WO2002061710A1

WO2002061710A1 - A teaching aid

Info

Publication number: WO2002061710A1
Application number: PCT/IE2002/000010
Authority: WO
Inventors: Sean Seosamh O'riordain
Original assignee: Individual
Current assignee: Individual
Priority date: 2001-01-30
Filing date: 2002-01-30
Publication date: 2002-08-08
Anticipated expiration: 2003-07-30
Also published as: AU2002228309A1; WO2002061710A8

Abstract

A teaching aid comprising a plurality of discs, each with a front (2) and a rear (3) face, and one or more edges (4, 5, 6, 7). The front face (2) having a chemical symbol printed thereon and one or more lines (10) indicating the valency of the chemical entity printed thereon. The size of the disc (1) and the positions of the lines (10) on a disc is such that if necessary a disc may accommodate adjacent abutting discs (1). Certain discs (1) also indicate the charge of the chemical species thereon by the positions of the lines on the left or right hand side of the disc (1) for negative and positive charges respectively.

Description

"A Teaching Aid"

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The present invention relates to a teaching aid and in particular to a teaching aid of similar construction to that of the type described in the Applicant's US Patent No. 4192064.

In this US Patent Specification No. 4192064, there is described a teaching aid comprising:-

a display board;

a circular disc having a symbol printed thereon;

means for attaching said disc to said board;

said display board and said disc being comprised of magnetic material, said circular disc being held to said display board by magnetic means, said disc having a chemical symbol printed thereon; at least one ring held on said disc and surrounding said disc, said ring having a cut-out embracing said circular disc, said ring having a concentric circle printed thereon and having holes, pins inserted into said holes for denoting electrons in orbit, said disc comprising a magnet and cooperating with said ring for displaying possible chemical structures of compounds, said ring display electrons in orbit about said disc, said disc corresponding to the nucleus of an atom.

As has been explained in this US patent specification, teaching machines have been used extensively and are being used more extensively in the present, their use being based on the concept of behaviouristic learning theories. Further, as computers become more prevalent and indeed are being used more and more by students, the possibilities of extending the use of such teaching aids has been greatly enhanced.

Statements nf Invention

According to the present invention there is provided a teaching aid of the type comprising a plurality of discs having a front face, a rear face and a side edge or edges, the front face carrying a chemical symbol thereon as well as an indication of the valency of the chemical symbol characterised in that the valency is indicated by a line extending to adjacent an edge for indicating a chemical link, the number of lines identifying the valency. Representing the valency, and therefore number of bonds made by a chemical entity printed on a disc, as lines extending to the edge of the disc has a number of advantages. Firstly the student can visually identify the valency and therefore number of bonds that can be made by the chemical entity printed on a disc.

Secondly, principles of bonding can be visually apparent to a student rather than being an abstract concept. Such visual representation of the formation of bonds and the likely chemical combinations that will form stable bonds and products can also aid the students understanding an recollection of the elements of the periodic table.

The discs according to the invention have advantages not only for students but also for teachers instructing basic chemistry principles.

According to another embodiment there is provided a teaching aid in which the discs are regular sided discs. Preferably the discs are rectangular discs having a top edge, a bottom edge, a right-hand edge and a left-hand edge defined by the orientation of the chemical symbol.

In a further embodiment of the invention when the chemical species identified by the chemical symbol carried on the disc is one which bonds by ionic bonding, the line extends to one of the right-hand edge or left-hand edge to indicate a positive or negative species respectively. The advantage of this embodiment is that students can immediately identify which chemical species can be combined in a chemical reaction to form a stable ionic bond. For example, it would be apparent that a chemical species with a negative charge and a valency of 2 would be able to react with a positive chemical species with a valency of 2 or with 2 positive species with a valency of 1. Again, such a visual medium allows students and teachers to actually see and manipulate abstract concepts.

In another embodiment when the chemical species identified by the chemical symbol is one which bonds covalently, the line extends to both the right-hand edge and left- hand edge. Alternatively when the chemical species identified by the chemical symbol is one which bonds covalently, each line comprises four separate short lines extending to each side edge and in a further embodiment when the chemical species identified by the chemical symbol is one which bonds covalently and there is more than one line, at least two of the lines extend to different edges.

In one embodiment the length of each edge to which a line extends is equal to at least nl where n is the number of lines and I is a predetermined length. Advantageously when there is more than one line, the lines are equispaced by the distance I with the one line being spaced a distance V₂ from the edge, it is parallel and closest to.

According to yet another embodiment of the invention additional rectangular discs are provided having a line printed thereon and extending between two side edges to represent a chemical bond for connecting two discs having chemical symbols thereon.

Advantageously a teaching aid in accordance with the invention comprises a display board and means for attaching the discs thereto. Preferably the display board is of a magnetic material and the means for attaching the disc thereto is a magnet affixed to the rear face of each disc. In a further embodiment the means for representing the discs is a computer program and the program comprises program instructions which, when loaded onto a computer having a display unit, allows the discs to be displayed and moved around the display unit. Preferably the computer program is embodied on a record medium. Alternatively the computer program is embodied in a computer memory and in a further embodiment the computer program is embodied in a read only memory. Furthermore the computer program can be carried on an electrical carrier signal.

According to another embodiment the invention comprises a representation of scales to demonstrate a balanced equation.

A preferred embodiment has a teaching kit for use in the instruction of chemistry, the kit comprising a plurality of discs, the discs being arranged into sets, the first set comprising discs as claimed in any preceding claim, a second set comprising discs having a front face, a rear face, the front face having a chemical symbol printed there on, a third set comprising rectangular discs representing chemical bonds, a fourth set for use only in the instruction of organic chemistry, comprising discs having a front face, rear face, the front face having a number printed thereon, these discs being used to identify the position of a carbon atom within an organic molecule.

Preferably the kit also comprises means for displaying the discs to facilitate instruction. Detailari Degr-riptinn of the Invention

The invention will be more clearly understood from the following description of some embodiments thereof, given by way of example only, with reference to the accompanying drawings in which:-

Figs. 1 to 7 show representations of various discs according to the invention,

Figs. 8 and 9 are plan views of the discs of the invention representing the systematic construction of the organic molecule 2-chloro-2-methyl butane,

Figs. 10 to 12 are plan views of discs according to the invention representing the systematic construction of the organic molecule 3-chloro 2, 4 dimethyl pentane,

Fig. 13 is a plan view of discs according to the invention representing the organic molecule 2-fluoro-3-methylpentane;

Fig. 14 represents successive members of the aliphatic alkane series;

Fig. 15 shows plan views of various reacting species and their valencies; and

Fig. 16 is a plan view of the invention used to illustrate a balancing equation.

Referring to the drawings and initially to Figs. 1 and 2 thereof, there is illustrated a teaching aid comprising a plurality of discs 1 , each having a front face 2, a rear face 3 and a side edge or edges, namely, a top edge 4, a bottom edge 5, a right-hand edge 6 and a left-hand edge 7. There is printed on the front face 2 the chemical symbol F which identifies the chemical species Fluorine, together with a line 10 adjacent the left-hand edge 7 on the front face 2. This indicates the valency and, in this embodiment, indicates that the chemical species bonds by ionic bonding. Referring to Fig. 3, there is illustrated another disc, again identified by the reference numeral 1 , in which case the chemical entity being identified is nitrogen which bonds covalently and therefore the lines 10 extends to the right-hand edge 6, the left-hand edge 7 and the bottom edge 5 of the disc 1. Mounted on the rear face 3 of the disc 1, as illustrated in Figs. 1(a), is a magnet 15 for mounting on a display board 20 of magnetic material, as illustrated in Fig.2.

Fig. 4(a) shows a circular disc having one edge 9, again identified by the reference numeral 1, while Fig. 4(b) illustrates a further regular sided disc, in this case of triangular configuration, again identified by the reference numeral 1.

Referring to Fig. 5(a), there is shown two further discs, again identified by the reference numeral 1, both representing the chemical entity carbon, because carbon bonds covalently the lines 10 extend to both the right-hand edge 6 and the left-hand edge 7. The individual lines are identified by letters (a) to (d).

Fig. 5(b) shows another way of representing the lines by, instead of having the one single line 10(a) to 10(d), as illustrated in Fig. 5(a), there is provided four short lines on each edge of the disc 1 and again identified by the same subscript letters. The lines could be each of a different colour if so desired.

It will be noted that the spacing between the lines is equal to nl where I is the length of the edge of the disc to which the lines extend, n representing the number of lines, one line being a distance '/₂ from the edge to which it is parallel and so on.

Fig. 6(a) illustrates a sulphate ion SO with its two valency lines 10(a) and 10(b) representing a valency of 2. Figs. 6(b) to 6(d) illustrate the various positions and the spacing of lines on the disc, in this example the disc representing carbon with a valency of 4. It will also be apparent that in addition to the lines on the disc, the valency of the chemical species on a disc can be represented in any other way, for example, using conventional symbols such as numbers and charge symbols.

Fig. 7 illustrates further discs 25 having the numerals 1 to 4 printed thereon for use in identifying the position or numbering of the carbon atom as will become apparent later in this description.

Referring now to Figs. 8 and 9, when a student or a teacher wishes to show how 2- chloro-2-methylbutane is formed, first butane is formed by laying out four carbon symbols and their respective bonds as shown in Fig. 8(a). For ease, the reference numerals for the discs 1 and their construct is not shown in each drawing. Then, with the carbon symbols laid out, the student or teacher then shows the bonding of the hydrogen symbols to achieve the formation of butane as shown in Fig. 8(b). Then, looking again at the formula which shows clearly that in position 2, there is CI, the hydrogen disc is then replaced by the disc symbolising CI as shown in Fig. 9(a) to arrive at 2-chloro butane. Then, continuing to look at the formula, the student will note that a methyl group has to be placed at the position 2, this is shown in Fig. 9(b) where the carbon atom has now been replaced by a methyl group and this is clearly shown. It will be appreciated that once the student or teacher identifies the suffix of the systematic name which indicates the unbranched chain or stem of the molecule, for example, in the embodiment above of Fig. 8 and 9, namely, butane, the building up of the compound proceeds logically with the student identifying the side groups which, as explained already, in the embodiment of Fig. 8 and 9, are 2-chloro and 2-methyl.

Referring now to Figs. 10 to 12, it can be seen how the same procedure can be used to produce the compound 3-chloro 2, 4 dimethyl pentane. In this particular representation, as shown in Fig. 11, the methyl groups have been shown by the formula CH₃, however, as can be seen in Fig. 12, this can be shown more fully. It will be appreciated that the invention can be used to name organic molecules when given the structural formula. It will be appreciated that the invention allows the student to identify and consequently name the longest unbranched chain of the molecule as, for example, in this case, pentane. The side groups can then be identified and their respective positions noted as shown in the drawings. It will also be noted that the numbering has now been done from right to left, rather than from left to right, as this is a matter of choice. Of course, it will be obvious to one skilled in the instruction of chemistry that, by convention, the numbering of the carbon atoms is such that the chemical name comprises the lowest possible numbers and the side groups are listed alphabetically. Thus, as shown in Fig. 132-fluoro-3-methyl pentane would be the correct systematic name and not 4-fluoro-3-methyl pentane, which would be the situation obviously if the carbon atoms were numbered in the opposite direction.

Further, the invention provides means for teaching very basic organic chemistry.

Thus, for example, members of the unbranched aliphatic alkane series can be visually demonstrated by the sequential addition of discs representing carbon atoms and their associated hydrogen atoms. Thus, for example, the development from methane, as illustrated in Fig. 14(a) to ethane, in Fig. 14(b), can be clearly demonstrated. Further additions would then allow propane and butane to be developed. This would obviously be the first step in teaching. Similarly such a visual aid can be used to prove the formula of C_n H₂n₊2, wherein n is any number used to identify members of the alkane series. Similarly, the alkene and alkyne aliphatic series can also be demonstrated in similar manner although it is not illustrated.

Referring now to Fig. 15(a) to (e), the principles of bonding can be shown. For example, if it is desired to bond hydrogen and fluorine, since hydrogen has a valency of 1 and fluorine has a valency of 1 , it is possible to bond the two together and demonstrate to a student and then a student can demonstrate for himself or herself how the bonding occurs and this is illustrated in Fig. 15 (a), while 15(b) illustrates the use of a different additional disc 35. The student sees that when the two discs are placed adjacent each other, the lines are contacting and they will appreciate that a stable compound can be formed hence the student knows that it is possible to form hydrogen fluoride (HF).

Similarly, Fig. 15(b) shows the formation of sulphuric acid, namely, H₂SO . In this case, the sulphate disc representing SO^2' ₄ has two lines 10 to represent a valency of 2. The sulphate disc can then be placed on the board and the student is then able to identify visually that either two atoms with a valency of 1 can combine with a sulphate atom, or one atom with a valency of 2 can combine. Consequently, as shown in Fig. 15(c), two discs representing hydrogen or one disc representing magnesium as shown in Fig. 15(d) can combine with the sulphate atom thus providing either H₂SO₄ or MgSO (magnesium sulphate). It will be noticed that the lines on the sulphate ion disc are situated adjacent the left hand edge of the disc. This positioning indicates to the student or teacher that chemical species printed on the disc has a negative charge, in this case the sulphate ion has a negative charge of -2. Similarly the lines(s) on the magnesium disc are situated adjacent the right hand edge of the disc.

This positioning indicates that the magnesium ion has a positive charge. Fig. 15(e) illustrates covalent bonding, in this case the combination of a hydrogen and carbon to form ethyne.

Referring now to Fig. 16, the thermal oxidation of methane is represented. This is shown by a representation of a scales 30. Methane is first represented by four hydrogen discs and one carbon disc. The bonds are not used in this equation for simplicity. Molecular oxygen is then represented. Then on the far side of the equation, the students can manipulate the compounds to produce CO₂ + 2H₂0. Thus, in this arrangement, students can visually identify and manipulate atoms to produce the products of the reaction on the right-hand side of the equation. Obviously the molecular oxygen may or may not be given to the student to complete the thermal oxidation who will need to chose two oxygen molecules.

It will be appreciated that many other arrangements may be provided. For example, the various discs could be represented by a computer program and a computer having a display unit could be used. In this case, instead of a magnetic display board of magnetic material and means for attaching the disc, the disc would simply be represented in the computer program and the computer program would then comprise instructions which, when loaded into a computer having a display unit, would allow the disc to be displayed and moved around the display unit using some click and drag metaphor.

Such a computer program can be embodied in a record medium, in a computer memory, in a read only memory or carried on an electrical carrier disc.

In the specification the terms "comprise, comprises, comprised and comprising" or any variation thereof and the terms "include, includes, included and including" or any variation thereof are considered to be totally interchangeable and they should all be afforded the widest possible interpretation.

The invention is not limited to the embodiments hereinbefore described but may be varied in both construction and detail within the scope of the claims.

Claims

1. A teaching aid of the type comprising a plurality of discs (1) having a front face (2), a rear face (3) and a side edge (9) or edges (4,5, 6, 7), the front face (2) carrying a chemical symbol thereon as well as an indication of the valency of the chemical symbol characterised in that the valency is indicated by a line (10) extending to adjacent an edge (4, 5, 6, 7) for indicating a chemical link, the number of lines (10) identifying the valency.

2. A teaching aid as claimed in claim 1, in which the discs (1) are regular sided discs.

3. A teaching aid as claimed in claim 1, in which the discs (1) are rectangular discs (1) having a top edge (4), a bottom edge (5), a right-hand edge (6) and a left-hand edge (7) defined by the orientation of the chemical symbol.

4. A teaching aid as claimed in claim 3, in which, when the chemical species identified by the chemical symbol carried on the disc is one which bonds by ionic bonding, the line (10) extends to one of the right-hand edge (6) or left- hand edge (7) to indicate a positive or negative species respectively.

5. A teaching aid as claimed in claim 3 in which, when the chemical species identified by the chemical symbol is one which bonds covalently, the line (1) extends to both the right-hand edge (6) and left-hand edge (7).

A teaching aid as claimed in claim 3 in which, when the chemical species identified by the chemical symbol is one which bonds covalently, each line (10) comprises four separate short lines (10) extending to each side edge (4, 5,

6,

7).

A teaching aid as claimed in claim 3 or 4 in which, when the chemical species identified by the chemical symbol is one which bonds covalently and there is more than one line (10), at least two of the lines (10) extend to different edges.

8. A teaching aid as claimed in any of claims 3 to 7, in which the length of each edge (4, 5, 6, 7) to which a line (10) extends is equal to at least nl where n is the number of lines (1) and I is a predetermined length.

9. A teaching aid as claimed in claim 8, in which, when there is more than one line (10), the lines (10) are equispaced by the distance I with the one line being spaced a distance V₂ from the edge (4, 5, 6, 7), it is parallel and closest to.

10. A teaching aid as claimed in any preceding claim, in which additional rectangular discs (1) are provided having a line (10) printed thereon and extending between two side edges (4, 5, 6, 7) to represent a chemical bond for connecting two discs (1) having chemical symbols thereon.

11. A teaching aid as claimed in any preceding claim, comprising a display board (20) and means for attaching the discs (1) thereto.

12. A teaching aid as claimed in claim 11, in which the display board (20) is of a magnetic material and the means for attaching the discs (1) thereto is a magnet (15) affixed to the rear face (3) of each disc (1).

13. A teaching aid as claimed in any of claims 1 to 10, in which the means for representing the discs is a computer program and the program comprises program instructions which, when loaded onto a computer having a display unit, allows the discs to be displayed and moved around the display unit.

14. A teaching aid as claimed in claim 13, in which the computer program is embodied on a record medium.

15. A teaching aid as claimed in claim 13, in which computer program is embodied in a computer memory.

16. A teaching aid as claimed in claim 13, in which the computer program is embodied in a read only memory.

17. A teaching aid as claimed in claim 13, in which the computer program is carried on an electrical carrier signal.

18. A teaching aid as claimed in any preceding claim, comprising a representation of scales (30) to demonstrate a balanced equation.

19. A teaching kit for use in the instruction of Chemistry, the kit comprising a plurality of discs (1), the discs (1) being arranged into sets, the first set comprising discs (1) as claimed in any preceding claim, a second set comprising discs (1) having a front face (2), a rear face (3), the front face (2) having a chemical symbol printed there on, a third set comprising rectangular discs representing chemical bonds, a fourth set for use only in the instruction of organic chemistry, comprising discs having a front face (2), rear face (3), the front face (2) having a number printed thereon, these discs being used to identify the position of a carbon atom within an organic molecule.

20. A teaching kit as claimed in claim 19 wherein the kit also comprises means for displaying the discs (1 ) to facilitate instruction.