Teaching Point-Group Symmetry with Three-Dimensional Models

Flint, Edward B.

doi:10.1021/ed100893e

Cited by 37 publications

(50 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The use of concrete media in symmetry learning has been developed by several researchers (see Craig, 1969;Flint, 2011;Fuchigami, Schrandt, & Miessler, 2016;Niece, 2019;Scalfani & Vaid, 2014;Holly K. Schiltz & Oliver-Hoyo, 2012). They agreed that concrete media can be used as a catalyst in understanding and identifying all symmetrical operations on molecular shapes.…”

Section: Results and Discussion Concrete Mediamentioning

confidence: 99%

See 1 more Smart Citation

Concrete Model VS Virtual Model: Roles and Implications in Chemistry Learning

Thayban

Habiddin

Utomo

2020

J-PEK

View full text Add to dashboard Cite

mastering the topic of symmetry requires a good representational competence to smoothly understand, visualize, and manipulate the movement of three-dimensional objects. This literature study aimed to describe how concrete and virtual media can be utilized in improving students' understanding of the topic. The study implies that the thinking process, cognitive tasks, interactions, mental models, and the completeness features displayed by the two models in identifying all symmetrical operations are the distinguishing factors of the effectiveness of the two formats in affecting students' understanding. The study also implies that the virtual format will contribute to students' understanding better than the concrete format does. However, the empirical study must be explored further to ensure the difference between the two formats.

show abstract

Section: Results and Discussion Concrete Mediamentioning

confidence: 99%

“…Symmetry is material that deals with objects and images with two-and three-dimensional representations. In other words, all objects and images have a certain symmetry operation (Atkins & De Paula, 2006;Effendy, 2017;Flint, 2011;Fuchigami et al, 2016). For example, butterfly objects, certain brand logos, bowls, prayer mat patterns, etc.…”

Section: Virtual Mediamentioning

confidence: 99%

Concrete Model VS Virtual Model: Roles and Implications in Chemistry Learning

Thayban

Habiddin

Utomo

2020

J-PEK

View full text Add to dashboard Cite

show abstract

“…7 The first physical system to allow students to explore C 2 axes perpendicular to the principle rotation axis uses Tinkertoys with a specific modeling kit. 8 An exercise in producing 2-D images from a collection of wooden cubes allows students to methodically practice 2-D to 3-D transformation, which may be a skill taken for granted. 15 Computer simulations are available to illustrate what students should see as they manipulate molecular images, use calculated quantities and theory to support observations, 16−18 and to demonstrate how 2-D images may be transformed to 3-D. 19 Though 3-D computer simulations are powerful instruments in visualization, physical manipulative models supply tactile information and allow students to choose their own point of view instead of a predetermined view programmed into the simulation.…”

Section: ■ Purpose and Literaturementioning

confidence: 99%

Physical Models That Provide Guidance in Visualization Deconstruction in an Inorganic Context

Schiltz

Oliver-Hoyo

2012

J. Chem. Educ.

View full text Add to dashboard Cite

Three physical model systems have been developed to help students deconstruct the visualization needed when learning symmetry and group theory. The systems provide students with physical and visual frames of reference to facilitate the complex visualization involved in symmetry concepts. The permanent reflection plane demonstration presents an explicit example of a reflection plane and provides visual indicators that students use to support or invalidate the presence of a reflection plane. The 3-D coordinate axis system provides an environment that allows students to envision symmetry operations beyond the basic geometry of bonds in a relevant molecular context while the proper rotation axis system is designed to provide a physical frame of reference to showcase multiple symmetry elements that students must identify in a molecular model. The 3-D coordinate axis and the proper rotation axis systems allow students to incorporate their own molecular modeling kits. All three model systems have corresponding worksheets designed after a modeling framework that takes into consideration three basic principles in "viewing" visualization as a problem solving tool: deconstruction, comparisons, and reuse of strategies.

show abstract

“…[7][8][9] Evidence and experience support the hypothesis that this skill is best fostered with active learning exercises using molecular models, computerized modeling software, realtime black/white-board work, and small-group discussion. [10][11][12][13][14][15][16] Exercises that employ self-directed, computer-aided study have also provided an important means for students to develop these skills. [17][18] In the typical curriculum, a heavy, if not exclusive, emphasis is placed on the symmetry of individual molecules, which we will refer to as intramolecular symmetry.…”

Section: Introductionmentioning

confidence: 99%

Computer-Aided Identification of Symmetry Relating Groups of Molecules

Ruiz

Johnstone

2020

J. Chem. Educ.

View full text Add to dashboard Cite

Molecular symmetry plays an important role in many areas of chemistry, and students are generally taught to identify intramolecular symmetries at the undergraduate level. Intermolecular symmetry, the symmetry among groups of molecules, is of great importance in topics such as X-ray crystallography, but it receives substantially less attention. Even when familiar with such symmetries as translations, screw rotations, and glide reflections, students rarely obtain the same level of proficiency in identifying these symmetries via inspection as they do with the proper and improper rotations involved in pointgroup symmetry. We describe a tool designed to scaffold the student's ability to mentally manipulate molecules and identify the presence and nature of intermolecular symmetry. The tool consists of an algorithm that the student follows to generate centroids between atoms in putatively symmetry-related molecules. The easily recognized patterns formed by the centroids provide key information about the presence and nature of any intermolecular symmetry relating the molecules. The theoretical basis for the patterns formed by the centroids is provided along with worked examples, an example problem set, and a prescription for generating new exercises.

show abstract

Teaching Point-Group Symmetry with Three-Dimensional Models

Cited by 37 publications

References 7 publications

Concrete Model VS Virtual Model: Roles and Implications in Chemistry Learning

Concrete Model VS Virtual Model: Roles and Implications in Chemistry Learning

Physical Models That Provide Guidance in Visualization Deconstruction in an Inorganic Context

Computer-Aided Identification of Symmetry Relating Groups of Molecules

Contact Info

Product

Resources

About