1. SATL IN LAB EXPERIMENTS Ameen F. M. Fahmy*,J.J.Lagowski** * Faculty of Science, Department of Chemistry and Science Education Center, Ain shams University, Abbassia, Cairo, Egypt E-mail: fahmy@online.com.egfahmy@online.com.eg **Department of Chemistry, and Biochemistry, university of Texas at Austin TX78712. E-mail: jjl@mail.cm.utexas.edujjl@mail.cm.utexas.edu 1 ST PS-SATLC. Karachi Pakistan, Nov. 2008

2.  SATL stands on the wholistic vision for phenomena where linking different facts and concepts take place into a dynamic systemic network. This reflects the relationships which settle them into the cognitive construction of the learner.  It helps learners in obtaining a deeper learning experience, improve their understanding and ability to apply learning to new situation.  SATL enhance systemic thinking, and increase enthusiasm for learning science.

3. Fig: 1a: Linear representation of concepts concept Fig: 1b: systemic representation of concepts concept

4. The Objectives of Systemic Approach of Teaching and Learning The Objectives of Systemic Approach of Teaching and Learning  Growing the ability of students global thinking, so that the student be able to see globally any subject without missing its parts.  Growing the ability to see the relationships between things rater than things themselves.  Increasing the effectiveness of teaching and learning of science disciplines, connecting it systemically with other branches of knowledge.

5.  Making disciplines of science attractive subjects to students instead of being repulsive to them.  Growing the ability for analysis and synthesis to reach creativity that is the most important output of a successful educational system.  Creating a new generation that is able to interact positively with environmental systems around them.  Growing the ability for the use of systemic approach in acting with any problem globally to put creative solution.

6. SYSTEMICS AND LABORATORY INSTRUCTION Applying Systemics to laboratory instruction reveals the following advantages, which constitute the principles of benign analysis * Smaller amounts of Chemicals are used. * Recycling of Chemicals. * Experiments are done with less hazards, and more safety. * Experiments are done more rapidly. * Students easily acquire a working sense of the principles of green chemistry. Classical laboratory-oriented subject of qualitative analysis involves the application of linearly obtained chemical information to an unknown solution in a linear way.

7. In contrast to the linear approach of learning chemistry of cations from a laboratory experience, a systemic approach has been developed that focuses attention on individual species Figure 4)) Exp. 4 Exp. 3Exp. 2 Exp. 1 (?) A+X-A+X- A+E-A+E- A+Y-A+Y- A+Z-A+Z- Figure 4: Systemic Investigation of species A + (SI-Plane) The diagram shows the Plane for qualitative investigation of the species (A + ), the preparation of (A + ) Compounds, and the interconversion of the species.

8. The formulas of chemical species of interest are expressed in the Figure (5) but reagents that bring about these conversions are not given. These reagents are revealed experimentally in a series of reactions shown in systemics (SD0-SD3) (Figure 5a-d), which the students can do in the laboratory on a small single sample of the species (A+). Exp. 4 Exp. 3Exp. 2 Exp. 1 A+X-A+X- A+E-A+E- A+Y-A+Y- A+Z-A+Z- (?) ()() Exp. 4 Exp. 3Exp. 2 Exp. 1 A+X-A+X- A+E-A+E- A+Y-A+Y- A+Z-A+Z- ()() ()() (?) Figure (5-a): SD0Figure (5-b): (SD1)

9. Exp. 4 Exp. 3Exp. 2 Exp. 1 A+X-A+X- A+E-A+E- A+Y-A+Y- A+Z-A+Z- ()() ()() (?) ()() Exp. 4 Exp. 3Exp. 2 Exp. 1 A+X-A+X- A+E-A+E- A+Y-A+Y- A+Z-A+Z- ()() ()() ()() ()() Figure (5-c): SD2Figure (5-d): SD3 FINAL Figure 5.a-d: The Laboratory - based evolutions of the chemistry of species (A + ) as performed by students In Figure 39d all the experiments of the cycle were done. It is known as (SD-Final). The reactions can be performed in a single test tube on a small sample (<0.5 ml)

10. Applying this approach to laboratory instruction allows students to experience the colors of chemical species, their solubility characteristics, and their redox behavior. we have created. Qualitative benign analytical chemistry course for the first-year students of faculty of Sci., Benha, Zigzag University, and Faculty of Education, Helwan University, Egypt. The Systemic based course materials were presented in 24hrs (2hrs period/ per week) From Sept.-Dec. (2001). The “green chemistry” aspects of this approach involve a very small amount of the cation-containing species, which is contained in a very small volume.

11. of experiments (1-4) in a single test tube on a small sample of lead nitrate (0.5 ml), then they recycle the product of (Exp. 4) to Pb(NO 3 ) 2 (Cf. SI - Final). (SI -1 - Plane) Exp.1 Pb++ Exp.2 Nitrate Salt Exp.3 (White ppt) Lead hydroxide (White ppt.) Lead Oxalate HNO 3 (?) (Yellow ppt) Lead iodide Exp.4 (?) (White ppt) Lead carbonate Na 2 C 2 O 4 Pb++ i) HNO3 ii)NH4OH Nitrate Salt i) HNO 3 ii) Na 2 CO 3 (White ppt) Lead hydroxide (White ppt.) Lead Oxalate HNO 3 ()() ()() ()() ()() (Yellow ppt) Lead iodide i) HNO3 ii) KI ()() (White ppt) Lead carbonate Recycling (SI -1 - Final) The students follow the plane (SI-1) to investigate (Pb 2+ ) in a series Systemic Investigation of [Pb ++ ] (SI-1): Lead Cycle

12. Systemic Investigation of [Ag + ] (SI-2): Silver Cycle The students follow the plane (SI-2) to investigate (Ag + ) in a series of experiments (1-3), then recycle the product of (Exp.3) to AgNO 3 (Cf. SI-2- Final). (White ppt.) Silver phosphate (White ppt.) Silver sulphite. (White ppt.) Silver carbonate Exp. 1 Exp. 2 Exp. 3 HNO 3 Ag + Silver nitrate. (SI-2 Plane) (?) (White ppt.) Silver phosphate (White ppt.) Silver sulphite. (White ppt.) Silver carbonate Na 2 SO 3 i) HNO 3 ii) Na 2 CO 3 HNO 3 Ag + Silver nitrate. (SI-2 Final) ()() ()() ()() Recycling i) HNO 3 ii) Na 3 PO 4

13. Results of Experimentation: The experimentation results showed that the Benign scheme reduces the consumption chemicals in Comparison with the classical scheme as shown in table(1). This means low cost, and less pollution. Table(1): Amount of salts needed for Experimental group (Benign scheme), and Reference group (Classic scheme) SaltsAmount required (gm / 50 Students) Classic Scheme Solid/ (g) Benign Scheme 0.1M Solution (1/2 liter) Pb(NO 3 ) 2 10016.5 Al(NO 3 ) 3 20011.0 CrCl 3. 6H 2 O20013.5 NiCl 2.6H 2 O20012.0 Co(NO 3 ) 2.6H 2 O20015.0 CdCl 2 5H 2 O15013.5 BaCl 2.2H 2 O20012.0 MgSO 4. 7H 2 O20012.0

14. STATISTICAL DATA Statistical data showed that the students of the experimental group are significantly improved towards the principles of qualitative Benign analysis however no improvement in the students results of control group after applying traditional methodology. This is shown in the following tables (2,3)) Table (2): Students Mean, standard deviation, (t) Value and Effect Size of the results of an achievement test for the experimental and control groups Learning Levels Experimental group n = 60 Control group n = 26 tEffect size MeansSDMeansSD Knowledge4.080.693.50.893.24 * Comprehension11.731.9710.981.551.71 ** Application3.251.032.311.323.52 * Analysis6.232.062.461.318.52 * Synthesis10.131.872.381.6018.24 * Evaluation5.181.072.121.3311.17 * Total40.533.7723.495.2816.71 * 3.65 Large ** t > 0.5Notes: * t > 0.01

15. GroupsNo. of students Means SDt value Effect size Experimental group 6023.811.9510.772.26 large effect Control group3320.301.22 * Significant at < 0.01 Table 3: Means, Standard Deviations, (t) value and Effect Size of the results of students in the final practical observation scale for the experimental and control groups

16. Conclusion Students of the experimental group are significantly improved toward the principles of Benign analysis. Benign scheme is less expensive, and minimizing the production of chemical wastes. Students of the experimental group achieved higher cognitive levels (Analysis, synthesis, evaluation).

17. Literature (1) Fahmy, A. F. M., Lagowski, J. J., The use of Systemic Approach in Teaching and Learning for 21st Century, J pure Appl. 1999, [15th ICCE, Cairo, August 1998]. (2) Fahmy, A. F. M., Hamza, M. A., Medien, H. A. A., Hanna, W. G., Abdel- Sabour, M. : and Lagowski, J.J., From a Systemic Approach in Teaching and Learning Chemistry (SATLC) to Benign Analysis, Chinese J.Chem. Edu. 2002, 23(12),12 [17th ICCE, Beijing, August 2002]. (3) Fahmy, A. F. M., Lagowski, J. J; Systemic Reform in Chemical Education An International Perspective, J. Chem. Edu. 2003, 80 (9), 1078. (4) Fahmy, A.F. M., Lagowski, J. J., Using SATL Techniques to Assess Student Achievement, [18th ICCE, Istanbul Turkey, 3-8, August 2004].

18. (6) Fahmy, A.F.M., Lagowski, J.J.; “Systemic Approach in Teaching and Learning Aliphatic Chemistry”; Modern Arab Establishment for printing, publishing; Cairo, Egypt (2000) (5) Fahmy, A.F. M., Lagowski, J. J., Systemic multiple choice questions (SMCQs) in Chemistry [19th ICCE, Seoul, South Korea, 12-17 August 2006].