Spider diagram

New product concepts are tested against the baseline to check whether there is a genuine improvement or not and can be plotted in the form of a spider-diagram (Figure 3.5). This allows alternative solutions to be easily compared, and specifically highlights the trade-offs that have to be made. It may not be possible to ensure that a new idea has a lower or equal impact on every dimension to the existing solution. There may be a price to pay on one dimension to secure a range of benefits on other dimensions. 

The primitive mantle-normalized trace-element spider diagram of felsic rocks shows negative Sr and Eu anomalies that are indicative of either plagioclase restite or plagioclase fractionation resulting from a combination of the partial melting and fractional crystallization processes (Fig. 5), and later changed by hydrothermal alteration. 

Fig. 5. Primitive Mantie-normaiized spider diagram for the NF feisic tuffs and the FLB rhyoiite of the Key Anacon area.

Elemental results from soil forensic studies have been presented as spider diagrams (Pye and Blott 2004a) or as bivariate plots (Figure 11.4). Important considerations in using this type of information are how the values in the suspect sample may reflect a different fraction of the whole and, indeed, how the sample compares to every other sample. In addition, uncertainty increases as concentrations approach the limit of detection. A study of three soils using small sample sizes (0.05 g) showed that between sample variability... 

Creating an outline - an informal outlin(3 can be made simply by indicating the order of sections on a spider diagram (as r Fig. 50 ri... 

Start by jotting down headings for everything of potential relevance to the topic (this is sometimes called brainstorming ). A spider diagram (Fig. 50.1) will help you organize these ideas. The next stage is to create an outline of your text (Fig. 50.2). Outlines are valuable because they ... 

The spider diagram technique (p. 326) is a speedy way of doing this. If you have time to read several sources, consider their content in relation to the essay title. Can you spot different approaches to the same subject Which do you prefer as a means of treating the topic in relation to your title Which examples are most relevant to your case, and why ... 

Use spider diagrams as a means of testing your powers of recall on a particular topic (p. 326). 

In using the Working Method above every attempt should be made to relate the inorganic chemistry properties to the chemistry of the various sections (1-11) in the eight Spider Diagrams of Figures 7.8a-h. 

The use of the Features of Interest Spider Diagram can readily be extended to separate cations, such as the cation and to anions,... 

Figure 7.8a Features of Interest Spider Diagram for methane...

Figure 7.8e Features of I merest Spider Diagram for coppeiill) oxide...

WRITING AN ESSAY OR REPORT FROM THE SPIDER DIAGRAM... 

Figure 7.10 A Spider Diagram for a basic essay structure...

Used in this way the phase I Features of Interest approach of the structure of a Spider Diagram introduced at the first year level can be readily extended into the succeeding years of an undergraduate chemistry course and provides a basis for instruction in essay writing or talk presentation. 

Figure 7.13 Phase III Features of Interest Spider Diagram general main group chemistry...

The structured approach of the Working Method is inherent in the Spider Diagram, phase I, which can be extended to more advanced species. Phase II and particularly, phase III, to the factual descriptive main group or transition metal chemistry of the elements. 

The structure of the Features of Interest Spider Diagram approach may be used to form the basis of a chemical essay, report or talk and provides students with the confidence that they know some chemistry and helps to reduce the need to memorise factual chemistry to a more manageable amount. 

The ability to predict the simple chemistry of a molecule, cation or anion implies that all the properties of these species are predictable, which is clearly not the case. Only ca. 80% predictability is suggested, even at this elementary level of first year chemistry and even this percentage falls in the higher years of an undergraduate course. However, the availability of the Features of Interest Working Method/Spider Diagram structure enables the student to get started and show that he/she knows some chemistry. 

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