Solving Incomplete Inorganic Chemical Systems through a Fuzzy Knowledge Frame

García

et al. 2001

Self Cite

An environment for the construction of virtual chemistry experiments is presented. This environment is based on the E(V) = M + m model-Experiment (Virtual) = Materials + method-proposed and described herein, which allows the representation and subsequent building of chemistry experiments in virtual 3D worlds to any degree of complexity. The object-based nature of the environment not only allows its use on the Internet but also facilitates integration with other systems, while enabling the system to represent and organize knowledge in such a way that it is available to any teaching environment dealing with chemical laboratory experiments.

Section: Discussionmentioning

confidence: 99%

Design and Development of Computer-Aided Chemical Systems: Virtual Labs for Teaching Chemical Experiments in Undergraduate and Graduate Courses

García

et al. 2001

Self Cite

“…These rules must take into account, in addition to information supplied by the RAS, chemical information about the reaction in question and accordingly describe a knowledge frame that will allow the determination of the species or set of species to be dealt with in the reaction. This knowledge frame and the balancing process for type 4 reactions will be discussed in a forthcoming article in this Journal …”

Section: Reaction Stagementioning

confidence: 99%

Design and Development of Computer-Aided Chemical Systems: Representation and Balance of Inorganic Chemical Reactions

Martinez-Pedrajas

Gómez‐Nieto

2000

Self Cite

A model for the tracking of inorganic chemical reactions is proposed. Designed to acquire, process, and solve a great number of inorganic reactions, this model will hopefully contribute to the development of powerful computer-aided chemistry teaching systems for use within or without the environment of a virtual laboratory. Using full representation of an inorganic reaction to allow the extraction of chemical knowledge, incomplete reactions (where species are absent) may be completed by adding the necessary species, and reactions may be solved and balanced. Various types of reaction are classified, and a layer-based model is defined for the solution of different reaction types, establishing the basis for the construction of a system which, based on a wide set of production rules, is capable of solving an incomplete inorganic chemical reaction.

“…The development of computer-assisted learning systems has exploded in recent years; such systems are widely used in fields such as chemistry, where numerous tutorial and learning systems have been developed to support both theoretical and practical work. − …”

Section: Introductionmentioning

confidence: 99%

Computer-Assisted Learning Using a Dialogue System for Virtual Teacher−Student Communication

García

Gómez‐Nieto

2003

Over the past decade, computer-assisted learning in the field of chemistry has given rise to a large number of systems that approach this objective from different viewpoints: static courses aimed at specific concepts, tutorial systems, 2D and 3D virtual environments, and so on. Correct structuring and representation of the knowledge to be taught, the building of a suitable student interface, and the adaptation of the learning process to the knowledge of the student are but a few of the challenges to be faced in the development of efficient computer-assisted learning systems. The present study tackles the use of computerized dialogue systems as a viable alternative for the simulation of teacher-student interaction and proposes an ontology for the characterization of such interaction, employing the object-oriented paradigm in the modeling of both the knowledge to be taught and the actual level of the student. The proposed solution is based on the representation of the knowledge to be taught through a network of multiconnected knowledge frames (chunks), where each chunk may be specialized in more specific frames (prerequisites and subobjectives), contain associated explanations of varying complexity and with a range of explanatory models, and be associated with one or a set of possible questions the student might ask; to this end, a constantly evolving knowledge model is maintained throughout the explanatory process. Based on the proposed model, Java was used to develop and manage an explanatory system that could be used in any type of teaching system based on student-dominated dialogues. Here, the system has been applied to the teaching of chemistry laboratory practice by its integration into the Virtual Chemistry Laboratory (VCL), a system designed by the authors to simulate chemistry techniques in a virtual 3D world.