JCE Online Journal of Chemical EducationDivision of Chemical Education, American Chemical SocietyAmerican Chemical Society
 | Subscriptions  | Software Orders  | Support  | Contributors  | Advertisers  | 

JCE Print
   Current Issue
 Previous Issues
 Supplements
 Search JCE Index

JCE Digital Library
   JCE DLib Catalog
   ChemInfo
 Data-Driven Exercises
 DigiDemos
 Featured Molecules
 LivTexts
 LrnCom
 QBank
 SymMath
 WebWare

JCE Software
   Latest Releases
 Software & Video
 Downloads
 Support

Only@JCE Online
   JCE Online Store
 JCE HS CLIC
 JCE Discussion Forums
   Biographical Snapshots
 ChemEd Resource Shelf
 Hal's Picks
 Project Chemlab
 Reviewed WWW Sites
 "Web-Ed" Articles

About JCE
   Features
 Publications
 Operations
 Outreach
 Contact Us



  Home > JCE Print > Journal of Chemical Education > Issues > 2008  > March  >
In the Classroom
Dynamic Reaction Figures: An Integrative Vehicle for Understanding Chemical Reactions
Emeric Schultz
Department of Chemistry, Bloomsburg University, Bloomsburg, PA 17815-1301
Cover
March 2008
Vol. 85 No. 3
p. 386
Abstract
A highly flexible learning tool, referred to as a dynamic reaction figure, is described. Application of these figures can (i) yield the correct chemical equation by simply following a set of menu driven directions; (ii) present the underlying "mechanism" in chemical reactions; and (iii) help to solve quantitative problems in a number of different areas. Use of this tool allows for an integration of what are currently considered to be different concept areas into a common framework. The characteristics of the tool and how it is used in various concept areas are presented. The exposition starts with simple, more concrete, examples and builds toward more abstract levels of chemical understanding. Concept areas for which applications are shown include acid–base and redox reactions, including organic and biochemical examples; predicting the results of potential reactions; and balancing equations. Simple dynamic reaction figures used to complete and balance reactions can have a quantitative and mechanistic layer added. Appropriate application of this tool at the general chemistry level puts in place a framework that students can use and build upon in further study in chemistry, especially organic and biochemistry.
Supplement
Addtional DRF examples and resources for general chemistry instructors
*
 Download
Contents
  JCE2008p0386W.pdf
 
JCE2008p0386W.zip
JCE2008p0386W.doc (Microsoft Word)
More Information
*
Citation
Schultz, Emeric. J. Chem. Educ. 2008, 85, 386.
*
Keywords
Acids / Bases; Analogies / Transfer; Aqueous Solution Chemistry; Curriculum; First-Year Undergraduate / General; High School / Introductory Chemistry; Interdisciplinary / Multidisciplinary; Mechanisms of Reactions; Nonmajor Courses; Problem Solving / Decision Making; Second-Year Undergraduate
*
History
Created:
Last Updated:
2/4/2008
2/8/2008
<< Previous Article Table of Contents Next Article >>
  Home > JCE Print > Journal of Chemical Education > Issues > 2008  > March  > Page 386


Subscriptions
 Subscription Info
 Order Forms

JCE HS CLIC

Our Secondary School editors work hard to distill all the JCE materials to produce a fraction of particular interest to high school teachers. We call it CLIC.
 JCE HS CLIC

Contributions Welcome
JCE welcomes your submission
 Contributors' Corner

Advertisers
In recent years we have worked hard to better match our advertisers with our readers. When shopping for chemistry education materials, visit our advertisers' WWW sites first.
 Recent Advertisers

Be An Ambassador
Take JCE along on your outreach missions. Copies of the Journal, guest access to JCE Online, our publications catalog, and more are available for your participants.
 Outreach with JCE

Comments to
jceonline@chem.wisc.edu		 Copyright © Division of Chemical Education, Inc., American Chemical Society.
All rights reserved.