The purpose of this report is to investigate the importance of teaching chemical bonding/compounds to young high school students. Although normally overlooked for other areas of subject in high school, chemistry is a fundamental learning component for anyone going into the fields of science, medicine, or engineering. The man responsible for discovering inert gasses such as helium, neon, and xenon, Sir William Ramsay, once said that “The country which is in advance of the rest of the world in chemistry will also be foremost in wealth and in general prosperity”[1]. An example of where this has proven to be true is in the United States (U.S). In the U.S, one of the largest and most wealthy countries in the world, the largest players in the automotive and gas sectors are constantly in a battle to improve the efficiency of their vehicles. One manner in which they conduct this is through developing new fuel additives. These additives enhance the car’s engine performance while reducing the harm on the environment[2]. For these additives to be created, the basics of molecular models must be understood to a very high degree.
A main area of focus for this report will be catering towards those that have any form of a visual impairment, that mainly being blindness. Currently, the technologies available for those with a visual impairment don’t have the capability to suit those willing to pursue and education or career that involves chemistry. Although there are audio technologies for the blind population that can aid in learning, other hands on learning applications such as building molecular models are areas of the curriculum in which it would be hard for someone with a visual impairment to learn. Creating or enhancing a current tool to help those with disabilities could make large changes and help inspire more to take interest in chemistry. Take for example, Steven Hawking, an individual that suffered from a neurological disease. This intelligent individual was essentially handicapped for the rest of his life but with the help of technology, he was still able to continue doing incredible work at a high level [3]. The same accommodations can be made for those with other disabilities as long as someone is willing to make change for the better.
Throughout this report, the overview of this general topic and how the Ontario curriculum covers it will also be highlighted. The theory behind this topic, how it is currently taught to students, and potentially new technologies that could improve how this topic is taught will be discussed as well.
Overview of {Instructional Topic}
As the title of this report suggests, the instructional topic that will be reviewed is chemical bonding. Essentially this can further be broken down into further subcategories like naming molecular compounds, building molecular compounds, and establishing the differences between.
Current Curriculum Coverage
The Ontario Curriculum does a fairly good job at covering the fundamental learning points for chemical bonding for grade 9 students. One of the learning outcomes for students in academic chemistry is to be able to “construct molecular models to represent simple molecules (e.g., O2, CO2, H2O, NH3 , CH4)” [4]. In order to construct these models, the basics for ionic, covalent, and metallic bonding must be understood as well. Progressing on from this, students would be able to have the ability to name a given compound given its molecular formula (e.g. CH4).
Not only is this topic of chemical bonding covered in grade 9, but it is also covered in the grade 10 curriculum with an extension of what was learned in the previous year. One of the learning outcomes stated in the 10th grade curriculum is to have the ability to, “construct molecular models to illustrate the structure of molecules in simple chemical reactions (e.g., C + O2 ➞ CO2; 2H2 + O2 ➞ 2H2O), and produce diagrams of these models” [4]. The curriculum also states that students should be able to investigate simple chemical reactions, including synthesis, decomposition, and displacement reactions, and represent them using a variety of formats (e.g., molecular models, word equations, balanced chemical equations) [4]. These key learning outcomes are essential in order to be successful in higher grade levels.
Application or Relevance Today
Chemical bonding is everywhere. Nearly everything you come in contact with is chemically bonded. The role chemical bonding plays is day to day life is often times underappreciated. Take for example the simple bond of two oxygen atoms together to make O2, an essential item that humans need in order to breathe. Not only are humans reliant on chemical bonding, but plants are as well. Plants are reliant on the carbon dioxide that humans release from breathing. The carbon dioxide allows for plants to undergo a process known as photosynthesis which essentially helps them grow. Not only are naturally found chemical bonds important, but engineered products created through chemical bonds are very important in today’s world. One area where the knowledge and application of chemical bonding is of the utmost importance is in the pharmaceutical area. Each and every day pharmaceutical engineers are working towards further developing medicines to help treats patients with a variety of different sicknesses ranging from mild to severe. Take for example the chemically engineered product of Acetaminophen (more commonly known as Tylenol). The chemical formula of C8H9NO2 is how Tylenol is created. This medicine is used to treat pain caused from such injuries that have caused bruising or swelling as well as fevers [5]. By having such medicines available for individuals to purchase it not only helps cure their sickness in a shorter period of time, but theoretically it allows for individuals to continue to be productive and still be able to complete work they need to do. Chemical bonding through the work of pharmaceutical engineers is essential to helping limit or even eliminate sicknesses. Often times through media outlets, there will be news that such medicines are in the testing phases of limiting the growth of cancerous cells which is as a result of new chemical bonds being formed to help created new medicines.
3 Theory of Chemical Bonding
The topic of chemical bonding extends so much further past the basics that are learned in the early high school years. Comprehending the basics allows for students to build off of and develop their knowledge of this topic. This section will outline a concise summary of this topic which caters to those in the 9th and 10th grades.
Prior to 9th and 10th grade students being introduced to chemical bonding, understanding the periodic table was a fundamental learning goal. By the end of that unit, students were able to understand that there are three main sections in which this tool is separated into, that being the metals, non-metals, and the transition metals. In terms of how the Ontario curriculum is written, it is understandable as to why the basics of the periodic table were taught alongside the structure of an atom prior to chemical bonding. Most certainly having a background knowledge prior to starting chemical bonding is key for success. There are two main types of bonding that are covered in this stage of the curriculum with those being ionic and covalent bonding.
3.1 Ionic Bonding
Ionic bonding is one of the few types of bonding that occurs between different elements. When a non-metal and a metal are attempted to be combined it does not always work out as there are numerous conditions/rules that must be followed in order to for this type of bonding to occur. Take for example Potassium (K), a metal, and Chlorine (Cl) a non-metal. According to the theory of the atomic model, metals in group one (I.e. Potassium (K)), only have one outer electron in their valence shell (furthest shell where electrons occupy space) whereas non-metals in group 17 (I.e. Chlorine (Cl)) have 7 valence electrons. The tendency for atoms is to gain/lose electrons. In the case for Potassium and Chlorine, the Cl atom will have a tendency to gain an electron from the nearby K atom since it would give the atom a full valence shell. When the valence shell fills up, the atom has a higher level of stability. Not only would the Cl atom have a full valence shell, but the K atom would be as well which is essentially what both of the atoms are seeking to do. It must also be made clear that this is a donation of electrons which is contrary to the following type of bonding.[6]
3.2 Covalent Bonding
Covalent is the other common type of chemical bonding that occurs. Instead of the elements donating outer electrons, they share them. It is also important to also note that this type of bonding occurs specifically between two non-metals. The bonding between oxygen atoms creates the bond of O_2. Since both atoms have 6 valence electrons, it allows for a double bond to form. This double bond consists of 2 valence electrons being shared from each of the separate oxygens. These simple principles are followed for every type of covalent bonding no matter which elements are involved.
Existing Instructional Approaches
Chemistry is a subject in which memorization is not the most effective way to retain key learning points. In the realm of applied sciences and mathematics, the best method of learning is to get students involved. An article published by “The National Academies Press” highlights some of the key teaching components that help lead to better student success. Among these key points, the importance of “collaborative” work and “Asking Questions” was highlighted in depth. The article also highlighted the importance of demonstrations in the classroom environment. In the following two subsections, these teaching components will be outlined through the current curriculum coverage.
Mainstream Instructional Approaches
The Ontario Curriculum allows for the topic of chemical bonding to be covered in a variety of sorts as there are numerous different teaching methods. Through programs such as ‘Kahoot’ and other various types of technology it allows for students to become more involved in the classroom. Although these types of technologies are useful, the primary source of learning is through the ‘Science 9’ and ‘Science 10’ Nelson textbooks. These textbooks are the most useful tool any student can have as can be proven below.
Nelson Textbooks
The Nelson textbooks have been designed to touch on all different areas in which students can learn. Not only are there questions for students to complete after each chapter but the aspects of written and visual learning are maximized to their full potential as well. To begin each chapter and subsection a number of questions prompting students to get their mind working is included. This is essential as student learning is driven by questions and involvement as opposed to just reading and attempting to retain information.
Lab Exercises
Another feature of these textbooks is the ‘Investigation’ and ‘Lab Exercise’ components which further allow for students to expand their learning outside of the typical textbook style of learning. There are a number of different labs that could be conducted in order to help further understand the theory of chemical bonding, but the textbook does an excellent job of identifying what is best suited for the students at that grade level. An example of an activity is to learn about the bonding between hydrogen atoms and how heat energy is either released or absorbed. This is a prime example of taking past knowledge of bonding and adding a new component with the change in temperature to further develop knowledge in chemical bonding.
Molecular Model Kits
The molecular modelling kits are another wonderful tool that allows for students to gain hand on learning experience. These kits have such a simple yet powerful design to them that allows for students to further understand chemical bonding. Each molecule included in the set is colour coded allowing for an easy differentiation between them. The set also includes different types of bond links (I.e. double and single bonds) making it unlike any other learning tool available for this topic as the possibilities for learning through exploring are seemingly endless. Although seen as a valuable tool that every student can use, it does not cater to the population that is affected by blindness. This will be further investigated in sections 5 and 6.
Kahoot
As mentioned previously, ‘Kahoot’ is another fun and interactive way of involving students in what they’re learning. ‘Kahoot’ allows for teachers to create an interactive game with their students through technology such as personal cellular devices, laptops, and tablets. Teachers ultimately get to design questions and provide four potential answers to each of the questions with students competing for a top three position on the leaderboard. The competitive nature of these games brings out the best in student’s minds, hopefully leading to better results on assessments such as tests and quizzes. [7]
Other Instructional Approaches
Not only are there main stream approaches to helping further understand a concept or theory, but there are more outside of the box learning approaches. These concepts are often times are some of the best ways to enhance a student’s learning of a given subject. Summer Camps often times allow for individuals to get creative with their teaching methods. One approach when covering chemical bonding is to get students involved is to use a game created by ‘Kepler Science’. The company states on their website that, “Students will be working in pairs to identify the types of chemical bonds. Students will follow the directions on the task cards and use manipulatives to show how valence electrons in atoms combine to form chemical bonds. Students will be demonstrating the bonds of H2O and NaCl. Throughout the process, task cards will continue to assist students to understand the differences between ionic and covalent bonds”[8]. This game allows for students to see a visual representation of the bonds they’re creating and alongside this it helps them further understand the differences between ionic and covalent bonding as the company stated. There is one issue with this game and that is once again the visual representation for the small population that has visual impairments and would not benefit fully from this activity.
Table 1: Identified Instructional Aids
Instructional Aid Source and Cost Technology Basis/Bases Strengths Weaknesses
Nelson Textbooks Nelson Distributors & $79.50 per hardcover textbook [9]
Classic textbook teaching method. CD’s are also included for those that prefer audio learning Covers the topic very much in depth for students and gives them extra resources within the book to succeed Often times expensive for schools to purchase full class copies
Lab Exercises Nelson Textbooks have numerous lab exercises available to complete Using chemicals/ resources that have been created to demonstrate chemical bonding Gives students a hands-on type experience that many people believe is critical to understanding concepts Often times very time consuming. Also, if it is a lab procedure there is always the risk for student safety
Molecular Model Kits Old Nobby & retails for $26.97 through Amazon[10]
Simple plastic shapes and connectors both of which are colour coordinated Colour coordination helps students identify the different elements involved in bonding. Also, there is the all-important hands on learning experience Unfortunately, those that are visually impaired wouldn’t be able to use arguably the best tool to help teach chemical bonding
‘Kahoot’ Online website & cost is free Online server which allows for students to connect to an interactive game through a pin Simple and affordable resource for people to use If there is a problem with power or the server is down the game would not be able to run
‘Kepler Science’ group work game The game can be made by instructors for a relatively low cost Using simple resources like paper and pens to write guiding questions and cards Affordable and allows for instructors to become creative in the questions they answer Like the molecular model kits, this game would not cater to those with visual impairments
Recommended Learning Outcomes
Alongside the curriculum’s specified learning outcomes there are other learning outcomes that would come into play if this topic were to be selected as the ‘Design Project B’. By the end of the chemical bonding unit, students should be able to fully understand the principles of chemical bonding. More importantly though, they should understand the key differences between ionic and covalent bonding. When asked to apply what they have learned in the class, on a test or quiz, students should be able to demonstrate this through drawing molecular model and they should be able to use those drawings to create chemical equations. Ultimately students should be able to progress to a higher level of chemistry with a strong foundation to excel at that next level.
Applicable Technologies
There are many available technologies that are available for students to use in order to further drive their success. Although this may be true, not all of the technology available could be necessarily applied to the realm of chemistry and more specifically the topic of chemistry. There are however some intriguing possibilities about how existing technology could be ever so slightly improved to be more inclusive to those with visual impairments. Chemistry is such a diverse and interesting topic that it should not be excluded from any part of the population. From Section 4, the most useful learning tools were taken to be further investigated on how they could be improved. Listed below in ‘Table 2’ are possible improvements to existing instructional aids that could make learning chemical bonding with unique tools more inclusive for those with disabilities.
Table 2: Potentially Applicable Technologies
Technology Source and Cost Potential Role in Instructional Aid Strengths for Use in a Teaching Aid Weaknesses for Use in a Teaching Aid
Shaped molecules (For molecular modeling kits) Manufacturer would have to alter how the molecular modelling kits are made.
Cost would remain relatively the same Shapes added to the molecular model kit as opposed to just being colour coated could change the approach of chemistry for those affected by blindness Allows for the population that is affected by blindness to enter the area of chemistry with a resourceful tool Does not accurately represent what a molecule is shaped like
Kahoot (with the addition of voice audio) The company would have to use a technology which allows for text to be recognized and transferred to audio
Technology exists so cost would not be high Students with a visual impairment could use this as an excellent tool to learn or to be tested on material in the class Inclusive to everyone in terms of disability or not and the price of using the program is free Would be challenging to do for multiple languages
After identifying and breaking down both the ‘molecular modelling kits’ and ‘Kahoot’ as the two possible existing resources that could be used, they can further be extrapolated to show the ideas of what new technologies could do for these products. The possibilities for these products are very intriguing as can be shown in this section.
In terms of the molecular modelling kit, there are two main ways in which this could be redesigned with the help of existing technology to suit the needs of those with visual impairments. Primarily the easiest way to help make this accessible to the blind would be to assign each different element in the molecular model with a different shape. Those that are blind have an incredible sense of touch according to a study released in the issue of the ‘Journal of Neuroscience’. It stated that, “People who are blind from birth are able to detect tactile information faster than people with normal vision”. With that being said, altering the already existing product to be different shapes would allow for those that are blind to properly use this learning aid and gain a better understanding of chemical bonding. This also would not affect those that are not visually impaired and how they currently learn with the molecular model which is a very positive sign.
Another way in which a form of technology could be included to improve this product to be more inclusive for those with visual impairments would be to add braille writing to the product. The blind are exceptional at reading braille and by adding it to each and every one of the molecules in the set, it would allow for the students to simply feel the molecule and know what it is. The simplicity to this concept would not only help cater to the blind population but it would help the product remain mostly unchanged as the bonds and colours would still be able to be used as students without visual impairments would be able to identify different molecules based on the colours.
The other product in consideration was ‘Kahoot’. Already a well-established product in classrooms all over, this product could be made even better and more inclusive with the addition of voice audio. Currently students read the question right off of the screen to select their answer. Although this may be perfect for that part of the population, the other part that is blind would not be able to utilize ‘Kahoot’. By adding in voice audio that could read the question and the possible answers to the blind student, it could be more catered towards their style of learning and allow for them to participate in these interactive games which as stated earlier in this report is a key aspect of learning and memory for students. Since this is also done on an electronic device, those blind students would not be able to see the screen. There could be such audio prompts telling them where to press on the screen in order for them to pick one of the given responses.
Conclusions
It is clear that there still remains a boundary in this world between those that have disabilities and those without them. If people in this world don’t rise up to the challenge to make this world more inclusive, that boundary could grow larger until those with disabilities are completely excluded from the world. With such diverse and intriguing topics such as chemistry a tough topic for most with visual impairments to learn, creating devices to aid those in need is of the utmost importance to improve how this topic is taught.
The main learning outcomes that would be the goal for this topic would be to gain a better understanding of the concepts of ionic and covalent bonding. Ultimately gaining a strong understanding for these topics will allow for students to find the topics they progress further on to will be easier for them to understand. Often times it is a common theme that when students find a topic less challenging, they will be more likely take more interest in what they’re learning.
The best approach to demonstrate the device in question, which in this case would be the molecular model kit would be to implement the technology in a classroom with a visually impaired student. Ultimately getting those students (target group) to test the modified product would be the best way to demonstrate the effectiveness of the product.
In conclusion, this project would be reasonable to be chosen as the ‘Design Project B’ for a number of reasons. Primarily this would fit within the required design constraints but more importantly it is not an overly abstract idea that could be designed. Given the tools available to help design this project, the final product could be a very well put together piece that could revolutionize how a part of chemistry is taught to those with visual impairments.