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  • 1
    ISSN: 1430-4171
    Source: Springer Online Journal Archives 1860-2000
    Topics: Chemistry and Pharmacology
    Notes: Abstract The chapter of the student affiliates of the American Chemical Society at the University of Tennessee at Martin has won three commendable and eighteen consecutive outstanding ratings, the most consecutive ratings of any student affiliate chapter, from the Society Committee on Education of the American Chemical Society. The activities of the chapter involve a great deal of pedagogic or “literal” chemistry, that is the members learn and communicate several aspects of chemistry from the chapter programs. In addition, a “special” chemistry or camaraderie results when members prepare for and participate in the various club projects and activities. This article briefly describes specific activities of UTM student affiliates that help to develop both the literal and the special chemistry among members. Finally, The High School Science Bowl, which is a most electrifying and rejuvenating activity, is described in greater detail for the information of other chemistry clubs.
    Type of Medium: Electronic Resource
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  • 2
    Electronic Resource
    Electronic Resource
    Springer
    The chemical educator 1 (1996), S. 1-13 
    ISSN: 1430-4171
    Source: Springer Online Journal Archives 1860-2000
    Topics: Chemistry and Pharmacology
    Notes: Abstract A method of programming two commercially available spreadsheet programs to calculate the linear-least-squares (LLS) line from a set of sample data is presented. Student data from a Quantitative Analysis chemistry course are used as examples. Files for both Excel for Macintosh and Quattro Pro for IBM compatibles are available online with this paper. These include blank spreadsheet templates, an example using seven xy pairs of student data with graphs of the data and best-fit line, and more advanced spreadsheet template files that incorporate the calculated standard deviation in the regression line’s slope and y-intercept, as well as the error about the line.
    Type of Medium: Electronic Resource
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  • 3
    ISSN: 1430-4171
    Source: Springer Online Journal Archives 1860-2000
    Topics: Chemistry and Pharmacology
    Notes: Abstract A recycling protocol is described for the recovery and reformulation of common solvents in teaching and research laboratories. Recovery of mixed solvents is shown to be facilitated by the use of solution density as a convenient and accurate assay method. The procedure is explicitly illustrated for mixtures of ethyl acetate/hexane. An effective procedure is also reported for recovery of wash acetone.
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  • 4
    Electronic Resource
    Electronic Resource
    Springer
    The chemical educator 1 (1996), S. 1-5 
    ISSN: 1430-4171
    Source: Springer Online Journal Archives 1860-2000
    Topics: Chemistry and Pharmacology
    Notes: Abstract Often neglected as a foundation for scientific inquiry are contemporary sports journals and the articles contained within them. It is common to encounter authoritative assertions by various authors that are in truth ordinary suppositions infrequently based on tenable scientific data. This article outlines a model for transforming an ordinary “factual” statement, taken from a recent sporting journal, into an educational experience that includes experimental design, supporting documentation, methods of experimental verification, and the scientific method as a whole.
    Type of Medium: Electronic Resource
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  • 5
    ISSN: 1430-4171
    Source: Springer Online Journal Archives 1860-2000
    Topics: Chemistry and Pharmacology
    Notes: Abstract What is the value that comes from consciously and explicitly linking what we know about chemistry with what we do in the classroom? It is tempting to dismiss this question because we are uncomfortable with the implication that there are times when what we do in the classroom is not informed by our personal understanding of chemistry. Yet instructors of introductory chemistry courses often lack the personal understanding, especially the kind that comes from laboratory experience, for significant parts of the course. An experienced general chemistry instructor, for example, probably understands the practical expectations of teaching this subject better than anyone who has recently graduated with a Ph.D. in physical or inorganic chemistry. Although the merits of this situation are worth reflecting on at another time, a reasonable operational assumption is that a substantial portion of the introductory program is defined by its own existence rather than as an identifiable area of specialization. The general chemistry curriculum is flexible to the degree that it can accommodate a variety of backgrounds in its instructors, yet it is constrained by the historical inertia that has defined it. To a lesser yet still significant extent, beginning instructors of organic chemistry face the same problem when their understanding of more specialized topics (such as the synthesis of heterocyclic compounds, transition metal organometallics, carbohydrate and peptide chemistry) is limited by their inexperience in those areas. Organic chemists might have only studied these topics as a part of their own introductory or intermediate instruction, and the textbook in use could be their primary source of information. Consequently, introductory chemistry instruction is filled with its own “urban myths”, or perhaps they are parables [1] passed down from author to author, about chemical phenomena that may or may not stand up to the scrutiny of contemporary understanding. Sometimes this is by design; for instance, demonstrating some general features about macroscopic properties can be done by using simplifications like the ideal gas assumptions or with the use of concentration instead of activity. Intentional simplifications that use less sophisticated models to explain phenomena at an adequate level of complexity are commonplace (in fact, this is not a bad interpretation of Occam’s Razor as it applies to science in general). This may be analogous to the way our colleagues in physics begin college instruction with Newtonian mechanics, or the way chemists can successfully use valence bond models for molecular structure to do a prodigious amount of chemistry without ever invoking a Hamiltonian operator. Problems can arise, however, whenever an instructor’s depth of understanding of a subject is only marginally different than the simplified version of it. Agassi [2] offers a sobering view on the way some writers of introductory textbooks “mislead the innocent reader” (implying that unwary instructors will sometimes mislead learners). He laments that individuals who ultimately choose science do so in spite of their formal education and he refers to them as “those who survive the injury of the science textbook.”
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  • 6
    Electronic Resource
    Electronic Resource
    Springer
    The chemical educator 1 (1996), S. 1-5 
    ISSN: 1430-4171
    Source: Springer Online Journal Archives 1860-2000
    Topics: Chemistry and Pharmacology
    Notes: Abstract A simplified method of teaching dimensional analysis to students that can be used in a liberal arts, nonmathematical chemistry course is presented in the form of a game or puzzle that can be played by the student. This game is designed to counter the mathematical anxiety that many students bring to such courses. The result of the game is that certain concepts in chemistry relating to numbers can be taught in a fun interactive manner.
    Type of Medium: Electronic Resource
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  • 7
    Electronic Resource
    Electronic Resource
    Springer
    The chemical educator 1 (1996), S. 1-14 
    ISSN: 1430-4171
    Source: Springer Online Journal Archives 1860-2000
    Topics: Chemistry and Pharmacology
    Notes: Abstract In recent years a number of exciting developments have emerged in the area of scientific computational tools for classroom use. Computer Algebra Systems (CASs), for example, Maple, are at the forefront of this arena. Such tools have been long sought by teachers of physical chemistry, inherently a mathematics intensive subject. With a CAS at hand, students can look forward to taking college science courses, like physical chemistry, without the usual mathematics anxiety. These tools can be used to do numerical and symbolic mathematics including calculus and linear algebra. In addition, they have wonderful graphics capabilities that include three-dimensional plots, contour plots, and animations. This paper describes the implementation of Maple in two junior-level physical chemistry courses. The materials used for beginning workshops are presented here and additional examples of Maple’s graphic and algebraic capabilities are described.
    Type of Medium: Electronic Resource
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  • 8
    Electronic Resource
    Electronic Resource
    Springer
    The chemical educator 1 (1996), S. 1-9 
    ISSN: 1430-4171
    Source: Springer Online Journal Archives 1860-2000
    Topics: Chemistry and Pharmacology
    Notes: Abstract Project Kaleidoscope was founded in 1989 as a national alliance whose purpose is to strengthen undergraduate science and mathematics education. Its programs are designed to accomplish this, first, by finding efforts to reform undergraduate science and mathematics programs and second, by bringing those efforts to the attention of the larger education community. Through workshops, Project Kaleidoscope helps team members from institutions interested in attempting changes in their undergraduate curricula to explore ways of adapting successful efforts to their particular local needs. This article describes those workshops and briefly discusses a new Project Kaleidoscope initiative that brings together future science education leaders.
    Type of Medium: Electronic Resource
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  • 9
    ISSN: 1430-4171
    Source: Springer Online Journal Archives 1860-2000
    Topics: Chemistry and Pharmacology
    Notes: Abstract During the Fall 1995 semester, students from three geographically separated chemistry departments participated in a prototype two-week online learning experience in physical chemistry. The students obtained a paper entitled “How Hot is That Flame Anyway?” from a Web site at Indiana University of Pennsylvania (IUP), http://dirac.py.iup.edu/college/chemistry/chem-course/trialrun.html. A corrected copy of the case study (http://www.niagara.edu/~/dflame/flame1.html) along with other relevant files can be found at http://www.niagara.edu/~tjz/cases.html. The “Flame” paper (Flame1.htm 20 Kbytes) presented a scenario/case for students to use to discover the thermodynamic principles and assumptions involved when estimating flame temperatures for common fuels. The mechanism for this chemical education experiment was inter- and intra-collegiate interaction by e-mail. The entire online activity demonstrated that cooperative learning can be implemented intercollegially for a physical chemistry course. Here, in this paper, we (1) describe the background leading to the experiment, (2) list the goals and objectives of the project, (3) assess the learning process demonstrated by students during this online course segment, (4) speculate on the significance of the project, and (5) offer suggestions for other mini-online course segments based on student and faculty assessment of the process. The results from the physical chemistry online course segment are placed in the context of preparation for a full online course held during the Spring 1996 semester. URLs for various course materials are included in this paper.
    Type of Medium: Electronic Resource
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  • 10
    ISSN: 1430-4171
    Source: Springer Online Journal Archives 1860-2000
    Topics: Chemistry and Pharmacology
    Notes: Abstract The Higgins model is a two variable model in enzyme kinetics. In contrast with other popular simple dynamical models like the Lotka-Volterra model, the Higgins model shows steady states, damped oscillations and stable limit cycles. For these three dynamical behaviors, stability analysis yields expressions of the eigenvalues, which are easy to obtain either analytically or with the use of Mathematica. With these expressions we can find the boundaries between the three dynamical regions in parameter space and the bifurcation point. Also, we have compared the Higgins model with the other two variable models and find that the origin of the richer dynamical behavior of the Higgins model is due to the enzymatic step in the mechanism.
    Type of Medium: Electronic Resource
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