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  Home > JCE Print > Journal of Chemical Education > Issues > 2002  > August  >
In the Classroom
Determining Oxidation–Reduction on a Simple Number Line
Amy L. Cox
Paducah Tilghman High School, Paducah, KY 42001

James R. Cox
Department of Chemistry, Murray State University, Murray, KY 42071-3346

Cover
August 2002
Vol. 79 No. 8
p. 965
Abstract
Oxidation–reduction is an important concept taught throughout the chemistry curriculum. We have implemented a method that encourages students to use a simple number line to analyze oxidation–reduction reactions. This approach has been termed the ROLR (Right-Oxidation-Left-Reduction) method and has been used effectively in introductory/general chemistry, organic chemistry, and biochemistry. When analyzing chemical reactions, students place species (reactants and products) on a number line according to their oxidation number. A movement to the right indicates an oxidative process (loss of electrons), and a movement to the left indicates a reductive process (gain of electrons). While oxidation–reduction reactions encountered across the chemistry curriculum can be diverse, the use of a number line gives students a consistent approach to analyzing these types of reactions.
More Information
*  Citation
 Cox, Amy L.; Cox, James R. J. Chem. Educ. 2002 79 965.
*  Keywords
 Biochemistry; General Chemistry; Organic Chemistry; Redox Reactions; Teaching / Learning Aids
*  History
 Created:
Last Updated:		 July 23, 2002
March 16, 2005
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