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Debunking Titration Endpoint Myths: Insights From Project-Based Learning.

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Title: Debunking Titration Endpoint Myths: Insights From Project-Based Learning.
Authors: Ramachandran, Raghul1 (AUTHOR), Naufia, M. S.1 (AUTHOR), Snegam, S. Divya1 (AUTHOR), Sunil, A.1 (AUTHOR), Mohanraj, T.1 (AUTHOR), Solomon, Rajadurai Vijay1 (AUTHOR), Edwin, Nimmy1 (AUTHOR), Amirthavalli, C.1 (AUTHOR) camirthavalli@mcc.edu.in
Source: Resonance: Journal of Science Education. Apr2025, Vol. 30 Issue 4, p541-551. 11p.
Subject Terms: *Project method in teaching, *Teaching methods, *Students, Volumetric analysis, Indicators & test-papers
Abstract: The volumetric analysis is a fundamental analytical technique in chemistry that students typically begin learning in higher secondary school. However, students frequently focus on observing the colour change during titration but fail to grasp the underlying concepts related to the theory of acid-base indicators. To address this issue, a project-based learning approach using natural indicators has been employed to elucidate the role of indicators. This pedagogy aims to help students understand the concepts and instil confidence in designing and rationalizing experiments. [ABSTRACT FROM AUTHOR]
Copyright of Resonance: Journal of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Debunking Titration Endpoint Myths: Insights From Project-Based Learning.
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  Data: <searchLink fieldCode="JN" term="%22Resonance%3A+Journal+of+Science+Education%22">Resonance: Journal of Science Education</searchLink>. Apr2025, Vol. 30 Issue 4, p541-551. 11p.
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  Data: The volumetric analysis is a fundamental analytical technique in chemistry that students typically begin learning in higher secondary school. However, students frequently focus on observing the colour change during titration but fail to grasp the underlying concepts related to the theory of acid-base indicators. To address this issue, a project-based learning approach using natural indicators has been employed to elucidate the role of indicators. This pedagogy aims to help students understand the concepts and instil confidence in designing and rationalizing experiments. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Resonance: Journal of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184520789
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