Teaching introductory quantum physics and chemistry: caveats from the history of science and science teaching to the training of modern chemists

Finding the best ways to introduce quantum physics to undergraduate students in all scientific areas, in particular for chemistry students, is a pressing, but hardly a simple task. In this paper, we discuss the relevance of taking into account lessons from the history of the discipline and the ongoing controversy over its interpretations and foundations in the search for new ways of improving the teaching of quantum physics. We also review and discuss the recent research in science education literature that proposes new ways of introducing quantum mechanics for undergraduate students. From these discussions, we suggest some possibilities – the inclusion of philosophical interpretations and their defense; the emphasis on strictly quantum features of the systems; an emphasis on formalism, without worrying about the ultimate ontological status of mathematics; the incorporation of quantum mechanics applications into real problems; and the need to introduce complementarity when using images – which can be taken into account when devising more effective ways of teaching introductory quantum mechanics for chemistry student

The Mole, Avogadro’s Number and Albert Einstein

The molea\ua0concept and Avogadro’s number are discussed as sought by Albert Einstein in his PhD thesis of 1905. Einstein would probably have regarded the metric system of units based on centimetre-gram-second (cgs) preferable to today’s SI system and specifically he would have rejected a recent SI suggestion to redefine Avogadro’s constant as based on a nonatomistic continuum description of matter. He would probably also have preferred keeping a dualistic definition of mole able of bookkeeping both mass and number of particles: we advocate that here and call it the ‘Einstein Definition’ and as Avogadro’s number we shall adopt an integer, the cube of 84446888 as suggested by Fox and Hill, providing also a definition of the kilogram based on the atomic mass of the carbon 12 isotope.Einstein was the first to explain the microscopic movements of pollen grains reported by Robert Brown in 1828 and his explanation that the particles move as a result of an unequal number of water molecules bumping into them from opposite sides was what finally made the scientific world accept the atom theory in its modern shape. In a cosmic diffusion analogy, pollen or bacterial spores moving randomly in outer space driven by the solar winds between solar systems can be envisaged. Applying Einstein’s diffusion theory, one can argue that life might have emerged from far outside of our planet from billions of solar systems, though not from outside of our Milky Way galaxy. As a curiosity we note that the number of solar systems (stars) in the Universe has been estimated to be of the order of Avogadro’s number

Evolution of Communities in the Medical Sciences: Evidence from the Medical Words Network

BACKGROUND: Classification of medical sciences into its sub-branches is crucial for optimum administration of healthcare and specialty training. Due to the rapid and continuous evolution of medical sciences, development of unbiased tools for monitoring the evolution of medical disciplines is required. METHODOLOGY/PRINCIPAL FINDINGS: Network analysis was used to explore how the medical sciences have evolved between 1980 and 2015 based on the shared words contained in more than 9 million PubMed abstracts. The k-clique percolation method was used to extract local research communities within the network. Analysis of the shared vocabulary in research papers reflects the trends of collaboration and splintering among different disciplines in medicine. Our model identifies distinct communities within each discipline that preferentially collaborate with other communities within other domains of specialty, and overturns some common perceptions. CONCLUSIONS/SIGNIFICANCE: Our analysis provides a tool to assess growth, merging, splitting and contraction of research communities and can thereby serve as a guide to inform policymakers about funding and training in healthcare

The Measure and Instruction of Scale in Introductory Chemistry

As a student, it is fundamental to comprehend how small an atom or molecule is in order to truly understand how the world works. The American Association for the Advancement of Science (AAAS) has determined that scale is a critical theme that pervades through all areas of science and is critical to a deep understanding. This project determined that students, which are more proficient with scale and moving between the macroscopic and particle worlds, were better performers in chemistry classes. Interviews were used to determine what the students understood and what common misconceptions were present. These lead to the development of two in-class lessons where the students interacted with live and remote instrumentation. A need to determine the proficiency of scale understanding on the classroom level lead to the development of two assessments which, when combined, determine a student\u27s scale literacy. The scale literacy was determined to be a better predictor of student success in introductory chemistry classes than other currently used tests. To develop their scale literacy further, supplementary instruction using interactive activities were created and measured for effectiveness. Scale was determined to be a critical piece to a student\u27s fundamental understanding however, more needs to be done to completely understand the continuum of scale development from novice to expert

Visualization without Vision – How Blind and Visually Impaired Students and Researchers Engage with Molecular Structures

This article examines the tools and techniques currently available that enable blind and visually impaired (BVI) individuals to visualize three-dimensional objects used in learning chemistry concepts. How BVI individuals engage with and visualize molecular structure is discussed and recent tactile (or haptic) and auditory methods for visualization of various chemistry concepts are summarized. Remaining challenges for chemistry education researchers are described with the aim of highlighting the potential value of educational research in further enabling BVI students to pursue careers in science, technology, engineering, and mathematics (STEM) fields

Students\u27 Reasoning with Haptic Technologies: A Qualitative Study in the Electromagnetism Domain

With abundant applications in the medical training and entertainment industry, haptic technology is slowly making its way into the realm of science education, particularly in conveying abstract and non-visible concepts. Electric field is one such abstract concept. Past studies have shown that learning concepts such as electric fields in a traditional classroom can be quite challenging since students have a hard time visualizing the phenomena and applying its effects to reason. Furthermore, these concepts are the building blocks for more complex concepts such as matter and molecular interactions. Visuo-haptic devices provide a great platform to enable students to visualize and \u27feel\u27 these invisible forces through well designed simulations. The theory of embodied cognition poses that human body’s sensorimotor experiences with the environment is critical to build conceptual knowledge. This research study explored undergraduate students’ embodied experiences with haptic devices and their perceptions of learning electric fields with the help of visuo-haptic simulations. The results from the study using think-aloud protocol suggest that students were not only able to translate the haptic feedback to gain conceptual understanding of electric field concepts, but were also able to represent these concepts through more accurate and complete electric field diagrams

An Issue of Scale: The Challenge of Time, Space and Multitude in Sustainability and Geography Education

Article is also published in: Geography Education Promoting Sustainability. ISBN 978-3-03928-500-6 (Pbk); ISBN 978-3-03928-501-3 (PDF) DOI: https://doi.org/10.3390/books978-3-03928-501-3 https://www.mdpi.com/books/pdfview/book/2184The field of geography is important for any sustainability education. The aim of geography education is to enable students to understand the environment, its influence on human activity, and how humans influence the environment. In this article we present a study on how the interplay between the three pillars of sustainability thinking (environment, society and economy) play out on smaller and larger scales of time, space and multitude in geography education. In this paper, we argue that central issues in high quality sustainability education in geography relates to students’ deeper grasp of how to shift between magnitudes of time, space and multitude patterns. We show how an appreciation of many core issues in sustainability education require students to understand and traverse different magnitudes of the scalable concepts of time, space and multitude. Furthermore, we argue and exemplify how common sustainability misconceptions arise due to an inability to make the cognitive shift between relevant magnitudes on these scalable concepts. Finally, we briefly discuss useful educational approaches to mediating this problem, including the use of digital tools in order to allow geography teachers to facilitate the students’ better understanding of different magnitudes of slow, fast, small and large scale entities and processes.Peer reviewe

An Issue of Scale: The Challenge of Time, Space and Multitude in Sustainability and Geography Education

The field of geography is important for any sustainability education. The aim of geography education is to enable students to understand the environment, its influence on human activity, and how humans influence the environment. In this article we present a study on how the interplay between the three pillars of sustainability thinking (environment, society and economy) play out on smaller and larger scales of time, space and multitude in geography education. In this paper, we argue that central issues in high quality sustainability education in geography relates to students’ deeper grasp of how to shift between magnitudes of time, space and multitude patterns. We show how an appreciation of many core issues in sustainability education require students to understand and traverse different magnitudes of the scalable concepts of time, space and multitude. Furthermore, we argue and exemplify how common sustainability misconceptions arise due to an inability to make the cognitive shift between relevant magnitudes on these scalable concepts. Finally, we briefly discuss useful educational approaches to mediating this problem, including the use of digital tools in order to allow geography teachers to facilitate the students’ better understanding of different magnitudes of slow, fast, small and large scale entities and processes