The Role of Multiple Teaching Strategies in Promoting Active Learning in Organic Chemistry

We have introduced four alternative teaching strategies into our yearlong organic chemistry course and have assessed changes in student performance relative to the same course taught by the same instructors using a more traditional lecture format. These strategies, which include reading worksheets, dialogues, in-class worksheets, and role-playing, allow the professor to move through a learning cycle that may effectively accommodate the students needs and multiple learning styles. The reading worksheets guide students through the concept phase and dialogues help students identify the importance of the concepts as they articulate these ideas for themselves. Group worksheets and role-playing provide opportunities for peer-interaction, application of knowledge, creativity, and self-expression. Others have shown that active learning strategies neither enhance nor diminish a students ability to retain factual information, a finding that is supported by our study. Our data from this one study show, however, that students taught by a more traditional approach demonstrate a greater variation in final exam performance between first and second semesters than those taught using a combination of techniques. This result reflects a shift in emphasis from the professor as an information source to the actively engaged student taking responsibility for his or her own learning. This study suggests that these methods, when used in a consistent fashion in conjunction with interactive lecturing, provide a broad base to facilitate student learning and aid in the development of higher order thinking skills.     

Computer-assisted learning using a dialogue system for virtual teacher-student communication

Over the past decade, computer-assisted learning in the field of chemistry has given rise to a large number of systems that approach this objective from different viewpoints: static courses aimed at specific concepts, tutorial systems, 2D and 3D virtual environments, and so on. Correct structuring and representation of the knowledge to be taught, the building of a suitable student interface, and the adaptation of the learning process to the knowledge of the student are but a few of the challenges to be faced in the development of efficient computer-assisted learning systems. The present study tackles the use of computerized dialogue systems as a viable alternative for the simulation of teacher-student interaction and proposes an ontology for the characterization of such interaction, employing the object-oriented paradigm in the modeling of both the knowledge to be taught and the actual level of the student. The proposed solution is based on the representation of the knowledge to be taught through a network of multiconnected knowledge frames (chunks), where each chunk may be specialized in more specific frames (prerequisites and subobjectives), contain associated explanations of varying complexity and with a range of explanatory models, and be associated with one or a set of possible questions the student might ask; to this end, a constantly evolving knowledge model is maintained throughout the explanatory process. Based on the proposed model, Java was used to develop and manage an explanatory system that could be used in any type of teaching system based on student-dominated dialogues. Here, the system has been applied to the teaching of chemistry laboratory practice by its integration into the Virtual Chemistry Laboratory (VCL), a system designed by the authors to simulate chemistry techniques in a virtual 3D world.     

Rheosmin (“Raspberry Ketone”) and Zingerone,and Their Preparation by Crossed Aldol-Catalytic Hydrogenation Sequences

The way titration curves are traditionally taught in the undergraduate curriculum is reviewed, and a more rational approach is advocated. A spreadsheet is then used to illustrate the various properties of titration curves and to fit titration data.     

In Memoriam D. Stanley Tarbell (1913–1999), Chemist and Historian of Chemistry

Dr. Dean Stanley Tarbell, Distinguished Professor Emeritus of chemistry at Vanderbilt University, where he served on the faculty from 1967 to 1981, died on May 26, 1999 in Bolingbrook, Ill. Earlier he taught for many years and chaired the chemistry department at the University of Rochester. In retirement, he and his wife, Ann Tracy Tarbell, researched and wrote articles and books on the history of chemistry in the U.S. For his writings he received the American Chemical Societys Dexter Award for Distinguished Contributions to the History of Chemistry in 1989. He was an avid reader and book collector, a linguist who taught himself Arabic, Russian, and classical Greek, and a lifelong baseball fan.     

Medical education: challenges and opportunities.

New curricula and educational methods are needed in medical education to take account of changes in the material taught, and the way in which education is delivered. We describe two approaches to these challenges--an internationally developed slide-text-based program and a multimedia clinical case-based CD-ROM project.     

le Chatelier原理的历史终结

100多年以来，经验性的、定性的le Chatelier原理对平衡移动方向的判据经常出现错误。理论证明，le Chatelier原理有严格的条件限制，不是普遍适用的。现代既然有简便的、定量的平衡移动原理，le Chatelier原理应该退出化学教学了。     

初授《高分子物理》课程的几点体会

作为初次参加《高分子物理》课程教学的教师,从听课、备课、上课、课后等方面进行了总结。只有做好这每个环节,并不断提高自身素质,才能逐渐成长为一名合格的专业教师。     

Education in analytical chemistry in the U.S.S.R.

Analytical Chemistry is taught at over 600 schools of higher education in the U.S.S.R. Contents of general and special courses are described in this article. The main problems and objectives of education at universities are mentioned.     

培养学生的自主学习能力——北京大学普通化学英文小班课的尝试

简要介绍了北京大学普通化学英文小班课的教学情况,以及在培养学生自主学习能力方面进行的尝试。课程强调一对一启发式教育,力求激发学生自主探究问题的兴趣,注重培养学生的科研基本素质,引导性地提升学生全方位的学习能力。     

工科化学课程的教学思考与实践

针对我校非化工专业的学生,运用多元化教学手段、启发式引导,以及培养学生用化学思维认知社会生活,完成化学理论知识传授的同时,也实现了"以学生为本"的教学理念,给学生以高素质的化学通才教育。     

凝炼“高分子物理”本科教学内容的核

要较为深刻地认识聚合物,学习并掌握"高分子物理"课程是十分必要的。那么,在打基础的本科阶段,"高分子物理"究竟要教些什么?对此,本文提出"高分子物理"课程本科教学内容有其核心部分,即结构单元形成的长链因各种相互作用所呈现的不同微观结构和形态、外场作用下聚合物微观结构和形态的变化、宏观响应行为及其之间的关系。作者以为,采用涵盖基本内容的统编经典教材,授予学生一个基本的核和不断地自我学习的有效方法,可由此臻于对"高分子物理"较为深入的理解、恰当运用乃至于发扬光大。     

The “Pratique De Chymie” of Sébastien Matte La Faveur

Abstract

“The fact that the new antiphlogistic doctrine was at first received with doubt, if not a certain amount of scorn, is in part the fault of the nation from which it came. France is not the country from which we Germans are accustomed to expect lasting scientific principles. Short-lived marvels are the norm, which past experience has taught us to expect … There may be exceptions. Perhaps French chemistry is one of these. If it is, then the reason may lie partly in the fact that its most splendid cornerstones are not of French origin.”     

Determination of Arsenic in Drinking Water by Graphite Furnace Atomic Absorption Spectroscopy. An Undergraduate Instrumental Analysis Laboratory

A laboratory exercise, the analysis of arsenic in drinking water by graphite furnace atomic absorption spectroscopy (GFAA), is presented for use in an undergraduate instrumental methods course. The purpose of this GFAA exercise is to expose students to a practical and commonly used application, to provide students with hands-on experience with the instrument, and to reinforce concepts taught in the classroom. Students safely analyze a real-world sample containing an analyte in the parts-per-billion concentration range.     

A Computer-based, Interactive, Multimedia Software System for Teaching and Independent Student Learning of Liquid Chromatography

This paper describes the design and development of an interactive, simulation-based education software system for the exploration of key concepts in liquid chromatography. Evaluation results of student use of the software will be presented.Software modules have been designed to supplement, but not replace, classroom and laboratory learning about liquid chromatography, providing students with theory, visual aids, and interactive simulations. Combined with animations and narration, the modules complement the foundation on which chromatography is taught in a general, analytical, or organic chemistry setting. Furthermore, this software allows the student to interact with the illustrated chemistry lessons, which is especially important in instances where the concepts taught transcend typical classroom material.This work serves to connect what one observes experimentally in a chromatography experiment to changing parameters such as capacity factor, number of theoretical plates, height equivalent of a theoretical plate, column length, resolution, retention time, and selectivity factor. Simulated separations are portrayed in an animated fashion as a chromatogram developing over time as a function of one or more of these variables. Finally, the software has real sample, mobile phase, column type, flow rate, and detection type options allowing the selection and simulation of solving a realistic chromatography problem. Hypothetical unknown mixtures can be separated and the sample components identified after simulating the separation of known samples.     

The conjugated circuits model

Several annelated [n]annulenes are examined from a graph-theoretical point of view. It is shown how a new interpretation of the conjugated circuit model can be used in order to study the geometries of such compounds. The work illustrates which energetical factors determine whether a structure with alternating bond lengths, or with reduced symmetry is more stable than one with full double bond delocalization or full symmetry.Dedicated to Professor J. Koutecký on the occasion of his 65th birthday. He taught us that the progress of chemical science is related to the development of conceptual models with wide ranges of applicability and portability     

What Kind of Professional Training of Analytical Chemists is Required in Classical Universities?

The aims, curricula, and types of professional training of analytical chemists in classical universities are considered. Based on the data of a questionnaire filled at by the members of of analytical chemistry departments, an optimum set of special courses was proposed for the specialty analytical chemistry. An alternative set of special courses corresponding to the applied approach to training analytical chemists is sometimes taught to students of new specialties. A compromise between the two approaches is the introduction of additional educational programs.     

New approach in teaching analytical chemistry at the Technical Universities of Czechoslovakia

Summary The 5 year study programme of the Technical Universities in Czechoslovakia comprises two courses in Analytical Chemistry. In the second year of study there are 3 h lectures of AC and 9 h of laboratory work per week. In the third year instrumental analysis is taught — 3 h lectures and 7 h practical work per week. For the last two years a subject rearrangement has been going on for the purpose of intensifying the studies.Presented at Euroanalysis III conference, Dublin, August 20–25, 1978     

Role of the ionic reactions in teaching and research in Finland

Summary The status of ionic reactions in the chemistry curricula of the Finnish universities is outlined. In analytics their role is evidently changed. Qualitative analysis is no longer carried out by means of ionic reactions, but in modern instrumental methods of analysis these reactions are needed in sample preparation. Additionally, the ionic reactions are still important in teaching of analytical and inorganic chemistry. However, this topic should partly be taught already in the secondary school.     

The teaching potential of evaluation and optimization methods in analytical chemistry

Summary The teaching potential for analytical chemistry of some mathematical and statistical tools is discussed. It is concluded that some of the so-called chemometric techniques should be taught and that they permit to develop a philosophy of problem solving in analytical chemistry.

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Unterrichtsmöglichkeiten für Bewertungs- und Optimierungsmethoden in der Analytischen Chemie

Zusammenfassung Die Notwendigkeit der Aufnahme solcher Methoden in die Unterrichtspläne für Analytische Chemie wird diskutiert und eine Reihe von statistischen und mathematischen Verfahren (sog. Chemometrie) wird beschrieben, die sich für die Aufnahme in die Lehrpläne eignen.