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Advances in Social Sciences Research Journal – Vol. 11, No. 5
Publication Date: May 25, 2024
DOI:10.14738/assrj.115.17010.
Zhang, X., Wu, L., & Sun, L. (2024). Application of Auxiliary Teaching Software in Middle School Chemistry Teaching-Taking “Chlorine
and Its Compounds” As an Example. Advances in Social Sciences Research Journal, 11(5). 298-308.
Services for Science and Education – United Kingdom
Application of Auxiliary Teaching Software in Middle School
Chemistry Teaching-Taking “Chlorine and Its Compounds” As an
Example
Xinyu Zhang
Henan Key Laboratory of Polyoxometalate Chemistry, College of Chemistry
and Molecular Sciences, Henan University, Kaifeng, Henan, 475004, China
Liming Wu
Henan Key Laboratory of Polyoxometalate Chemistry, College of Chemistry
and Molecular Sciences, Henan University, Kaifeng, Henan, 475004, China
Lin Sun
ORCID: 0000-0003-3492-2487
Henan Key Laboratory of Polyoxometalate Chemistry, College of Chemistry
and Molecular Sciences, Henan University, Kaifeng, Henan, 475004, China
ABSTRACT
The new curriculum reform in 2022 requires teachers to focus on cultivating
students’ comprehensive quality, strengthen chemistry teaching methods, and
enhance students’ scientific learning attitude and values. In the process of
traditional middle school chemistry teaching, some chemistry experiment teaching
is difficult to operate in real class due to the lack of experimental conditions, which
leads to students’ difficulty in understanding experimental phenomena. The virtual
experiment software enables the operator to operate the experiment as in the real
environment, which not only solves the problem of traditional chemistry
experiment teaching, but also improves the classroom efficiency and students’
learning ability. In this paper, NOBOOK virtual chemical simulation software and
Jinhuake simulation virtual laboratory two kinds of auxiliary teaching software are
used to design classroom teaching cases respectively and analyze the methods and
effects of the application of auxiliary teaching software by taking two periods of the
teaching unit “Chlorine and its compounds”, a compulsory chemistry course in high
school of human education version as examples, aiming at improving teaching
methods through auxiliary teaching software. Cultivate students’ scientific
cooperative inquiry and independent problem-solving ability, improve students’
learning efficiency, form learning interest, and realize efficient classroom teaching.
Keywords: Middle school chemistry, Teaching aid, Virtual experiment software, Chlorine
and its compounds
INTRODUCTION
The New Curriculum Reform has proposed diversified standards for chemistry teaching in
2022. In terms of teachers, the New Curriculum Reform requires teachers to abandon some
drawbacks of traditional chemistry teaching, are guided by the theories and requirements of
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Zhang, X., Wu, L., & Sun, L. (2024). Application of Auxiliary Teaching Software in Middle School Chemistry Teaching-Taking “Chlorine and Its
Compounds” As an Example. Advances in Social Sciences Research Journal, 11(5). 298-308.
URL: http://dx.doi.org/10.14738/assrj.115.17010
the New Curriculum Reform, updating teaching methods, and changing teaching statement,
insisting on developing students' ability to learn actively, innovative capacity, and improving
their initiative in learning. On the teaching side, The New Curriculum Reform requires to have
rich course contents, advanced teaching tools and resources in chemistry teaching in order to
stimulate students' interest in learning chemistry and promote their ability to independently
learn, think and solve related problems. On the student side, the New Curriculum Reform
requires that chemistry education should create a chemistry teaching model where students
cooperate and exchange ideas with each other, and increase the interactivity of chemistry
education; Cultivate the awareness and ability of cooperative exploration among students [1].
However, due to the complexity of experimental instruments designed in many high school
chemistry experiments, many schools do not have the necessary experimental conditions,
which leads to most students not actually operating the required chemistry experiments in the
new curriculum. Usually teacher let student learn the experimental content through speaking
the experimental phenomenon or watching experimental videos. But it is difficulty for students
to understand experimental phenomena, cultivate collaborative exploration ability and think
independently [2]. Therefore, in order to solve the problems in current middle school chemistry
education, it is urgent to reform traditional chemistry teaching methods. Combining auxiliary
teaching software with traditional teaching methods can be a new approach to solving current
problems.
With the development of the economy, many schools are equipped with multimedia teaching
tools. Based on the standards and requirements of the New Curriculum Reform, combining
traditional teaching with teaching assistance software can improve the problems and
shortcomings of traditional chemistry experimental teaching, cultivate students' scientific
exploration and problem-solving abilities, improve their learning efficiency, and achieve
efficient chemistry classroom teaching.
RESEARCH STATUS OF DOMESTIC AND FOREIGN RESEARCH
The concept of virtual laboratory was first proposed by Professor William Wulf from the
University of Virginia in the United States, to describe a virtual laboratory environment created
by computers [3]. In terms of middle school chemistry teaching, the Model Chemlab virtual
chemistry laboratory is designed and developed by Canadian Model Science company. The
Model Chemlab includes various experimental instruments that can be used in most middle
school chemistry courses, which can meet the needs of many common chemistry experimental
courses; The Iryd ium Chemistry Lab is developed and designed by Cameron University in the
United States. It is a teaching software that allows students to flexibly use it by their own
learning situations. These virtual chemistry laboratories all have a variety of experimental
instruments and drugs, which can be conveniently applied to various chemical teaching [4].
In the 1990s, virtual simulation technology was applied firstly [5]. And then, it gradually was
popularized in the direction of education and teaching. Currently, virtual laboratory technology
in China is widely used in university teaching. Virtual laboratories are quickly accepted by
university experimental teaching, due to their advantages of safety, diversity, flexibility and so
on. In terms of middle school chemistry teaching, although virtual chemistry laboratory
software is not widely popularized, it is also developing rapidly.
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CONCEPT AND CHARACTERISTICS OF VIRTUAL EXPERIMENT SOFTWARE
Virtual experiment software, abbreviated as VE, generally refers to the use of computers as a
medium to virtually conduct experiments experimental instruments, experimental drugs, etc
through computer software, are used to simulate real-life experimental operations and achieve
realistic results similar to real-life experimental effect. Virtual experimental software has a
unique feature of visualized and exact achieving experimental data, making it a good teaching
auxiliary tool for chemical experiment teaching [6].
NOBOOK Chemical Virtual Laboratory is mainly used for teaching chemical experiments,
utilizing computers and virtual reality. This software has simulation capability and can clearly
observe reaction phenomena, processes, including color changes and so on. This software
avoids the dangers of certain chemical reagents in the actual environment, while also saving
experimental drugs, achieving the goal of zero pollution [7].
Jinhua Science Simulation Chemistry Laboratory is a virtual experimental software that can be
used for teaching. It has a simple interface and simple operation. With this software, operators
can freely construct experimental devices and perform any combination of drug reactions. Its
clearly feature is that it can provide accurate experimental data for operators. It is convenience
for their experimental to analyse. Jinhua Science Simulation Chemistry Laboratory has a user- friendly interface and high flexibility. And most importantly, it can process experimental data,
which is very user-friendly for teaching chemistry experiments that require precise data [8].
Apparently virtual experimental teaching has the characteristics of interactivity, safety, and
freedom.1. Interactivity. On the one hand, experimental results obtained by students hands-on
can let them experience the joy of experimental learning and stimulate their interest in learning
[9]; On the other hand, during the teaching process, teachers can use virtual experimental
software to communicate and interact with students, improve classroom effectiveness, and
increase classroom density. 2. Security. Through virtual experiments, safety hazards caused by
dangerous chemicals or chemical reactions can be avoided. Students can safely learn chemistry
knowledge and boldly design experimental plans [9]. 3. Freedom. On the one hand, virtual
experiments can provide an ideal experimental space for free experimental operations in
computers. On the other hand, virtual experiments can shorten experimental response time
and improve teaching efficiency.
TEACHING CASE OF CHLORINE GAS PROPERTIES - TAKING NOB00K VIRTUAL
SIMULATION SOFTWARE AS AN EXAMPLE
The properties of chlorine gas are the first lesson of chlorine and its compounds. This lesson
will introduce the scenario of "84 disinfectant" in daily life and explore the properties of
chlorine gas. The study of chlorine is the second element that students have learned since
entering high school. Prior to this, students have already completed the study of sodium, which
helps them further consolidate their prediction and testing models of material properties.
This lesson combines traditional teaching methods with NOBOOK virtual chemistry laboratory
to cultivate students' practical skills and the ability to collaborate and explore. The NOBOOK
virtual chemistry laboratory has realistic experimental scenarios and can let students conduct
experimental operation safely, observe reaction phenomena clearly and understand the
changes in elemental reactions. The specific teaching case is as follow.
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Zhang, X., Wu, L., & Sun, L. (2024). Application of Auxiliary Teaching Software in Middle School Chemistry Teaching-Taking “Chlorine and Its
Compounds” As an Example. Advances in Social Sciences Research Journal, 11(5). 298-308.
URL: http://dx.doi.org/10.14738/assrj.115.17010
[Introduction] What are the disinfectants used commonly in daily life? Everyone maybe knows
"84 disinfectant”. So, why does 84 disinfectant have the effect of disinfection? Anything else?
[Student] There is chlorinated water in the disinfectant, which can also let color of the dress
fade.
[Teacher] That's right. So why can chlorine water not only kill bacteria, but also make clothes
fade? Let's enter the study of the properties of chlorine together with questions.
[Board Writing] Properties of Chlorine.
[Teacher] Yesterday, I have already assigned a preview task. Next, please work together in
groups to summarize the physical properties of chlorine based on the relevant content of the
textbook. Each group should choose a representative to report the conclusion.
[Student Activities] Group discuss, research and summarize the relevant content of the
textbook. Each group sends representatives to report and summarize the content.
[Teacher] The students have summarized comprehensively. Chlorine is a toxic gas with a yellow
green and irritating smells. Chlorine has a higher density than air, and can dissolve in water.
[Board Writing] Physical properties of chlorine: yellow green; irritating smells; chlorine>air;
dissolve in water
[Teacher] We know the structure about chlorine, so what are the chemical properties of
chlorine? Please guess its chemical properties from the perspective of atomic structure.
[Student] Draw a diagram of the structure of chlorine atoms and guess that it has oxidizing
properties based on the number of outermost electrons. Maybe it can react with reducing
substances.
[Teacher] The students guessed a lot about substances. And teacher prepared an "electronic
laboratory" in order to verify their hypothesis. Please carefully observe the reaction
phenomenon and try to write the reaction equation.
[Classroom Activity] The teacher opens the NOBOOK virtual laboratory web and conducts
experiments on chlorine with Fe, Cu and H2. Figure 1: Using NOBOOK laboratory to
demonstrate the reaction experiment between Cl2 and Fe, figure 2: Using NOBOOK laboratory
to demonstrate the reaction experiment between Cl2 and Cu, figure 3: Using NOBOOK
laboratory to demonstrate the reaction experiment between Cl2 and H2.
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Figure 1: Using NOBOOK laboratory to demonstrate the reaction experiment between Cl2 and
Fe
Figure 2: Using NOBOOK laboratory to demonstrate the reaction experiment between Cl2 and
Cu
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Zhang, X., Wu, L., & Sun, L. (2024). Application of Auxiliary Teaching Software in Middle School Chemistry Teaching-Taking “Chlorine and Its
Compounds” As an Example. Advances in Social Sciences Research Journal, 11(5). 298-308.
URL: http://dx.doi.org/10.14738/assrj.115.17010
Figure 3:Using NOBOOK laboratory to demonstrate the reaction experiment between Cl2 and
H2
[Student Activity] Students observe and speak the experiment, and write chemical equation.
[Board Writing] 2. Chemical Properties of Chlorine:(1) Reacting with metal elements;(2)
Reactions with non-metallic elements.
[Teacher] When we were learning about the physical properties of chlorine just now, we
already knew that chlorine can dissolve in water. Is there a chemical reaction between chlorine
gas and water? Before class, we mentioned that chlorine water can fade colored clothing. What
substance causes the fading of colored clothing? Please think alone.
[Student activity] Students think and conclude that it could be chlorine water or chlorine.
[Teacher] I have two types of answers by my classmates. Which one is correct? Let's explore:
we will invite two students with different answers to conduct the experimental operation, while
the other students will observe the operation process and results of the two students.
[Classroom Activity] Figure 4: The teacher opens the NOBOOK experimental interface, where
there are two bottles of chlorine, two dryers red cloth strip and a beaker filled with distilled
water.
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Figure 4: Using NOBOOK laboratory to demonstrate chlorine water properties experiment
[Student Activity] Figure 5: A student controls the mouse, opens a collection cylinder containing
chlorine, places a dry red cloth strip and covers it with a glass sheet, and the cloth strip does
not fade; then other students let the cloth enter the distilled water and placed it in another
collection bottle filled with chlorine, covering it with a glass sheet. The cloth strip faded. Other
students concluded after observation that chlorine water has bleaching properties.
Figure 5: Using NOBOOK laboratory to demonstrate chlorine water properties experiment
[Teacher] According to the experimental phenomenon, we know that chlorine can react with
water to produce HClO. HClO has bleaching and strong oxidizing properties. It is precisely this
property that enables it to fade bright clothes and also disinfection.
[Board Writing] 3. React with water to generate HClO
[Summary] The teacher let students speak the key framework and knowledge of this lesson,
and assign exercise questions to review and consolidate the knowledge points of this lesson. In
this lesson, constructive thinking was integrated into the teaching process, starting from real
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Zhang, X., Wu, L., & Sun, L. (2024). Application of Auxiliary Teaching Software in Middle School Chemistry Teaching-Taking “Chlorine and Its
Compounds” As an Example. Advances in Social Sciences Research Journal, 11(5). 298-308.
URL: http://dx.doi.org/10.14738/assrj.115.17010
life situations, which is easy for students to accept. Teachers guide students discuss in group to
connect with previously learning knowledge, having independent thinking, cultivating their
collaborative and exploratory abilities. The shortcoming is that in classroom teaching, the
teacher's presentation should be appropriately reduced, and students should be encouraged to
think and operate independently.
TEACHING CASE OF LABORATORY PREPARATION METHOD FOR CHLORINE - TAKING
JINHUAKE VIRTUAL CHEMISTRY LABORATORY AS AN EXAMPLE
The laboratory preparation method of chlorine is the second lesson of chlorine and its
compounds, which is very important in high school experiments. The study of this lesson will
help students master the properties of halogen elements and lay a foundation for their future
study of elements. In junior high school, students have mastered the process of preparing and
collecting carbon dioxide, and therefore have the ability to analyze and design experimental
devices to collect gases and treat exhaust gases. This lesson utilizes the Jinhua Science
Simulation Chemistry Laboratory to guide students in designing exhaust gas treatment devices,
and throughout the teaching process, develop students' abilities for independent thinking and
collaborative exploration.
[Introduction] Classmates, we have already learned a lot about chlorine before. Last class, I
asked my classmates to search for the uses of chlorine in daily life. Now, I will find a few
classmates to share the results with everyone.
[Classroom Activity] Students answer that chlorine can be used as bleach, disinfectant, and can
also be used to make dyes, pesticides and so on.
[Teacher] Chlorine has so many uses in our lives. So, students know how chlorine is found.
[Board Writing] Laboratory preparation method of chlorine gas
[Classroom activity] Students read the relevant materials in the textbook to understand the
process of Scheler discovering chlorine gas.
[Teacher] Scheler discovered that the mixture of pyrolusite and concentrated hydrochloric acid
can produce a yellow green gas, and named chlorine. Now, we still use the reaction between
manganese dioxide and concentrated hydrochloric acid as the method for producing chlorine
in the laboratory. Next, please write the chemical equation for producing chlorine in the
laboratory and reflect on the reaction principle.
[Classroom activity] Students write a reaction equation and state the substances used as
oxidants and reducing substances in the equation.
[Teacher] The answer is very good. We know that manganese dioxide and concentrated
hydrochloric acid undergo oxidation-reduction reaction by heating conditions. In middle school
chemistry learning, students have already learned the method of producing carbon dioxide and
oxygen. The teacher has prepared three experimental devices. Please analyze whether these
three experimental devices are feasible and what their advantages and disadvantages are.
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[Classroom Activity] The teacher opens the Jinhua Science Simulation Chemistry Laboratory
software, opens the two prepared instruments, and combines the knowledge learned before to
guide students to explain the principles of the two instrument settings. Then, the teacher runs
the experiment to verify the conclusions. Figure 6: Using Jinhua Science Simulation Chemistry
Laboratory to Run Chlorine Production Units 1 and 2.
Figure 6: Using Jinhua Science Simulation Chemistry Laboratory to Run Chlorine Production
[Teacher] After the demonstration just now, we found that both methods can collect chlorine
gas. So, what are their advantages and disadvantages.
[Student] Device 1 has a tail gas absorption device that can prevent chlorine from overflowing
and polluting the air, but the collected chlorine is impure; Device 2 uses saturated salt water
gas-collecting method of drainage water to prevent chlorine from overflowing, but the collected
chlorine is also impure.
[Teacher:] Very good. Could you think about what gases may be emitted from the exhaust gas
in Device 1? What solutions can be used to absorb exhaust gas? Try to write the equation for
the reaction between chlorine and it.
[Student Activity] There may be H2, Cl2, and water vapor in the exhaust gas; Capable of using
strong alkaline solutions, concentrated sulfuric acid and so on to absorb exhaust gas. Write the
reaction equation between chlorine and sodium hydroxide.
[Teacher] The chlorine produced by the above experimental equipment is impure; How should
we improve the experimental setup in order to produce pure chlorine in the laboratory? Please
use devices 1 and 2 as reference and design experimental devices in groups. I will select two
group representatives to assemble the experimental devices on stage and verify their
feasibility.
[Student activity] Group discussion, research, and design of experimental equipment.
[Classroom Activity] Group representatives use Jinhua Science Simulation Chemistry
Laboratory to assemble experimental instruments and verify experimental results. And
students explain the principle. Figure 7: Two groups of students using Jinhua Science
Simulation Chemistry Laboratory to design chlorine impurity removal devices.
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Zhang, X., Wu, L., & Sun, L. (2024). Application of Auxiliary Teaching Software in Middle School Chemistry Teaching-Taking “Chlorine and Its
Compounds” As an Example. Advances in Social Sciences Research Journal, 11(5). 298-308.
URL: http://dx.doi.org/10.14738/assrj.115.17010
Figure 7: Jinhua Science Simulation Chemistry Laboratory to design chlorine impurity removal
devices
[Teacher] Very good. The first group of students used saturated salt wateASSRJr to remove
hydrogen chloride from chlorine, and concentrated sulfuric acid to remove water vapor, and
finally obtained pure chlorine. The second group of students used the same impurity removal
drugs as the first group, and added inspection devices to further ensure the purity of the
produced chlorine.
[Summary] The teacher guides students to retell the process of laboratory preparation of
chlorine, emphasizing important details and reviewing the equation of the reaction.
This lesson has designed many interactive communications with the teacher and students. The
teacher guided student to learn and think, aiming to cultivate their ability, to learn actively and
to explore collaboratively. However, the teacher's explanation of knowledge is relatively
limited, and too much individual thinking by students can easily lead to add teaching time.
Therefore, the proportion of teacher guidance should be reasonably allocated to further
improve the teaching process.
CONCLUSION
Recently the application of auxiliary teaching software in middle school classrooms is in a rapid
development stage. Although the prospects are promising, it is still influenced by many factors.
Firstly, in terms of teachers, there are very few middle school chemistry teachers who are
proficient in using virtual simulation experimental software. So, it is not widely used in
secondary school teaching. Secondly, the current high school chemistry teaching in our country
still focuses on exam taking, which makes it difficult for auxiliary teaching software to integrate
into fast-paced chemistry classrooms. Economically, many schools do not have the economic
conditions to establish virtual chemistry laboratories. In terms of policy, the development of
auxiliary teaching software is not standardized. This leads to many educational software not
being able to fully leverage their advantages, can only be used as an accessory and expansion
of textbooks [10]. But it is helpful for student to learn chemistry. Firstly, it is resource sharing.
The auxiliary teaching software uses computers as carriers to achieve online teaching resource
sharing. Through virtual experiments, the cost of experiments has been reduced, while also
avoiding contamination and waste caused by drugs. Secondly, virtual experiments are helpful
for the students’ cognitive characteristics. Finally, some experimental operations are quite
difficult and involve many steps. Students can repeat the experiment through auxiliary teaching
software [11]. However, the experimental environment of virtual experiments is ideal very
much and cannot fully describe the unknown objective world, although it is convenience for
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students to provide experiments, in fact, experimental operators often encounter many
problems, leading to the inability of the experiment to proceed normally [12]. Moreover, in
practical experiments, virtual experiments cannot replace the all-round "realism" of vision,
hearing, touch, smell, and the transfer of theoretical knowledge and practical application
training. Therefore, virtual chemistry experimental software used correctly is crucial in
chemistry.
Fund number: Medical education research project of henan province, Research on the reform of
teaching mode and evaluation method of "pharmacology experiment" based on the characteristics
of "post-00" students (WLX2023099) and 2023 Undergraduate teaching reform research and
practice project of Henan University (HDXJJG2023-045).
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