Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

What is Climate?01:16

What is Climate?

18.7K
Climate refers to the prevailing weather conditions in a specific area over an extended period. As the saying goes, “Climate is what you expect. Weather is what you get.” Climate is influenced by geographic factors, such as latitude, terrain, and proximity to bodies of water.
18.7K
Global Climate Change01:50

Global Climate Change

24.6K
Throughout its ~4.5 billion year history, the Earth has experienced periods of warming and cooling. However, the current drastic increase in global temperatures is well outside of the Earth’s cyclic norms, and evidence for human-caused global climate change is compelling. Paleoclimatology, the study of ancient climate conditions, provides ample evidence for human-caused global climate change by comparing recent conditions with those in the past.
24.6K
Design Example: Analyzing Capacity Contours for Flood Risk Assessment01:17

Design Example: Analyzing Capacity Contours for Flood Risk Assessment

80
Flood risk assessment involves careful planning and analysis to ensure the safety of communities near water retention structures. Capacity contours are a vital tool in this process, as they illustrate the potential spread of water at specific levels in a given area. In the context of building a bund across a small valley, these contours play a critical role in evaluating the safety of nearby residential areas.In this example, the bund is intended to store stormwater in the valley. The engineers...
80
Introduction to GIS01:28

Introduction to GIS

120
Geographic Information Systems (GIS) are tools for storing, analyzing, and displaying spatial data alongside related attributes. Unlike traditional information systems that address general queries, GIS incorporates spatial components, enabling users to answer "where" and "how far." For example, GIS can process housing data linked to geographic locations like zip codes, allowing insights into population density or housing distribution through thematic maps.GIS integrates technologies such as...
120
Classification of Systems-I01:26

Classification of Systems-I

225
Linearity is a system property characterized by a direct input-output relationship, combining homogeneity and additivity.
Homogeneity dictates that if an input x(t) is multiplied by a constant c, the output y(t) is multiplied by the same constant. Mathematically, this is expressed as:
225
Levels of Use of a GIS01:29

Levels of Use of a GIS

74
Geographic Information Systems (GIS) operate across three levels of application, each representing an increasing degree of complexity: data management, analysis, and prediction. These levels reflect the expanding functionality and versatility of GIS technology in handling spatial data for diverse purposes.Data ManagementAt its foundational level, GIS serves as a tool for data management, enabling the input, storage, retrieval, and organization of spatial data. This level is often employed in...
74

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Responsible chemistry for a changing world: IUPAC's guiding principles.

Chemical science·2026
See all related articles

Related Experiment Video

Updated: Jul 30, 2025

Visualizing Hyporheic Flow Through Bedforms Using Dye Experiments and Simulation
09:49

Visualizing Hyporheic Flow Through Bedforms Using Dye Experiments and Simulation

Published on: November 18, 2015

12.3K

Identifying Chemistry Students' Baseline Systems Thinking Skills When Constructing System Maps for a Topic on Climate

Alisha R Szozda1, Peter G Mahaffy2, Alison B Flynn1

  • 1Department of Chemistry and Biomolecular Sciences, Faculty of Science, University of Ottawa, 10 Marie Curie Pvt., Ottawa, Ontario K1N 9A7, Canada.

Journal of Chemical Education
|May 15, 2023
PubMed
Summary

Students demonstrated systems thinking (ST) skills in chemistry, but their system maps lacked submicroscopic details and causal reasoning. Findings inform teaching ST skills and assessing them in chemistry education.

More Related Videos

Using Generative Art to Convey Past and Future Climate Transitions
06:10

Using Generative Art to Convey Past and Future Climate Transitions

Published on: March 31, 2023

1.0K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.0K

Related Experiment Videos

Last Updated: Jul 30, 2025

Visualizing Hyporheic Flow Through Bedforms Using Dye Experiments and Simulation
09:49

Visualizing Hyporheic Flow Through Bedforms Using Dye Experiments and Simulation

Published on: November 18, 2015

12.3K
Using Generative Art to Convey Past and Future Climate Transitions
06:10

Using Generative Art to Convey Past and Future Climate Transitions

Published on: March 31, 2023

1.0K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.0K

Area of Science:

  • Chemistry Education
  • Systems Thinking (ST)
  • Climate Change Education

Background:

  • Educators need resources to implement systems thinking (ST) in chemistry.
  • Assessing ST skills in chemistry contexts is not well understood.
  • A proposed set of ST skills exists, but their application in chemistry needs investigation.

Purpose of the Study:

  • Investigate ST skills students employ when creating system maps for climate change topics.
  • Identify how undergraduate chemistry students engage with ST tasks.
  • Develop an adaptable ST rubric for assessing ST skills in chemistry.

Main Methods:

  • Eighteen undergraduate chemistry students participated in a ST intervention.
  • Students individually and collaboratively completed three ST tasks, including constructing system maps.
  • Analysis focused on 11 ST skills aligned with five ST characteristics.

Main Results:

  • Participants demonstrated most ST skills, with notable nuances.
  • System maps lacked submicroscopic concepts/connections and causal reasoning.
  • Maps showed broad connections but few circular loops and limited human/chemistry links.

Conclusions:

  • Chemistry educators should emphasize submicroscopic levels and causal reasoning when teaching ST.
  • The study provides insights for guiding ST learning activities and assessments in chemistry.
  • An adaptable ST rubric was developed to aid in assessing ST skills in chemistry education.