ArticleJournal of applied crystallography2025
Crystallography in school.
Article in Journal of applied crystallography, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
5 citing papers in PubMed.
- A model for crystallography engagement with children in early elementary school with activities and book development.Acta crystallographica. Section E, Crystallographic communications · 2026Article
- Accessible introductory exercises to crystallography databases and basic practices for undergraduate students.Acta crystallographica. Section E, Crystallographic communications · 2026Article
- Revisiting symbolic addition: a step-by-step introduction to manual direct methods.Acta crystallographica. Section E, Crystallographic communications · 2026Article
- Crystallographic workshops - a primer and perspective from Whitworth University's Summer Crystallography Institute.Acta crystallographica. Section E, Crystallographic communications · 2026Article
- A new paper-based approach for teaching Bragg's law.Acta crystallographica. Section E, Crystallographic communications · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The study of crystallography and the introduction to X-ray structure analysis are generally regarded as tasks for universities and, even then, usually only in graduate studies. However, analysis of crystal structures in science classes at high schools offers a wide range of opportunities for illustrating and improving understanding of fundamental structural chemistry concepts. This article attempts to share some experiences with crystallographers who want to work with high school students on crystallographic topics. After presenting some preconditions for introducing students to crystallographic topics, such as the curricular situation, two levels of didactical reduction are suggested. Examples of the use of database structures from the Protein Data Bank and the Teaching Subset of the Cambridge Structural Database in chemistry lessons are presented. In the Göttingen experimental laboratory for young people, XLAB, high school students can carry out the essential steps of structure determination, structure solution and refinement of X-ray diffraction data themselves, using aspirin or citric acid as examples. Finally, a network scheme for promoting crystallographic topics in the classroom is proposed.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.