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: fahmy@online.com.eg

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.

Fig: 1a: Linear representation of concepts

concept concept concept concept

Fig: 1b: systemic representation of concepts

concept

concept

concept

concept

Presented at the

16th ICCE, Budapest, Hungry,

(August, 2000).

One Semester Course: (16 Lects -

32hrs). During the

academic years (1998/ 1999-1999/2000-2000/2001).

SATL-Aliphatic

Chemistry.(Text book)

Presented at the 3ed Arab conference

on SATL (April, 2003).

(15 Lessons - Three Weeks)

Oct. 2002.

SATL-Classification of Elements

Presented at the 15th ICCE, Cairo,

Egypt, (August, 1998).

(9 Lessons Two weeks) March 1998.

SATL-Carboxylic acids

and their derivatives (Unit)

Data Duration / Date

Title of SATLC Material

University Level- Pre-

Pharmacy.- Second year,

Faculty of Science.

Pre-University

- Secondary School (2nd

Grade).

Student Sample

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

universities and school settings.

Systemic Teaching strategy

[SATLC]

- Pharmaceuticals- Food Additives- Plant growth regulators- Insecticides- Herbicides- Corrosion Inhibitors- Super conductors.- Dyes- Photographic materials etc..)- Polymers

- Synthesis- PhysicalProperties

- ChemicalProperties

Fig (2):

SATLC

Pure Applied

Mission & visionEducational Standards & objectives

TARGET COMPOUNDS

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

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 theProperties 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

10088

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.

CONCLUSION

Literature

(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 printing, publishing; Cairo, Egypt (2000)

Research Group

Prof. Dr. El-Shahat, M. T. (Egypt)

                                                          ( Mrs. Said, A. (Egypt

Prof. Dr. Lagowski, J. J. (USA) (Founder)

Prof. Dr. Abdel – Sabour, M. (Egypt)