Orbitals in general chemistry, Part I: The great debate

dc.creatorLamoureux Lamontagne, Guy
dc.creatorOgilvie, John F.
dc.date.accessioned2022-07-05T16:46:35Z
dc.date.accessioned2022-10-20T01:59:59Z
dc.date.available2022-07-05T16:46:35Z
dc.date.available2022-10-20T01:59:59Z
dc.date.created2022-07-05T16:46:35Z
dc.date.issued2020-08
dc.identifierhttp://quimicanova.sbq.org.br/detalhe_artigo.asp?id=9201
dc.identifier1678-7064
dc.identifierhttps://hdl.handle.net/10669/86890
dc.identifier10.21577/0100-4042.20170649
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/4544214
dc.description.abstractIn Part I of a three-part series, we present an objective survey of the technical literature discussing the inclusion of orbitals in highschool and post-secondary general chemistry. We start with the definition of orbitals. The presentation of orbitals in secondary (high) school is presented with arguments for and against. The content of orbitals in the curriculum of general chemistry is presented and summarized in terms of 1) electron configuration, 2) periodic table, 3) molecular structure and 4) reactivity. Previous discussion in favor of and against each theme is presented. Recent research in chemical education is also reviewed.
dc.languageeng
dc.sourceQuímica Nova, vol.44(2), pp.224-228.
dc.subjectTeaching general chemistry
dc.subjectOrbitals
dc.subjectQuantum mechanics
dc.subjectMolecular structure
dc.titleOrbitals in general chemistry, Part I: The great debate
dc.typeartículo científico


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