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SYSTEMIC PROBLEM SOLVING TO ASSESS STUDENT ACHEVEMENTS IN CHEMTSTRY

BY. SYSTEMIC PROBLEM SOLVING TO ASSESS STUDENT ACHEVEMENTS IN CHEMTSTRY. &. ** Prof . LAGOWSKI,J . J. * Prof . FAHMY A . F . M. * Faculty of Science, Department of Chemistry,Ain Shams University, Abbassia, Cairo, Egypt E-mail: fahmy@online.com.eg.

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SYSTEMIC PROBLEM SOLVING TO ASSESS STUDENT ACHEVEMENTS IN CHEMTSTRY

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  1. BY SYSTEMIC PROBLEM SOLVING TO ASSESS STUDENT ACHEVEMENTS IN CHEMTSTRY & ** Prof .LAGOWSKI,J.J. *Prof .FAHMY A.F.M. * Faculty of Science, Department of Chemistry,Ain Shams University, Abbassia, Cairo, Egypt E-mail: fahmy@online.com.eg ** Department of Chemistry and Biochemistry, the University of Texas at Austin, TX 78712 E-mail: jjl@mail.cm.utexas.edu Website:www.satlcentral.com 42nd IUPAC Congress Chemistry Solutions, Glasgow,UK Aug. 2009

  2. Introduction: • In the last ten years, we have designed, implemented, and evaluated the systemic approach to teaching and learning chemistry (SATLC) (1-3). • Also we have designed a new type of objective test in chemistry based on systemics (4). • This Lecture focuses on the use of the systemic approach to teach problemsolving in chemistry at the university level(Tertiary level). • Traditionally, problem solving (TPS )as a processhas been presented tostudents by the teacherdoing problems, in effect showing them how to do certain types of “hard” problems, and then assigning similar problems for students to practice. Students will reach conceptual understanding through sufficient practice of problem solving (5).

  3. By repetitive practice on this kind of approach to problem solving: • Many students may develop speed and accuracy for routine problems, but they fail to develop their ability to reflect on what they have done or how to adapt this to solving new—different—problems. • Students solve these routine problems as snapshots without any framework connecting their ideas or even solutions to the context of the problem. • Thisapproach stresses linearity in problem solving, (LPS) and linear thinking; as such, it relies on memorization. • Traditional (Linear) Problem Solving (LPS)is a useful toolto help teachers examine recall of information, comprehension, and application.

  4. Systemic problem solving (SPS): • Helps the students to connect Issues, Facts , and concepts. • E.g. Type of Chemical bonding in compounds, and its relationship to stereochemistry, gives rise to certain physical properties(e.g., dipole moment, IR, UV, NMR, MS,…), as well as chemical properties • SPScanchallengestudentsandprobehigher cognitive skills like analysis, synthesis, and evaluation.

  5. (?) (1 (?) (?) (?) (?) (2 D C (?) (3 (?) A B A C B B C D GENERAL STRATEGY FOR Linear VS Systemic problem Solving SPS LPS TYPE (1):

  6. B B (?) (?) (?) (?) A A (?) (?) (?) (?) (?) C D D C (?) (?) (?) D C (?) (?) (?) (?) A B C D A B TYPE (2): TYPE (3):

  7. Problem (1) ? Monitor the changes in Physical and/ Or Chemical Properties Problem (2) ? Problem (4) ? Problem (3) ? Atom, Compound, Complex GENERAL PRESENTATTION OF SYSTEMIC PROBLEMS(SP)

  8. (A D). (A C). 1) Write the names, and Draw the structural formulas of Compounds 2)Draw the stereo isomers of Compounds 3) What are the types of hybridized in Compounds (A ), (D). 4) Give the systemic clockwise Chemical relations between Compounds in a systemic. (A D) • Sp.1 CompoundC4 H8(A) exists in two geometrical isomers reacts with dil. alkalineKMnO4 to giveC4 H10 O2(B) .Compound (B) reacts with PBr3 to give vicinal dibromo Compound C4 H8 Br2 (C).The dibromo derivative (C) reacts with alco. KOH to giveC4 H6(D).

  9. 5) Monitor the changes of the following items in this systemic . i) Functional groups. ii) Reaction type for each step. iii) Systemic Change in hybridization of(C2-C3)when we move from compound (A to B- C-D). iv) Systemic Change in stereoisomerism when we move from compound (A to B-C- D). • Systemic change in IR Bands when we move from compound • (A to B-C- D). vi)Systemic change in 1H. N. M. R. signals, when we move from compound (A to B-C- D).

  10. H H I I CH3 - C = C - CH3 CH3 H H H H CH3 CH3 CH3 A 1) 2- Butene : 2 , 3- Dihydroxy butane: CH3 – CH - CH - CH3 I IOH OH 2, 3-Dibromobutane: CH3 – CH - CH - CH3 I IBr Br 2- Butyne: CH3 – CH  CH - CH3 E –2- Butane Z – 2- Butene

  11. CH3 CH3 CH3 H OH H HO H OH HO H OH H H OH CH3 CH3 CH3 (meso) ( DL ) CH3 CH3 CH3 H Br H H Br Br Br H Br H Br H CH3 CH3 CH3 (meso) ( DL )

  12. H H 3) CH3 - C = C - CH3 (A) 32 CH3 - C  C - CH3 (D) 23 (SP2) (SP) dil . alk. CH3 -CH – CH - CH3 l l OH OH CH3 – CH = CH - CH3 KMnO4. PBr3 H2 / Pd/C alco. KOH/ CH3 - CH – CH- CH3 l l Br Br CH3 – C  C - CH3 heat

  13. (A) C = C (B) 2CH-OH (D) C  C (C) 2 CH-Br CH3 – CH – CH –CH3 OH OH Subtistitution) CH3CH = CH - CH3 (Addition.) (Addition.) CH3 – CH – CH – CH3 Br Br ( Elimination ) CH3 – C  C - CH3 5) i) Change in the Functional Groups: ii) Change in the reaction types:

  14. CH3 – CH = CH – CH3 (Sp2) CH3 – CH – CH – CH3 OH OH (Sp3) 2 3 Sp2 Sp3 2 3 (SP SP2) Conservation of hybridization CH3 – CH – CH – CH3 Br Br (Sp3) 2 3 CH3 – C C – CH3 (Sp) 2 3 Sp3 Sp (iii) Systemic Change in hybridization of (C2- C3):

  15.  CH3 – CH – CH – CH3 OH OH Optical CH3 – CH = CH – CH3 Geometrical Change Geo. Opt. Creation of Geo. Conservation Of Chirality  CH3 – CH – CH – CH3 Br Br Optical CH3 C C – CH3 No Stereo Isomers Loss of Chirality iv ) Systemic Change in the stereoisomerism:

  16. CH3 – CH = CH – CH3 ( C = C ) CH3 – CH – CH – CH3 OH OH (  OH ) CH3 – CH – CH – CH3 Br Br ( C–Br ) CH3 – CH CH– CH3 ( C  C ) (V) Systemic Change in the IR bands:

  17. CH3 – CH – CH – CH3 OH OH Appearance CH3 –CH= CH – CH3 Of (CH – o-, and OH signals) Disappearance of OH Signals Appearance of olefin Proton signals CH3 – CH – CH – CH3 Br Br Disappearance CH3 – C C– CH3 Of (H – C – Br Signals vi)Systemic Change in the 1HNMR:

  18. P1 P1 P1 P1 P1 P4 P4 P4 P4 P4 SP SP SP SP SP P2 P2 P2 P2 P2 P3 P3 P3 P3 P3 ? √ √ √ (SP3) Stage (4) √ √ √ √ SP-F) ? √ ? Stage (2) Stage (1) ? ? ? √ ( SP4) ? ? ? √ ( SP-2) ? ? Stage (3) ( SPO) SYSTEMIC PROBLEM SOLVING METHODOLOGY

  19. By using (SPS), we expect from our students in organic chemistry to: - Produce systemic solutions for any complex chemical problem. - Enhance their problem solving ability. • Monitor the changes in the prediction of physical and chemical • properties of different kinds of compounds obtained from the • same or different kinds of problems • . • Make maximum connections between, compounds, and their • properties. - Recognize their own cognitive level in chemistry by problem solving. • Recognize the patterns of chemical and physical changes via • problem solving.

  20. References: 1- Ameen F. Fahmy, J. J. Lagowski., The Use of Systemic Approach in Teaching and Learningfor 21st Century, J pure Appl. 1999,71(5),859-863 [15th ICCE, Cairo, August 1998]. 2- Ameen F. Fahmy, J. J. Lagowski, Systemic Reform in Chemical Education an International Perspective, J. Chem. Edu. 2003, 80 (9), 1078. 3-. Ameen F. Fahmy, J. J. Lagowski Using SATL Techniques to Assess Student Achievement, [18th ICCE, Istanbul Turkey, 3-8, August 2004]. 4- Ameen F. Fahmy, J. J. Lagowski ,Systemic Multiple Choice Questions (SMCQs) in Chemistry [19th ICCE, Seoul, South Korea, 12-17 August 2006]. 5- Hollingworth , R, Chemical Education Journal (CEJ),2001,.5(.2 ), http://www.juen.ac.jp/scien/cssj/cejrnlE.html

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