The VSEPR Tree: A Hands-On Activity for Learning Molecular Geometry

Abstract

Physical models of differing molecular geometry were formed and hung on a Christmas tree to celebrate the holiday in an introductory college chemistry class.

Crafting Molecular Geometries: Implications of Neuro-Pedagogy for Teaching Chemical Content

“…A set of related activities for teaching molecular geometry in the context of high-school chemistry was presented. Contrary to more passive ways of teaching, and even to more advanced teaching practices that are being used, − the methodology presented here was developed by taking into consideration the processes of memory consolidation that occur in the brain, according to recent findings in the neuro-education field . The diverse active learning approach, which characterizes the presented activities, is based on the notion that active learning promotes enhanced memory of the subject learned and increases the chances that it will be properly retrieved. , The four lessons that we dedicated to molecular geometry contain a variety of learning strategies that together enable the student to process the taught content through semantic, affective, and motor pathways in the brain and connect the acquired information to the students’ own unique world (Table ).…”

“…Teaching molecular geometry has long been of central interest in chemistry courses . In addition, molecular geometry is strongly associated with other concepts in chemistry.…”

From Passive Observers to Active Participants: Using Interactive Remote Demonstrations to Increase Student Involvement in Online Chemistry Instruction

“…The idea of using hands-on activities to augment students’ learning is by no means a new idea either. Generations of chemistry instructors have recognized the benefit of experiential learning in the teaching laboratory. − While students are immersed in digital technology at this point in history more than ever before, it has long been the observation of the authors that very few students know how to use this technology for the end of gathering data in science laboratories. This would appear to be attributable to a lack of experience, as students tend to quickly pick up on how to use technologies in class when instructed properly.…”

Applying Hand-Held 3D Printing Technology to the Teaching of VSEPR Theory

“…Many types of models have been used to help visualize the shapes predicted by VSEPR theory, including (but not limited to): computer animations, touch screen devices, computational laboratories, various materials to build models including whiteboard markers, beads and rods, snap hooks and latex tubing, circular magnets, bar magnets and Styrofoam balls, festive trees, Styrofoam balls with Velcro strips, and plastic globes, clay models and kite kits . However, many of these examples are designed for in-lecture demonstrations and do not focus on building students’ skill sets in a hands-on fashion.…”