Discovering Symmetry in Everyday Environments: A Creative Approach to Teaching Symmetry and Point Groups

Abstract

A hands-on symmetry project is proposed as an innovative way of teaching point groups to undergraduate chemistry students. Traditionally, courses teaching symmetry require students to identify the point group of a given object. This project asks the reverse: students are instructed to identify an object that matches each point group. Doing so requires students to think about symmetry in their everyday environment and aids in the development of a more intrinsic understanding of the assignment of symmetry classifications.

Understanding of Symmetry: Measuring the Contribution of Virtual and Concrete Models for Students with Different Spatial Abilities

“…10 The works focusing on designing instructional video and other virtual representation to improve the quality of teaching and learning has been carried out 35 including how students interact emotionally to the virtual representation. 36,37 Several approaches have been applied in teaching symmetry as well as overcoming students' unscientific understanding of the topic including hands-on symmetry project, 38 three-dimensional (3D) models, [39][40][41] virtual laboratories, 3 common daily objects, 42 and drawing 2D projection. 43 A study focusing on the difference between using concrete and virtual model is limited.…”

Concrete Model VS Virtual Model: Roles and Implications in Chemistry Learning

“…The use of concrete media in symmetry learning has been developed by several researchers (see Craig, 1969;Flint, 2011;Fuchigami, Schrandt, & Miessler, 2016;Niece, 2019;Scalfani & Vaid, 2014;Holly K. Schiltz & Oliver-Hoyo, 2012). They agreed that concrete media can be used as a catalyst in understanding and identifying all symmetrical operations on molecular shapes.…”

“…Symmetry is material that deals with objects and images with two-and three-dimensional representations. In other words, all objects and images have a certain symmetry operation (Atkins & De Paula, 2006;Effendy, 2017;Flint, 2011;Fuchigami et al, 2016). For example, butterfly objects, certain brand logos, bowls, prayer mat patterns, etc.…”

“…Despite this, combining the two media does not necessarily become a solution in learning. Some researchers remain in the opinion that concrete media is better than virtual media (Flint, 2011;Fuchigami et al, 2016;Niece, 2019;Scalfani & Vaid, 2014;Holly K. Schiltz & Oliver-Hoyo, 2012;Silva & Ribeiro, 2017) or vice versa, the use of virtual media is better than concrete media (Anggriawan et al, 2017;Antonoglou et al, 2011;Barrett et al, 2015;Cass et al, 2005;Stull et al, 2013). Barrett et al (2015) proposed that aspects of the types of material being taught need to be considered in comparing the effectiveness of using concrete media and virtual media, for example, in previous studies (see Abraham et al, 2010;Al-Balushi & Al-Hajri, 2014;Barrett et al, 2015;Fjeld et al, 2007;Stull et al, 2013;Stull & Hegarty, 2016) focusing on organic chemistry, students learn to manipulate and control variables or run experimental simulations using concrete or virtual media.…”

Tangible symmetry elements and space-group models to guide from molecular to solid-state composition

“…Discussing molecular symmetry naturally requires spatial imagination. To gain and train this, various specific prefabricated and static molecular or structural models and general model kits can be very useful and are readily available (Birk & Foster, 1989;Flint, 2011;Fuchigami et al, 2016;Scalfani & Vaid, 2014;Sein, 2010). At this stage, the Scho ¨nflies notation is usually introduced to the students and used to describe symmetry elements and point groups.…”