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

Autor/inn/en	Schiltz, Holly K.; Oliver-Hoyo, Maria T.
Titel	Physical Models that Provide Guidance in Visualization Deconstruction in an Inorganic Context
Quelle	In: Journal of Chemical Education, 89 (2012) 7, S.873-877 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed200540p
Schlagwörter	Inorganic Chemistry; College Science; Science Instruction; Models; Visualization; Molecular Structure; Undergraduate Students; Learning Activities + Suchen Sie Ihr Suchwort? Anorganische Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Visualisation; Visualisierung; Lernaktivität
Abstract	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. (Contains 1 table and 4 figures.) (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10