YOUNG SCIENTIST KENYA

PROJECT TITLE: VI FLAME TEST KIT

PRESENTERS: ELLEN TIELI

HELENE GANAWA

SCHOOL: KISUMU SENIOR ACADEMY

CATEGORY: CHEMICAL, PHYSICAL AND

MATHEMATICAL

PROJECT ADVISORS: MR. BENARD OMUNDUKI

MR. CALVINE ORUKO

DATE:
 DECLARATION
The following declaration should be included here as proof that the project is
original and indeed the students’ work.
We declare that;
 This project is our own original work. This project is not a reproduction of
any other published or presented work from any other source, local or
international. The results presented here in were obtained from experiments,
research or trials that we have undertaken ourselves.

 That this is the first time that these results are being presented to the Young
Scientists Kenya exhibition for judgement.
Presenter One
Name. ______________________________________ Form__________________
Admission No.: _________________________
Signature __________________ Date__________________

Presenter Two
Name. ______________________________________ Form__________________
Admission No.: _________________________
Signature __________________ Date__________________

Name of Patron/Supervising teacher: ____________________________

Signature __________________________________
Date______________________
 TABLE OF CONTENT

ABSTRACT…………………………………………………………………………………1
LIST OF FIGURES………………………………………………………………………….2
LIST OF TABLES…………………………………………………………………………...3
ABREVIATIONS AND ACRONYMS…………………………………………………….4

CHAPTER ONE: INTRODUCTION

1.1 Background Information…………………………………………………………….5
1.2 Statement of the problem…………………………………………………….………5
1.3 Question ……………………………………………………………………………...6
1.4 Hypothesis……………………………………………………………………………6
1.5 Objectives…………………………………………………………………………….6
1.6 Assumptions………………………………………………………………………......7

CHAPTER TWO: LITERATURE REVIEW………........................................................

2.0 Introduction…………………………………………………………………………..
2.1 Assistive technology used in secondary level of education………………………….
2.2 Assistive technology used by VI students……………………………………………
2.3 Best modern technology for VI students……………………………………………..
2.4 Coping with modern assistive technology……………………………………………
2.5 The impact of modern assistive technology on the education achievement………….
2.6 Challenges faced by Teachers and VI students……………………………………….

CHAPTER THREE: METHODOLOGY

3.1 Materials & parts of the unit…………………………………………………….
3.2 Procedure of use & mechanism …………………………………………………
3.3 Precautions ……………………………………………………………………………
3.4 Limitations ……………………………………………………………………………
3.6 Merits …………………………………………………………………………………

CHAPTER FOUR: DATA

4.1 Data Collection and Methodology……………………………………..........................
4.2 Data analysis and presentation…………………………………………………………
4.4 Variables ……………………………………………………………………………
4.5 Data Discussion……………………………………………………………………...

CHAPTER FIVE: CONCLUSION AND RECOMMENDATION

5.1 Conclusion……………………………………………………………………………
5.2 Recommendation…………………………………………………………….………
5.2Future Research and adjustments…………………………………………………….

ACKNOWLEDGEMENT………………………………………………………….…...
REFERENCE……………………………………………………………………………
APENDICES…………………………………………………………………………….
 ABSTRACT

Chemistry is a very important subject learnt in high school for various careers.
This Science subject involves practicals such as flame test during the qualitative
analysis of irons present in samples. Modern assistive technologies can go a long
way in improving the quality of special education by making students with special
needs more independent. The purpose of this project is to provide an assistive
technology that is adaptive to visually impaired learners so that they can perform
flame test practicals equally to their abled peers during qualitative analysis.
In this project, we have involved a colour sensor connected to a microcontroller,
programmed to sense the colour of flame produced and produce several outputs
that will indicate the colour to the visually impaired learner and the teacher.
The objective of this project is to boost the identification of the various ions in
samples during chemistry practicals by visually challenged learners and to make
the teaching of ion test through flame test a simple activity for visually impaired
learners. For data collection, the study employed a case study research design
where both quantitative and qualitative data from one special school were collected
and analyzed.
The target population of 133 students with visual impairments comprised 73 boys
and 60 girls and chemistry teachers. We employed a purposive technique to sample
only 40 chemistry students in form four and 7 chemistry teachers. Among students
16 were partly blind while 24 were totally blind.
 LIST OF FIGURES
Fig 1: Block diagram of the electronic system
Fig 2: Pie chart representing the number of students able to identify the colour of
flame against those who can’t as in the Questionnaire.
Fig 3: Pie chart representing the number of students able to identify the color of
flame against those who can as proved through experiment.
Fig 4: Pie chart representing the number of students able to identify the colour of
flame against those who can’t using the innovation.
 LIST OF TABLES

Table 1: Number of students able to identify the colour of flame produced as in the
questionnaires.
Table 2: Number of students able to identify the colour of flame produced as in the
experiment carried out.
Table 3: Number of students able to identify the colour of flame using the
innovation.
 ABBREVIATIONS AND ACRONYMS

AFT American Foundation for the Blind.

AT Assistive Technology
BOM Board of Management
CAT Centre for Adaptive Technology
DAISY Digital Accessible Information System Disabilities
GOK Government of Kenya
ICEVI International Council for Visually Impaired Children
ICT Information Communication Technology.
IDEA Individuals with Disabilities Education Act.
KSB Kenya Society for the Blind
MOEST Ministry of Education, Science Technology
NCLB No Child Left Behind
NCPWD National Council for Person with Disabilities.
PWD Persons with Disabilities
TVIS Teachers of students with visual Impairments
UDPK United Disabled Persons of Kenya
UN United Nations
UNCRPD United Nations Convention on the Rights of Persons with
Disabilities
VI Visual Impairment/Visually Impaired.
WHO World Health Organization
WSIS World Summit of the Information Society
 CHAPTER ONE: INTRODUCTION

1.1 Background Information

To realize vision 2030, there is need to involve the persons with disabilities.
During the 2016 International Day from persons with disabilities, the theme was,
“removing barriers to create an inclusive and accessible society for all”. (John B.
etal 2013)
The National Council for Persons with Disabilities said that persons with
disabilities face among many and different barriers that prevent them from fully
embracing special education in the country. (John B. etal 2013). United Nations
(UN) representatives in Kenya agreed that removing these barriers will enable the
disabled to contribute towards the realization of Kenya Vision 2030 (Kehn V.
2007)
Among these barriers are the challenges in teaching and learning chemistry topics
like flame tests. There is need for modern technologies that will adopt to the
learning of science subjects like chemistry by the VI learners (Hasselberg etal,
2012).
Modern assistive technologies are innovative technologies that modify or adapt to
the special learning needs (shell etal; 2006). This kind of technology assists in
teaching students who have, physical sensory or cognitive disabilities. Such
modern technologies provide teachers with innovative tools to help students with
special needs overcome the barriers that impedes their learning process. According
to American Foundation for the Blind (2012), assistive technology is any tool that
helps students with disabilities to do things more quickly, easily or independently.
The same is affirmed by Jonassen and Colleagues (2008) who observe that
assistive technologies in education is a product system modified to increase,
maintain or improve the functional capabilities of children on students with special
needs. Such technologies entail large prints, speech access, braille access and
sound producing access (Hasselberg et al 2012)

1.2 Statement of the problem

Flame test is part of the topic qualitative analysis where the learners identify the
various cations and anions in the samples. There are several different tests to detect
and identify the ions in compounds among which flame test is important. In flame
test, different metal ions produce different flame colours when they are heated
strongly and the students observe and record the flame colour to identify the
various metal ions.
Only the visually abled students are able to do this, the visually impaired students
cannot see the flame to tell which colour is it. This has led learners with VI to face
challenges in learning topics like qualitative analysis in chemistry equally as their
peers. This topic of qualitative analysis is set during chemistry practicals and the
VI learners must be assisted by a teacher or technician to identify the colour of
flame produce. There is a need for an adaptive technology that will create
independency.

1.3 Question

How can identification of flame colour be made possible for the VI learners during
flame tests?

1.4 Hypothesis

The visually impaired learners are unable to identify the various colours of flame
therefore facing challenges in carrying out flame tests independently.

1.5 Objectives

The overall objective is to produce a modern adaptive technology that will enable
the visually impaired students in carrying out flame tests independently during
practicals.
Specific objectives
i) To boost the visually impaired learners in the identification of flame
colours during flame test.
ii) To investigate the lack of assistive technologies as a barrier in learning science
by the visually impaired learners.

1.6 Assumptions
Visually impaired learners must be assisted in identifying the colour of flame
during the flame test. The flame test is an important activity in qualitative analysis.
Chemistry practicals are comprised of qualitative analysis which the VI learners
perform poorly in due to visual challenges.
 CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction
The chapter reviews literature of assistive technology used in schools providing
education to students with visual impairments, the criteria applied in selecting the
best technology that suits individual needs, the challenges faced by teachers and
students while using technology and the impact of the assistive technology on the
academic achievement of students with visual impairments. The chapter will also
identify gaps in literature and indicate how the study intends to fill them.

2.1 Assistive Technology Used at Secondary Level of Education

According to Koh and Lee (2008), Singapore recognized the potential of

information communication technology (ICT), as a key enabler in accelerating its
economic development as early as 1970. The kind of technology used by all
students from preschool to university is similar. Investment in education had been
a nation’s priority right from the start, students are provided with core knowledge,
skills and the habits of learning that enable them to learn throughout their life.
However, the above studies show how Singapore has heavily invested in ICT in its
education system since 1997 but little has been indicated on how modern assistive
technology has been used for educational achievement of students who are visually
impaired.
American Foundation of the Blind (AFB) (2015) through Texas School for the
Blind and Visually Impaired (TSBVI) which offer technology assessment, training
materials, lesson plans and others technology related information, together with
Perkins School for the Blind, have categorized assistive technology for the visually
19 impaired into four major groups: large print access, speech access, braille
access and scanned material access. Large print access includes screen
magnification software such as zoom text which magnifies text and graphics,
CCTV and magnification scanning systems. Speech access includes talking word
processors such as intellitalk and SAnote, which is a talking word programme
(South Africa National Council for the Blind, (2015).
Another one is write-out loud, a software that allows the student to set the
background and font colours. Speech synthesizers are hardware and software
versions that can be internal or external serial devices that integrate speech output
for the visually impaired. Screen review software includes the JAWs and window
eyes designed to add voice access to windows. Braille access is braille translation
software which is the Braille 2000, an editing tool that handles all kinds of direct
entry of braille tasks. Duxbury is editing and translation software which is easy to
use and compatible with speech and braille output. Megadots are also a flexible
and intuitive MS DOS word processor with software magic that liberates the user
from the complexities of braille and printers.
Braille embosser is a braille accessing facility which is a printer whose output is
Braille. It can be used with any computer using Braille translation software. There
is, however, limited study showing the types of modern assistive technology in
Kenyan schools, this study therefore, identified various modern assistive
technology at Kibos Special Secondary School.
Some literature show foundation for the blind donating the following assistive
technology to secondary schools in Kenya: JAWs, Dolphin pen, non-visual
desktop access and embossers. These are assistive technology found in some
schools but not 20 all (Kieti, 2008). That shows that students rely on the universal
Braille kit, Braille machine, slate and stylus which are used at different tiers of
education such as primary, secondary, colleges and universities as writing and
major basic operation assistive technology. These technologies are, however,
analog as compared to more advanced modern assistive technologies which are
more effective in improving academic achievement of students with visual
impairment.

2.2 Assistive Technology Used by Students with Visual impairment in

secondary schools
Research conducted in Texas by Mason involving 280 teachers of students with
visual impairment and 368 students gave some insight on the use of assistive
technology Mason (2014), on Transforming Teaching: Implementing mobile
technology, learning strategies in serving students with visual impairment indicates
that assistive technology is beneficial. The study was conducted in phases and the
purpose of the study was to describe and explain the progression of teacher
professional development around assistive technology in an online learning format
for teachers of students with visual impairments.
The learning comprised multimedia resources and comprehensive framework with
steps towards ipad implementation. The research was defined as transforming
teaching meaning teachers are progressing in their level and expertise in
technology implementation. In the process, the transformative teacher redefines
how technology is used with students who have visual impairment in their study
programme. Respondents consisted of teachers who work with students with visual
impairment. The first phase of respondents was drawn from over 250 TVIs
(n>250). The second phase of 30 TVIs (n=30) respondents was drawn the first
phase through sampling.
The analysis of the data indicated that vast majority of students with visual
impairments who were 98.5% (n=362) felt that iPads were extremely important in
their learning. Four participants felt ipads were neither important nor unimportant.
On the question about accessing curriculum using the ipad 327 of the participants
responded that is was extremely important. Coming to the question of
implementation of assistive technology such as ipad with students, the TVIs were
equally divided.
They lacked the confidence to implement the assistive technology because those
who were ready were 10% (n=37), confident 39% (141), somewhat confident 40%
(142) and not confident 11% (n=38). The actual data showed that 98% of the TVIs
highly valued technology and felt that it should be accessed by all students with
visual impairments and only 50% were confident to implement assistive
technology.
The study was conducted in Texas, an environment where technology and resource
base were stable, which is different from Kenya where most of the resources used
are imported and not enough to sustain the needs of all visually impaired students.
That analysis gives us what exactly is on the ground about teachers and students
with visual impairment. The review provides the gap to be filled by the study
because the Kenya case is different because of several factors starting with
economic stability, level of technology and policy. A comparative study by Mugo
(2013) between Kenyatta University and Syracuse University on assistive
technology used by university students in the university reflects what is at the
secondary level of education. Mugo observes that students with visual impairments
struggle with Braille machines in studying as major tools of writing. They don’t
willingly interact with computers due to little or no exposure.
They need sighted guide to orient them before opening up. The general view is that
students and teachers fear technology due to lack of exposure and skill, but with
interaction and gaining of skill, assistive technology becomes a necessity of
accessing knowledge and information conveniently. The above studies have
portrayed the use of assistive technology in improving educational achievement of
students with disability but none of it has given a conclusive report on the best
assistive technology for the visually impaired. Therefore, this study was keen in
giving a conclusive report on the best assistive technology for students with visual
impairment.

2.3 Best Modern Technology for Students with Visual Impairment

Research shows that advances in technology extended communication options
among the visually impaired through the use of touch, speech and residual vision
(Alves, Monteiro, Rabello, Gasparetto & Carlvarho, 2009). There are various
hardware and software for the blind and visually impaired students. They have
been assessed and used in their education in the developed countries. They include
the use of computer adapted to talk via synthesized speech; this is made possible
through screen reading software available for use by the visually impaired.
National Centre for Tactile Diagrams, (NCTD, 2011) states that there are varieties
of computer software that students with visual impairment can use in education.
They are the Duxbury Braille translator, graphic designers, and speech output
software like the JAWs for Windows, dolphin pen, and non-visual desktop access
among others. There exist other assistive technologies like screen readers which
allow users to scan text into a computer then read through a speech synthesizer.
Other assistive technology equipment used include Opticom a tactual system of
reading print material.
Educational technology has been realized to offer many possibilities and
advantages to students with visual impairment. It eases the problem of depending
on the sighted guide in order to gain access to the curriculum (Mason, 2003).
Selection of the appropriate access technology for learners with visual impairment
must be driven by individual needs. The reason being students have a wide range
of blindness and low vision levels (Kelly, 2008). To ensure the best access
technology is availed to students, educational teams must carefully assess students’
needs considering current and future needs. They must also specify need and
objectives of meeting student’s interests. On the individual education plan,
intensify instruction and provide specific type of access to required technology
required (Abner & Lahm, 2002; Edwards & Lewis, 1998; Kaperman, Stikken
& Heinze, 2003; Murphy, Halton & Erickson, 2008; Parker et al., 1990; Sahyi
Zhou, Smith, Kelly, 2009; Smith, Kelly Maushak, Griffin Shirley & Lan 2009).
According to Individuals with Disabilities Education Act (IDEA, 2004) and the No
Child Left Behind Act (NCLB, 2001), school districts must ensure that all students
have equitable access technology devices and instruction as documented by the
individualized education programme.
In the Kenyan context, the National government through the Ministry of Education
starting from schools, education assessment centers, Sub- County and county
education and quality and standards personnel, should be involved in planning and
ensuring students with visual impairment get the best assistive technology for
quality instruction and studies. Instruction in blindness and low vision specify
access technology, which is a fundamental component of the curriculum for
students with visual impairments that must be tailored to individual needs through
diagnostic and ongoing evaluation. Kavagi (2010) states that the main drivers that
justify the use of computer among students with visual impairment in Kenya is
based on: The social drive: Anchored on the general perception of promoting
computer literacy efficient learning since that is the direction society is shifting to.
The vocational drive: Main purpose is to prepare the visually impaired students for
career industry. The catalytic drive: Major aim is to trigger innovation and
independence in education among the visually impaired.
The pedagogical drive: The focus being using computer to improve the teachers
output and students’ output through efficient methods of preparation and content
delivery to students.

2.4 Coping with Modern Assistive Technology

Advances in technology never occur in a vacuum. They result from urgent needs
and demands by segments of the population in society. Assistive technology for
students with visual impairment is an example of change promoted by human
need. Such technology includes low technology devices for mobility such as
walking canes, or high academic tools like computers, ipad, or print magnification
devices and screen readers (Cox & Dykes, 2001). Through such technology,
students with visual impairments are better able to deal with demands of education
while in schools. The findings of research clearly show that with assistive
technology at their disposal, they can read books at any time, gather material for
their assignments, share ideas with colleague and get in touch with current affairs
at the same base and time with other peers.
A study conducted by Johnstone, Altman, Timmons, Thurlow and Laitusis (2008)
sought to establish the use of assistive technology in instruction and assessment of
students with visual impairment. The aim of the study was to gather information
meant to address reading as an activity that involves use of assistive technology.
To determine the role and use of assistive technology adequately, they interviewed
and observed students. The study targeted students with visual impairments in
grade 6-10. Students were interviewed in five states. Among these states, two were
from Northeast, one in the Southwest, one in the upper Midwest and one in the
South to ensure geographical representation. In the study, students were sampled
from both general education system (n=9) and state schools for the blind (n=5).
Four additional students were getting their education at state schools through
general education classes in nearby public school system. In total, eighteen
students were interviewed for this study. In this total sample, 13 students had low
vision and 5 students were totally blind. Two participants with low vision also had
hearing loss and four additional students had one other documented disability.
Students participated in “observational interviews” facilitated by three researchers
on the project. Observational interviews were a hybrid between verbal interview,
where respondents described phenomenon (Bogdan & Biklen, 1998) and cognitive
interviews where interviewees participated in an activity and described their
thoughts and actions. During the interviews, students were asked several questions
about their use of reading access technology in the classroom and home. Each
interview lasted between 30 and 60 minutes. Interviewers worked alone or when
possible, in groups.
Students interview and observation produced a wealth of information about
students’ use of access technology. After examining students’ characteristics,
learning and access technology used, it was found that 17% of the participants
(n=3) were able to read regular print, large print and two of them in addition used
audio books. Eight additional students read large print only making the number of
print readers among participants 11. The next 7 students all read Braille. The final
student read using audio only. Many students who read large print also read in
Braille. In the sample population of 18 students in the study, 56% read Braille
(n=10). Many of the students also read audio books to access regular print
regardless of their primary method 72% (n=13). Ten students used JAWS in the
past year for audio needs. Zoom Text with audio was also used by 8 students. In
general, the study found that students used a variety of assistive technologies from
handheld magnifiers to computer-based products. Whereas the above study used
students representing the entire region of five and interviewing students of grade
six to ten where assistive technology is available for use, this study was conducted
in one region of Kisumu County representing the entire country. The students
involved were from form two and three. This being a developing Country assistive
technology is not readily available because education for such students depends on
donors, organizations for special needs persons and other charity organizations.
That brings a challenge in the
study. However, the study is related in the sense that it deals with assistive
technology and its contribution to attaining quality education among students with
visual impairment.

2.5 The Impact of Modern Assistive Technology on the Education

Achievement
According to South Carolina assistive Technology programme (2015), assistive
technology benefits students in many levels. It helps them accomplish tasks
including mastering grade level content by presenting it in different forms such as
visual, auditory and tactile. Technology aids and improves writing and
organizational skills, note taking skills and observation ability. Such experiences
are shared by (D’andrea & Presley, 2009) when they say that listening is an
important part of the classroom experience; some students need assistive facilities
for hearing whereby special systems help in hearing loss. Those who rely on vision
as a primary mode of learning technology can help students by increasing contrast,
enlarging stimuli, making use of tactile and auditory modes. Assistive technology
allows students to access educational material through their strongest learning
mode enhancing equal access to education as it removes barriers to access.
Computer-based technologies play significant roles, not only in facilitating a
broader range of educational activities to meet diverse needs of students with
visual impairment but also those with severe disabilities to become active learners
in the classroom (AFB,2015).
Through the use of assistive technology for word processing, students with visual
impairment independently access, gather and organize information, communicate
and share ideas. Computerized technologies have broken down much information
and communication barriers (D’andrea & Presley, 2009).
Assistive technology has the potential to act as an equalizer by freeing many
students from disabilities (AFB, 2015). A positional paper by Smith, Kelly, and
Kapperman (2011) states that with access technology, appropriate instruction, and
provision of specialized skills based upon diagnostic evaluation, students will
develop ability to navigate computer using word processing software or any other
possible applied software programme. These skills will enable visually impaired
students to effectively use the internet to search for specific information, send
mails, and participate in online learning.
To attain such high-level operation, they require systematic and consistent
instruction from teachers accompanied with patience and practice. Practical skills
bring about mastery of keyboarding skills, use of word processing programme to
proofread, check spelling, compose and revise documents.

The appropriate use of assistive technology translates to academic autonomy

leading to educational attainment.
In Australia, students who are blind or visually impaired attend all types of
education systems (Jolly, Steer, Gale & Gentle, 2001). Academic success of such
students depends on their ability to access the classroom curriculum provided with
the same books and resource material as those of sighted students. The format of
the material is appropriate to cater for the learner needs like Braille, large print, e-
text and audio. It is found at the same place, level and same book edition (Kelly &
Gale, 1998; Mason & McCall, 1997; Mosen 1996; Royal National Institute for the
Blind, 1998) have also suggested that educational goals for students who are blind
or visually impaired should be the same as those without disability but some
modifications and adaptations should be made to fit individual needs without
interfering with content.
Through assistive technology, research has proved that students with visual
impairment is comfortably realizing tremendous change in their education and
general life. Change is always inevitable. Human beings are living through a
period of revolutionary change induced by what is called information
communication technology (Carlow, 2005).
The ICT revolutionary refers to the economic, social- political transformation
centered on the electronic media and internet. These are technological tools and
resources used to create, communicate, disseminate, store and manage information.
The visually impaired students were first fully introduced to academic and
education discourse through technology. The first technology was embossed
letters, later an experiment of the Charles Barbie Braille code which was using
twelve dots and finally the current Braille by Louis Braille, whose Braille cell
consists of six dots (Icevi, 2009).
The major benefit of information communication technology, according to the
Ministry of Education is the ability to powerfully support learners to achieve the
nationally stated goals of the curriculum. Technology is expected to encourage
student-centered learning, inquiry-based learning, collaborative work among
teachers and learners, creativity, analytical skills, critical thinking and informed
decision making. Finally, achieve the ministry’s envisaged mission of facilitating
effective use of information technology to improve access, learning, monitoring,
evaluation and administration, (MoEST, 2006).

2.6 Challenges faced by teachers and students with visual impairment

using modern assistive technology
This section discuses challenges faced by teachers and students with visual
impairment while, using modern assistive technology. This was viewed in terms of
teacher preparedness, location of computers, the goals and objectives addressed by
teachers, maintenance, cataloging and shelving software and the number of
computers.
 CHAPTER THREE: METHODOLOGY

3.1 Parts of the unit and materials used

i) Materials
1. Colour sensor ……………………………………………………..…1
2. Buzzer …………………………………………………….................1
3. Microcontroller ……………………………………………………….1
4. Aluminum …………………………………………………………….1
5. Frame made of steel metal…………………………………………1
6. Cables ………………………………………………………………..2
7. Gas cylinder………………………………………………………....1
8. Gloves…………………………………………………………………8 pairs
9. Face mask…………………………………………………………...4
10.Lab coat………………………………………………………….…..2

ii) Apparatus used

1. Bunsen burner ……………………………………………………….…….1
2. Test tube…………………………………………………….………………6
3. Test tube rack……………………………………………………………….1
4. Spatula……………………………………………..………………………..1
5. Platinum wire …………………………………………………….………….1

iii) chemicals and solutions used

1. Concentrated hydrochloric acid
2. Copper (ii) sulphate
3. Barium solution

This unit is comprised of:

a) Structure
This is a metallic flame work forced with a portable burner and a spoon above it. It
has a sample dispenser that dispenses the sample to be tested into the spoon .
b) Colour Sensor System
This is the electronic part made of a colour sensor that is connected to a
programmed Arduino Uno microcontroller. It is programmed to use the colour
sensed by the colour sensor as the input and produce different signals as output to
show the VI learner and teacher the colour of flame during the test.

3.2 Procedure of using the unit and mechanism

To use this unit, the burner is lit by the teacher or technician who is assisting the
VI learner. The VI learner pour the sample to be tested to the dispenser and
switches on the system.
The learner listens carefully to the number of beeps produced by the system while
the teacher identifies the colour of the LED and the colour identified in the LCD.

Figure 1: Block diagram of the electronic system

The colour sensor is an input device connected to the microcontroller. It identifies
the colour of flame produced during the burning of the sample and then transmits
signals to the microcontroller. The microcontroller processes this signal to what is
programmed and coded in the system then produced output that is directly related
to that colour. This project is a prototype, it has been programmed to identify only
three colours; red, green and blue.
If red colour is sensed then the output will be one beep from the buzzer, with red
colour identified on the LCD and on the LED lighting red in colour.
If green colour is sensed then the output will be two beeps from the buzzer, green
colour identified on the LCD and LED lights green in colour.
If blue colour is sensed then the output will be three beeps from the buzzer, blue
colour identified on the LCD and the LED lights blue in colour.
In the future, we will program it to sense other colours like lilac, yellow, and
purple among the rest to increase efficiency.

3.3 Precautions
Heating should not be done for long, to avoid heating of the electronic system.
This may interfere with its effectiveness and function.
Off the Bunsen burner immediately after use.

3.4 Limitation
The limitation of this project is that it involves the use of electricity and therefore
cannot be used during power failure.
Identification of the colour relies on the corded information in the microcontroller
which is easily corrupted by some mobile signals and requires close maintenance
and programming.

3.5 Merits
- It is accurate in identifying the colours.
- Fast to use.
- Better identification that can also suit the colour-blind students.
 CHAPTER FOUR: DATA
4.1 Data Collection and Methodology

This chapter discusses the study research methodology used under the following
areas; the research design, data collection methods and location of study. It further
focuses on the targeted population, sample techniques and sample size. In this
study we used descriptive survey design to collect data applying both quantitative
and qualitative approach. Collecting information was by respondents completing
self-administered questionnaires, interviews and observations. Quantitative
methods have the advantages of getting responses of the same questions from a
large number of people and these responses can be quantified for conclusion due to
be drawn from them (Bell, 1993)

This study was carried out at Kibos Special School for the blind, with a target
population of 133 students with visual impairment comprised of 73 boys and 60
girls and 2 chemistry teachers. We employed a purposive technique to sample only
40 chemistry students. In form four and the 2 chemistry teachers within the school.
Among the sampled students 16 were partly blind while 24 were totally blind.

4.2 Data Analysis and Presentation

We analyzed the results based on our findings in the study, observation and
experiment.

a) Number of students able to identify the colour of flame produced according to

the questionnaires.

Table 1: Number of students able to identify the colour of flame produced as in the
Questionnaires.

No. of students

Able 11

Unable 29

Total 40

Source: Questionnaires
Figure 2: Pie chart representing the number of students able to identify
the color of flame against those who can’t as in the Questionnaires.

Able Total

b) Number of students able to identify the colour of flame produced

according to experiment conducted.

Table 2: Number of students able to identify the colour of flame

produced as in the experiment carried out.

Sour
ce: No. of students

Able 9

Unable 31

Total 40

Experiment
Figure 3: Pie chart representing the number of students able to identify
the colour of flame against those who can’t as proved through
experiments

No. of students

Able Unable Total

c) Number of students able to identify the colour of flame produced

according to experiment with the use of the innovation.

Table 3: Number of students able to identify the colour of flame using

the innovation

No. of students

Able 39

Unable 1

Total 40

30

Source: Experiment
 No. of students

Able Unable Total

Figure 4: Pie chart representing the number of students able to identify

the colour of flame against those who can’t use the innovation.

4.3 Data Discussion

The second data in table 2 is to prove the first data in table 1. From these
two pieces of data, it is evident that over 70% of the visually impaired
learners are unable to identify the colour of flames produced during the
flame test. Among the other 30% are the partly blind learners who
cannot see clearly.

The data analyzed in the third table proves that there is need for an
assistive, adaptive technology from the learners who are VI.
There is an increase of 70% from an average of 10 students to 39
students able to identify the colour of flame.

4.4 Variable

According to Cres well (2003), a variable is a measurable characteristic

that should change and affect the end result in a study or experiment.
Study variables are commonly independent or dependent.

Independent Variable (s)

According to Creswell (2003), an independent variable is that whose

effect the researcher would like to establish in a study or experiment.
They are therefore the variables that the researcher has control over. In
this study, lack of assistive technology in flame test is an independent
variable which is manipulated by the availability of the innovation.

Dependent Variable (s)

Dependent variable is that which the researcher measure in order to

establish change of effect created on them. In this study, the number of
students able and unable to identify the flame colour is the dependent
variable.

With the use of innovation, there is a significant rise in the number of

students able to identify the flame colour.
 CHAPTER FIVE: CONCLUSION AND
RECOMMENDATION
This chapter presents a summary of findings that highlight the project
and data and give recommendations.

5.1 Conclusion.

From the findings of the study, there is a need for assistive adaptive
technologies in flame tests. The current methods used cannot support the
teaching and learning of this section of qualitative analysis.

5.2 Recommendation

In view of the above conclusions, the following recommendations have

been made:
The National Government through the Ministry of Education Science
and Technology should recognize the potential of assistive technology in
supporting education achievement for students with visual impairment.

School students with visual impairment should be equipped with modern

assistive technologies that are easier to use to encourage independence
in learning.

There should be teacher empowerment to ensure adequate skills in using

some of these innovations.

For future research, we suggest that:

A study should be carried out to ensure the development of other

assistive technologies that are adaptive to the VI learners.
 Acknowledgement
We have taken effects in this project and study however; it would not be
possible without the kind support and help of many individuals and
organizations. We would like to extend our sincere thanks to all of them.
We are highly indebted to our patrons Mr. Calvine Oruko and Mr.
Bernard Omuduki for their guidance and supervision as well as for
providing necessary information regarding the project. We would like to
express our gratitude to our parents, staff and students of Kisumu Senior
Academy for their kind cooperation and encouragement which helped us
in this project.
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 APPENDICES

APPENDIX A: LETTER TO THE RESPONDENTS

Dear Respondents,

We are students of Kisumu Senior Academy: Ellen Tieli and Helene

Ganawa. We are currently carrying out research on the “Pedagogical
challenges faced by the VI learners in carrying out flame tests during
chemistry practicals.”

We therefore request for your information and co-operation in this

exercise.

All information will be treated confidentially.

APPENDIX B: QUESTIONNAIRES FOR LEARNERS WITH
VISUAL IMPAIREMENT

Part One: Demographic Information

1. Your present class…………………………………………………………………...

2. Your year of birth…………………………………………………………………….

Part Two: Flame Test

(√) Tick where appropriate

3. I like chemistry

Very much

Moderately

Not at all

4. I can identify the colour of flame during flame test.

Able

Unable
5. The teacher gives us adequate practices in flame test.

Not at all

Sometimes

Frequently

6. Does the teacher involve you during the flame test practicals?

Yes

No

If no, why? ……………………………………………………………..

…………………………

7. Which method do you use in identifying flame colour during flame

test?
………………………………………………………………………………………………………………
……………………………………………………………………………………………….