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Cross-Proportions: A Conceptual Method for Developing Quantitative Problem-Solving Skills

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Elzbieta Cook and Robert L. Cook

Department of Chemistry, Louisiana State University, Baton Rouge, LA 70803 and Department of Chemistry, Southern University and A&M College, Baton Rouge, LA 70813

J. Chem. Educ., 2005, 82 (8), p 1187

DOI: 10.1021/ed082p1187

Publication Date (Web): August 1, 2005

Section:

History, Education, and Documentation

Abstract

This paper focuses attention on the cross-proportion (C-P) method of mathematical problem solving, which was once widely used in chemical calculations. We propose that this method regain currency as an alternative to the dimensional analysis (DA) method, particularly in lower-level chemistry courses. In recent years, the DA method has emerged as the only problem solving mechanism offered to high-school and general chemistry students in contemporary textbooks, replacing more conceptual methods, C-P included. The C-P method emphasizes basic scientific principles through application during the process of solving numerical problems, which in turn promotes student understanding of these principles by constantly reinforcing basic concepts. We believe that appropriate teaching of chemistry needs to model its conceptual character as well as address students' different learning styles. Examples of C-P applications to molar mass and stoichiometry are given.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Domain):

Chemical Education Research

Keywords (Pedagogy):

Problem Solving / Decision Making

Keywords (Subject):

Learning Theories

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This article has been cited by 1 ACS Journal articles (1 most recent appear below).

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  Addison Ault
  Journal of Chemical Education2006 83 (11), 1587
  I believe that in the area of stoichiometry there is one most fundamental concept and one most basic skill that we must emphasize in our teaching. The most fundamental concept is that of the mole as the central expression of "amount" in chemistry; the ...
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