SATL IN PERIODIC CLASSIFICATION OF ELEMENTS: “SYSTEMIC PERIODIC CLASSIFICATION OF ELEMENTS” [SPCE] Ameen F. M. Fahmy Faculty of Science, Department of Chemistry , Ain shams University, Abbassia, Cairo, Egypt E-mail: [email protected]1 ST PS-SATLC , Karachi Pakistan Nov.19-29, 2008
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SATL IN PERIODIC CLASSIFICATION OF ELEMENTS: SYSTEMIC PERIODIC CLASSIFICATION OF ELEMENTS [SPCE] Ameen F. M. Fahmy Faculty of Science, Department of Chemistry,
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SATL IN PERIODIC CLASSIFICATION OF ELEMENTS:
“SYSTEMIC PERIODIC CLASSIFICATION OF ELEMENTS” [SPCE]
Ameen F. M. FahmyFaculty of Science, Department of Chemistry,
Ain shams University, Abbassia, Cairo, EgyptE-mail: [email protected]
1ST PS-SATLC , Karachi Pakistan
Nov.19-29, 2008
Fahmy and Lagowski have designed, implemented, and
evaluated the systemic approach to teaching and learning
chemistry (SATLC) Since (1998) .
Pungente, and Badger (2003) stated that the primary goal
when teaching introductory organic chemistry is to take
students beyond the simple cognitive levels of knowledge and
comprehension using skills of synthesis and analysis – rather
than rote memory.
The use of systemics, in our view, will help students to
understand interrelationships between concepts in a
greater context.
SATL help students in development of their mental framework with higher – level of cognitive processes such as analysis and synthesis, which is very important requirement in the learning of our chemistry students.
By "systemic" we mean an arrangement of concepts or issues through interacting systems in which all relationships between concepts and issues are made, clear up front, to the teachers and learners.
A list of SATL studies is given in (Table I). All of these studies required the creation of new student learning materials, as well as the corresponding teacher-oriented materials.
Table (1):
- Third year, Faculty of Science.
SATL-Heterocyclic Chemistry. (Text book)
(10 Lects. - 20 hrs).
During the academic years:
(1999/2000-2000/2001).
Presented at the 7th ISICHC,
Alex., Egypt (March, 2000).
- Second year, Faculty of Science.
SATL-Aromatic
Chemistry(Text book) (12)
One Semester Course:
(16 Lects-32 hrs).During academic
years
(2000-2001).
(2001-2002)
In preparation
- First year
Faculty of Science
From SATL-to Benign Analysis
One Semester Lab Course 24hrs
(2hr/week)
During academic year (2001-2002).
Presented at the 17th ICCE
Beijing
(August 2002)
More SATL chemistry courses were produced by the Science Education Center at Ain Shams University, which are still under experimentation in different
We started teaching of any course by Systemic diagram (SD0) that has determined the starting point of the course, and we ended the course with a final systemic diagram (SDf) and between both we crossover several Systemics (SD1, SD2,…..)
Fig (3): Systemic teaching strategy
SD0 SDf
SD2SD1Stage (1)
Stage (2)
Stage (3)
(maximum Unknown chemical relation)
(All chemical relations are known)
(?)
(?)
(?)
(?)
(?) ()
()()
()()
()()
()
()
()
(?)
Educational standards and objectives
Educational standards and objectives
1- SATL-CLASSIFICATION OF ELEMENTS
The periodicity of the properties within the horizontal periods is illustrated by the diagram in (Figure 4), and within the vertical groups is illustrated by the diagram in (Figure 7).
The details of the transformation of the linear approach to the corresponding systemic closed concept cluster were presented
Our experiments about the usefulness of SATL to learning Chemistry at the pre-college level was conducted in the Cairo and Giza school districts.
Fifteen SATL based lessons in inorganic chemistry taught over a three - week period were presented to a total 130 students. The achievement of these students was then compared with 79 students taught the same material using standard (linear) method.
PRE-COLLEGE COURSES
Electronegativity
Atomic radiusElectronaffinity
Ionization energy
Non-metallic property
Metallic property
Acidic property
Basicproperty
By increasing the atomic number in
periods
?
? ?
??? ?
?
Figure (4): periodicity of properties of the elements within the periods
The periodicity of the properties through the periods can be illustrated systemically by changing the diagram in Figure (4) to systemic diagram (SD1-P) Figure (5).
The previous diagrams of periods represent linear separated chemical relations between the atomic number and Atomic radius – Ionization energy - electron affinity - electronegativity - metallic and non-metallic properties - basic and acidic properties.
Electronegativity
Amphoteric
property
Metallic property
Ionization energy
Electron affinity
Basic property
Acidic property
Atomic radius
By increasing
atomic number
within the periods
3?? 5
7 ?
11?14?
9?8?
12?16? 15
?
18?20 ?
1
?2
? 10
?17?
19
13?
4?
?6
?Non-metallic property
Figure (5): Systemic Diagram (SD1 - P) for the periodicity of properties
of elements within periods
Electronegativity
Amphoteric property
Metallic property
Non-metallic property
Ionization energy
Electron affinity
Basic property
Acidic property
Atomic radius
By increasing atomic
number within the periods
3 5
7
1114
9
8
12
16
15
1820
1
2
10
1719
13 4
6
The oxidation number for
element in its oxide
21
22 23
Figure (6): Systemic Diagram (SD2 - P) for the periodicity of the
Properties for the elements within periods
After study of the periodicity of physical and chemical properties of the elements we can modify systemic diagrams (SD1-P) Figure (5) to (SD2-P) Figure (6), for periods.
Figure (7): Periodicity of the properties of the elements within the groups represents linear separate relations:
Atomic radius
Electron affinity
Ionization energy
Non-metallic property
Metallic property
Acidic property
Basic property
By increasing the Atomic number in
groups
?? ?
??
? ?
?
Electronegativity
Periodicity of the properties of the elements within the groups
Also the periodicity of the properties within groups can by illustrated systemically be changing Figure (7) to systemic diagram (SD1-G) Figure(8) .
Electronegativity
Metallic Property
Non-metallic property
Ionization energy
Electron affinity
Basic Property
Acidic property
HX
Atomic radius
By increasing Atomic number
within the groups
3
?? 5
7 ?
11?
14
?
9
?
8
?
12
?16
?15
?
18?20 ?
19? 17 ?
10 ?13
?
2
?
?14?
6
?
Figure (8): Systemic Diagram (SD1 - G) for the periodicity of properties
of the elements within groups
Electronegativity
Metallic Property
Non-metallic property
Ionization energy
Electron affinity
Basic Property
Acidic property
HX
Atomic radius
By increasing Atomic number
within the groups
3
5
7
1114
98
12
16
15
18
20
19 17
10 13
2
14
6
Figure (9): Systemic Diagram (SD2 - G) for the periodicity of the properties of
elements within groups
After study the periodicity of physical and chemical properties of the elements we can modify (SD1-G) Figure (8) to (SD2-G) Figure (9).
LINEAR AND SYSTEMIC PERIODS
In the periodic table the graduation in properties are studied in a linear method from left to right increasing or decreasing.
e.g.: In period (2) The linear graduation of the properties in the second period starting from lithium to Neon increasing or decreasing.
Li Be B C N O F Ne
Linear Period (2)
But in systemic period the graduation in the properties are studied systemically starting from any element in the period to any other element as shown in the Figure (10) .
Figure (10): Systemic period (2)
lt shows increasing or decreasing in the given property on moving from one element to another through the systemic period.
N
Be
B
CO
F
Ne?
?
?
??
?
?
? Li
???
The systemic period is characterized from the linear period in the following:
Solve the abnormality in the periodicity of some of the properties. Because it finds the relation between each element and the next element in a certain property till the end of the period.
Find a relation between any element of the period and all the other elements.
eg:The electron affinity increases by increasing atomic number with the exception of Beryllium and nitrogen and Neon.
Li Be B C N O F Ne
-58.5
+66 -29 -121
+31 -142
-332
+99
(abnormal) (abnormal) (abnormal)
N+31
Be+66
B-29
C-121
O-142
F-332
Ne+99
increases
Li-58.5
increases
increases
increasesincreases
increases
increases
decreases
decreases
decreases
decreases
Figure (11): Periodicity of electron affinity in systemic period (2)
In the case of systemic approach the relation takes place between any two elements from the point of electron affinity as shown in Figure (11).
Generally the systemic period (SD-P) can be drawn as follow.
Notice: As the (-ve) value increases the amount of energy released increases so the electron affinity increases.
EG VS2P3
EG IIS2
EG IIIS2P1
EG IVS2P2
EG VIS2P4
EG VIIS2P5
EG VIIIS2P6
EGIS1
?
?
?
?
???
?
?
?
?
E = element G = group
(?) = Increasing or
decreasing
Fig(12): systemic period
LINEAR AND SYSTEMIC GROUPS
EP2
EP3
EP4 Increasing Or decreasing
EP5
EP6 E = element
EP7 P = period
EP1
Figure (13): Linear Group
The graduation in the properties through groups in the periodic table are studied in linearity from top to bottom as shown in Figure (13)( (
Figure (14): Systemic Group
EP3
EP4EP5
EP6
EP7
?
?
?
?
?
?
? EP1
EP2
?
??
(?) = Increasing or decreasing
The characteristics of systemic groups are the same as systemic periods
In systemic group the graduation in the properties are to be studied systematically. Starting from any element to another. It can be represented by the following systemic diagram (SD-G) Fig (14).
Example: systemic group -1
K
RbCs
Fr
Li Na(a.r.) increases.
Prop. (2-3) decreases
(a.r.) increases.Prop. (2-3) decreases
(a.r.) increases.Prop. (2-3) decreases
(a.r.) increases.Prop. (2-3) decreases
(a.r.) increases.Prop. (2-3) decreases
1- (a.r.) decreases.2- (I.P.) increases.
3- Electronegativity increases
Figure (15): Periodicity of Properties of (atomic radius - Ionization potential - Electronegativity) through systemic group (SG-1).
The results, of experimentation indicate that a greater fraction of students exposed to systemic techniques in the experimental group, achieved at a higher level than did the control group taught by linear techniques. The overall results are summarized in Figures (16 and 17).
47
15
0
21
100
88
56
92
0
20
40
60
80
100
120
BeforeAfter
Eltabary Roxy "boys"
Nabawia Mosa"girls"
Gamal Abedel Naser "girls"
all the exp.(group)
Figure 16: Percent of students in the experimental groups who succeeded (achieved at a 50% or higher level). The bars indicate a 50% or greater achievement rate before and after the systemic intervention period
8 7
05
64
13
39
46
0
10
20
30
40
50
60
70
Before
After
Eltabary Roxy "boys"
Nabawia Mosa"girls"
Gamal Abedel Naser "girls"
all the control(group)
Figure 17: Percent of students in the control groups who succeeded (achieved at a 50% or higher level). The bars indiate a 50% or greater achievement rate before and after the linear intervention period.
Implementing the systemic approach for teaching and learning using two units of general chemistry within the course has no negative effects on the ability of the students to continue their linear study of the remainder of the course using the linear approach.
Teachers feedback indicated that the systemic approach seemed to be beneficial when the students in the experimental group returned to learning using the conventional linear approach.
After the experiment both teachers and learners retain their understanding of SATL techniques and continue to use them.
The results from the pre-university experiment point to a number of conclusions that stem from the qualitative data from surveys of teachers and students, and from anecdotal evidence.
Teachers from different experiences, and ages can be trained to teach by the systemic approach in a short period of time with sufficient training.
*SATLC improved the students ability to view the chemistry from a more global perspective.
*SATLC helps the students to develop their own mental framework at higher-level cognitive processes such as application, analysis, and synthesis.
*SATLC increases students ability to learn subject matter in a greater context.
*SATLC increases the ability of students to think globally.
CONCLUSIONCONCLUSION
LiteratureLiterature
(1) Michael, P., Badger R., J. Chem. Edu. 2003, 80, 779.
(2) Fahmy, A. F. M., Lagowski, J. J., The use of Systemic Approach in Teaching and Learning for 21st Century, J pure Appl. 1999, [15th ICCE, Cairo, August 1998].
(3) Fahmy, A. F. M., Hamza, M. A., Medien, H. A. A., Hanna, W. G., Abdel-Sabour, M. : and Lagowski, J.J., From a Systemic Approach in Teaching and Learning Chemistry (SATLC) to Benign Analysis, Chinese J.Chem. Edu. 2002, 23(12),12 [17th ICCE, Beijing, August 2002].
(4) Fahmy, A. F. M., Lagowski, J. J; Systemic Reform in Chemical Education An International Perspective, J. Chem. Edu. 2003, 80 (9), 1078.
(5) Fahmy, A.F. M., Lagowski, J. J., Using SATL Techniques to Assess Student Achievement, [18th ICCE, Istanbul Turkey, 3-8, August 2004].
(6) Fahmy, A.F. M., Lagowski, J. J., Systemic multiple choice questions (SMCQs) in Chemistry [19th ICCE, Seoul, South Korea, 12-17 August 2006].
(10) Fahmy A. F. M., Hashem, A. I., and Kandil, N. G.; Systemic
Approach in Teaching and Learning Aromatic Chemistry. Science,
Education Center, Cairo, Egypt (2000)
(9) Fahmy A. F. M., El-Hashash M., “Systemic Approach in Teaching
and Learning Heterocyclic Chemistry”. Science Education Center,
Cairo, Egypt (1999)
(7) Fahmy, A. F. M., El-Shahaat, M. F., and Saied, A., International
Workshop on SATLC, Cairo, Egypt, April (2003)
(8) Fahmy, A.F.M., Lagowski, J.J.; “Systemic Approach in Teaching and
Learning Aliphatic Chemistry”; Modern Arab Establishment for