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403

4. • The teacher is on center stage.
A problem, a phenomenon or a question is presented.
Students’ suggestions and concepts can be addressed, students‘ curiosity
is aroused, the importance of the issue can be discussed, learning
objectives are formulated, …
Engage
• Now the students are at the center of the action.
They plan an enquiry, collect data to solve the problem, and prepare a
report to present their work.
Explore
• Again students are in the center of the action.
They use the data they have collected to solve the problem and report what
they did and try to figure out the answer to the problem.
The teacher can introduce new vocabulary to label what the students have
already figured out.
Explain
• The teacher can give students new information that extend what they have
been learning in the earlier parts of the learning cycle. The teacher can also
pose new problems that students solve by applying what they have learned.
Elaborate
Activities in the 5E-model
modified after: http://www.agpa.uakron.edu/p16/btp.php?id=learning-cycle

5. The 5E model
is not necessarily linear!

6. The Engage Phase
 Demonstration with Storytelling
 Demonstration with silent stimulus
 Students trip up on the mystery
 Table with selected materials
 Video
 …
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
Possible openings:

7. FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
Lesson according to 5E
The (un)reliable indicator
idea: Rosina Steininger

8. Colour ranges
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
Universal indicator
Red cabbage indicator

9. FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
Red cabbage
indicator
Universal
indicator
pH 4? pH 8?

10. The experiment you have just seen
delivers conflicting results.
Which indicator do you trust more? Why?
Level 2 (GRR)
1. Phrase a hypothesis and give reasons for this.
2. Plan and conduct an investigation to produce
evidence to support your hypothesis.
3. Summarise your findings using the A3-template.
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
The Explore Phase

11. FP7-Science-in-Society-2012-1, Grant Agreement N. 321403

12. FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
+
O
OH
OH
OH
OH
OH
O
OH
OH
OH
OH
OH
OH
O
OH
OH
OH
O
OH
O
OH
O
-
OH
O
OH
OH
OH
OH
OH
OH
OH
O
-H+
/ +H2O
+H+
/ -H2O
- H2O
+ H2O
+ H2O
- H2O
- H+
+ H+
pH < 3, rot
pH = 4-5,farblos
pH = 6-7, violett pH = 7-8, blau pH > 8, gelb
EXPLAIN
http://daten.didaktikchemie.uni-bayreuth.de/umat/bluetenfarbstoff/bluetenfarbstoff.htm#2
Colours of Cyanidin at
different pH-values
red
colourless
blue yellow

13. FP7-Science-in-Society-2012-1, Grant Agreement N. 321403

14. FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
Red cabbage indicator
with Sprite®
ca. pH 4
Red cabbage indicator
with crystal deo solution
ca. pH 4
What does the blue colour of the
red cabbage indicator mean?
Red red cabbage indicator
with NH4Al(SO4)2·12 H2O
ca. pH 4

15. FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
 Crystal deo contains aluminium-ammonium-sulfate-
dodecahydrate (Alum)
 Cyanidin forms chelate complexes with polyvalent metal ions
(here Al3+ of the alum)
 Extension of the delocalised electron system
 Shift of the light absorbtion spectrum to blue-violet
O
H H
O
OH
OH
OH
O
OHAl
3+
O
H H
O
OH
OH
OH
O
OH
… the blue colour is not a
pH‐effect, but appears due
to a different chemical
phenomenon …

16. Elaborating the content
Delving into acid-/base-concept
Dyes / plant dyes
Indicators
Chromatography
Complex formation / metal complexes
…
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403
The Elaborate Phase

17. • What do the students know already about this topic?
• What concepts do students’ utterances reveal?
Engage
• How well are the students collecting data?
• Are they carrying out the procedures correctly?
• How do they record the data? Is it in a logical form or is it haphazard?
Explore
• Which process are the students using?
• How well can students use the information they've collected?
• How do they connect new information with their prior knowledge?
• How do they use technical vocabulary?
• How well do they understand the underlying concept?
Explain
• How good are the students in applying learned skills and knowledge to
new questions?Elaborate
modified after: http://www.agpa.uakron.edu/p16/btp.php?id=learning-cycle
Evaluate
The fifth E is transverse

18. Contact and further information
anja.lembens@univie.ac.at
simone.abels@leuphana.de
e.hofer@univie.ac.at
https://aeccc.univie.ac.at/temi
temi@qmul.ac.uk
http://teachingmysteries.eu
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 18