scholarly journals Prospective pedagogy for teaching chemical bonding for smart and sustainable learning

2014 ◽  
Vol 15 (4) ◽  
pp. 435-446 ◽  
Author(s):  
Harkirat S. Dhindsa ◽  
David F. Treagust
Keyword(s):  
Chemical Bonding ◽  
Teaching And Learning ◽  
Atomic Orbital ◽  
Chemical Compounds ◽  
Covalent Bonding ◽  
Classroom Observations ◽  
Atomic Orbitals ◽  
New Knowledge ◽  
Theoretical Paper ◽  
Psychology Of Learning

As an important subject in the curriculum, many students find chemistry concepts difficult to learn and understand. Chemical bonding especially is important in understanding the compositions of chemical compounds and related concepts and research has shown that students struggle with this concept. In this theoretical paper based on analysis of relevant science education research, textbooks, and our classroom observations and teaching experiences, the authors argue that the difficulty in learning chemical bonding concepts is associated with the sequence (ionic, covalent and polar covalent bonding) in which students are taught because this sequence receives little support from constructivist theories of learning. Consequently, the paper proposes a sequence to teach chemical bonding (covalent, polar covalent and ionic bonding) for effective and sustainable learning. In this sequence, the concepts are developed with minimum reorganisation of previously learned information, using a format which is claimed to be easy for students to learn. For teaching these concepts, the use of electronegativity and the overlap of atomic orbitals for all types of bonding have also been stressed. The proposed sequence and emphasis on electronegativity and atomic orbital overlap meets the criteria for teaching and learning of concepts based on the psychology of learning including the theory of constructivism necessitating the construction of new knowledge using related prior knowledge. It also provides a better linkage between the bonding concepts learned at secondary and tertiary levels. Considering these proposed advantages for teaching, this sequence is recommended for further research into effective and sustainable teaching.

scholarly journals USING ANDROID-BASED EQUATION PLOTTERS AS SUPPORTING TOOLS FOR TEACHING AND LEARNING ATOMIC ORBITALS

2018 ◽  
Vol 15 (30) ◽  
pp. 397-401
Author(s):  
L. TANIA ◽  
SAPUTRA A.
Keyword(s):  
Quantum Mechanics ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Atomic Orbital ◽  
Three Dimensional ◽  
Graphing Calculator ◽  
Spherical Coordinate ◽  
Atomic Orbitals ◽  
Computer Visualization ◽  
User Friendly

Chemistry undergraduate students are required to master the theory of quantum mechanics as the basic requirement to study the properties of the submicroscopic particle. However, many studies showed the students’ difficulties to bring the quantum mechanical concept to the macroscopic world and vise-versa. The use of computer visualization tool will very useful for teaching and learning the quantum concept, especially electron and its related atomic orbitals. This technological report paper demonstrates some of the Android-based applications i.e FuncXY, TriPlot 3D Graphing, and Graphing calculator to effectively, quickly, and accurately convert wave functions into various hydrogen atomic orbital visualizations. By selecting spherical coordinate and entering wave equation, these smartphone graphical devices visualize three-dimensional atomic orbitals. Users are also easy to rotate, zoom and manipulate the object. Finally, these user-friendly plotters are very recommended to assist chemistry educators in teaching quantum mechanics.

Ab initio band theory approach to electron energy loss near edge structures

1988 ◽  
Vol 46 ◽  
pp. 506-507
Author(s):  
Xudong Weng ◽  
O.F. Sankey ◽  
Peter Rez
Keyword(s):  
Ab Initio ◽  
Local Density ◽  
Interpolation Method ◽  
Atomic Orbital ◽  
Plane Waves ◽  
Large Set ◽  
Theory Approach ◽  
Band Theory ◽  
Atomic Orbitals ◽  
Pseudopotential Calculations

Single electron band structure techniques have been applied successfully to the interpretation of the near edge structures of metals and other materials. Among various band theories, the linear combination of atomic orbital (LCAO) method is especially simple and interpretable. The commonly used empirical LCAO method is mainly an interpolation method, where the energies and wave functions of atomic orbitals are adjusted in order to fit experimental or more accurately determined electron states. To achieve better accuracy, the size of calculation has to be expanded, for example, to include excited states and more-distant-neighboring atoms. This tends to sacrifice the simplicity and interpretability of the method.In this paper. we adopt an ab initio scheme which incorporates the conceptual advantage of the LCAO method with the accuracy of ab initio pseudopotential calculations. The so called pscudo-atomic-orbitals (PAO's), computed from a free atom within the local-density approximation and the pseudopotential approximation, are used as the basis of expansion, replacing the usually very large set of plane waves in the conventional pseudopotential method. These PAO's however, do not consist of a rigorously complete set of orthonormal states.

Classroom observations and supervision – essential dimensions of pedagogical leadership

2014 ◽  
Vol 28 (7) ◽  
pp. 856-868 ◽  
Author(s):  
Helene Ärlestig ◽  
Monika Törnsen
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
First Century ◽  
Classroom Observations ◽  
Main Task ◽  
Teacher Capacity ◽  
Content Type ◽  
Democratic Leadership ◽  
Core Mission ◽  
Learning Issues

Purpose – The main task of every school is to contribute to student learning and achievement. In the twenty-first century, national and international evaluations and comparisons have focussed on measurable student and school results. Not only teachers but also principals are held accountable for school results, which increase expectations of principals to work to enhance student learning and improve outcomes. In Sweden, a principal's work with a given school's core mission is labeled as pedagogical leadership, a concept that includes diverse activities related to national goals and school results. Aspects of pedagogical leadership include principals’ classroom observations and communication about teaching and learning issues. The purpose of this paper is to describe a model of pedagogical leadership as a base for principals’ experience with the aim to develop their understanding of pedagogical leadership. Design/methodology/approach – The paper builds on data from three groups of principals who participated in a course to learn more about pedagogical leadership. Findings – The participating principals performed their pedagogical leadership in different manners and with varying quality. During the course, there was a shift in what activities and duties the principals prioritized. The findings highlight the importance of democratic leadership and the improvement of teacher capacity and student outcomes. Practical implications – The paper gives practical examples on how principals can improve their understanding of pedagogical leadership. Originality/value – There are few articles on how pedagogical leadership is understood and practiced. The paper provides a model for pedagogical leadership and empirical data that shows that the concept deserves to be viewed as a qualitative concept that need interpretation.

scholarly journals Topology of the Electron Density and of Its Laplacian from Periodic LCAO Calculations on f-Electron Materials: The Case of Cesium Uranyl Chloride

Molecules ◽  
2021 ◽  
Vol 26 (14) ◽  
pp. 4227
Author(s):  
Alessandro Cossard ◽  
Silvia Casassa ◽  
Carlo Gatti ◽  
Jacques K. Desmarais ◽  
Alessandro Erba
Keyword(s):  
Electron Density ◽  
Chemical Bonding ◽  
Topological Analysis ◽  
Theoretical Description ◽  
Basis Functions ◽  
Quantum Mechanical ◽  
X Ray Diffraction ◽  
X Ray ◽  
Atomic Orbitals ◽  
Uranyl Chloride

The chemistry of f-electrons in lanthanide and actinide materials is yet to be fully rationalized. Quantum-mechanical simulations can provide useful complementary insight to that obtained from experiments. The quantum theory of atoms in molecules and crystals (QTAIMAC), through thorough topological analysis of the electron density (often complemented by that of its Laplacian) constitutes a general and robust theoretical framework to analyze chemical bonding features from a computed wave function. Here, we present the extension of the Topond module (previously limited to work in terms of s-, p- and d-type basis functions only) of the Crystal program to f- and g-type basis functions within the linear combination of atomic orbitals (LCAO) approach. This allows for an effective QTAIMAC analysis of chemical bonding of lanthanide and actinide materials. The new implemented algorithms are applied to the analysis of the spatial distribution of the electron density and its Laplacian of the cesium uranyl chloride, Cs2UO2Cl4, crystal. Discrepancies between the present theoretical description of chemical bonding and that obtained from a previously reconstructed electron density by experimental X-ray diffraction are illustrated and discussed.

scholarly journals Going 3D with Technology: An Overarching Approach for Language Teachers

2016 ◽  
Vol 18 (1) ◽  
pp. 133
Author(s):  
Jason D. Hendryx
Keyword(s):  
Higher Education ◽  
Observational Data ◽  
Language Production ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Student Interaction ◽  
Language Teachers ◽  
Classroom Observations ◽  
Language Classroom ◽  
Key Features

Después de más de una década de observaciones en clases de más de una docena de idiomas, en múltiples instituciones de educación secundaria y de educación superior en varios países, se puede afirmar que existen tres usos pedagógicos clave para una introducción exitosa de la tecnología por parte de los profesores. Los tres usos identificados son: el direccional, el de desarrollo, y el crítico. En lo sucesivo, llamados usos 3D. Los datos de observación obtenidos sugieren que cuando un profesor de idiomas introduce la tecnología en el aula por medio de cualquiera de los tres usos indicados, incrementa el éxito de resultados. El éxito aquí debe entenderse como un mayor nivel de interacción, de motivación, de compromiso y de producción de lenguaje por parte de las estudiantes. Mientras tanto las observaciones de profesores que introducen la tecnología en el aula sin tener en cuenta los usos 3D, revelaron aplicaciones rígidas y aburridas de los medios tecnológicos para la enseñanza y el aprendizaje de idiomas. Dichas aplicaciones muchas veces se caracterizan por desdeñar el contexto pedagógico de manera que generan entre los estudiantes escasos o nulos niveles de interacción o de producción de lenguaje.Grounded in over a decade of language classroom observations, in multiple institutions of secondary and higher education in several countries, across over a dozen languages, three key features of what appear to be successful applications of technology by instructors in these classes for language teaching emerged. These features came to be identified as directional, developmental, and decisive—Hereafter referred to as the 3Ds. Observational data suggests that when an instructor embraces any of the 3Ds while using technology for teaching and learning purposes, the more successful that application of technology seems to be. Success here should be understood as higher levels of student interaction, engagement, and motivation, with more kinds and types of student language being produced.  Meanwhile, observations of instructors who did not utilize any of the 3Ds, revealed stiff, uninspiring uses of technology, oftentimes devoid of context, which did not result in much, if any, student interaction or language production.  

Use of Wannier-type atomic orbitals in LCAO and plane wave calculations: Chemical bonding in MgO crystal

2004 ◽  
Vol 241 (10) ◽  
pp. R35-R37 ◽  
Author(s):  
R. A. Evarestov ◽  
V. P. Smirnov ◽  
I. I. Tupitsyn ◽  
D. E. Usvyat
Keyword(s):  
Plane Wave ◽  
Chemical Bonding ◽  
Atomic Orbitals

New Knowledge - New Learning?

2013 ◽  
pp. 530-539
Author(s):  
Maria Slowey ◽  
Ekaterina Kozina
Keyword(s):  
Higher Education ◽  
Curriculum Reform ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Bologna Process ◽  
Postgraduate Education ◽  
Learning Technology ◽  
New Learning ◽  
New Knowledge ◽  
The Bologna Process

The landscape of university undergraduate and postgraduate education in Ireland has undergone a significant change within the broader context of the Bologna Process in Europe. In recent years, a range of national steering initiatives have sought to promote curriculum reform, enhancement of teaching and learning, use of new learning technology, new forms of student support, and professional development of academic staff. The aim of this chapter is to analyse both underlying challenges and some significant achievements. The latter include examples of collaborative initiatives between academics and centres for academic practice and student learning in universities and joint projects across an alliance involving eight institutions of higher education. The authors also talk about the drivers of curriculum reform in higher education and illustrate how these are translated in practice through the introduction of a major curriculum reform initiative, the Academic Framework for Innovation (AFI) in one university.

scholarly journals High-Pressure Synthesis and Chemical Bonding of Barium Trisilicide BaSi3

Materials ◽  
2019 ◽  
Vol 12 (1) ◽  
pp. 145 ◽  
Author(s):  
Julia-Maria Hübner ◽  
Lev Akselrud ◽  
Walter Schnelle ◽  
Ulrich Burkhardt ◽  
Matej Bobnar ◽  
...  
Keyword(s):  
High Pressure ◽  
Chemical Bonding ◽  
Ambient Pressure ◽  
Covalent Bonding ◽  
Partial Structure ◽  
Exothermal Reaction ◽  
Metallic Behavior ◽  
Bonding Analysis ◽  
Group I ◽  
Pressure Synthesis

BaSi3 is obtained at pressures between 12(2) and 15(2) GPa and temperatures from 800(80) and 1050(105) K applied for one to five hours before quenching. The new trisilicide crystallizes in the space group I 4 ¯ 2m (no. 121) and adopts a unique atomic arrangement which is a distorted variant of the CaGe3 type. At ambient pressure and 570(5) K, the compound decomposes in an exothermal reaction into (hP3)BaSi2 and two amorphous silicon-rich phases. Chemical bonding analysis reveals covalent bonding in the silicon partial structure and polar multicenter interactions between the silicon layers and the barium atoms. The temperature dependence of electrical resistivity and magnetic susceptibility measurements indicate metallic behavior.

Integration of Web-Based Learning into Higher Education Institutions in Uganda

2018 ◽  
Vol 13 (3) ◽  
pp. 33-50
Author(s):  
Baguma Asuman ◽  
Md. Shahadat Hossain Khan ◽  
Che Kum Clement
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Contexts ◽  
New Knowledge ◽  
Quantitative And Qualitative Methods ◽  
Analyze Data

This article reports on the barriers encountered by teachers and the possible solutions to the integration of web-based learning (WBL) into higher educational institutions in Uganda. A total of 50 teachers in the departments of ICT, management, and social sciences from five different universities were purposively selected. A self-designed questionnaire was adapted to collect participants responses. Both quantitative and qualitative methods were used to analyze data. The findings indicate that teachers had a positive attitude to incorporate WBL into teaching and learning process, but they encountered some difficulties which were identified as slow internet speeds, insufficient web-based tools, lack of technical support, etc. It further identified possible enablers to overcome these difficulties and provides empirical evidence of incorporating new knowledge in the existing literature. It also provides recommendations in terms of overcoming difficulties to enhance and incorporate WBL in teaching and learning contexts of higher education in Uganda particularly and developing countries in general

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