Article pubs.acs.org/jchemeduc
Interlocking Toy Building Blocks as Hands-On Learning Modules for Blind and Visually Impaired Chemistry Students Samuel Melaku, James O. Schreck, Kameron Griffin, and Rajeev B. Dabke* Department of Chemistry, Columbus State University, Columbus, Georgia 31907, United States S Supporting Information *
ABSTRACT: Interlocking toy building blocks (e.g., Lego) as chemistry learning modules for blind and visually impaired (BVI) students in high school and undergraduate introductory or general chemistry courses are presented. Building blocks were assembled on a baseplate to depict the relative changes in the periodic properties of elements. Modules depicting the electron configuration of an element and molecular orbital theory were also constructed. Modules were presented as a hands-on learning experience for a group of BVI students followed by a survey. Modules were also presented as classroom demonstration for an undergraduate general chemistry class of sighted students.
KEYWORDS: General Public, High School/Introductory Chemistry, First-Year Undergraduate/General, Continuing Education, Hands-On Learning/Manipulatives, Testing/Assessment, Periodicity/Periodic Table hemistry is often called the “central” science, and is an important phase of science education in the academic world. Providing an opportunity for blind and visually impaired (BVI) students to learn chemistry is a challenging task in high schools, colleges, and universities worldwide.1 One way of providing this opportunity is to offer hands-on experiences to the students.2 Various reports highlight the significance of hands-on learning modules in undergraduate chemistry education, particularly for students with visual impairment.3−25 These reports include chemistry illustrations using objects like audible conductivity and pH meters for acid−base titration,3,4 magnets for covalent bonds,5 Braille labelers and raised markings on the reagent bottles for safety,6 Braille key board and transducers for data entry,7,8 olfactory indicators for acid−base titrations,9−12 collecting a gas in a plastic bag for monitoring a chemical reaction,13 tracing wheel and tactile drawings for enhancing instructor’s teaching effectiveness,14 drinking straws for the periodic trends of the elements,15 computer programs such as NavMol for interpreting molecular structures,16 magnetic letters and numbers for chemical formulas,17 3D printing for the structure of molecules,18 quick response coding for audio descriptions of the elements,19 a sonified spectrum for IR spectroscopy,20 and the Braillenote computer device for representing and communicating the chemistry content.21 Reports on using toy building blocks for teaching various aspects of chemistry have been published in this Journal.26−32 These reports include representation of three-dimensional functions,26 stoichiometry,27 nanoscale structures,28 chemical kinetics,29 formulas of ionic compounds,30 metathesis mechanism,31 and catalysis.32 Toy building blocks allow rapid construction and modification of models and help students
C
© XXXX American Chemical Society and Division of Chemical Education, Inc.
grasp the concept.28,29 Recently, the use of toy building blocks was found to be a great way to stimulate interest in chemistry by constructing a periodic table.33 In this paper, we describe interlocking toy building blocks as learning modules for an introductory or general chemistry high school and undergraduate curriculum. Building block modules depicting concepts related to the periodic trends of the elements, electronic structure of an atom, and some aspects of bonding theory are presented. The modules were presented to a group of BVI students, as a tactile learning experience. A post activity survey was administered to assess the effectiveness of the toy modules, particularly in view of future use by the BVI students. The modules were also implemented in a general chemistry class of sighted students. These modules go beyond the use of building blocks to build a periodic table because they provide a tactile means to perceive periodic trends in physical properties and to construct atomic and molecular orbitals.
■
GENERAL DESCRIPTION OF THE BUILDING BLOCK MODULES AND THE CONTENT Interlocking building blocks were placed on a baseplate to construct the modules. For several modules, we placed a Braille label at the bottom or side to guide the user’s fingers. Braille labels indicate the group numbers where applicable. There is no preplanned significance to the color of pieces used, and the modules were constructed by randomly picking the colored Received: April 6, 2015 Revised: January 25, 2016
A
DOI: 10.1021/acs.jchemed.5b00252 J. Chem. Educ. XXXX, XXX, XXX−XXX
Journal of Chemical Education
Article
bricks. However, various color schemes could be used to represent metals, nonmetals, metalloids, and noble gases when implementing the modules with sighted students. To prevent modules from collapsing when touched, epoxy can be used to permanently bond the building blocks on a baseplate.
■
TRENDS IN ATOMIC AND CATIONIC RADII Atomic radii of elements increase moving down a column and decrease moving left to right across a row. Periodic trends in the radii of atoms and cations34 of a few elements in Groups 1A, 2A, and 3A are illustrated by the relative heights of building block towers as shown in Figure 1. As the students touch the
Figure 2. Building block modules representing relative atomic and anionic radii of a few elements of Groups 6A and 7A. The tower’s height approximately represents the radii. A step on the top of the tower represents an increase in the radius of an atom upon the formation of an anion. An arrow in the figure points toward the bottom of a group.
Figure 1. Building block modules representing relative atomic and cationic radii of a few elements of Groups 1A, 2A, and 3A. Height of the tower approximately represents the magnitude of the radius. A step on the top of the tower represents a decrease in the radius upon the formation of a cation. Braille label indicates the group number and helps locate the bottom of a group. An arrow in the figure points toward the bottom of a group. An arrow is not a part of the module but is included as a reference for the reader.
Figure 3. Building block modules representing the first ionization energies of the elements of Group 1A and 2A. The tower’s height is relatively proportional to the magnitude of the ionization energy. The tallest tower shows the ionization energy of a hydrogen atom and the shortest tower represents the ionization energy of a cesium atom. An arrow in the figure points toward the bottom of a group.
blocks and move the fingers down the column, they comprehend how the atomic radii increase on a relative scale moving down a group (e.g., Li to Rb), and decrease moving left to right across a period (e.g., Li to B). As students touch a tower, they feel a step at the top of the tower. The top portion of the step represents an atomic radius and the base of the step represents the corresponding cationic radius. A step at the top of the tower helps students recognize that as an atom loses one or more electrons, it forms a cation, and a cation is always smaller in size than the corresponding atom.
■
TRENDS IN ATOMIC AND ANIONIC RADII Figure 2 illustrates the periodic trend34 of the size of atoms and anions of several elements of Groups 6A and 7A. The towers continue to illustrate a relative trend: the increase in atomic radius moving down a group and the decrease in atomic radius moving right across a period. A step on the top of a tower helps students recognize that as an atom gains one or more electrons, an anion is formed which is always larger in size than the corresponding atom.
Figure 4. Building block modules representing the first ionization energies of some representative p-block elements, Group 7A, and He. An arrow in the figure points toward the bottom of a group.
■
TRENDS IN IONIZATION ENERGIES Figure 3 represents the ionization energies of 1A and 2A atoms. Ionization energy is the amount of energy required to remove an electron from an atom or an ion in the gaseous state.34 An illustration of the general trend of increase in the first ionization energy for some characteristic p-block elements is presented in Figure 4. A row of towers in Figure 4 represents a relative quantity of the first ionization energy of B, C, N, O, F,
and Ne. Viewing or touching the towers indicates an irregularity in the trend as we move left to right from N to O. Repulsion between the electrons within the 2p orbitals in an oxygen atom accounts for this irregularity.34 A tower representing the first ionization energy of a helium atom is shown for a comparison. A decreasing ionization energy of B
DOI: 10.1021/acs.jchemed.5b00252 J. Chem. Educ. XXXX, XXX, XXX−XXX
Journal of Chemical Education
Article
halogens as we move down the group is also represented in Figure 4. The towers show a dramatic difference between first and second ionization energies of a sodium atom and between second and third ionization energies of a magnesium atom (Figure 5). Sharp differences between the first and the second
Figure 7. Building block modules representing the electronegativity of the elements of Groups 4A, 5A, 6A, and 7A. An arrow in the figure points toward the bottom of a group.
depicted from the building block modules presented in Figure 7.
■
FORMATION OF MOLECULAR ORBITALS IN HOMONUCLEAR DIATOMIC MOLECULES Building block modules and rubber bands are used to represent the molecular orbital energy diagram for homonuclear diatomic molecules formed by atoms of elements in the second period of the periodic table. For example, building blocks placed on the sides represent 2s and 2p atomic orbitals of two boron atoms (Figure 8A). Six circular bits (encircled) represent two
Figure 5. Building block modules representing the first, second, and third ionization energies of sodium and magnesium. Braille labels indicate the elemental symbols.
ionization energy, and that between the second and third ionization energy for sodium and magnesium, respectively, are easily perceived by the use of large steps in the building block towers.
■
TRENDS IN ELECTRONEGATIVITIES Electronegativity is the ability of an atom to attract electrons to itself in a chemical bond. The building block modules representing a trend in electronegativity of Groups 1A and 2A (Figure 6) indicate a decreasing electronegativity moving
Figure 8. (A) Building block modules and rubber bands depicting the formation of molecular orbitals by combining atomic orbitals in B2. Circular bits placed on building blocks represent two 2s and one 2p electrons placed in the atomic orbitals of each boron atom. (B) Students “merge” the atomic orbitals by moving the electrons to molecular orbitals from the bottom to the top. Braille label indicates the symbols of the elements.
Figure 6. A building block module representing the electronegativities of Groups 1A and 2A. An arrow in the figure points toward the bottom of a group.
down a column.34 The tallest tower represents the electronegativity of hydrogen. Students can easily discover that Group 2A elements have generally higher electronegativities than corresponding elements from the same period in the neighboring Group 1A. Electronegativity trends for Groups 4A, 5A, 6A, and 7A are presented in Figure 7. This module helps locate the most electronegative element in the periodic table, fluorine. Pairs of elements with identical electronegativities (e.g., N and Cl, C and S) can be identified from the model. In general, an inverse relation between electronegativity and atomic size can be
electrons placed in the 2s and one electron placed in 2p orbitals of each boron atom. Building blocks placed in the middle represent the molecular orbitals formed by combining the atomic orbitals (Figure 8B). Rubber bands connect these atomic orbitals to form the molecular orbitals. Circular bits moved to the molecular orbitals represent electrons in the bonding and antibonding orbitals. The lower part of the module represents the σ2s and σ2s * bonding and antibonding molecular orbitals, from bottom to top, respectively. Similarly, C
DOI: 10.1021/acs.jchemed.5b00252 J. Chem. Educ. XXXX, XXX, XXX−XXX
Journal of Chemical Education
Article
the upper part of the module represents π2p, σ2p, π*2p, and σ*2p bonding and antibonding molecular orbitals, respectively.34 The protrusions on the building blocks help students place appropriately fitting number of circular bits as “electrons” from bottom to top of the molecular orbitals. The patterns presented in Figure 8 can also be used to demonstrate the molecular orbital energy diagrams for C2 and N2. The molecular orbital energy ordering is different in O2 (Figure 9). Students can easily notice the difference in the
Figure 10. Building block modules to represent the electron configuration of sodium. Braille labels represent the orbitals. The building blocks from the bottom to the top represent 1s, 2s, 2p, 3s, 3p, and 4s orbitals. The circular bits (representing 11 electrons) are placed up to the 3s1 orbitals. Braille labels indicate the shell and subshell notations.
Figure 9. (A) Building block modules and rubber bands depicting the formation of molecular orbitals by combining the atomic orbitals in O2. Circular bits placed on building blocks represent two 2s and four 2p electrons placed in the atomic orbitals of each oxygen atom. (B) Students “merge” the atomic orbitals by moving the electrons to molecular orbitals from the bottom to the top. Braille label indicates the symbols of the elements.
(b) evaluate the student perception of the content usefulness of the modules for teaching other concepts in chemistry. In this survey, a general trend of an increasing atomic radius down the group and decreasing atomic radius across the period was described to students. An increasing number of shells down the group and an increasing atomic number from left to right across a period were explained to account for these trends. Preconstructed building block modules depicting the change in the atomic radius down Groups 1A, 2A, 3A, 6A, and 7A were presented to the students (Figures 1 and 2). Students were asked to touch and feel the modules. Each student was given a 10 min time period for this purpose. Following this hands-on experience, each student was interviewed to evaluate the usefulness of these modules. Each student orally responded to a survey questionnaire consisting of open-ended questions regarding the effectiveness of the modules. Interview questions and a few representative responses are presented in Table 1. A similar survey for the modules depicting ionization energy (Figures 3 and 4) of the elements was administered.
energy ordering of 2p molecular orbitals. Twelve circular bits (encircled) represent two 2s electrons and four 2p electrons in the orbitals of each oxygen atom. Counting the electrons in the bonding and antibonding orbitals, and discovering if they are paired or not, illustrates the bond orders and magnetic properties of the molecules. The patterns presented in Figures 9 can also be used to demonstrate the molecular orbital energy diagrams for F2 and Ne2.
■
ELECTRON CONFIGURATION OF SODIUM Sodium is used as a representative element to illustrate electron configuration using building block modules (Figure 10). Braille labels on the left of the modules represent the notation of the orbitals. Eleven circular bits or “electrons” are placed in these orbitals. Using appropriate size building blocks for 1s, 2s, 2p, and 3s orbitals, students comprehend the maximum occupancy for each orbital. “Electrons” placed one above the other within the same orbitals give an impression of “up” and “down” spins of electrons.
■
ASSESSMENT OF STUDENTS’ UNDERSTANDING OF PERIODIC TRENDS Following the interviews, each student was asked to demonstrate their understanding of the periodic trends described orally by one of us to them. First, the student was asked to read the Braille ID strip under each column. Then, his/her hand was guided step-by-step to various parts of the module, and student was asked what they understood to be on the modules and Braille strip. The details of this assessment are presented in the Supporting Information.
■
HANDS-ON EXPERIENCE AND ADMINISTERING A SURVEY FOR BVI STUDENTS As an assessment of the efficacy of the building block modules presented in this paper, we administered a survey. One undergraduate and four high school students participated in this survey. Among them, three students were legally blind and two were blind. The main objectives of this survey were to (a) evaluate the usefulness of these modules for BVI students, and D
DOI: 10.1021/acs.jchemed.5b00252 J. Chem. Educ. XXXX, XXX, XXX−XXX
Journal of Chemical Education
Article
Table 1. Representative Responses of the BVI Students Who Participated in the Atomic Radii and Ionization Energy Surveys Survey Question
Students’ Response
Will the building block models be useful for a BVI student for learning the periodic trends? If yes, briefly explain how these models will be useful for a BVI student.
“Yes, Periodic table is a crossword puzzle. Building blocks help me pick trends quickly” “I think so” “It was a pleasure to be giving the chance to look at your building block project. This project looks like it will bring a whole new understanding to the blind community” “Touching the periodic table gives better perception” “This periodic table makes sense” “Learning by touch is important to me” “They are easier to grasp and faster to comprehend than Braille periodic table. I liked the way you designed the layout” “I liked the spacing between the groups of the periodic table” “I would like them to be applied to demonstrate Truth Tables in computer science” “For acids and bases and chemical bonds” “It can be used in a biology class to teach mitochondria and Golgi bodies. I wish I had these Lego toys last year in my physical science class” “For showing metals and nonmetals on periodic table” “It can be applied in a class of sighted students” “Use Braille number signs to separate numbers from letters” “Use contrasting colors for metals and nonmetals for students with low vision” “In addition to BVIs, these modules are a good instrumental technique for sighted students”
In consideration of a BVI student, what did you like about these modules?
Can these modules be used for teaching other concepts in science? Please give your specific suggestions.
Please give your specific comments to improve these modules
■
HANDS-ON EXPERIENCE AND ADMINISTERING A SURVEY FOR SIGHTED STUDENTS Toy building block modules were presented in the general chemistry 1 and 2 classes during Fall 2013, 2014, and Spring 2014 semesters. The demonstrations were presented as a course content for the chapters related to the periodic properties of the elements and chemical bonding. The module depicting the molecular orbital diagrams were implemented in the Spring 2014 physical chemistry class. Prior to implementing the survey with BVI students, we administered a similar survey to sighted students. In this survey, students were asked to wear blindfolded goggles. Wearing blindfold safety goggles eliminated the influence of vision on their sense of smell and touch.11 Preconstructed Lego toy modules depicting the change in the atomic radius and ionization energy were brought into the room and presented to the students. Students were asked to touch and feel the modules, and then were presented with the same set of questions asked of the BVI students (Table 1) to grasp their understanding of the concepts. Eighty-one sighted students from our general chemistry class participated in the survey. Students’ response to the survey was enthusiastic and encouraging. Over 97% of the participants responded positively to the survey questions, and expressed their views on the usefulness of the Lego modules as a chemistry teaching tool for BVI students. Some 93% of the student participants offered specific suggestions for teaching various topics of chemistry (e.g., covalent and ionic bonding, Lewis structures, hybridization, etc.).
Table 2. A Summary of the Pedagogical Contents Presented in Figures 1−10 Figure
Demonstration of the Pedagogical Content
8 (A and B) 9 (A and B) 10
Relative atomic and ionic radii of Groups 1A, 2A, and 3A Relative atomic and ionic radii of Groups 6A and 7A Relative ionization energies of Groups 1A and 2A Relative ionization energies of p-block representative elements, Group 7A, and helium atom Relative magnitude of the first, second, and third ionization energies of sodium and magnesium Relative electronegativity values of Groups 1A and 2A Relative electronegativity values of Groups 4A, 5A, 6A, and 7A Formation of molecular orbitals in B2 Formation of molecular orbitals in O2 Electronic configuration of a sodium atom
1 2 3 4 5 6 7
hamper individuals with disabilities from studying chemistry and starting careers in science,1,2 and the present paper attempts to support this effort by providing tactile learning experience. The BVI students participating in this project had briefly learned about the periodic table in their physical science class. They were not familiar with the trends of atom and ion sizes and ionization energies prior to their participation in this project. However, they positively responded to the survey questionnaire and the follow-up assessment. They eagerly moved their fingers on the modules and spontaneously expressed their observations. Response of the BVI students (Table 1), and an outcome of their understanding of periodic trends (Supporting Information), highlights the efficacy of the project. The atomic radius, ionization energy, electronegativity, and electron configuration modules were presented as demonstrations in the general chemistry classroom and the molecular orbital theory module was presented in the physical chemistry class. Building block modules for electron configuration can be applied to the s, p, d, and f block elements. Modules illustrating the formation of molecular orbitals can be extended to heteronuclear diatomic molecules (e.g., NO and HF). The modules can be employed to present the content in a
■
CONCLUSION Building block modules can be presented as a hands-on learning tool for BVI as well as sighted students. A summary of the pedagogical contents offered in the building block modules is presented in Table 2. The content of the building block modules presented in this paper is in line with the ACS introductory and general chemistry curriculum.35 American Chemical Society has established efforts to remove barriers that E
DOI: 10.1021/acs.jchemed.5b00252 J. Chem. Educ. XXXX, XXX, XXX−XXX
Journal of Chemical Education
Article
(9) Flair, M. N.; Setzer, W. N. An Olfactory Indicator for Acid-Base Titrations: A Laboratory Technique for the Visually Impaired. J. Chem. Educ. 1990, 67 (9), 795−796. (10) Wood, J. T.; Eddy, R. M. Olfactory Titration. J. Chem. Educ. 1996, 73 (3), 257−258. (11) Neppel, K.; Oliver-Hoyo, M. T.; Queen, C.; Reed, N. A Closer Look at Acid−Base Olfactory Titrations. J. Chem. Educ. 2005, 82 (4), 607−610. (12) Bromfield-Lee, D. C.; Oliver-Hoyo, M. T. A Qualitative Organic Analysis That Exploits the Senses of Smell, Touch, and Sound. J. Chem. Educ. 2007, 84 (12), 1976−1978. (13) JCE Staff. More Than Meets the Eye: Nonvisual Observations in Chemistry. J. Chem. Educ. 2000, 77 (9), 1104A−1104B. (14) Supalo, C. Techniques To Enhance Instructors’ Teaching Effectiveness with Chemistry Students Who Are Blind or Visually Impaired. J. Chem. Educ. 2005, 82 (10), 1513−1518. (15) Graybill, C. M.; Supalo, C. Aa; Mallouk, T. E.; Amorosi, C.; Rankel, L. Low-Cost Laboratory Adaptations for Precollege Students Who Are Blind or Visually Impaired. J. Chem. Educ. 2008, 85 (2), 243−247. (16) Pereira, F.; Aires-de-Sousa, J.; Bonifacio, V. D.; Mata, P.; Lobo, A. M. MOLinsight: A Web Portal for the Processing of Molecular Structures by Blind Students. J. Chem. Educ. 2011, 88 (3), 361−362. (17) Boyd-Kimball, D. Adaptive Instructional Aids for Teaching a Blind Student in a Nonmajors College Chemistry Course. J. Chem. Educ. 2012, 89 (11), 1395−1399. (18) Wedler, H. B.; Cohen, S. R.; Davis, R. L.; Harrison, J. G.; Siebert, M. R.; Willenbring, D.; Hamann, C. S.; Shaw, J. T.; Tantillo, D. J. Applied Computational Chemistry for the Blind and Visually Impaired. J. Chem. Educ. 2012, 89 (11), 1400−1404. (19) Bonifacio, V. D. QR-Coded Audio Periodic Table of the Elements: A Mobile-Learning Tool. J. Chem. Educ. 2012, 89 (4), 552− 554. (20) Pereira, F.; Ponte-e-Sousa, J. C.; Fartaria, R. P.; Bonifacio, V. D.; Mata, P.; Aires-de-Sousa, J.; Lobo, A. M. Sonified Infrared Spectra and Their Interpretation by Blind and Visually Impaired Students. J. Chem. Educ. 2013, 90 (8), 1028−1031. (21) Harshman, J.; Bretz, S. L.; Yezierski, E. Seeing Chemistry through the Eyes of the Blind: A Case Study Examining Multiple Gas Law Representations. J. Chem. Educ. 2013, 90 (6), 710−716. (22) Supalo, C. A.; Mallouk, T. E.; Amorosi, C.; Lanoutte, J.; Wohlers, H. D.; McEnnis, K. Using Adaptive Tools and Techniques To Teach a Class of Students Who Are Blind or Low-Vision. J. Chem. Educ. 2009, 86 (5), 587−591. (23) Wedler, H. B.; Boyes, L.; Davis, R. L.; Flynn, D.; Franz, A.; Hamann, C. S.; Harrison, J. G.; Lodewyk, M. W.; Milinkevich, K. A.; Shaw, J. T.; Tantillo, D. J.; Wang, S. C. Nobody Can See Atoms: Science Camps Highlighting Approaches for Making Chemistry Accessible to Blind and Visually Impaired Students. J. Chem. Educ. 2014, 91 (2), 188−194. (24) Supalo, C. A.; Kennedy, S. H. Using Commercially Available Techniques To Make Organic Chemistry Representations Tactile and More Accessible to Students with Blindness or Low Vision. J. Chem. Educ. 2014, 91 (10), 1745−1747. (25) Supalo, C. A.; Isaacson, M. D.; Lombardi, M. V. Making HandsOn Science Learning Accessible for Students Who Are Blind or Have Low Vision. J. Chem. Educ. 2014, 91 (2), 195−199. (26) Lemlich, A.; Zinsser, H. H. A method of visual representation of three dimensional functions. J. Chem. Educ. 1964, 41 (3), 165. (27) Witzel, J. E. Lego Stoichiometry. J. Chem. Educ. 2002, 79 (3), 352A−352B. (28) Campbell, D. J.; Miller, J. D.; Bannon, S. J.; Obermaier, L. M. An Exploration of the Nanoworld with LEGO Bricks. J. Chem. Educ. 2011, 88 (5), 602−606. (29) Cloonan, C. A.; Nichol, C. A.; Hutchinson, J. S. Understanding Chemical Reaction Kinetics and Equilibrium with Interlocking Building Blocks. J. Chem. Educ. 2011, 88 (10), 1400−1403.
high school chemistry course. We used a document camera to present the modules for a large-sized class. Although the tactile experience is lost in this usage, the document camera allows the three-dimensional nature of the modules to be made apparent to a large number of sighted students in a lecture hall. The building block kits and baseplates are relatively inexpensive and available locally in the toy section of many stores.
■
ASSOCIATED CONTENT
* Supporting Information S
The Supporting Information is available on the ACS Publications website at DOI: 10.1021/acs.jchemed.5b00252. An assessment of students’ understanding of periodic trends (PDF, DOCX)
■
AUTHOR INFORMATION
Corresponding Author
*E-mail:
[email protected]. Notes
The authors declare no competing financial interest.
■
ACKNOWLEDGMENTS We thank the Office of the Provost and the Vice President for Academic Affairs for 2013-2014 Faculty Center Fellowship to R.B.D. We also thank Dr. Loretta Jones for constructive comments and suggestions. We express our gratitude towards the high school BVI students from the Muscogee County School District, Columbus, GA and an undergraduate BVI student from Columbus State University, Columbus, GA who participated in the survey and provided constructive recommendations for improving the modules. We gratefully acknowledge Joy Norman (Director, Disability Services) from Columbus State University, Pamela N. Parker (Teacher of the Visually Impaired), and Melissa H. Redding (Certified Orientation and Mobility Specialist) from Muscogee County School District for organizing official meetings with the BVI students and giving specific suggestions to improve the modules and Braille labels. We are thankful to the members of the Institutional Review Board of the Columbus State University for their approval of the survey questionnaire. We are grateful to the editor and reviewers of the manuscript for their helpful comments and suggestions.
■
REFERENCES
(1) American Chemical Society, Committee on Chemists with Disabilities. Teaching Chemistry to Students with Disabilities, 4th ed.; American Chemical Society: Washington, DC, 2001. (2) American Chemical Society, Committee on Professional Training. CPT Newsletter, Washington, DC, 2001; Vol. 3. (3) Hiemenz, P. C.; Pfeiffer, E. A General Chemistry Experiment for the Blind. J. Chem. Educ. 1972, 49 (4), 263−265. (4) Tallman, D. E. A pH Titration Apparatus for the Blind Student. J. Chem. Educ. 1978, 55 (9), 605−606. (5) Smith, D. Teaching Aids for Visually Handicapped Students in Introductory Chemistry Courses. J. Chem. Educ. 1981, 58 (3), 226− 227. (6) Tombaugh, D. Chemistry and the Visually Impaired. J. Chem. Educ. 1981, 58 (3), 222−226. (7) Anderson, J. L. Chemical Instrumentation for the Visually Handicapped. J. Chem. Educ. 1982, 59 (10), 871−872. (8) Cartier, J.; Jones, P. When Versa. Goes Apple. For a Blind Chemist! J. Chem. Educ. 1988, 65 (6), 525−527. F
DOI: 10.1021/acs.jchemed.5b00252 J. Chem. Educ. XXXX, XXX, XXX−XXX
Journal of Chemical Education
Article
(30) Ruddick, K. R.; Parrill, A. L. An Interlocking Building Block Activity in Writing Formulas of Ionic Compounds. J. Chem. Educ. 2012, 89 (11), 1436−1438. (31) Horikoshi, R.; Kobayashi, Y.; Kageyama, H. Illustrating Catalysis with Interlocking Building Blocks: A Ruthenium Carbene Complex for Olefin Metathesis Reactions. J. Chem. Educ. 2014, 91 (2), 255−258. (32) Horikoshi, R. Illustrating Catalysis with Interlocking Building Blocks: A BINAP−Ruthenium Complex Catalyzed Asymmetric Hydrogenation. J. Chem. Educ. 2015, 92 (2), 332−335. (33) Kuntzleman, T. S.; Rohrer, K. N.; Baldwin, B. W.; Kingsley, J.; Schaerer, C. L.; Sayers, D. K.; West, V. B. Constructing an Annotated Periodic Table Created with Interlocking Building Blocks: A National Chemistry Week Outreach Activity for All Ages. J. Chem. Educ. 2013, 90 (10), 1346−1348. (34) Tro, N. J. Chemistry: A Molecular Approach, 3rd ed.; Pearson: New York, 2012; pp 334−481. (35) American Chemical Society, Office of Professional Training. ACS Guidelines and Evaluation Procedures for Bachelor’s Degree Programs; American Chemical Society: Washington, DC, 2008.
G
DOI: 10.1021/acs.jchemed.5b00252 J. Chem. Educ. XXXX, XXX, XXX−XXX
