This document summarizes a presentation about ChemEd X Data, an open web platform containing chemical data to support student learning. The platform contains unstructured data on elements, compounds, and reactions that students can explore to discover trends. It aims to move beyond static pre-cooked data by allowing students to choose data, identify patterns, and find exceptions. The document describes how the data is organized and can be visualized. It also discusses early findings that show the platform improves students' abilities to design experiments, draw conclusions from evidence, and identify exceptions. The overall goal is to enhance higher-order thinking skills.
In the General Chemistry curriculum there are several instances in which students are asked to judge between conflicting factors to decide an outcome. In fact, some have identified “the skill to judge between conflicting influences” as the essence of chemistry that all chemistry students should learn. To that aim I wrote the ChemEd X Data web interface1 (http://chemdata.r.umn.edu/chemedXdata/). The main pedagogical objective of the website is to allow students to navigate, select and graphically represent data such as boiling and melting points, enthalpies of combustion and heat capacities for hundreds of molecules. By doing so, students can independently identify correlations between magnitudes, laws, and outliers. One of the merits of this tool is that it may help students recognize situations when conflicting influences play a role (e.g. molecular weight, shape and dipole effect on boiling point). Identifying conflicting influences empowers students with analytical skills that will lead them to higher-order thinking and self-regulated learning.
Introductory chemistry and other undergraduate first-year science courses involve some topics that need first to be mastered before students can address higher-order thinking problems. One could say that students need to first learn the language of that scientific discipline before they can express themselves in that language. In chemistry, for example, it is necessary to master low-order skills such as chemistry nomenclature, common oxidation states, memorizing the amino acids or identify the strength of common acids and bases before one can solve some higher-order problems. These kind of low-order skills are typically repetitive and students have a hard time being engaged and achieve the desired mastery level. A solution to this problem is imple gamification, that is, to design more engaging game-like activities to achieve the desired goal.
We are presenting a set of web-based game-like activities developed by students themselves. Game-like activities can be thought as the perfect active learning activity since they show clear goals, give immediate feedback and, if designed well and aligned with the course learning objectives, are engaging and improve retention.
Some of our students who had already taken the introductory chemistry course or who were taking it concurrently, took a semester to learn some basics of Javascript and web design to develop their own game-like activities. Having students designing the activities has resulted in a win-win situation for both instructors and students. The instructors have engaging game-like tools to be used in forthcoming courses and students learn some programming and find it rewarding to create from scratch their own games that other students may use.
We will also report how we developed an open repository of chemistry data to be used both for low-order skills such as the online games mentioned above, but also for higher-order thinking and self-regulated learning. The same set of molecules and molecular properties are used for both purposes and it is open access to everyone available at http://chemdata.r.umn.edu.
Está ya todo inventado en las metodologías de la enseñanza?
Entre las estrategias más conservadoras dónde el alumno es pasivo durante la lección y las posiciones más rompedoras donde el alumno marca el ritmo y contenido de la clase hay un gran abanico de posibilidades. Ni todo lo que se ha hecho hasta ahora está mal, ni todo lo nuevo es mejor. Lo que está claro es que la presencia de internet y su abundancia de información y herramientas no puede dejar a nadie indiferente y cabe preguntarse qué lugar debe ocupar la tecnología informática en la educación.
En este taller daremos una visión rápida y generalizada a las diferentes estrategias para involucrar al alumno durante el tiempo de clase sin que se tenga que sacrificar ni el nivel del curso ni los objetivos de contenido. Vamos a poner especial énfasis en métodos tecnológicos “open source” o gratuitos que pueden ayudar al alumno para que venga más preparado a clase, participe más en clase y practique más fuera de ella. A su vez, también, hablaremos de herramientas de análisis para que el profesor sepa en todo momento el rendimiento de sus alumnos o pueda llevar a cabo estudios longitudinales donde se analizan datos a lo largo de varios cursos o de todo un grado.
In this talk I will summarize my several attempts to introduce to students the basics of computer programming in a degree in Health Science. While the curriculum at the BSHS does not align very well with computer science content, the learning of a computer language addresses some essential higher-order thinking skills that bring cognitive benefits to the student as well as practical skills for their professional careers.
In the second half of the talk I will navigate four years of student data in General Chemistry with our in-house developed learning analytics tool BoSCO (Browser of Student and Course Objects). Rather than an intensive statistical analysis tool, BoSCO allows an “intentional browsing” of student data and it can be understood as a hypothesis generating tool that creates questions rather than giving a definitive answer or evidence. In particular, we will look at student performance in different types of assignments of the General Chemistry curriculum throughout the years filtered by different demographics criteria. More specifically, we will use the SLICE approach (Showing Longitudinal Interactions of Course Events) to bundle grades from different assignments or courses to quantify the learning of a specific skill.
The disconnect between data collection and analysis across sectors of academic institutions makes it challenging to incorporate data into curricular design. Understanding the factors related to student persistence and success is unlikely to occur by focusing only on one sector at a time. Facilitating evidence-based course design might begin with the creation of a tool that allows real-time exploration of data across sectors for integration into the traditional course/curricular design. Our paper describes how data from institutional, learning, and what we call “developmental” analytics can be incorporated into course and curricular design by using a purposefully built analysis tool that permits the exploration of student and course objects. This Browser of Student and Course Objects (BoSCO) is being built in a faculty driven-process and can be used as a bridge between the analytics space and the course/curriculum design environments.
Xavier Prat-Resina has a PhD in Physical Chemistry. He is a faculty member at the “Center for Learning Innovation” in the UofM Rochester campus. His interests are the design of web materials to enhance student learning and to analyze student and course data to optimize the academic curriculum.
-It takes institutional, learning and developmental data to assess a curriculum.
-BoSCO is an agile tool that may encourage teachers to use analytics for course and curricular design.
-Evidence-based course design requires the involvement of many sectors of the academic institution.
In the General Chemistry curriculum there are several instances in which students are asked to judge between conflicting factors to decide an outcome. In fact, some have identified “the skill to judge between conflicting influences” as the essence of chemistry that all chemistry students should learn. To that aim I wrote the ChemEd X Data web interface1 (http://chemdata.r.umn.edu/chemedXdata/). The main pedagogical objective of the website is to allow students to navigate, select and graphically represent data such as boiling and melting points, enthalpies of combustion and heat capacities for hundreds of molecules. By doing so, students can independently identify correlations between magnitudes, laws, and outliers. One of the merits of this tool is that it may help students recognize situations when conflicting influences play a role (e.g. molecular weight, shape and dipole effect on boiling point). Identifying conflicting influences empowers students with analytical skills that will lead them to higher-order thinking and self-regulated learning.
Introductory chemistry and other undergraduate first-year science courses involve some topics that need first to be mastered before students can address higher-order thinking problems. One could say that students need to first learn the language of that scientific discipline before they can express themselves in that language. In chemistry, for example, it is necessary to master low-order skills such as chemistry nomenclature, common oxidation states, memorizing the amino acids or identify the strength of common acids and bases before one can solve some higher-order problems. These kind of low-order skills are typically repetitive and students have a hard time being engaged and achieve the desired mastery level. A solution to this problem is imple gamification, that is, to design more engaging game-like activities to achieve the desired goal.
We are presenting a set of web-based game-like activities developed by students themselves. Game-like activities can be thought as the perfect active learning activity since they show clear goals, give immediate feedback and, if designed well and aligned with the course learning objectives, are engaging and improve retention.
Some of our students who had already taken the introductory chemistry course or who were taking it concurrently, took a semester to learn some basics of Javascript and web design to develop their own game-like activities. Having students designing the activities has resulted in a win-win situation for both instructors and students. The instructors have engaging game-like tools to be used in forthcoming courses and students learn some programming and find it rewarding to create from scratch their own games that other students may use.
We will also report how we developed an open repository of chemistry data to be used both for low-order skills such as the online games mentioned above, but also for higher-order thinking and self-regulated learning. The same set of molecules and molecular properties are used for both purposes and it is open access to everyone available at http://chemdata.r.umn.edu.
Está ya todo inventado en las metodologías de la enseñanza?
Entre las estrategias más conservadoras dónde el alumno es pasivo durante la lección y las posiciones más rompedoras donde el alumno marca el ritmo y contenido de la clase hay un gran abanico de posibilidades. Ni todo lo que se ha hecho hasta ahora está mal, ni todo lo nuevo es mejor. Lo que está claro es que la presencia de internet y su abundancia de información y herramientas no puede dejar a nadie indiferente y cabe preguntarse qué lugar debe ocupar la tecnología informática en la educación.
En este taller daremos una visión rápida y generalizada a las diferentes estrategias para involucrar al alumno durante el tiempo de clase sin que se tenga que sacrificar ni el nivel del curso ni los objetivos de contenido. Vamos a poner especial énfasis en métodos tecnológicos “open source” o gratuitos que pueden ayudar al alumno para que venga más preparado a clase, participe más en clase y practique más fuera de ella. A su vez, también, hablaremos de herramientas de análisis para que el profesor sepa en todo momento el rendimiento de sus alumnos o pueda llevar a cabo estudios longitudinales donde se analizan datos a lo largo de varios cursos o de todo un grado.
In this talk I will summarize my several attempts to introduce to students the basics of computer programming in a degree in Health Science. While the curriculum at the BSHS does not align very well with computer science content, the learning of a computer language addresses some essential higher-order thinking skills that bring cognitive benefits to the student as well as practical skills for their professional careers.
In the second half of the talk I will navigate four years of student data in General Chemistry with our in-house developed learning analytics tool BoSCO (Browser of Student and Course Objects). Rather than an intensive statistical analysis tool, BoSCO allows an “intentional browsing” of student data and it can be understood as a hypothesis generating tool that creates questions rather than giving a definitive answer or evidence. In particular, we will look at student performance in different types of assignments of the General Chemistry curriculum throughout the years filtered by different demographics criteria. More specifically, we will use the SLICE approach (Showing Longitudinal Interactions of Course Events) to bundle grades from different assignments or courses to quantify the learning of a specific skill.
The disconnect between data collection and analysis across sectors of academic institutions makes it challenging to incorporate data into curricular design. Understanding the factors related to student persistence and success is unlikely to occur by focusing only on one sector at a time. Facilitating evidence-based course design might begin with the creation of a tool that allows real-time exploration of data across sectors for integration into the traditional course/curricular design. Our paper describes how data from institutional, learning, and what we call “developmental” analytics can be incorporated into course and curricular design by using a purposefully built analysis tool that permits the exploration of student and course objects. This Browser of Student and Course Objects (BoSCO) is being built in a faculty driven-process and can be used as a bridge between the analytics space and the course/curriculum design environments.
Xavier Prat-Resina has a PhD in Physical Chemistry. He is a faculty member at the “Center for Learning Innovation” in the UofM Rochester campus. His interests are the design of web materials to enhance student learning and to analyze student and course data to optimize the academic curriculum.
-It takes institutional, learning and developmental data to assess a curriculum.
-BoSCO is an agile tool that may encourage teachers to use analytics for course and curricular design.
-Evidence-based course design requires the involvement of many sectors of the academic institution.
El taller práctico: 10 claves para la implementación de tendencias y enfoques innovadores, tiene como propósito que los docentes identifiquen el cambio paradigmático que se requiere para atender al desafío pedagógico que implica incorporar las Tecnologías de la Información y la Comunicación (TIC) al aula y al currículo escolar.
The presentation of ChemSpider was to a groub of science librarians, specifically chemistry librarians, and was meant to provide an overview of the platform and answer the question posed: What is the difference between ChemSpider, CAS Scifinder and Reaxys.
Educators and students now have access to rich internet resources of information. RSC’s ChemSpider is a community resource of structure-based chemistry delivering data including chemical compound collections, reaction synthesis procedures, physicochemical property and various forms of spectral data. ChemSpider offers the opportunity for the community to participate in populating, annotating and curating the data on ChemSpider. We believe that ChemSpider offers an opportunity for educators and students to participate in the ongoing development of a rich resource for the chemistry community. This presentation will suggest some potential uses of the ChemSpider website in terms of integrating into lesson plans. We will also outline how students can expose their structure and reaction-based research work via the ChemSpider platform for the benefit of the community and their online scientific reputation.
The increasing availability of free and open access resources for scientists on the internet presents us with a revolution in data availability. The Royal Society of Chemistry hosts ChemSpider, a free access website for chemists built with the intention of building community for chemists (http://www.chemspider.com/).
ChemSpider is an aggregator of chemistry related information, at present over 20 million unique chemical entities linked out to over 300 separate data sources, ChemSpider has taken on the task of both robotically and manually curating publicly available data sources. It is also a public deposition platform where chemists can deposit their own data including novel structures, analytical data, synthesis procedures and host data associated with the growing activities associated with Open Notebook Science.
This presentation will examine chemistry on the internet, the dubious quality of what is available and how the ChemSpider crowdsourced curation platform is fast becoming one of the centralized hubs for resourcing information about chemical entities.
We will also review our efforts to provide free resources for synthesis procedures, spectral data and structure-based searching of the chemistry literature and how chemists can contribute directly to each of these projects.
El taller práctico: 10 claves para la implementación de tendencias y enfoques innovadores, tiene como propósito que los docentes identifiquen el cambio paradigmático que se requiere para atender al desafío pedagógico que implica incorporar las Tecnologías de la Información y la Comunicación (TIC) al aula y al currículo escolar.
The presentation of ChemSpider was to a groub of science librarians, specifically chemistry librarians, and was meant to provide an overview of the platform and answer the question posed: What is the difference between ChemSpider, CAS Scifinder and Reaxys.
Educators and students now have access to rich internet resources of information. RSC’s ChemSpider is a community resource of structure-based chemistry delivering data including chemical compound collections, reaction synthesis procedures, physicochemical property and various forms of spectral data. ChemSpider offers the opportunity for the community to participate in populating, annotating and curating the data on ChemSpider. We believe that ChemSpider offers an opportunity for educators and students to participate in the ongoing development of a rich resource for the chemistry community. This presentation will suggest some potential uses of the ChemSpider website in terms of integrating into lesson plans. We will also outline how students can expose their structure and reaction-based research work via the ChemSpider platform for the benefit of the community and their online scientific reputation.
The increasing availability of free and open access resources for scientists on the internet presents us with a revolution in data availability. The Royal Society of Chemistry hosts ChemSpider, a free access website for chemists built with the intention of building community for chemists (http://www.chemspider.com/).
ChemSpider is an aggregator of chemistry related information, at present over 20 million unique chemical entities linked out to over 300 separate data sources, ChemSpider has taken on the task of both robotically and manually curating publicly available data sources. It is also a public deposition platform where chemists can deposit their own data including novel structures, analytical data, synthesis procedures and host data associated with the growing activities associated with Open Notebook Science.
This presentation will examine chemistry on the internet, the dubious quality of what is available and how the ChemSpider crowdsourced curation platform is fast becoming one of the centralized hubs for resourcing information about chemical entities.
We will also review our efforts to provide free resources for synthesis procedures, spectral data and structure-based searching of the chemistry literature and how chemists can contribute directly to each of these projects.
Unidad didáctica del tema "Electricity" de la asignatura Tecnologías de 3º de la ESO. La unidad está desarrollada siguiendo las directrices de la metodología AICLE.
Contemporary Teaching Methods in Mongolian Secondary School Chemistrytheijes
New developments in science education can take place due to the use of contemporary teaching strategies in teaching general chemistry. In this paper, the advantages of various teaching methods such as concept map drawing, workshops, problem-based learning, case study, predict-Observe-Explain (POE) methods will be brought into light
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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Instructions for Submissions thorugh G- Classroom.pptx
ChemEd X Data - BCCE 2014
1. ChemEd X Data: an open web
platform to allow students
discover chemical trends
Xavier Prat-Resina
Center for Learning Innovation
BCCE August 4th 2014
http://chemdata.r.umn.edu/bcce14.pptx
Rochester
2. U of Minnesota Rochester
• Our new campus is a “little special”
– Started accepting students in 2009 (~120/year)
– One single major in Health Sciences
– Multiple faculty teaching one course: recitation
sessions are spread through the week as
personalized one-to-one help
– Laptop program: all students bring the same
laptop model to class
– No “lecture halls” but discussion
– Downtown: 3rd and 4th floor of a shopping mall
http://chemdata.r.umn.edu
3. Chemistry: learning the conflict
Often, we remember older problems and apply to new problems the older solution
In an ever changing world older solutions may not be that useful
higher-order thinking is more important than ever
Which line is longer?
“…we should teach them to judge between
conflicting influences. That is the essence of our
subject, for it is rare that a single property governs
the outcome of a reaction. We need to train our
students to judge the likely outcome of conflict” P.
Atkins. Pure Appl. Chem., Vol. 71, No. 6, pp. 927-929, 1999.
“…I assume there are exceptions to this rule
because there is an exception to pretty much
every rule in chemistry.” Gen Chem student.
http://chemdata.r.umn.edu
4. Data-driven learning
Static, “precooked”
data
1. Look at this graph
2. See what I want you to see
3. Explain how everything perfectly fits
4. No exceptions
Unstructured data
Non-linear
Non-sequential
Open-ended
Remember Understand Apply Analyze
Evaluate
1. Choose some data
2. Represent it
3. Find patterns
4. Find exceptions
The web
http://chemdata.r.umn.edu
5. Chem Ed X Data
Unstructured but easy to represent, parse and sort data
http://chemdata.r.umn.edu/
Elements, Organic/inorganic comp, reactions (Ac/Base, Redox, Solub)
http://chemdata.r.umn.edu
Unstructured open data
Data Topic
Ionization energies,
atomic radius
Atomic structure
Bond energies, bond length Chemical bond
DHvap, Tboil, dipoles Intermolecular interactions
pKa, Ksp Ionic equilibria
Eo
red Electrochemistry
10. All data displayed by Jmol is retrieved from NCI server or
http://chemdata.r.umn.edu
JSmol
11. Explanatory questions (pre-selected sets of
data. One right answer).
“Why do these molecules show this trend for
property X?”
Problem solving questions:(pre-selected sets
of data. One right answer)
“If the heavier the molecule the larger the heat
capacity. Why does the heat capacity decrease in
the following set of data?”
Show evidence: (open-ended)
Choose a set of molecules that show that hydrogen bonds are stronger than
dipole-dipole interaction but much weaker than ionic bonds.
Building knowledge: (open-ended)
Choose a set of data to describe what molecular properties have an influence in
heat of combustion.
http://chemdata.r.umn.edu
Different questions, different levels
12. Implementation
What is the effect of mass on boiling points? Select a set of molecules that is
evidence of your statement. (one right answer)
100% students gave the correct answer
• 69.8% selected a set of molecules that was “good evidence”
• Out 30.2% who didn’t. 12.7% chose a set of molecules that was proving the
opposite of what they said. The right answer for the wrong reason.
Questions with one right answer. Two kinds of skills:
1. Skill 1: Design an experiment where you minimize correlation vs causation
2. Skill 2: Interpret the experiment without “external interference”.
What is the effect of linear/branched structure on boiling points? (one right answer)
• 60.3% students gave the correct answer
• 40.0% selected a set of molecules that was “good evidence”
• 15.9% chose a set of molecules that was pointing to the opposite of what they
said. Regardless of if what they said was correct or not.
http://chemdata.r.umn.edu
13. Implementation
What has a stronger influence? A heavy molecule with a weak intermolecular
force or a light molecule with a strong intermolecular force? Are there
exceptions?
• 60.3% said mass has a stronger influence
• 39.7% said intermolecular forces have a stronger influence
• 50.8% chose molecules that was evidence of their statement
• Out of the other 49.2%: 39.7% was inconclusive, but 9.5% was evidence
of the opposite and didn’t acknowledge the existence of exceptions.
Questions without a right answer. Three kinds of skills:
1. Design an experiment where you minimize correlation vs causation
2. Interpret the experiment without “external interference”.
3. Identify the existence of exceptions.
http://chemdata.r.umn.edu
14. Conclusions
http://chemdata.r.umn.edu
• Collected properties of organic / Inorganic compounds and reactions
• Representations in plots and 3D Jsmol
• Download data
ChemEd X Data dataset. figshare. http://dx.doi.org/10.6084/m9.figshare.1121665
• Paper: JCE ASAP
http://pubs.acs.org/doi/abs/10.1021/ed500316m
• Future directions
• Include more data to align them with more Chemistry topics
• Quantitative assessment