SASATTS

Course AssignmentNameStudent ID-

LAB SKILLS- BUNSEN BURNER

08SCI16

Science Curriculum & Methodology A 3610 EDUC

Preparing a lesson plan
Geoffrey Langhans
a1131884
Section 1- Preamble

Background.
A few months ago I was fortunate enough to be awarded a position at the
South Australian Science And Table Tennis School (SASATTS), a high school
for students years 8 to 12. The school year has only just begun and on
Thursday, Week 1 my year 8 Science class (08SCI16) will experience their
first practical lesson where they will be introduced to the use of a Bunsen
Burner. We are fortunate that this class is always in the laboratory,
regardless of whether it is a practical lesson or not, and the laboratory is
equipped with everything required for this basic practical lesson. The
double on Tuesday, Week 1 was my first lesson with this cohort and we
spent it learning about the laboratory, safety and also learning and
behavioural expectations.
As it is a year 8 Science class in week 1 of term 1, the practical skills
possessed by the students are minimal. The skills gained in completing
this practical will be used in the majority of later practicals.
Practical Information
TopicLaboratory Skills- Bunsen Burner
Year PlanScience
Semester PlanScience- Laboratory Skills
Unit PlanScience- Laboratory Skills
Australian Curriculum links- From ACARA website(http://www.acara.edu.au/verve/_resources/Conten
t_for_Year_8__Learning_area_content_descriptions.pdf)
Science Understanding
Physical Sciences
Energy appears in different forms, including
movement (kinetic energy), heat and potential
energy, and energy transformations and transfers
cause change within systems (ACSSU155)
Science Inquiry Skills Y7-8
Questioning and predicting
Identify questions and problems that can be
investigated scientifically and make predictions
based on scientific knowledge (ACSIS139)

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Evaluating
Reflect on scientific investigations including
evaluating the quality of the data collected, and
identifying improvements (ACSIS146)
Communicating
Communicate ideas, findings and evidence based
solutions to problems using scientific language,
and representations, using digital technologies as
appropriate (ACSIS148)
Laboratory and Equipment Requests
As previously stated, all 08SCI16 lessons are held in the laboratory and all
equipment required is present at all times. I have an exceptional
relationship with the Laboratory Manager and they have agreed to set up
each student work station in preparation for the practical as followsDayThursday, 04 February 2016
Time08:45-09:30 (Lesson 1)
Laboratory- SCL03
TeacherMr Langhans
Class08SCI16
Students- 28
Groups14
Equipment
1x
1x
1x
1x
2x
2x
1x
1x
1x
1x

required per groupBunsen Burner

Heat Mat
Tongs
Box of Matches
Apron
Safety Glasses
Glass Beaker (250mL)
Cork
Paper Clip
Heat Glove

Utilities-

Geoffrey Langhans

Water
Gas

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Considerations
Fire/Burns Safety- Bunsen Burner/Hot Equipment
Gas shut-off valve (location and use)
Emergency evacuation procedure and meeting
point
Emergency Services numbers
Personal safety (hair back, no loose clothing,
correct use of personal protective equipment
(PPE)- gloves, glasses, apron, fully enclosed shoes
as per uniform requirement)
Fire blanket (location and use)
Fire extinguishers (location and use)
Emergency shower (location and use)
Personal action (Stop, Drop and Roll)
First aid kit (location and use)
School Medical Room
Broken Glassware Safety250mL Glass Beakers (keep away from
bench edge)
Safe clean-up and disposal (broom, dust pan and
brush, glass bin)
Personal safety (hair back, no loose clothing,
correct use of personal protective equipment
(PPE)- gloves, glasses, apron, fully enclosed shoes
as per uniform requirement)
Emergency Services numbers
First aid kit (location and use)
School Medical Room
Students with Special Needs (Support and how they will be catered for)One paraplegic student. Student is wheelchair bound but otherwise
very capable. The laboratory desks are a bit high for this student to
comfortably work at. The Laboratory Manager has set up a lower
desk with all equipment required so the student will be able to
partake in the activity in full.
Students with Special Medical ConditionsNo students in this class have special medical conditions (other than
the paraplegic student discussed above).
Content SensitivityOne of the students is a descendant of Peter Desaga, co-inventor of
the Bunsen Burner, and gets a little aggravated whenever Bunsen
is mentioned. After introducing Bunsen Burners they will be referred
to simply as burners.
OutcomesPractice basic laboratory skills.

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Be able to identify and name the components of a Bunsen Burner.

Understand the types of flame and temperature variations within
them.
Work safely in the laboratory.
Working independently and collaboratively.
Activities linked to outcomesManipulation of apparatus
Observations and recording data
Working safely
Working collaboratively
Completion of worksheet
Contingency planThe likelihood of this practical not being able to be completed is
remote. In the event the mains gas supply fails, the laboratory is
equipped with gas cylinders as a back-up. In the event of the water
supply being switched off there is a 10L water cube reserved that is
more than sufficient for practical completion. Any random
equipment failures (Bunsen Burner, PPE etc) will simply be
substituted out for functional equipment.
Activities for early finishersStudents will be required to complete a worksheet (appendix A)
assignment as homework for this practical. Any students who finish
early may begin their homework task, thus reducing their
homework.
GroupingsStudents to work in pairs chosen by themselves. My limited time
with these students means problem pairings have not yet been
identified.
Prior ReadingNone.
Laboratory AccessStaff key in possession at all times.

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Section 2- Lesson Plan

Date-

Thursday 04 February 2016 (Chinese New Year in 4 days time.

11 students are Chinese and may be excited about the
upcoming celebrations)
Location- SCL03
Lesson No.- 1
Duration- 45 minutes
Year level- 8
Class code- 08SCI16
08:45-08:47
EntryStudents make their way into the laboratory and are greeted
as the come in (as many by name as possible). They are
directed to find themselves a seat at a workstation. Students
are told to settle down and ensure they are in a pair.
08:47-08:50
RollStudents names are called off and their attendance recorded
using school software. Students are asked if any absentees
were seen today (in home group or before school) and also
asked if anyone present didnt have their name called out.
08:50-08:53
IntroductionThe practical topic is introduced while handing out the
worksheets. While walking around I ensure students are
behaving to expected standards and that theyve all formed
pairs.
08:53-08:58
Instruction- I explain the components and use of a Bunsen Burner using a
data projector, emphasising key points and safety aspects. I
highlight that knowing the components forms part of the
homework task and demonstrate operation of the burner.
08:58-09:02
Practical- Students practise using the burners (lighting, flame control,
turning off) while I walk around the class offering assistance
and monitoring for safe practise.
09:02-09:06
Instruction- The next stage of the practical is explained. Students
instructed to prepare the cork and paper clip for assessing
flame temperature as I do. Table on worksheet that lists paper
clip colour and temperature relationship highlighted to

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students. I demonstrate the next stage and reaffirm safety

considerations.
09:06-09:20
Practical- Students commence second stage of practical and I continue
to monitor behaviour and safe practises. Assistance provided
when requested or I see a benefit in doing so. Students record
their results.
09:20-09:24
Pack-upStudents are directed to tidy up their equipment and
appropriately dispose of water, used matches and paper clips.
Any students who do this quickly may work on their homework
sheet.
09:24-09:28
Re-capLearning outcomes and abilities are restated. Homework
details and expectations made clear and students encouraged
to ask any questions they have. I look over the room for any
signs my pack-up instructions have not been followed and
rectify as required.
09:28-09:30
Dismissal- I thank and praise the students for their efforts today. They are
directed to get up in an orderly fashion and ensure their work
stations are left how they found them. I ensure the room is
secure and all devices switched off, ready for Mrs Albatross
and her year 11 class.

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Section 3- Analysis
This assignment represented my first opportunity to develop a lesson plan
for any subject. I enjoyed looking beyond the topic of teaching to explore
its links to the curriculum outcomes, safety and practical considerations as
well as those of time management. There were two significant challenges
in preparing this lesson plan: possessing a lack of experience in doing so
and ensuring I built upon the templates available to make the plan my
own work. The challenge of limited experience is one that confronts
everyone in the beginning and its only by doing assignments like these
that we gain the confidence in ourselves. My greatest issue was the
feeling that no matter how a lesson plan is devised, it is essentially just
tweaking a platform of someone elses design. Bunsen Burners have been
around for over 150 years and resources explaining their operation are
plentiful. Lesson plan templates all follow the same lines and any
individuality in them is derived from the uniqueness of the content. I could
have chosen a more interesting practical to base my lesson plan on and
thus provide a more interesting lesson plan. However, given my lack of
experience and the target students being year 8, I chose something that
was very basic so I could focus on the lesson plan itself, and not the
content.
Year 8, in most South Australian schools at least, is the first year in high
school and therefore a year 8 science class practical is often the first
experience a student has in the laboratory. For this reason, I think the
students would find the practical enjoyable, as well as for being able to
play with fire in school. As it is only the very beginning of the school year
and the first year the students are at the school, it is possible many of the
students dont know each other very well and may require some
persuasion to form pairs. This has the potential to cause a few minor
issues. Shy students may not yet have any friends in the class which could
limit their learning experience. Some students may possess a fear of fire
and have trouble building the confidence to light the burner or go near the
flame.
This practical is very basic and of fundamental nature. It is the first step in
building a platform of laboratory skills that will serve the students for
years to come. Introducing the students to a new environment with such a
simple task is important so as to not overwhelm them. I believe the
practical I have chosen adequately matches objectives with outcomes and

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the learning activities allow the students to meet them. The assessment
task tests the knowledge of the students and indirectly, their practical
skills through the results they obtain. I decided not to have a direct
assessment of their practical skills, such as mark them on their ability to
use a Bunsen Burner and control the flame, as it is a simple skill that they
will use frequently and I can assist any student with issues while they are
practising.
On the whole, Im content with the practical lesson plan Ive created. Im
certain there would be many possible improvements to my practical,
however not knowing what they are I am unable to suggest them.

Appendix A__________________

Name-

Bunsen Burner Practical Worksheet

Completion of this worksheet is your homework for the practical.
Due 11 February 2016 at 8:45am.
Bunsen Burner Diagram
Below is a diagram of a Bunsen Burner. Fill in the blank boxes with names
of the components they point to.

Hint- Bunsen Burner components- Barrel

Air hole
Collar

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Gas Jet

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Base

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Gas Supply & Valve

Bunsen Burner Flame Variation

We will now explore the different flames and temperatures a Bunsen
Burner generates. Fill in the gaps in the following sentences.
When the collar is shut the flame burns ________ and the flame is ______.
This is known as a ____________ flame. When the collar is open, allowing air
to mix with the gas, the flame burns ______ and the flame is _____. This is
known as a ____-____________ flame.
Hint- hot, cool, orange, blue, luminous, non-luminous.

Flame Temperature Variation

There are hotter and cooler points within a non-luminous flame. Follow the
instructions below and use the table provided to estimate the
temperatures at different points in the flame. Fill in your findings on the
flame diagram.
Straighten your paper clip out and stick it into the end of the cork. Holding
the cork, place the paper clip in the flame at different heights and observe
the colour the paper clip changes to. As a pair discuss what temperature
you think the flame is at that point. Always cool the paper clip before
putting it down by dipping it in the water filled 250mL beaker.
Paper Clip Colour
Silver
Not quite red
Dark red
Bright red
Yellowish-orange
Not quite white
White

Geoffrey Langhans

Approximate Temp. (C)

<500
550
700
900
1100
1300
>1500

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Geoffrey Langhans

LAB SKILLS- BUNSEN BURNER

Lesson Plan Assignment

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