SATL IN PERIODIC CLASSIFICATION OF ELEMENTS:

1. 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: fahmy@online.com.eg 1ST PS-SATLC , Karachi Pakistan Nov.19-29, 2008

2. 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. Fahmy and Lagowski have designed, implemented, and evaluated the systemic approach to teaching and learning chemistry (SATLC) Since (1998) . The use of systemics, in our view, will help students to understand interrelationships between concepts in a greater context.

3. 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.

4. concept concept concept concept Fig: 1a: Linear representation of concepts concept concept concept concept Fig: 1b: systemic representation of concepts

5. Student Sample Title of SATLC Material Duration / Date Data SATL-Carboxylic acids and their derivatives (Unit) (9 Lessons Two weeks) March 1998. Presented at the 15th ICCE, Cairo, Egypt, (August, 1998). Pre-University- Secondary School (2nd Grade). SATL-Classification of Elements (15 Lessons - Three Weeks) Oct. 2002. Presented at the 3ed Arab conference on SATL (April, 2003). SATL-Aliphatic Chemistry.(Text book) One Semester Course: (16 Lects - 32hrs).During the academic years (1998/ 1999-1999/2000-2000/2001). Presented at the16th ICCE, Budapest, Hungry, (August, 2000). University Level- Pre-Pharmacy.- Second year, Faculty of Science. 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):

6. 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.

7. SATLC Pure Applied - Pharmaceuticals - Food Additives - Plant growth regulators - Insecticides - Herbicides Mission & vision Educational Standards & objectives - Corrosion Inhibitors - Super conductors. - Dyes - Photographic materials etc..) - Polymers - Synthesis - Physical Properties - Chemical Properties TARGET COMPOUNDS [SATLC] Fig (2): Systemic Teaching strategy

8. (?) () () () Stage (2) SD1 SD2 Stage (1) Stage (3) () () (?) (?) () (?) () () SD0 SDf Educational standards and objectives (?) (?) () () (maximum Unknown chemical relation) (All chemical relations are known) • 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

9. The details of the transformation of the linear approach to the corresponding systemic closed concept cluster were presented 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). PRE-COLLEGE COURSES Our experiments about the usefulness of SATL to learning Chemistry at the pre-college level was conducted in the Cairo and Giza school districts. 1- SATL-CLASSIFICATION OF ELEMENTS 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.

10. Electronegativity Electronaffinity Atomic radius ? ? ? By increasing the atomic number in periods ? ? ? ? ? Basicproperty Non-metallic property Ionization energy Acidic property Metallic property Figure (4): periodicity of properties of the elements within the periods

11. 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. 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).

12. Electronegativity 8 9 ? ? 6 Electron affinity Ionization energy ? 7 ? 3 ? 5 16 ? ? 15 Atomic radius 12 ? ? 2 11 ? ? ? 14 Metallic property Non-metallic property ? ? 1 4 13 10 ? ? By increasing atomic number within the periods ? 20 ? ? 18 ? 17 19 Basic property Acidic property Amphoteric property Figure (5): Systemic Diagram (SD1 - P) for the periodicity of properties of elements within periods

13. Electronegativity 8 9 6   Electron affinity Ionization energy  7  3 16  5 12   Atomic radius 15   2 14  11   Non-metallic property Metallic property  1   4  13 10 By increasing atomic number within the periods    18 20  17 19 Basic property Acidic property 21  Amphoteric property 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. 22   The oxidation number for element in its oxide 23 Figure (6): Systemic Diagram (SD2 - P) for the periodicity of the Properties for the elements within periods

14. Electronegativity ? ? ? By increasing the Atomic number in groups ? ? ? ? ? Basic property Electron affinity Atomic radius Non-metallic property Ionization energy Acidic property Metallic property • Periodicity of the properties of the elements within the groups Figure (7): Periodicity of the properties of the elements within the groups represents linear separate relations:

15. Electronegativity 8 9 6 ? ? Electron affinity Ionization energy ? 7 ? 3 ? 5 16 12 ? 2 15 Atomic radius ? ? ? ? 14 11 ? ? Metallic Property Non-metallic property ? 13 1 4 10 ? ? ? By increasing Atomic number within the groups 18 ? ? 20 Basic Property Acidic property HX ? 19 ? 17 Also the periodicity of the properties within groups can by illustrated systemically be changing Figure (7) to systemic diagram (SD1-G) Figure(8). Figure (8): Systemic Diagram (SD1 - G) for the periodicity of properties of the elements within groups

16. After study the periodicity of physical and chemical properties of the elements we can modify (SD1-G) Figure (8) to (SD2-G) Figure (9). Electronegativity 8  9 6  Electron affinity Ionization energy  7  3  5 12  2 16 15 Atomic radius     14 11   Metallic Property Non-metallic property   13 1 4  10  By increasing Atomic number within the groups 20 18   19 17 Basic Property Acidic property HX   Figure (9): Systemic Diagram (SD2 - G) for the periodicity of the properties of elements within groups

17. Li Be B C N O F Ne 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. Linear Period (2)

18. ? Li ? Ne Be ? ? F ? ? ? B ? ? O C N ? ? 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.

19. Li Be B C N O F Ne eg:The electron affinity increases by increasing atomic number with the exception of Beryllium and nitrogen and Neon. -58.5 +66 -29 -121 +31 -142 -332 +99    (abnormal) (abnormal) (abnormal) The systemic period is characterized from the linear period in the following: Find a relation between any element of the period and all the other elements. 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.

20. Li -58.5 increases decreases Be +66 Ne +99 increases decreases decreases B -29 F -332 increases increases increases increases O -142 C -121 N +31 decreases increases 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). Figure (11): Periodicity of electron affinity in systemic period (2)

21. Notice: As the (-ve) value increases the amount of energy released increases so the electron affinity increases. ? ? EGI S1 EG II S2 EG VIII S2P6 ? ? ? ? ? EG VII S2P5 EG III S2P1 ? ? EG IV S2P2 EG VI S2P4 EG V S2P3 ? ? (?) = Increasing or decreasing E = element G = group Generally the systemic period (SD-P) can be drawn as follow. Fig(12): systemic period

22. EP2 EP3 EP4 Increasing Or decreasing EP5 The graduation in the properties through groups in the periodic table are studied in linearity from top to bottom as shown in Figure (13) )) EP6 E = element EP1 EP7 P = period LINEAR AND SYSTEMIC GROUPS Figure (13): Linear Group

23. EP1 ? ? EP7 EP2 ? ? ? ? EP6 EP3 ? ? ? EP5 EP4 ? (?) = Increasing or decreasing 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). Figure (14): Systemic Group The characteristics of systemic groups are the same as systemic periods

24. 1- (a.r.) decreases. 2- (I.P.) increases. 3- Electronegativity increases Li Na (a.r.) increases. Prop. (2-3) decreases (a.r.) increases. Prop. (2-3) decreases Fr K (a.r.) increases. Prop. (2-3) decreases (a.r.) increases. Prop. (2-3) decreases Cs Rb (a.r.) increases. Prop. (2-3) decreases ¨Example: systemic group -1 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).

25. 120 100 92 100 88 80 56 60 47 40 21 15 20 0 Before After 0 all the exp. (group) Eltabary Roxy "boys" Nabawia Mosa"girls" Gamal Abedel Naser "girls" 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

26. 70 64 60 46 50 39 40 Before After 30 20 13 8 7 5 10 0 0 all the control (group) Nabawia Mosa"girls" Gamal Abedel Naser "girls" Eltabary Roxy "boys" 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.

27. After the experiment both teachers and learners retain their understanding of SATL techniques and continue to use them. 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. Teachers from different experiences, and ages can be trained to teach by the systemic approach in a short period of time with sufficient training. 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.

28. CONCLUSION *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.

29. 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].

30. (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) (9) Fahmy A. F. M., El-Hashash M., “Systemic Approach in Teaching and Learning Heterocyclic Chemistry”. Science Education Center, Cairo, Egypt (1999) (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)

31. Prof. Dr. El-Shahat, M. T. (Egypt) Prof. Dr. Abdel – Sabour, M. (Egypt) )Mrs. Said, A. (Egypt Research Group Prof. Dr. Lagowski, J. J. (USA) (Founder)