Resolving Space-Group-Choice Dilemma in Small-Molecule Crystallography for Chemistry Students Using Case-Based Learning Modules
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Yuyang Dong [1] ; Shao-Liang Zheng [1]
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[1] Harvard University
Harvard University
City of Cambridge, Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 98, Nº 10, 2021, págs. 3180-3188
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Despite advances in software development, symmetry-related topics are among the most important yet confusing concepts in crystallography training for chemistry students who routinely use small-molecule crystallography in their scientific study. The case-based learning approach is very effective in stimulating students’ interests in self-exploring the course material and critically processing information to arrive at the most reasonable result. Learning modules such as applying concepts of the 17 two-dimensional space groups in Escher drawings and critically judging crystallography misconceptions can engage chemistry students and invoke their confidence in handling the crystal structures encountered in their research.
