Andrew, are they really making candles? Live? On school premesis or elsewhere? How the hell did that one get by H&S? I'm impressed!
The important things here are that, a. they think they are [lmfao
] (this heightens interest and enthusiasm to learn) and b. they are learning, appreciating and most of all, getting hands on experience of all the basic scientific principles behind it all.They make dud compositions and devices, while a technician/expert makes the real compositions and devices behind the scenes (well in advance of course).
e.g.
WEEK 1 The pupils make BP with a mortar and pestle but the cleaver thing is that the Nitrate is replaced with everyday table salt; cheap and safe. The three different compositions the students make with Sodium Chloride, are mirrored with real ones that are switched over as the demos at the end of the session are set up. Here they learn the importance of correct stoichiometry. They also experience (this one was a bonus that no one anticipated) of the different mechanisms for heat transfer; as their faces feel the radiated heat from the tests.
WEEK 2 Demo of a BP puck burning (takes about 3 seconds). Followed by pupils smashing up dud pucks and grading the grains with test sieves. The fractions are laid in lines and burn rates tests are demoed (obviously the dud grain is replaces as setting up). Here the pupils learn (well actually see definitively) that greater surface area = faster reaction rates.
WEEK 3 The pupils do flame colour tests using a Bunsen burner and different salts. They also see the effects of chlorine donors; intensifying colours. Here they select the suitable materials for the colours of stars they want. Also they put spatulas of fine charcoal needles and aluminium powders into the flame and sprinkle. They observe the effects. The get given the choice of ordering the colour and effect stars in their own candle. This demonstrates spectra, although they will not learn of it until least GCSE and in most cases A-Level. And obviously they don't get to choose green!!!
EDIT --> By substituting in inert chemicals to render the compositions useless, it eliminates the risk of "Little Sh*ts" nicking it and then hurting themselves.
So on and so on.
They also get to observe the different properties of different materials, like the plasticy cascading fluid nature of Parlon powder. They get taught good lab practice throughout
The whole thing is very well thought out to maximise the pupils exposure and learning potential. Legally and insurance wise it is very simple, it is all covered by the insurance of the school. As the expert on hand or technician actually plays with the dangerous chemicals, the risk assessment for the children is very straight forward. the easier risk assessments for the adults covers the manufacture. Finally on the legal standpoint, no lawyer in the land can argue that this is not "manufacture for laboratory analysis and demonstration". Even got it checked through the LEA legal advisory team.
This "trial" will conclude next week, after that I'm meeting up with some government, and government funded bodies that are heavily involved with shaping the skills demographic of the population. Hopefully a set of experiments (RCs, fountains, rockets for older pupils etc.) instructions will wind their way into schools around the country for autumn term science club ideas. With any luck, some form of liaison will be set up with perhaps the UKPS and this could act as a portal for expertise and expert advisers to schools. I haven't raised this yet as it is no where near that stage yet. There may also have to be some commercial support to source awkward chemicals, but that is also under consideration.
Edited by Andrew, 01 November 2007 - 06:21 PM.
