Social Distancing During the COVID-19 Pandemic: An Analogy to Explain Collision Cross-Sections in Chemical Kinetics

Abstract

Herein we present an engaging description of the existent analogy between social distancing during the COVID-19 pandemic and the collision crosssection of particles as defined in the collisional model for a chemical reaction. In addition, the link between collision cross-sections and kinetic rate constants is thoroughly established, bridging concepts of basic epidemiological models and fundamental chemical kinetics.

Remote Learning of COVID-19 Kinetic Analysis in a Physical Chemistry Laboratory Class

“…The SIR model has also been compared to the collision theory that explains the connection between the rate constants with the social interactions within the society. 22 Combining others and ours practices, we believe the COVID-19 kinetics analysis has the potential to go beyond the lab courses. It can be taught in the physical chemistry lecture courses as an example application of the consecutive reaction model of the kinetic theory.…”

“…[11][12][13][14][15][16] The kinetic model that was used in this experiment is the susceptible-infectious-recovered (SIR) model, [17][18][19] which is widely used in the academic literature and general public, 16,20,21 and has been introduced to the chemistry teaching practice very recently. 22,23 In this model, a two-dimensional plot that contains the number of infected individuals on the y-axis and time on the x-axis is used to visualize how fast a virus truly spreads. [16][17][18][19] Many alternative models that have been reported in the literature are used to investigate the spreading of infectious disease, a common feature of most is using the replacement number Rt as a key parameter, whose initial value is called basic replacement number R0.…”

Remote Learning of COVID-19 Kinetic Analysis in a Physical Chemistry Laboratory Class

“…The SIR model has also been compared to the collision theory that explains the connection between the rate constants with the social interactions within the society. 22 Combining others and our practices, we believe the COVID-19 kinetics analysis has the potential to go beyond the laboratory courses. It can be taught in the physical chemistry lecture courses as an example application of the consecutive reaction model of the kinetic theory.…”

“… 11 − 16 The kinetic model that was used in this experiment is the susceptible–infectious–recovered (SIR) model, 17 − 19 which is widely used in the academic literature and general public, 16 , 20 , 21 and has been introduced to the chemistry teaching practice very recently. 22 , 23 In this model, a two-dimensional plot that contains the number of infected individuals on the y -axis and time on the x -axis is used to visualize how fast a virus truly spreads. 16 − 19 Many alternative models that have been reported in the literature are used to investigate the spreading of infectious disease, a common feature of most is using the reproduction/replacement number R t as a key parameter, whose initial value is called basic reproduction number R 0 .…”

Framing Student and Faculty Stress in Education: A Proposed Science Analogy

“…The concept of using analogies in chemistry education enjoys a rich history. A search of the Journal for articles with Analogy/Analogies in the title reveals more than 125 entries, including quite recent articles. , Important research into the role of analogy in helping novices learn new material, including chemistry, has been part of the education literature, including that of chemistry education, for decades. − Duit offers a fine starting point to consider the potential for analogies to enlighten, in which the roles of both analogies and metaphors are examined with the lens of learning science. Importantly, there are constraints for both the analog and the target of understanding that are sought through the use of analogy.…”