We report here a teacher action research project in which a Systems Thinking approach was implemented into a 15 h Depth Study for students in their final year of secondary chemistry. Students were introduced to the concept of Systems Thinking and the use of systems maps, along with the United Nations Global Goals for Sustainable Development (SDGs). Integrating these ideas, students created their own systems maps for specific chemical processes. Specifically, they represented their chemistry curriculum content knowledge in the context of the SDGs, by considering whether the impact of each aspect of the chemical process is positive, negative, or neutral for each SDG. The purpose of the approach was to give students the opportunity to situate their knowledge of sustainability in the context of the sourcing, uses, and other intended and unintended consequences of a variety of chemical processes, and how these processes impact the wider global community. The teacher action research was conducted through the development and testing of the teaching materials as part of an iterative cycle of improvement. The teaching and assessment approach was evaluated utilizing reflections of the teacher in an action research cycle. The project is described in the context of how Systems Thinking influenced the inclusion of sustainability as a cross-curriculum priority in Australia. This report gives secondary teachers tools to implement Systems Thinking in their own classrooms in a way that integrates it within the chemistry curriculum without requiring additional time or resources.
Discussing socio-scientific issues in a secondary chemistry classroom poses a challenge to traditional classroom practice because students and teachers need to think more broadly about chemical processes. Allowing students to create open-ended maps to generate and represent their understanding of socio-scientific issues while also learning chemistry theory can develop Systems Thinking capacity in students. This manuscript presents three vignettes of the classroom use of mapping exercises within separate action research studies, involving diverse school types, curricula, chemistry topics and student groups. The mapping exercises were effective to engage students in the development of Systems Thinking and were readily integrated into different curricula. Sequential student-generated maps for chemical processes illustrate increasing sophistication in their Systems Thinking approaches.
The structure and thermodynamics of both 2{2 and 1{1 model electrolytes at a charged interface have been determined. The solvent is modeled as a structureless dielectric continuum. The structure is calculated from the`singlet' version of the Ornstein-Zernike integral equation, using as input the
The structure and thermodynamics for model 2–2 electrolytes at a charged interface have been determined by the so-called “pair” approximation of integral equation theory. In addition to Coulombic interactions, the potential models for the ion–ion and ion–wall interactions employ “soft” continuous potentials rather than “hard”-sphere or “hard”-wall potentials. The solvent is modeled as a structureless dielectric continuum at 25 °C. The structure is calculated using the inhomogeneous Ornstein–Zernike relation, together with the hypernetted chain closure and two choices for the functional relationship between the singlet and pair correlation functions. Both the interfacial density profile and the inhomogeneous pair correlation functions are calculated. Some thermodynamic properties of these systems are also evaluated. The results of the pair approximation are compared with the so-called “singlet” approximation, selected computer simulation results, Gouy–Chapman–Stern predictions, and experimental data. While qualitative agreement is generally found between the two levels of integral equation approximation, measurable quantitative improvements exist for both structural and thermodynamic predictions in the pair approximation.
Inhomogeneous correlation functions for model " soft Ï 2È2 and 1È1 electrolytes at a charged interface have been determined by the soÈcalled " pair Ï approximation of integral equation theory. The solvent is modeled as a structureless dielectric continuum at 25 ¡C. The wallÈionÈion structure is calculated using the inhomogeneous OrnsteinÈZernike relation, together with the hypernetted chain closure, and one of two choices for the functional relationship between the singlet and pair correlation functions. Both the interfacial density proÐles and the inhomogeneous pair correlation functions are calculated. For most cases, the inhomogeneous pair correlation functions near the interface vary signiÐcantly from the homogeneous pair correlation functions. This deviation generally becomes stronger as the charge on the surface increases, and the deviation generally extends out further from the interface as the surface charge increases. The density proÐles predicted by the pair approximations generally show less structure than the singlet approximation density proÐles, whereas the inhomogeneous pair correlation functions generally predict more structure than would be expected by simply assuming bulk pair correlation functions. The density proÐles and inhomogeneous correlation functions are also found to agree qualitatively with previous simulations which used " charged hardÈsphere/charged hardÈwall Ï potentials.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.