How to Assess Students’ Structure–Property Reasoning?

Otter, Marie-Jetta den; Juurlink, Ludo B. F.; Janssen, Fred

doi:10.1021/acs.jchemed.2c00234

Cited by 7 publications

(4 citation statements)

References 34 publications

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“…During this phase, students should be able to identify the major chemical components involved in the systems and processes under consideration. , They should recognize their properties and interactions and use this information to build causal stories to predict the behavior of the system of interest and explain the targeted phenomena. Developing students’ ability to generate these mechanistic explanations is critical for understanding structure–property relationships in chemistry, , specifically, understanding how and why the composition and structure of chemical components determine the properties and behavior of a chemical system.…”

Section: Educational Frameworkmentioning

confidence: 99%

An Educational Framework for Teaching Chemistry Using a Systems Thinking Approach

Talanquer,

Szozda

2024

J. Chem. Educ.

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Chemical ways of knowing, thinking, and acting are critical for finding solutions to complex global challenges and achieving the United Nations' Sustainable Development Goals. Reorienting chemistry education using a systems thinking (ST) perspective can help us better equip students with the knowledge, skills, and dispositions that they need to contribute to these efforts. To support this needed educational reform, we describe in this article an educational framework that can guide and facilitate the work of chemistry educators when planning, implementing, and assessing chemistry units, modules, or lessons using an ST approach. This framework is an outcome of the IUPAC Systems Thinking in Chemistry for Sustainability: 2030 and Beyond (STCS 2030+) project, which seeks to provide resources and tools on ST and sustainability to the chemistry and chemistry education communities.

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Section: Educational Frameworkmentioning

confidence: 99%

An Educational Framework for Teaching Chemistry Using a Systems Thinking Approach

Talanquer,

Szozda

2024

J. Chem. Educ.

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“…Here we also use eq as a model equation (that is, δ H( n ) = a – bε n ) to relate the δ H values of H atoms with the CH 2 number n of molecules H(CH 2 ) n X in Tables and , and to cultivate students’ molecular structure–property reasoning ability . Using the data fitting method, we obtained the results of Tables and .…”

Section: Teaching Processmentioning

confidence: 99%

Three-Step Method to Teach Inductive Effect

Cao

2023

J. Chem. Educ.

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The inductive effect is one of the very important concepts of electronic effects in organic chemistry. In traditional teaching methods, only the origin, transmission mode, and decay of the inductive effect are introduced briefly, which is not conducive to students' complete understanding of the inductive effect. This work developed a new method to teach inductive effect, named the "Three-step Method" (TsM): (1) establishing the concept of inductive effect; (2) evaluating the transmission distance of inductive effect qualitatively; and (3) determining the attenuation factor of inductive effect quantitatively. In the TsM, the group electronegativity, nuclear magnetic resonance chemical shift of H atom, and data fitting method are employed to discuss the origin, transmission mode, transmission distance, and attenuation factor of the inductive effect. The TsM of this paper is intuitive and simple, and takes less than 10 minutes in the classroom, which can help students to understand the concept of inductive effect indepth and to cultivate students' molecular structure−property reasoning ability.

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“…The structure–property concept infers that a crystal structure, the exact arrangement of atoms, defines the properties of a material; in other words, materials with the same composition and crystal structures should have the same properties. − Many experiments in undergraduate laboratory classes are designed to demonstrate how properties of materials change as a function of structure and/or composition (e.g., the exchange between functional groups and ligands changes color, reactivity, or phase of the product). − …”

Section: Introductionmentioning

confidence: 99%

The Importance of Synthesis Conditions: Structure–Processing–Property Relationships

et al. 2023

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When structure–property relationships are discussed in inorganic chemistry and materials science, the common perception is that materials with the same composition and atomic arrangement have the same properties. In this laboratory experiment, we show that processingthe exact conditions under which materials are madecan in fact significantly alter the properties of materials. Using halide perovskite as a model, we demonstrate that the same set of starting chemicals, when processed differently, can form distinct material platforms–single crystals, thin films, and nanoparticles, the last of these being made of crystallites that are 10,000 times smaller than the first. We then show how this difference in crystal size leads to major changes in the optical properties of the materials, despite the fact that they have the same composition and crystal structure. The experiment provides an example of how the basic concept of crystallization leads to different materials and how processing affects the crystal size and thus influences the structure–property relationship.

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How to Assess Students’ Structure–Property Reasoning?

Cited by 7 publications

References 34 publications

An Educational Framework for Teaching Chemistry Using a Systems Thinking Approach

An Educational Framework for Teaching Chemistry Using a Systems Thinking Approach

Three-Step Method to Teach Inductive Effect

The Importance of Synthesis Conditions: Structure–Processing–Property Relationships

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