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Would you like to change to the site? To download and read them, users must install the VitalSource Bookshelf Software. E-books have DRM protection on them, which means only the person who purchases and downloads the e-book can access it. E-books are non-returnable and non-refundable.This is a dummy description.This is a dummy description.This is a dummy description.This is a dummy description.This text follows the principles of inquiry-based learning and correspondingly emphasizes underlying chemistry concepts and the reasoning behind them. This text provides an approach that follows modern cognitive learning principles by having students learn how to create knowledge based on experimental data and how to test that knowledge. Reorganized average valence electron energies (AVEE), electronegativity (EN), covalent bonding, and dipole moments activities. Prompts to specifically encourage group interaction and other process skills have been inserted into many activities. Exercises and Problems have been moved to the end of each activity, eliminating the distraction of Exercises in the middle of the activity. Updated Critical Thinking Questions that prompt students to recall important concepts that were developed in earlier activities. Increased attention has been paid to incorporating a learning cycle of Exploration, Concept Invention and Term Introduction, and Application within each activity. Continued emphasis on interpreting data and generating and testing hypotheses. There are manywritten materials available on-line to help instructors use these activities effectively.Please contact your Wiley representative for information on how to obtain access to thesematerials, or visit the web site at: The Process Oriented Guided Inquiry Learning (POGIL) project supports thedissemination and implementation of these types of materials for a variety of chemistrycourses (high school, organic, physical, etc.).
Information about the project and itsactivities (including workshops, additional materials, laboratory experiments) can befound at The POGIL project is supported by the National ScienceFoundation under Grants DUE-0231120, 0618746, 0618758, and 0618800. Their enthusiasm for this approach, patience with our errors, and helpful and insightful comments have inspired us to continue to develop as instructors, and have helped us to improve these materials immeasurably. The blind and near blind have been made to see. The deaf and near deaf havebeen made to hear. The ill have been made well. The weak have been made strong.Radio, television and the internet have made the world seem smaller. And some of ushave left the planet. Computers have played an essential role in all of thesedevelopments; they are now ubiquitous. These miraculous events happened by design—not by accident. Individuals and teams set out to accomplish goals. They systematicallystudied and analyzed the natural world around us. They designed and tested new tools.Human beings have embarked on a journey that cannot be reversed. We hope that youcan participate in and contribute to these exciting times. There is simply too much chemistry—not to mention physics, mathematics, biology,geology, and engineering—for any one person to assimilate. As a result, groups havebecome essential to identifying, defining, and solving problems in our society. This bookwas designed to be used by you as a working member of a group, actively engaged withthe important basic concepts of chemistry. Our goals are to have you learn how toexamine and process information, to ask good questions, to construct your ownunderstanding, and to build your problem-solving skills. If ever a book was written for students—this is it. This is not a textbook. This is nota study guide. Each concept is explored in aChemActivity comprising several sections—one or more Model and InformationSections, Critical Thinking Questions, and Exercises and Problems.
You and yourgroup study the Models and Information and systematically work through the CriticalThinking Questions. In doing so, you will discover important chemical principles andrelationships. If you understand the answer to a question, but other members of yourgroup do not, it is your responsibility to explain the answer. Explaining concepts to othermembers of your group not only helps in their understanding, it broadens yourunderstanding. If you do not understand the answer to a question, you should ask one ormore good questions (to the other members of your group). Learning to ask questionsthat clearly and concisely describe what you do not understand is an important skill. Thisbook has many Critical Thinking Questions that serve as examples. To reinforce theideas that are developed, and to practice applying them to new situations, numerousExercises and Problems are provided; these are important for you to apply your newknowledge to new situations and solidify your understanding. We have found thecombination of these methods to be a more effective learning strategy than the traditionallecture, and the vast majority of our students have agreed. We hope that you will take ownership of your learning and that you will developskills for lifelong learning. Nobody else can do it for you. We wish you well in thisundertaking.What is the mass (in grams) of a) one 1H atom.ChemActivity 1 The Nuclear Atom 57. Indicate whether the following statement is true or false and explain your reasoning. Chapter 1: Problems: 21, 24, 25, 29-31, 33, 49abd, 52.Problems 1. Estimate the mass of one 14C atom (in amu) as precisely as you can (from the data in the model). Explain your reasoning. 2. Use the data in Model 1 to estimate the values (in amu) of a) the mass of an electron, b) the mass of a proton, and c) the mass of a neutron. 3.
The mass values calculated in Problem 2 are only approximate because when atoms (up through iron) are made (mainly in stars) from protons, neutrons, and electrons, energy is released. The isotopicabundance can vary appreciably on an astronomical scale—in the Sun and on Earth, forexample. On Earth, however, the abundance shows little variation from place to place.Table 1. Natural abundance and atomic masses for various isotopes.ChemActivity 2 Atomic Number and Atomic Mass 913. Examine the periodic table and find the symbol for magnesium.Suppose that on planet Krypton we find the following stable isotopes and abundances for boron:10B (10.013 amu) 65.75%11B (11.009 amu) 25.55%12B (12.014 amu) 8.70%What is the value of the average atomic mass of boron on planet Krypton?6. Naturally occurring chlorine is composed of 35Cl and 37Cl. Chapter 1: Problems: 79, 83, 93.Chapter 1: Problems: 89, 95, 100, 103, 105, 113.Problems 1. Neon has two isotopes with significant natural abundance. One of them, 20Ne, has an atomic mass of 19.9924 amu, and its abundance is 90.5%. Show that the other isotope is 22Ne. Explain your reasoning and include any assumptions that you make. 2. Indicate whether each of the following statements is true or false and explain your reasoning.ChemActivity 2 Atomic Number and Atomic Mass 134. Recall that a 1H atom consists of a proton as the nucleus and an electron outside of the nucleus. Is the potential energy of a hydrogen atom a positive or negative number?Model 2: Ionization Energy. The ionization energy (IE) is the amount of energy needed to remove an electronfrom an atom and move it infinitely far away. Explain your reasoning. Which of the following systems will have the larger ionization energy. How many times larger is the larger of the two ionization energies from CTQ 11. Which of these do you expect to have the larger ionization energy. The electron on the left is 300 nm from the nucleus; the electron on the right is 400 nm from the nucleus.
Thus, energymust be supplied (by some means) if the electron is to be pulled away from the nucleus,thereby creating a positively charged species, or cation, and a free electron. For realatoms, the ionization energy (IE) of an element is the minimum energy required toremove an electron from a gaseous atom of that element. Ionization energies are usually obtained experimentally. One method of measuringionization energies is the electron impact method. Atoms are bombarded with fast-moving electrons. If these electrons have sufficient energy, they will, on colliding withan atom, eject one of the atom's electrons. The ionization energy described above (oftencalled the first ionization energy) corresponds to the smallest amount of energy that abombarding electron needs to be able to knock off one of the atom's electrons.Model 1: First Ionization Energy (IE1).ChemActivity 4 The Shell Model (I) 213. Predict the relationship between IE1 and atomic number by making a rough graph of IE1 vs.Inaddition, the ionization energy of an atom should decrease if the electron being removedis moved farther from the nucleus (that is, if d increases). Table 1 below presents the experimentally measured ionization energies of the first20 elements. That is what we observe. We cansay that there are two electrons in a shell around the He nucleus. Although we willpresent figures in which the shells appear to be circular (mostly because it is difficult topresent three-dimensional representations on paper), we recognize that the model wedevelop is qualitatively consistent with spherical shells. For Li, there is a change in the trend of the ionization energy. The ionization energyof a Li atom is less than that of He. In fact, it is significantly smaller than that of the Hatom. This is not consistent with a model of placing a third electron in the first shell, fordoing so would result in an ionization energy which is larger than that of He.
In order forLi to have a lower ionization energy than H, either the nuclear charge Z must be lowerthan that of H, or the distance of the easiest-to-remove electron from the nucleus must begreater than in H (and He), or both. We know that the nuclear charge is not lower thanthat of H; thus, the electron being removed must be farther from the nucleus than the firstshell.Notice that within this model of the structure of the Li atom, the outermost electron(which is the easiest-to-remove electron) is always farther from the nucleus than the twoinner electrons in the first shell. Although we have ignored it up to this point, we shouldremember that all of the electrons repel each other because they are each negativelycharged. (Recall that the negative charge on the electron is the same magnitude as thepositive charge on each proton.) Of particular interest is the repulsion of the outerelectron by the two inner electrons. This dramatically decreases the overall force ofattraction pulling the outer electron toward the nucleus. The electrons in the outermost shellof the atom are referred to as valence electrons. Thus, H has one valence electron and noinner-shell electrons; Li has one valence electron and two inner-shell electrons. Note thatthe core charge is a positive number. Thisis consistent with the fourth electron in Be being added to the second shell.The inner electrons that surround thenucleus are said to shield the nucleus. In fact, because the valence electrons are allnegatively charged, they repel each other also. Thus the net resulting charge acting on avalence electron to attract it toward the nucleus differs from the core charge. This overallresulting charge acting on a valence shell electron is known as the effective nuclearcharge, and it is generally less than the core charge. Since there is no simple way toobtain values for the effective nuclear charge, we will use the core charge as a basis forour qualitative explanations.
It is only an approximation, but it is adequate for ourpurposes.Model 3: The Neon Atom. This is qualitativelyconsistent with an increase in core charge. (The slight variations will be addressed later.)There is no large drop in ionization energy to a value less than that of H, as we observedin going from He to Li, to indicate that a third shell is needed. ChemActivity 5 The Shell Model (II) 29Critical Thinking Questions 4. Show how the core charge for Ne was calculated.5. Make diagrams, similar to those in Figure 3, for the nitrogen atom.6. a) Make diagrams, similar to those in Figure 3, for the sodium atom, assuming that the 11th electron goes into the second shell.In all cases, the ionization energy decreases as wemove down the group. This pattern is also observed in Group 8A, the Noble (or Inert)gases. Helium has only 2 electrons, a seeming violation ofthe pattern we have uncovered. The resolution of this apparent inconsistency is thatalthough He has only 2 valence electrons, its valence shell is completely filled. The sameis true of Ne, although for Ne a filled valence shell has 8 electrons. Locate H, Li, and Na on the periodic table.ChemActivity 5 The Shell Model (II) 33d) Using the shell model and referring to the Coulombic Potential Energy relationship (equation in Model 1, CA3), explain clearly how the IE1 for Rb is consistent with your answer to part c.14. Construct a shell model diagram of F that is consistent with the information in Table 1.15. Locate F and Cl on the periodic table.In this respect it is very similar to a He atom. In this respect it is very similar to a Ne atom. Explain your reasoning. 6. Predict the order of the ionization energies for the atoms Br, Kr, and Rb. Explain your reasoning. 7. The radius of the outer shell in Li is larger than the radius of the inner shell. Chapter 3: Problems: 43, 44, 58, 61, 64, 65, 204. ChemActivity 5 The Shell Model (II) 35Problems 1.
Indicate whether each of the following statements is true or false and explain your reasoning. Ionization energies increase as the core charge increases across a row (period) of the periodic table. Ionization energies increase when the core charge remains the same and the valence electrons are in a shell closer to the nucleus (that is, up a column (group) of the periodic table). We have seen that there are trends in a physical property, IE1, related to the positionof the elements in the periodic table. Many other physical and chemical properties of theelements in a particular group, such as the alkali metals or the halogens, are relativelysimilar. This suggests that many properties of an atom are related to the number ofvalence electrons present. The nuclear charge (and core charge) can also be important indetermining atomic characteristics because this determines the strength of attractionbetween the nucleus and the valence electrons. This was the basis for our previousanalysis of first ionization energies. One measure of the size of an atom (or ion) is the covalent radius of the atom. ChemActivity 6 Atomic Size 372. Why does the core charge increase as one moves from left to right across a period in the periodic table—for example, from boron to carbon to oxygen?3. What trend in atomic radius is observed as one moves from left to right across a period? Why?4. What trend in atomic radius is observed as one moves down a group in the periodic table? Why?5. Estimate the radii of three atoms not listed in Table 1, based on the data presented. Based on the data in Tables 1 and 2, estimate the radius of each of the followingspecies. Therefore, as extra electrons are added to the valence shellof an atom (or ion), the radius of the atom (or ion) increases. Similarly, as electrons areremoved from an atom (or ion), the radius of the atom (or ion) decreases.Critical Thinking Questions10. Why do electrons repel each other?11.
What are three characteristics of an atom (or ion) which must be considered in determining its relative radius. ChemActivity 6 Atomic Size 39Exercises 4. Which is the smaller species in each of the following groupings. Chapter 3: Problems: 164, 165, 167- 172, 201.Problems 1. Which of the following elements should have the largest second ionization energy. The figure below represents part of a wave. The entire wave can be thought of asextending infinitely in both directions. One important characteristic of a wave is itswavelength (!), which is the distance between two consecutive peaks (or troughs) in thewave.Critical Thinking Questions 1. On the figure above, draw a line connecting two points whose separation is equal to the wavelength of the wave. Published: 2015 International: No Happy you, happy us. Access codes are non-refundable once revealed or redeemed.Unfortunately, this edition is currently out of stock. Please check back soon.This text follows inquiry based learning and correspondingly emphasizes the underlying concepts and the reasoning behind the concepts. This text offers an approach that follows modern cognitive learning principles by having readers learn how to create knowledge based on experimental data and how to test that knowledge. Your connection can be wired or wireless. You must only be connected to the Internet during the download process. Software Version: Online: No additional software required Offline: VitalSource Bookshelf Suitable Devices: PCs, Tablet PCs, Macs, Laptops Note: Reader software still needs to be installed. This text follows inquiry based learning and correspondingly emphasizes the underlying concepts and the reasoning behind the concepts. This text offers an approach that follows modern cognitive learning principles by having readers learn how to create knowledge based on experimental data and how to test that knowledge. Your connection can be wired or wireless.
You must only be connected to the Internet during the download process. Software Version: Online: No additional software required Offline: VitalSource Bookshelf Suitable Devices: PCs, Tablet PCs, Macs, Laptops Note: Reader software still needs to be installed. Save up to 80% by choosing the eTextbook option for ISBN: 9781119299509, 1119299500. The print version of this textbook is ISBN: 9781119110705, 111911070X.Save up to 80% by choosing the eTextbook option for ISBN: 9781119299509, 1119299500. The print version of this textbook is ISBN: 9781119110705, 111911070X. Published: 2017 International: No Happy you, happy us. Access codes are non-refundable once revealed or redeemed.You may cancel at any time. Unfortunately, this edition is currently out of stock. Please check back soon.Trial begins at time of purchase. You may cancel at any time. This text follows the principles of inquiry-based learning and correspondingly emphasizes underlying chemistry concepts and the reasoning behind them. This text provides an approach that follows modern cognitive learning principles by having students learn how to create knowledge based on experimental data and how to test that knowledge. Your connection can be wired or wireless. You must only be connected to the Internet during the download process. Software Version: Online: No additional software required Offline: VitalSource Bookshelf Suitable Devices: PCs, Tablet PCs, Macs, Laptops Note: Reader software still needs to be installed. This text follows the principles of inquiry-based learning and correspondingly emphasizes underlying chemistry concepts and the reasoning behind them. This text provides an approach that follows modern cognitive learning principles by having students learn how to create knowledge based on experimental data and how to test that knowledge. Your connection can be wired or wireless. You must only be connected to the Internet during the download process.
Software Version: Online: No additional software required Offline: VitalSource Bookshelf Suitable Devices: PCs, Tablet PCs, Macs, Laptops Note: Reader software still needs to be installed. Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts. The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Through the use of cooperative learning techniques, students are active participants in the learning process. No lectures are given; students follow guided inquiry worksheets to develop and understand the course concepts. Groups of about four students are formed and the instructor moves among the groups, serving as a facilitator. The laboratory is designed in the same way as the classroom component of the course.Journal of Chemical Education 2021, 98 Journal of Chemical Education 2021, Article ASAP. Daniel R. Zuidema, Robert H. Zuidema. From Passive Observers to Active Participants: Using Interactive Remote Demonstrations to Increase Student Involvement in Online Chemistry Instruction. Journal of Chemical Education 2021, Article ASAP. Jon-Marc G. Rodriguez, Katherine Lazenby, Leah J. Scharlott, Kevin H. Hunter, Nicole M. Becker. Supporting Engagement in Metamodeling Ideas in General Chemistry: Development and Validation of Activities Designed Using Process Oriented Guided Inquiry Learning Criteria. Journal of Chemical Education 2020, 97 Journal of Chemical Education 2020, 97 Journal of Chemical Education 2020, 97 Journal of Chemical Education 2020, 97 Training Undergraduate Teaching Assistants to Facilitate and Assess Process Skills in Large Enrollment Courses.
Journal of Chemical Education 2020, 97 Journal of Chemical Education 2020, 97 Journal of Chemical Education 2020, 97 Transitioning an Upper-Level, Integrated Laboratory Course to Remote and Online Instruction During the COVID-19 Pandemic. Journal of Chemical Education 2020, 97 Using a Cooperative Hands-On General Chemistry Laboratory Framework for a Virtual General Chemistry Laboratory. Journal of Chemical Education 2020, 97 Chemistry in the Time of COVID-19: Reflections on a Very Unusual Semester. Journal of Chemical Education 2020, 97 Journal of Chemical Education 2020, 97 Journal of Chemical Education 2020, 97 Journal of Chemical Education 2020, 97 Journal of Chemical Education 2020, 97 OrganicERs: Building a Community of Practice for Organic Chemistry Instructors through Workshops and Web-Based Resources. Journal of Chemical Education 2020, 97 B. Armstrong, Mariana C. Rivas, Zeyi Zhou, Lauren M. Irie, Geri A. Kerstiens, MaryAnn T. Robak, Michelle C. Douskey, Anne M. Baranger. Developing a Green Chemistry Focused General Chemistry Laboratory Curriculum: What Do Students Understand and Value about Green Chemistry?. Journal of Chemical Education 2019, 96 L. Yearty, Caroline E. Glessner, Richard W. Morrison. Developing and Implementing Multioutcome Experiments in Undergraduate Teaching Laboratories To Promote Student Ownership of the Experience: An Example Multioutcome Experiment for the Oxidation of Alcohols. Journal of Chemical Education 2019, 96 Journal of Chemical Education 2019, 96 Journal of Chemical Education 2019, 96 Implementing Guided Inquiry in Biochemistry: Challenges and Opportunities. 2019,,, 111-126. Kevin L. Braun. Enhancing the General Chemistry Laboratory Using Integrated Projects Based on Real-World Questions. 2019,,, 61-78. Suzanne M. Ruder, Courtney Stanford. Strategies for Training Undergraduate Teaching Assistants To Facilitate Large Active-Learning Classrooms.
Journal of Chemical Education 2018, 95 Journal of Chemical Education 2018, 95 Journal of Chemical Education 2018, 95 Determining the Antifungal Agent Clioquinol by HPLC, the Not So Pure Preparation: A Laboratory-Based Case Study for an Instrumental Analytical Chemistry Course. Journal of Chemical Education 2018, 95 Journal of Chemical Education 2018, 95 Journal of Chemical Education 2018, 95 Journal of Chemical Education 2018, 95 The Impact of Guided Inquiry Materials on Student Representational Level Understanding of Thermodynamics. 2018,,, 141-168. Janice Alexander. A Tool Box Approach for Student Success in Chemistry. 2018,,, 133-142. Mina Jafari, Alicia Rae Welden, Kyle L. Williams, Blair Winograd, Ellen Mulvihill, Heidi P. Hendrickson, Michael Lenard, Amy Gottfried, and Eitan Geva. Compute-to-Learn: Authentic Learning via Development of Interactive Computer Demonstrations within a Peer-Led Studio Environment. Journal of Chemical Education 2017, 94 Journal of Chemical Education 2017, 94 Aligning Perceptions of Laboratory Demonstrators’ Responsibilities To Inform the Design of a Laboratory Teacher Development Program. Journal of Chemical Education 2017, 94 Developing Students’ Scientific Writing and Presentation Skills through Argument Driven Inquiry: An Exploratory Study. Journal of Chemical Education 2017, 94 Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty. Journal of Chemical Education 2016, 93 Analysis of Instructor Facilitation Strategies and Their Influences on Student Argumentation: A Case Study of a Process Oriented Guided Inquiry Learning Physical Chemistry Classroom. Journal of Chemical Education 2016, 93 A Performance Task Case Study for Teaching Data Analysis and Critical Thinking. Journal of Chemical Education 2016, 93 Examining the Effectiveness of a Semi-Self-Paced Flipped Learning Format in a College General Chemistry Sequence.
Journal of Chemical Education 2016, 93 Journal of Chemical Education 2015, 92 Journal of Chemical Education 2015, 92 Journal of Chemical Education 2015, 92 Improving Students’ Inquiry Skills and Self-Efficacy through Research-Inspired Modules in the General Chemistry Laboratory. Journal of Chemical Education 2015, 92 Journal of Chemical Education 2015, 92 Journal of Chemical Education 2014, 91 Journal of Chemical Education 2014, 91 Journal of Chemical Education 2014, 91 Journal of Chemical Education 2014, 91 Role of Teacher-Initiated Discourses in Students’ Development of Representational Fluency in Chemistry: A Case Study. Journal of Chemical Education 2014, 91 Journal of Chemical Education 2014, 91 Journal of Chemical Education 2014, 91 Using Quantum Games To Teach Quantum Mechanics, Part 1. Journal of Chemical Education 2014, 91 Using Quantum Games To Teach Quantum Mechanics, Part 2. Journal of Chemical Education 2014, 91 Improving the Practical Education of Chemical and Pharmaceutical Engineering Majors in Chinese Universities. Journal of Chemical Education 2014, 91 Journal of Chemical Education 2014, 91 Journal of Chemical Education 2014, 91 Journal of Chemical Education 2013, 90 Implementing Process-Oriented, Guided-Inquiry Learning for the First Time: Adaptations and Short-Term Impacts on Students’ Attitude and Performance. Journal of Chemical Education 2013, 90 Journal of Chemical Education 2013, 90 Journal of Chemical Education 2013, 90 Does Space Matter? Impact of Classroom Space on Student Learning in an Organic-First Curriculum. Journal of Chemical Education 2013, 90 Supercritical Fluid Extraction versus Traditional Solvent Extraction of Caffeine from Tea Leaves: A Laboratory-Based Case Study for an Organic Chemistry Course. Journal of Chemical Education 2012, 89 Writing-To-Teach: A New Pedagogical Approach To Elicit Explanative Writing from Undergraduate Chemistry Students.
Journal of Chemical Education 2012, 89 Journal of Chemical Education 2012, 89 Increasing Interactivity and Authenticity of Chemistry Instruction through Data Acquisition Systems and Other Technologies. Journal of Chemical Education 2012, 89 Journal of Chemical Education 2012, 89 Journal of Chemical Education 2012, 89 A Symmetry POGIL Activity for Inorganic Chemistry. Journal of Chemical Education 2012, 89 Journal of Chemical Education 2011, 88 Qualitative Assessment of Inquiry-Based Teaching Methods. Journal of Chemical Education 2011, 88 Journal of Chemical Education 2011, 88 Looking Beyond Lewis Structures: A General Chemistry Molecular Modeling Experiment Focusing on Physical Properties and Geometry. Journal of Chemical Education 2011, 88 Journal of Chemical Education 2011, 88 Journal of Chemical Education 2011, 88 Journal of Chemical Education 2011, 88 Journal of Chemical Education 2010, 87 Team-Based Inquiry Learning.Chemistry Education Research and Practice 2021, 22 Problem Based Learning in Finite Element Analysis. 2021,,, 240-246. Nasim Muhammad, Seshasai Srinivasan. Transition from In-Class to Online Lectures During a Pandemic. 2021,,, 307-314. Alex R. Paine, Jennifer K. Knight,. Student Behaviors and Interactions Influence Group Discussions in an Introductory Biology Lab Setting. CBE—Life Sciences Education 2020, 19 Improving Instructional Fitness Requires Change. BioScience 2020, 331 Muge Ozkanbas, Ozgecan Tastan K?r?k. Implementing collaborative inquiry in a middle school science course. Chemistry Education Research and Practice 2020, 21 CBE—Life Sciences Education 2020, 19 A Process-Oriented Guided-Inquiry Learning (POGIL)-Based Curriculum for the Experimental Psychology Laboratory.Information and Learning Sciences 2020, 121 Experiments in Active Learning through Project Across Courses. 2020,,, 530-539. Clif Kussmaul. Guiding students to develop essential skills. Communications of the ACM 2020, 63 A Project-Centric Learning Strategy in Biotechnology.