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SATL IN PERIODIC CLASSIFICATION OF ELEMENTS:
“SYSTEMIC PERIODIC CLASSIFICATION
OF ELEMENTS” [SPCE]
Ameen F. M. Fahmy
Faculty of Science, Department of Chemistry,
Ain shams University, Abbassia, Cairo, Egypt
E-mail: [email protected]
1ST PS-SATLC , Karachi
Pakistan
Nov.19-29, 2008
Pungente, and Badger (2003) stated that the primary goal
when teaching introductory organic chemistry is to take
students beyond the simple cognitive levels of knowledge and
comprehension using skills of synthesis and analysis – rather
than rote memory.
Fahmy and Lagowski have designed, implemented, and
evaluated the systemic approach to teaching and learning
chemistry (SATLC) Since (1998) .
The use of systemics, in our view, will help students to
understand interrelationships between concepts in a
greater context.
SATL help students in development of their
mental framework with higher – level of
cognitive processes such as analysis and
synthesis, which is very important
requirement in the learning of our
chemistry students.
By "systemic" we mean an arrangement of
concepts or issues through interacting
systems in which all relationships between
concepts and issues are made, clear up
front, to the teachers and learners.
concept
concept
concept
concept
Fig: 1a: Linear representation of concepts
concept
concept
concept
concept
Fig: 1b: systemic representation of concepts
A list of SATL studies is given in (Table I). All of these studies required the creation of new
student learning materials, as well as the corresponding teacher-oriented materials.
Table (1):
Student
Sample
Title of SATLC
Material
Duration /
Date
Data
PreUniversity
- Secondary
School (2nd
Grade).
SATLCarboxylic acids
and their
derivatives (Unit)
(9 Lessons
Two weeks)
March 1998.
Presented at the
15th ICCE, Cairo,
Egypt,
(August, 1998).
SATLClassification
of Elements
(15 Lessons Three Weeks)
Oct. 2002.
Presented at the
3ed Arab
conference on SATL
(April, 2003).
SATLAliphatic
Chemistry.
(Text book)
One Semester
Course: (16 Lects 32hrs).
During the
academic years
(1998/ 19991999/20002000/2001).
Presented at
the
16th ICCE,
Budapest,
Hungry,
(August, 2000).
University
Level
- PrePharmacy.
- Second year,
Faculty of
Science.
- Third year,
Faculty of
Science.
SATLHeterocyclic
Chemistry.
(Text book)
(10 Lects. - 20
hrs).
During the
academic years:
(1999/20002000/2001).
Presented at the
7th ISICHC,
Alex., Egypt
(March, 2000).
- Second year,
Faculty of
Science.
SATLAromatic
Chemistry
(Text book) (12)
One Semester
Course:
(16 Lects-32 hrs).
During academic
years
(2000-2001).
(2001-2002)
In preparation
- First year
Faculty of
Science
From SATLOne Semester
to Benign Analysis Lab Course 24hrs
(2hr/week)
During academic
year (2001-2002).
Presented at the
17th ICCE
Beijing
(August 2002)
More SATL chemistry courses were produced by the Science Education Center at
Ain Shams University, which are still under experimentation in different
universities and school settings.
Systemic Teaching strategy
SATLC
Mission & vision
Educational Standards & objectives
Applied
Pure
- Synthesis
- Physical
Properties
- Chemical
Properties
TARGET
COMPOUNDS
Fig (2): [SATLC]
- Pharmaceuticals
- Food Additives
- Plant growth regulators
- Insecticides
- Herbicides
- Corrosion Inhibitors
- Super conductors.
- Dyes
- Photographic materials
etc..)
- Polymers
 We started teaching of any course by Systemic
diagram (SD0) that has determined the starting point
of the course, and we ended the course with a final
systemic diagram (SDf) and between both we
crossover several Systemics (SD1, SD2,…..)
(?) Stage (2) ()
()
Stage (1)
SD2
SD1
()
( )
(?)
()
(?)
(?)
()
SD0
(?)
(?)
(maximum Unknown
chemical relation)
Stage (3)
()
Educational standards
and objectives
()
SDf
()
()
(All chemical relations are known)
Fig (3): Systemic teaching strategy
PRE-COLLEGE COURSES
Our experiments about the usefulness of SATL to learning
Chemistry at the pre-college level was conducted in the Cairo
and Giza school districts.
1- SATL-CLASSIFICATION OF ELEMENTS
Fifteen SATL based lessons in inorganic chemistry taught
over a three - week period were presented to a total 130
students. The achievement of these students was then
compared with 79 students taught the same material using
standard (linear) method.
The details of the transformation of the linear approach to the
corresponding systemic closed concept cluster were presented
The periodicity of the properties within the horizontal periods is
illustrated by the diagram in (Figure 4), and within the vertical
groups is illustrated by the diagram in (Figure 7).
Electronegativity
Electronaffinity
?
?
Non-metallic
property
Acidic
property
Atomic radius
?
?
By increasing
the atomic
number in
periods
?
?
Ionization
energy
?
?
Metallic
property
Basicproperty
Figure (4): periodicity of properties of the elements within the periods
The previous diagrams of periods represent linear
separated chemical relations between the atomic
number and Atomic radius – Ionization energy electron affinity - electronegativity - metallic and
non-metallic properties - basic and acidic properties.
The periodicity of the properties through the periods
can be illustrated systemically by changing the
diagram in Figure (4) to systemic diagram (SD1-P)
Figure (5).
?
Non-metallic
property
20
8
?
Electron
affinity
16
?
?
? 14
?
7 ?
5
13
19
Acidic
property
? 9
6
?
15
?
Electronegativity
?
? 4
Atomic
radius
?
?
3
1
By increasing
atomic number
within the
periods
?
?
Ionization
energy
?
2
?
10
11
? 12
Metallic
property
?
17
18
Basic
property
Amphoteric
property
Figure (5): Systemic Diagram (SD1 - P) for the periodicity of properties
of elements within periods
After study of the periodicity of physical and chemical properties of the elements we
can modify systemic diagrams (SD1-P) Figure (5) to (SD2-P) Figure (6), for periods.
Electronegativity
8
Electron affinity
16
15


Non-metallic
property
20


Acidic property

19
Atomic radius
 4
13


7 
14

23
6
 5

9


1
By increasing
atomic number
within the periods
Amphoteric
property
The oxidation number
for element in its oxide

Ionization
energy
3


2
11

10

 17

12
Metallic
property
18
Basic property
21 
22

Figure (6): Systemic Diagram (SD2 - P) for the periodicity of the
Properties for the elements within periods
 Periodicity of the properties of the elements within the groups
Electronegativity
Electron
affinity
?
?
Nonmetallic
property
?
By increasing
the Atomic
number in
groups
?
Acidic property
Atomic
radius
?
?
Ionization
energy
?
?
Metallic
property
Basic property
Figure (7): Periodicity of the properties of the elements within the groups
represents linear separate relations:
Also the periodicity of the properties within groups can by illustrated
systemically be changing Figure (7) to systemic diagram (SD1-G) Figure(8).
Electronegativity
8
Electron affinity
16
?
Non-metallic
property
20
9
6
?
?
?
14
13
Acidic property
?
Atomic radius
?
?
4
1
?
3
?
?
19
Ionization energy
2
10
By increasing Atomic
number within the
groups
?
HX
?
? 5
15
?
7
?
?
?
11
12
?
Metallic Property
?
17
?
18
Basic Property
Figure (8): Systemic Diagram (SD1 - G) for the periodicity of properties
of the elements within groups
After study the periodicity of physical and chemical properties of the elements
we can modify (SD1-G) Figure (8) to (SD2-G) Figure (9).
Electronegativity

Electron
affinity
16

8
6


15

Non-metallic
property


13
7 
5
14


Acidic
property
HX
4
1
Ionization
energy
3


19

12
2


10
By increasing
Atomic number
within the groups
20

Atomic
radius
9

11

Metallic
Property
18

17

Basic
Property
Figure (9): Systemic Diagram (SD2 - G) for the periodicity of the properties of
elements within groups
LINEAR AND SYSTEMIC PERIODS
In the periodic table the graduation in properties are studied
in a linear method from left to right increasing or decreasing.
e.g.: In period (2) The linear graduation of the
properties in the second period starting from lithium to
Neon increasing or decreasing.
Li
Be
B
C
N
Linear Period (2)
O
F
Ne
But in systemic period the graduation in the properties are
studied systemically starting from any element in the period
to any other element as shown in the Figure (10).
?
?
Li
Ne
Be
?
?
F
?
?
?
B
?
?
C
O
?
N
?
Figure (10): Systemic period (2)
lt shows increasing or decreasing in the given property on moving from one
element to another through the systemic period.
The systemic period is characterized from the linear period in the following:
Find a relation between any element of the period and all the other elements.
Solve the abnormality in the periodicity of some of the properties. Because it finds
the relation between each element and the next element in a certain property till
the end of the period.
eg:The electron affinity increases by increasing atomic number with the exception
of Beryllium and nitrogen and Neon.
Li
Be
B
C
N
O
F
Ne
58.
5
+66
-29
12
1
+31
142
33
2
+99

(abnormal)

(abnormal)

(abnormal)
In the case of systemic approach the relation takes place between any two
elements from the point of electron affinity as shown in Figure (11).
increases
Li
-58.5
decreases
Be
+66
Ne
+99
decreases
decreases
F
-332
increases
B
-29
increases increases
increases
increases
C
-121
O
-142
increases
N
+31
decreases
Figure (11): Periodicity of electron affinity in systemic period (2)
Notice: As the (-ve) value increases the amount of energy released
increases so the electron affinity increases.
Generally the systemic period (SD-P) can be drawn as follow.
EG VIII
S2P6
?
?
EGI
S1
EG II
S2
?
?
?
EG VII
S2P5
?
?
?
EG VI
S2P4
?
EG V
S2P3
?
EG III
S2P1
EG IV
S2P2
?
(?) = Increasing or
E = element G
= group
decreasing
Fig(12): systemic period
LINEAR AND SYSTEMIC GROUPS
The graduation in the properties through groups in the periodic table
)are studied in linearity from top to bottom as shown in Figure (13) )
EP1
EP2
EP3
EP4
Increasing Or decreasing
EP5
EP6
E = element
EP7
P = period
Figure (13): Linear Group
In systemic group the graduation in the properties are to be studied systematically.
Starting from any element to another. It can be represented by the following systemic
diagram (SD-G) Fig (14).
EP1
?
EP7
?
?
?
EP6
?
EP2
?
EP3
?
?
?
EP5
(?) = Increasing or decreasing
EP4
?
Figure (14): Systemic Group
The characteristics of systemic groups are the same as systemic periods
¨
Example: systemic group -1
(a.r.) increases.
Prop. (2-3) decreases
Li
1- (a.r.) decreases.
2- (I.P.) increases.
3- Electronegativity
increases
Na
(a.r.) increases.
Prop. (2-3) decreases
Fr
K
(a.r.) increases.
Prop. (2-3) decreases
(a.r.) increases.
Prop. (2-3) decreases
Cs
Rb
(a.r.) increases.
Prop. (2-3) decreases
Figure (15): Periodicity of Properties of (atomic radius - Ionization potential Electronegativity) through systemic group (SG-1).
The results, of experimentation indicate that a greater fraction of students exposed to systemic
techniques in the experimental group, achieved at a higher level than did the control group
taught by linear techniques. The overall results are summarized in Figures (16 and 17).
120
100
100
92
88
80
60
56
47
40
20
21
15
0
0
Eltabary
Nabawia Gamal Abedel all the exp.
(group)
Roxy "boys" Mosa"girls" Naser "girls"
Before
After
Figure 16: Percent of students in the experimental groups who succeeded (achieved
at a 50% or higher level). The bars indicate a 50% or greater achievement rate
before and after the systemic intervention period
70
64
60
46
50
39
40
Before
30
After
20
13
8
10
7
5
0
0
Gamal Abedel all the control
Eltabary Roxy Nabawia
(group)
Mosa"girls" Naser "girls"
"boys"
Figure 17: Percent of students in the control groups who succeeded (achieved at a 50% or higher
level). The bars indiate a 50% or greater achievement rate before and after the linear intervention
period.
The results from the pre-university experiment point to a
number of conclusions that stem from the qualitative data
from surveys of teachers and students, and from anecdotal
evidence.
Implementing the systemic approach for teaching and learning
using two units of general chemistry within the course has no
negative effects on the ability of the students to continue their
linear study of the remainder of the course using the linear
approach.
Teachers feedback indicated that the systemic approach seemed
to be beneficial when the students in the experimental group
returned to learning using the conventional linear approach.
Teachers from different experiences, and ages can be trained
to teach by the systemic approach in a short period of time
with sufficient training.
After the experiment both teachers and learners retain their
understanding of SATL techniques and continue to use them.
CONCLUSION
*SATLC improved the students ability to view the
chemistry from a more global perspective.
*SATLC helps the students to develop their own mental
framework at higher-level cognitive processes such as
application, analysis, and synthesis.
*SATLC increases students ability to learn subject matter
in a greater context.
*SATLC increases the ability of students to think globally.
Literature
(1) Michael, P., Badger R., J. Chem. Edu. 2003, 80, 779.
(2) Fahmy, A. F. M., Lagowski, J. J., The use of Systemic Approach in
Teaching and Learning for 21st Century, J pure Appl. 1999, [15th ICCE,
Cairo, August 1998].
(3) Fahmy, A. F. M., Hamza, M. A., Medien, H. A. A., Hanna, W. G., AbdelSabour, M. : and Lagowski, J.J., From a Systemic Approach in Teaching
and Learning Chemistry (SATLC) to Benign Analysis,
Chinese
J.Chem. Edu. 2002, 23(12),12 [17th ICCE, Beijing, August 2002].
(4) Fahmy, A. F. M., Lagowski, J. J; Systemic Reform in Chemical Education
An International Perspective, J. Chem. Edu. 2003, 80 (9), 1078.
(5) Fahmy, A.F. M., Lagowski, J. J., Using SATL Techniques to Assess Student
Achievement, [18th ICCE, Istanbul Turkey, 3-8, August 2004].
(6) Fahmy, A.F. M., Lagowski, J. J., Systemic multiple choice questions (SMCQs)
in Chemistry [19th ICCE, Seoul, South Korea, 12-17 August 2006].
(7) Fahmy, A. F. M., El-Shahaat, M. F., and Saied, A., International
Workshop on SATLC, Cairo, Egypt, April (2003)
(8) Fahmy, A.F.M., Lagowski, J.J.; “Systemic Approach in Teaching and
Learning Aliphatic Chemistry”; Modern Arab Establishment for
printing, publishing; Cairo, Egypt (2000)
(9) Fahmy A. F. M., El-Hashash M., “Systemic Approach in Teaching
and Learning Heterocyclic Chemistry”. Science Education Center,
Cairo, Egypt (1999)
(10) Fahmy A. F. M., Hashem, A. I., and Kandil, N. G.; Systemic Approach
in Teaching and Learning Aromatic Chemistry. Science, Education
Center, Cairo, Egypt (2000)
Research Group
Prof. Dr. Lagowski, J. J. (USA) (Founder)
Prof. Dr. El-Shahat, M. T. (Egypt)
Prof. Dr. Abdel – Sabour, M. (Egypt)
Mrs. Said, A. (Egypt )