Interlocking Toy Bricks Help Nursing Students “Handle” Valence Electrons, Molarity, Solubility, and More!

Abstract

For decades, chemical modeling sets have allowed the user to manipulate atoms and bonds using plastic/wooden ball and stick materials. Here is a design for an interlocking toy brick modeling set in which the undergraduate nursing student can manipulate electrons during the simulated chemical bonding exercise. The author presents a teaching and learning activity/demonstration designed to help undergraduate nursing (BSN) students both visualize and physically manipulate (“handle”) abstract chemical education topics such as valence shell electrons and molarity (with manipulatives for solubility rules) of salts, acids, and bases in a chemistry for health professions didactic course, as an effort to increase comprehension of these chemical education topics. This learning tool was one in a series of newly coined “PERCEIVE” (Preparing Engaging Real-time Chemical Education Interactive and Visual Examples) chemical education demonstrations, where BSN students prepare engaging demonstrations, while working in groups. The preparation (building) step allows students to get a “handle” on how the chemistry concept works. Afterward the newly prepared demonstrations are utilized as examples for chemical education and chemistry in health topicshence, the “PERCEIVE” acronym. This publication outlines: (i) Connections between Molarity and Solubility in modern healthcare practices, (ii) The method and materials for using interlocking toy bricks selected according to CPK color-scheme for modeling valence shell electrons (based on Bohr models), (iii) Solubility rules, (iv) Molarity (and calculations), and (v) Results from anonymous pre- and postqualitative student questionnaires. Student responses indicated a marked increase in the ability to calculate molarity in different volumes (1 L vs 500 mL) postdemonstration. Additional qualitative surveys were conducted, and the results highlighted more than 90% of 152 respondents endorsed the continued implementation of this demo in subsequent chemistry for health professions courses.

Is Chemical Density Important to Nursing Education? A 2D Virtual Lab and a PERCEIVE Demonstration

“…This demonstration was introduced in the Fall 2022 semester of the Chemistry for Health Professions course, in which BSN students prepared and operated a chemistry for health professions lecture demonstration. The goal of PERCEIVE was for the undergraduate health professions enrollees to have an opportunity to comprehend seemingly abstract chemical topics through visual examples and interactive learning experiences . By preparing the PERCEIVE demonstrations, the undergraduate nonmajors utilize a bottom-up approach to learning the GOB chemistry topic.…”

“…The goal of PERCEIVE was for the undergraduate health professions enrollees to have an opportunity to comprehend seemingly abstract chemical topics through visual examples and interactive learning experiences. 38 By preparing the PERCEIVE demonstrations, the undergraduate nonmajors utilize a bottom-up approach to learning the GOB chemistry topic. In this bottomup approach, students graduate from sensory information provided through physical stimuli (i.e., tactile and visual perception of the concept during assembly) to empirical cognitive processes (i.e., performance of knowledgeable examinations and direct calculations based on concepts exhibited in the newly prepared/assembled demonstration).…”

Data Visualization Using Boxplots: Comparison of Metalloid, Metal, and Nonmetal Chemical and Physical Properties

“…Several studies have adopted targeted approaches to introduce the periodic table, for example, group learning, , crossword puzzles, , digital periodic tables, , descriptive approaches, games, − toy bricks, − hands on activities, , and principal component analysis. ,, …”

A Murder Mystery Gamification Session to Consolidate Analytical Biochemical Techniques Learning

“…Examples include card games to aid memorization, − quiz games, , board games with chemical challenges, − escape rooms, − narrative games, , murder mysteries, , and the use of ChemDraw as a game . Game writing has been used as an educational tool, while Lego and Lego Serious Play have been used to teach scientific concepts.…”