chemistry achievement test: Topics by Science.gov

Sample records for chemistry achievement test

How do video-based demonstration assessment tasks affect problem-solving process, test anxiety, chemistry anxiety and achievement in general chemistry students?

NASA Astrophysics Data System (ADS)

Terrell, Rosalind Stephanie

2001-12-01

Because paper-and-pencil testing provides limited knowledge about what students know about chemical phenomena, we have developed video-based demonstrations to broaden measurement of student learning. For example, students might be shown a video demonstrating equilibrium shifts. Two methods for viewing equilibrium shifts are changing the concentration of the reactants and changing the temperature of the system. The students are required to combine the data collected from the video and their knowledge of chemistry to determine which way the equilibrium shifts. Video-based demonstrations are important techniques for measuring student learning because they require students to apply conceptual knowledge learned in class to a specific chemical problem. This study explores how video-based demonstration assessment tasks affect problem-solving processes, test anxiety, chemistry anxiety and achievement in general chemistry students. Several instruments were used to determine students' knowledge about chemistry, students' test and chemistry anxiety before and after treatment. Think-aloud interviews were conducted to determine students' problem-solving processes after treatment. The treatment group was compared to a control group and a group watching video demonstrations. After treatment students' anxiety increased and achievement decreased. There were also no significant differences found in students' problem-solving processes following treatment. These negative findings may be attributed to several factors that will be explored in this study.
Impact of Chemistry Teachers' Knowledge and Practices on Student Achievement

NASA Astrophysics Data System (ADS)

Scantlebury, Kathryn

2008-10-01

Professional development programs promoting inquiry-based teaching are challenged with providing teachers content knowledge and using pedagogical approaches that model standards based instruction. Inquiry practices are also important for undergraduate students. This paper focuses on the evaluation of an extensive professional development program for chemistry teachers that included chemistry content tests for students and the teachers and the impact of undergraduate research experiences on college students' attitudes towards chemistry. Baseline results for the students showed that there were no gender differences on the achievement test but white students scored significantly higher than non-white students. However, parent/adult involvement with chemistry homework and projects, was a significant negative predictor of 11th grade students' test chemistry achievement score. This paper will focus on students' achievement and attitude results for teachers who are mid-way through the program providing evidence that on-going, sustained professional development in content and pedagogy is critical for improving students' science achievement.
Science Anxiety: Relation with Gender, Year in Chemistry Class, Achievement, and Test Anxiety.

ERIC Educational Resources Information Center

Wynstra, Sharon; Cummings, Corenna

The relationships of science anxiety to measures of achievement, test anxiety, year of chemistry taken, and gender were investigated for high school students; the study also attemped to establish reliability data on the Czerniak Assessment of Science Anxiety (CASA) of L. Chiarelott and C. Czerniak (1987). Subjects were 101 students (45 males and…
Tracking chemistry self-efficacy and achievement in a preparatory chemistry course

NASA Astrophysics Data System (ADS)

Garcia, Carmen Alicia

Self-efficacy is a person's own perception about performing a task with a certain level of proficiency (Bandura, 1986). An important affective aspect of learning chemistry is chemistry self-efficacy (CSE). Several researchers have found chemistry self-efficacy to be a fair predictor of achievement in chemistry. This study was done in a college preparatory chemistry class for science majors exploring chemistry self-efficacy and its change as it relates to achievement. A subscale of CAEQ, Chemistry Attitudes and Experiences Questionnaire (developed by Dalgety et al, 2003) as well as student interviews were used to determine student chemistry self-efficacy as it changed during the course. The questionnaire was given to the students five times during the semester: in the first class and the class before each the four tests taken through the semester. Twenty-six students, both men and women, of the four major races/ethnicities were interviewed three times during the semester and events that triggered changes in CSE were followed through the interviews. HLM (hierarchical linear modeling) was used to model the results of the CSE surveys. Among the findings, women who started at significantly lower CSE than men accomplished a significant gain by the end of the semester. Blacks' CSE trends through the semester were found to be significantly different from the rest of the ethnicities.
Student academic achievement in college chemistry

NASA Astrophysics Data System (ADS)

Tabibzadeh, Kiana S.

General Chemistry is required for variety of baccalaureate degrees, including all medical related fields, engineering, and science majors. Depending on the institution, the prerequisite requirement for college level General Chemistry varies. The success rate for this course is low. The purpose of this study is to examine the factors influencing student academic achievement and retention in General Chemistry at the college level. In this study student achievement is defined by those students who earned grades of "C" or better. The dissertation contains in-depth studies on influence of Intermediate Algebra as a prerequisite compared to Fundamental Chemistry for student academic achievement and student retention in college General Chemistry. In addition the study examined the extent and manner in which student self-efficacy influences student academic achievement in college level General Chemistry. The sample for this part of the study is 144 students enrolled in first semester college level General Chemistry. Student surveys determined student self-efficacy level. The statistical analyses of study demonstrated that Fundamental Chemistry is a better prerequisite for student academic achievement and student retention. The study also found that student self-efficacy has no influence on student academic achievement. The significance of this study will be to provide data for the purpose of establishing a uniform and most suitable prerequisite for college level General Chemistry. Finally the variables identified to influence student academic achievement and enhance student retention will support educators' mission to maximize the students' ability to complete their educational goal at institutions of higher education.
The Effect of Teacher Performance in Implementation of The 2013 Curriculum Toward Chemistry Learning Achievement

NASA Astrophysics Data System (ADS)

Dewi, L. P.; Djohar, A.

2018-04-01

This research is a study about implementation of the 2013 Curriculum on Chemistry subject. This study aims to determine the effect of teacher performance toward chemistry learning achievement. The research design involves the independent variable, namely the performance of Chemistry teacher, and the dependent variable that is Chemistry learning achievement which includes the achievement in knowledge and skill domain. The subject of this research are Chemistry teachers and High School students in Bandung City. The research data is obtained from questionnaire about teacher performance assessed by student and Chemistry learning achievement from the students’ report. Data were analyzed by using MANOVA test. The result of multivariate significance test shows that there is a significant effect of teacher performance toward Chemistry learning achievement in knowledge and skill domain with medium effect size.
ACER Chemistry Test Item Collection. ACER Chemtic Year 12.

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

The chemistry test item banks contains 225 multiple-choice questions suitable for diagnostic and achievement testing; a three-page teacher's guide; answer key with item facilities; an answer sheet; and a 45-item sample achievement test. Although written for the new grade 12 chemistry course in Victoria, Australia, the items are widely applicable.…
Gender Differences in Cognitive and Noncognitive Factors Related to Achievement in Organic Chemistry

NASA Astrophysics Data System (ADS)

Turner, Ronna C.; Lindsay, Harriet A.

2003-05-01

For many college students in the sciences, organic chemistry poses a difficult challenge. Indeed, success in organic chemistry has proven pivotal in the careers of a vast number of students in a variety of science disciplines. A better understanding of the factors that contribute to achievement in this course should contribute to efforts to increase the number of students in the science disciplines. Further, an awareness of gender differences in factors associated with achievement should aid efforts to bolster the participation of women in chemistry and related disciplines. Using a correlation research design, the individual relationships between organic chemistry achievement and each of several cognitive variables and noncognitive variables were assessed. In addition, the relationships between organic chemistry achievement and combinations of these independent variables were explored. Finally, gender- and instructor-related differences in the relationships between organic chemistry achievement and the independent variables were investigated. Cognitive variables included the second-semester general chemistry grade, the ACT English, math, reading, and science-reasoning scores, and scores from a spatial visualization test. Noncognitive variables included anxiety, confidence, effectance motivation, and usefulness. The second-semester general chemistry grade was found to be the best indicator of performance in organic chemistry, while the effectiveness of other predictors varied between instructors. In addition, gender differences were found in the explanations of organic chemistry achievement variance provided by this study. In general, males exhibited stronger correlations between predictor variables and organic chemistry achievement than females.
Factors related to achievement in sophomore organic chemistry at the University of Arkansas

NASA Astrophysics Data System (ADS)

Lindsay, Harriet Arlene

The purpose of this study was to identify the significant cognitive and non-cognitive variables that related to achievement in the first semester of organic chemistry at the University of Arkansas. Cognitive variables included second semester general chemistry grade, ACT composite score, ACT English, mathematics, reading, and science reasoning subscores, and spatial ability. Non-cognitive variables included anxiety, confidence, effectance motivation, and usefulness. Using a correlation research design, the individual relationships between organic chemistry achievement and each of the cognitive variables and non-cognitive variables were assessed. In addition, the relationships between organic chemistry achievement and combinations of these independent variables were explored. Finally, gender- and instructor-related differences in the relationships between organic chemistry achievement and the independent variables were investigated. The samples consisted of volunteers from the Fall 1999 and Fall 2000 sections of Organic Chemistry I at the University of Arkansas. All students in each section were asked to participate. Data for spatial ability and non-cognitive independent variables were collected using the Purdue Visualization of Rotations test and the modified Fennema-Sherman Attitude Scales. Data for other independent variables, including ACT scores and second semester general chemistry grades, were obtained from the Office of Institutional Research. The dependent variable, organic chemistry achievement, was measured by each student's accumulated points in the course and consisted of scores on quizzes and exams in the lecture section only. These totals were obtained from the lecture instructor at the end of each semester. Pearson correlation and stepwise multiple regression analyses were used to measure the relationships between organic chemistry achievement and the independent variables. Prior performance in chemistry as measured by second semester general
ACER Chemistry Test Item Collection (ACER CHEMTIC Year 12 Supplement).

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

This publication contains 317 multiple-choice chemistry test items related to topics covered in the Victorian (Australia) Year 12 chemistry course. It allows teachers access to a range of items suitable for diagnostic and achievement purposes, supplementing the ACER Chemistry Test Item Collection--Year 12 (CHEMTIC). The topics covered are: organic…
Enhancing chemistry problem-solving achievement using problem categorization

NASA Astrophysics Data System (ADS)

Bunce, Diane M.; Gabel, Dorothy L.; Samuel, John V.

The enhancement of chemistry students' skill in problem solving through problem categorization is the focus of this study. Twenty-four students in a freshman chemistry course for health professionals are taught how to solve problems using the explicit method of problem solving (EMPS) (Bunce & Heikkinen, 1986). The EMPS is an organized approach to problem analysis which includes encoding the information given in a problem (Given, Asked For), relating this to what is already in long-term memory (Recall), and planning a solution (Overall Plan) before a mathematical solution is attempted. In addition to the EMPS training, treatment students receive three 40-minute sessions following achievement tests in which they are taught how to categorize problems. Control students use this time to review the EMPS solutions of test questions. Although problem categorization is involved in one section of the EMPS (Recall), treatment students who received specific training in problem categorization demonstrate significantly higher achievement on combination problems (those problems requiring the use of more than one chemical topic for their solution) at (p = 0.01) than their counterparts. Significantly higher achievement for treatment students is also measured on an unannounced test (p = 0.02). Analysis of interview transcripts of both treatment and control students illustrates a Rolodex approach to problem solving employed by all students in this study. The Rolodex approach involves organizing equations used to solve problems on mental index cards and flipping through them, matching units given when a new problem is to be solved. A second phenomenon observed during student interviews is the absence of a link in the conceptual understanding of the chemical concepts involved in a problem and the problem-solving skills employed to correctly solve problems. This study shows that explicit training in categorization skills and the EMPS can lead to higher achievement in complex problem
Stereotype threat's effect on women's achievement in chemistry: The interaction of achievement goal orientation for women in science majors

NASA Astrophysics Data System (ADS)

Conway-Klaassen, Janice Marjorie

"Stereotype threat is being at risk of confirming, as a self-characteristic, a negative stereotype about one's group" (C. M. Steele & Aronson, 1995, p. 797). A stereotype threat effect then is described as the detrimental impact on a person's performance or achievement measurements when they are placed in a stereotype threat environment. For women, the negative stereotype that exists in our culture states that women are typically not as capable as men in mathematics or science subjects. This study specifically explored the potential impact of stereotype threat on women who have chosen a science-based college major. They were tested in the domain of chemistry, which is related to mathematics and often involves high level of mathematics skills. I attempted to generate a stereotype threat in the participants through describing a chemistry challenge exam as either one that had consistently shown a gender bias against women and to create a nullification effect by describing the exam as one that had shown no gender bias in the past. In the third experimental condition acting as a control, participants received only generic instructions related to taking the test itself. The second part of this study investigated whether stereotype threat effects could impact women's achievement goal orientations. In previous studies performance avoidance goal orientations have been associated with individuals placed in a stereotype threat environment. The findings on the stereotype threat effect were not significant for the chemistry challenge test achievement scores. This may be due to several factors. One factor may be the design of the chemistry challenge test and the instructions for the test. The other factor may be the women in this study. As individuals who have chosen a science based major, they may have developed coping skills and strategies that reduced the impact of a stereotype threat. It is also possible that the testing environment itself generated an implicit stereotype
Chemistry inside an epistemological community box! Discursive exclusions and inclusions in Swedish National tests in Chemistry

NASA Astrophysics Data System (ADS)

Ståhl, Marie; Hussénius, Anita

2017-06-01

This study examined the Swedish national tests in chemistry for implicit and explicit values. The chemistry subject is understudied compared to biology and physics and students view chemistry as their least interesting science subject. The Swedish national science assessments aim to support equitable and fair evaluation of students, to concretize the goals in the chemistry syllabus and to increase student achievement. Discourse and multimodal analyses, based on feminist and critical didactic theories, were used to examine the test's norms and values. The results revealed that the chemistry discourse presented in the tests showed a traditional view of science from the topics discussed (for example, oil and metal), in the way women, men and youth are portrayed, and how their science interests are highlighted or neglected. An elitist view of science emerges from the test, with distinct gender and age biases. Students could interpret these biases as a message that only "the right type" of person may come into the chemistry epistemological community, that is, into this special sociocultural group that harbours a common view about this knowledge. This perspective may have an impact on students' achievement and thereby prevent support for an equitable and fair evaluation. Understanding the underlying evaluative meanings that come with science teaching is a question of democracy since it may affect students' feelings of inclusion or exclusion. The norms and values harboured in the tests will also affect teaching since the teachers are given examples of how the goals in the syllabus can be concretized.
The predictors of chemistry achievement of 12th grade students in secondary schools in the United Arab Emirates

NASA Astrophysics Data System (ADS)

Khalaf, Ali Khalfan

2000-10-01

The purpose of this study is to explore variables related to chemistry achievement of 12th grade science students in the United Arab Emirates (UAE). The focus is to identify student, teacher, and school variables that predict chemistry achievement. The analysis sample included 204 males and 252 females in 66 classes in 60 schools from 10 districts or bureaus of education in the UAE. Thirty-two male and 33 female chemistry teachers and 60 school principals were included. The Khalaf Chemistry Achievement Test, GALT, the Student Questionnaire, Teacher Questionnaire, and School Information Questionnaire were administered. Descriptive statistics, correlations, analyses of variance, factor analysis, and stepwise multiple linear regression analyses were done. The results indicate that demographic, home environment, prior knowledge, scholastic ability, attitudes and perceptions related to chemistry and science, and student perception of instructional practices variables correlated with student chemistry achievement. The amount of help teachers received from the supervisor, class size, and courses in geology were teacher variables that correlated with class chemistry achievement. Nine school variables involving school, division, and class sizes correlated with school chemistry achievement. Analyses of variance revealed significant interaction effects: district by school size and district by student gender. In two districts, students in small schools achieved better than those in large schools. Generally female students achieved equal to or better than males. Three factors from the factor analysis: School Size, Prior Student Achievement, and Student Perception of Teacher Effectiveness, correlated with school chemistry achievement. The results of the multiple linear regression indicated that the factors of Prior Student Achievement, Student Perception of Teacher Effectiveness, and Teacher Experience and Expertise accounted for 45% of the variance in school chemistry
Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities.

PubMed

Vilia, Paulo N; Candeias, Adelinda A; Neto, António S; Franco, Maria Da Glória S; Melo, Madalena

2017-01-01

Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students' attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student's attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls - 56.8% and 203 boys - 43.2%), aged 14-16 years old (μ = 14.3 ± 0.58). The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ) and, the Reasoning Test Battery (RTB) was used to assess the students reasoning abilities. Achievement was measured using the students' quarterly (9-week) grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (β), calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student's grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with student's achievement in
A Study of National Science Foundation Institute Participation and Chemistry Content Preparation of Chemistry Teachers Related to the Academic Achievement of Secondary School Chemistry Students in the Memphis City School System.

ERIC Educational Resources Information Center

Marking, William Michael

The purpose of this study was to investigate several variables related to teacher preparation and cognitive achievement of high school chemistry students. The teacher population consisted of 35 teachers. Twenty-three hundred student scores on the Cooperative Science Test in Chemistry were collected and categorized for relevant data. Two hundred…
Low-Achieving Students' Attitudes towards Learning Chemistry and Chemistry Teaching Methods

ERIC Educational Resources Information Center

Kousa, P.; Kavonius, R.; Aksela, M.

2018-01-01

The aims of this study were to determine low-achieving students' attitudes towards chemistry and how the attitudes differ within a low achieving group. The most preferred teaching methods were also defined. Empirical data (n = 2949) were collected by stratified sampling from fifteen-year-old Finnish lower-secondary school students as part of a…
Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities

PubMed Central

Vilia, Paulo N.; Candeias, Adelinda A.; Neto, António S.; Franco, Maria Da Glória S.; Melo, Madalena

2017-01-01

Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students’ attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student’s attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls – 56.8% and 203 boys – 43.2%), aged 14–16 years old (μ = 14.3 ± 0.58). The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ) and, the Reasoning Test Battery (RTB) was used to assess the students reasoning abilities. Achievement was measured using the students’ quarterly (9-week) grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (β), calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student’s grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with student�
Gender and Ethnicity Differences Manifested in Chemistry Achievement and Self-Regulated Learning

ERIC Educational Resources Information Center

Veloo, Arsaythamby; Hong, Lee Hooi; Lee, Seung Chun

2015-01-01

The aim of this study is to examine whether gender and ethnicity differences are manifested in chemistry achievement and self-regulated learning among a matriculation programme students in Malaysia. The result of students' midterm chemistry exam was used as the measure of chemistry achievement. The information of self-regulated learning was…
TGT for chemistry learning to enhance students' achievement and critical thinking skills

NASA Astrophysics Data System (ADS)

Bolhassan, Norlailatulakma; Taha, Hafsah

2017-05-01

The form of cooperative learning known as Teams-Games-Tournament (TGT) in this study favors the use of teams work and learning tools combined with student play and practice to foster students' achievement and critical thinking skills. Using this paradigm, this study incorporates Teams-Games-Tournament and Flash Cards Games Kit during an 8-weeks experimental instruction period that includes 67 Form Four students; 34 students in the experimental group and 33 in the control group. The learning design in experimental group emphasizes scaffolding, guided practices, cooperative learning, and active participation in learning. While the experimental group experienced the TGT approach, the control group encountered the conventional teaching approach of chemistry drills. An achievement chemistry test and Watson Glaser Critical Thinking Appraisal (WGCTA) were used for the pretest and posttest. The finding indicates that TGT learning was more effective than drills in promoting chemistry performance, and the playful competiveness among students promotes students' critical thinking. In addition, TGT cooperative learning also creates an active learning environment in solving problems and discussions among students and teachers.

The Effects of Clickers and Online Homework on Students' Achievement in General Chemistry

NASA Astrophysics Data System (ADS)

Gebru, Misganaw T.

Retention of an introductory general chemistry course material is vital for student success in future chemistry and chemistry-related courses. This study investigated the effects of clickers versus online homework on students' long-term content retention, examined the effectiveness of online homework versus no graded homework on students' achievement in a first-semester general chemistry course, and assessed students' attitudes toward the use of online homework. Students' data from the yearlong American Chemical Society General Chemistry (ACS GC97) exam, teacher-prepared final exams, and online surveys were analyzed to measure the effects of clickers and online homework on students' long-term content retention and performance, and to capture students' attitudes. A variety of methods including Welch ANOVA, independent samples t -test (Welch), Pearson's correlation, test of proportions, and Pearson's Chi-square test were used to analyze the data. The analyses indicated that the use of clickers or online homework did not significantly improve students' long-term content retention of general chemistry course material, that the use of online homework was more beneficial than, or at least as effective as no graded homework in improving students' performance, and students valued the fact that online homework provided immediate feedback. Additionally, results of this study revealed that greater numbers of students were retained in clicker and online homework classes than non-clicker, non-online homework classes and that various types of online homework systems used in general chemistry could impact student performance differently. Implications of the findings and future research directions were presented.
Zambian Pre-Service Chemistry Teachers' Views on Chemistry Education Goals and Challenges for Achieving Them in Schools

ERIC Educational Resources Information Center

Banda, Asiana; Mumba, Frackson; Chabalengula, Vivien M.

2014-01-01

This study examined Zambian preservice chemistry teachers' views on the goals of chemistry education, the importance of the goals, and challenges for achieving them in schools. The study sample was comprised of 59 pre-service chemistry teachers at the University of Zambia. Data were collected using a modified Likert-scale questionnaire that was…
Collaborative learning and testing in introductory general chemistry

NASA Astrophysics Data System (ADS)

Amaral, Katie Elizabeth

Students taking General chemistry at the University of Florida are either well-prepared or under-prepared. To meet the needs of the under-prepared students, an introductory course (CHM 1025) was developed. An accurate method of placement into CHM 1025 or the mainstream course (CHM 2045) was needed. The Chemistry Readiness Assessment Exam was written and tested and students are advised to take either course based upon their scores. The accuracy of the cutoff scores was examined, with the minimum passing chemistry score lowered to six correct out of 18, and the math score raised to six correct out of eight. Collaborative problem-solving sessions were held during every CHM 1025 class. These sessions were shown to increase student achievement in CHM 1025. Group placement was also shown to have an effect on student achievement in the course. Students placed randomly into collaborative groups had the highest average GPA, while students placed by achievement had the lowest average GPA. The efficacy of CHM 1025 was examined to determine if the students who required the course do as well in CHM 2045 as those students who did not need it. Students who had taken CHM 1025 had a higher GPA in CHM 2045 than the students who went directly into CHM 2045. Students in the spring semester of 2004 took collaborative exams. Achievement levels of students who had collaborative exams were compared to students who took traditional exams to determine if collaborative testing had an effect on student achievement and retention in CHM 1025. There was no significant difference in achievement although the collaborative exams were harder. Percentages of students taking each exam were also compared, with more students taking the collaborative exams. Finally, undergraduate students called peer mentors, who had taken CHM 1025, were recruited to assist with the course. Mentors helped CHM 1025 students with the collaborative problems. The mentors' presence helped lower students' withdrawal rates in
Cooperative Learning and the Achievement of Motivation and Perceptions of Students in 11th Grade Chemistry Classes

ERIC Educational Resources Information Center

Shachar, Hanna; Fischer, Shlomit

2004-01-01

One hundred and sixty eight students from five 11th grade chemistry classes participated for 2 months in an experiment that examined the effects of the Group Investigation (GI) method of cooperative learning on students' achievement, motivation and perceptions of their experience. An achievement test and Harter's Motivation Questionnaire were…
A Chemistry Concept Reasoning Test

ERIC Educational Resources Information Center

Cloonan, Carrie A.; Hutchinson, John S.

2011-01-01

A Chemistry Concept Reasoning Test was created and validated providing an easy-to-use tool for measuring conceptual understanding and critical scientific thinking of general chemistry models and theories. The test is designed to measure concept understanding comparable to that found in free-response questions requiring explanations over…
Chemistry, College Level. Annotated Bibliography of Tests.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ. Test Collection.

Most of the 30 tests cited in this bibliography are those of the American Chemical Society. Subjects covered include physical chemistry, organic chemistry, inorganic chemistry, analytical chemistry, and other specialized areas. The tests are designed only for advanced high school, and both bachelor/graduate degree levels of college students. This…
Achieving biopolymer synergy in systems chemistry.

PubMed

Bai, Yushi; Chotera, Agata; Taran, Olga; Liang, Chen; Ashkenasy, Gonen; Lynn, David G

2018-05-31

Synthetic and materials chemistry initiatives have enabled the translation of the macromolecular functions of biology into synthetic frameworks. These explorations into alternative chemistries of life attempt to capture the versatile functionality and adaptability of biopolymers in new orthogonal scaffolds. Information storage and transfer, however, so beautifully represented in the central dogma of biology, require multiple components functioning synergistically. Over a single decade, the emerging field of systems chemistry has begun to catalyze the construction of mutualistic biopolymer networks, and this review begins with the foundational small-molecule-based dynamic chemical networks and peptide amyloid-based dynamic physical networks on which this effort builds. The approach both contextualizes the versatile approaches that have been developed to enrich chemical information in synthetic networks and highlights the properties of amyloids as potential alternative genetic elements. The successful integration of both chemical and physical networks through β-sheet assisted replication processes further informs the synergistic potential of these networks. Inspired by the cooperative synergies of nucleic acids and proteins in biology, synthetic nucleic-acid-peptide chimeras are now being explored to extend their informational content. With our growing range of synthetic capabilities, structural analyses, and simulation technologies, this foundation is radically extending the structural space that might cross the Darwinian threshold for the origins of life as well as creating an array of alternative systems capable of achieving the progressive growth of novel informational materials.
Quality of dry chemistry testing.

PubMed

Nakamura, H; Tatsumi, N

1999-01-01

Since the development of the qualitative test paper for urine in 1950s, several kinds of dry-state-reagents and their automated analyzers have been developed. "Dry chemistry" has become to be called since the report on the development of quantitative test paper for serum bilirubin with reflectometer in the end of 1960s and dry chemistry has been world widely known since the presentation on the development of multilayer film reagent for serum biochemical analytes by Eastman Kodak Co at the 10th IFCC Meeting in the end of 1970s. We have reported test menu, results in external quality assessment, merits and demerits, and the future possibilities of dry chemistry.
Effect of Problem-Based Learning on Students' Achievement in Chemistry

ERIC Educational Resources Information Center

Aidoo, Benjamin; Boateng, Sampson Kwadwo; Kissi, Philip Siaw; Ofori, Isaac

2016-01-01

The study investigated the effect of problem-based learning (PBL) on students' achievement in chemistry. Learners' low achievement in Science in South Africa has been a concern to government, stakeholders, school principals and parents over the years as a result of poor teaching techniques, students' attitudes, lack of teaching and learning…
The effect of teacher quality on the achievement of students in Integrated Physics and Chemistry

NASA Astrophysics Data System (ADS)

Alexander, Rima

For many years, researchers, policy makers, and the education community have explored various school variables and their impact on student achievement (Darling-Hammond, 2000; Ferguson and Womack 1993; Ferguson and Ladd 1996; Rice, 2003; Rockoff, 2003; Rowan, Chiang, and Miller 1997; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Invariably, the issue of teacher quality arises. Teacher quality is the single most influential factor under school control that affects student achievement (Darling-Hammond, 2000; Rice, 2003; Rockoff, 2003; Sanders and Horn, 1996; Wright Horn and Sanders, 1997). Generally, students taught by highly qualified teachers perform better on standardized tests than students with less qualified teachers (Ferguson and Womack 1993; Ferguson and Ladd 1996; Rowan, Chiang, and Miller 1997). Previous research indicates that teachers indeed matter for the improvement of student achievement, but getting good measures of what is meant by teacher quality is a continuing challenge (Goldhaber, 2002). The purpose of this study was to describe the effect of teacher quality on the achievement of students in Integrated Physics and Chemistry (IPC). In order to achieve this purpose, this study addressed the following research question: chemistry and physics teachers compare to the achievement of students taught by less-qualified IPC teachers? A causal-comparative methodology was employed to address this research question. The independent variable was teacher quality---highly-qualified or less qualified. The teacher attributes that were examined in this study are: (1) teachers' educational background; (2) content knowledge; (3) pedagogical knowledge; and (4) certification. The dependent variable was student achievement in integrated physics and chemistry, as measured by an end-of-course IPC District Assessment of Curriculum, IPC DAC. Descriptive statistics were computed for the independent variable in the study. A Chi Square was performed on the data
The Effect of Concept Mapping-Guided Discovery Integrated Teaching Approach on Chemistry Students' Achievement and Retention

ERIC Educational Resources Information Center

Fatokun, K. V. F.; Eniayeju, P. A.

2014-01-01

This study investigates the effects of Concept Mapping-Guided Discovery Integrated Teaching Approach on the achievement and retention of chemistry students. The sample comprised 162 Senior Secondary two (SS 2) students drawn from two Science Schools in Nasarawa State, Central Nigeria with equivalent mean scores of 9.68 and 9.49 in their pre-test.…
Effects of Computer Based Learning on Students' Attitudes and Achievements towards Analytical Chemistry

ERIC Educational Resources Information Center

Akcay, Hüsamettin; Durmaz, Asli; Tüysüz, Cengiz; Feyzioglu, Burak

2006-01-01

The aim of this study was to compare the effects of computer-based learning and traditional method on students' attitudes and achievement towards analytical chemistry. Students from Chemistry Education Department at Dokuz Eylul University (D.E.U) were selected randomly and divided into three groups; two experimental (Eg-1 and Eg-2) and a control…
Evaluating the efficacy of a chemistry video game

NASA Astrophysics Data System (ADS)

Shapiro, Marina

A quasi-experimental design pre-test/post-test intervention study utilizing a within group analysis was conducted with 45 undergraduate college chemistry students that investigated the effect of implementing a game-based learning environment into an undergraduate college chemistry course in order to learn if serious educational games (SEGs) can be used to achieve knowledge gains of complex chemistry concepts and to achieve increase in students' positive attitude toward chemistry. To evaluate if students learn chemistry concepts by participating in a chemistry game-based learning environment, a one-way repeated measures analysis of variance (ANOVA) was conducted across three time points (pre-test, post-test, delayed post-test which were chemistry content exams). Results showed that there was an increase in exam scores over time. The results of the ANOVA indicated a statistically significant time effect. To evaluate if students' attitude towards chemistry increased as a result of participating in a chemistry game-based learning environment a paired samples t-test was conducted using a chemistry attitudinal survey by Mahdi (2014) as the pre- and post-test. Results of the paired-samples t-test indicated that there was no significant difference in pre-attitudinal scores and post-attitudinal scores.
Achievement Test Program.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Trade and Industrial Education Service.

The Ohio Trade and Industrial Education Achievement Test battery is comprised of seven basic achievement tests: Machine Trades, Automotive Mechanics, Basic Electricity, Basic Electronics, Mechanical Drafting, Printing, and Sheet Metal. The tests were developed by subject matter committees and specialists in testing and research. The Ohio Trade and…
Gender and High School Chemistry: Student Perceptions on Achievement in a Selective Setting

ERIC Educational Resources Information Center

Cousins, Andrew; Mills, Martin

2015-01-01

This paper reports on research undertaken in a middle-class Australian school. The focus of the research was on the relationship between gender and students' engagement with high school chemistry. Achievement data from many OECD [Organisation for Economic Co-operation and Development] countries suggest that middle-class girls are achieving equally…
The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry

ERIC Educational Resources Information Center

BouJaoude, Saouma; Attieh, May

2008-01-01

The purposes of this study were to: (1) examine whether or not the construction of concept maps by students improves their achievement and ability to solve higher order questions in chemistry, (2) investigate the differential effect of the treatment by gender and achievement level, and (3) explore the relationships between performance on concept…
Assessment of the Effects of Problem Solving Instructional Strategies on Students' Achievement and Retention in Chemistry with Respect to Location in Rivers State

ERIC Educational Resources Information Center

Nbina, Jacobson Barineka; Obomanu, B. Joseph

2011-01-01

We report a study focused on how problem-solving instructional strategies would affect students' achievement and retention in Chemistry with particular reference to River State. A pre-test, post-test, non-equivalent control group design was adopted. Two research questions and two hypotheses were respectively answered and tested. Purposive and…
Effects on Student Achievement in General Chemistry Following Participation in an Online Preparatory Course. ChemPrep, a Voluntary, Self-Paced, Online Introduction to Chemistry

NASA Astrophysics Data System (ADS)

Botch, Beatrice; Day, Roberta; Vining, William; Stewart, Barbara; Rath, Kenneth; Peterfreund, Alan; Hart, David

2007-03-01

ChemPrep was developed to be a stand-alone preparatory short-course to help students succeed in general chemistry. It is Web-based and delivered using the OWL system. Students reported that the ChemPrep materials (short information pages, parameterized questions with detailed feedback, tutorials, and answers to questions through the OWL message system) permitted them to work independently without the need for textbook or lecture. On average, students who completed ChemPrep had higher grades in the subsequent GenChem, Nursing, and Honors chemistry courses, with a greater percentage achieving a grade of C- or higher. Participation in ChemPrep was voluntary, and more women than men responded. Students in the Honors course enrolled in ChemPrep in higher percentages than students in GenChem and Nursing. SAT and departmental math placement exam scores were used as proxy measures of prior achievement and ability. Based on these, Honors chemistry ChemPrep users were on par with their peers but performed better in the course than non-users. In GenChem and Nursing chemistry courses, ChemPrep helped students of high prior achievement and ability perform better than their achievement scores would predict. Weaker or less motivated students did not respond to the voluntary offerings of ChemPrep in the same numbers as stronger or more motivated students, and we are seeking alternate ways to reach this population.
Australian Chemistry Test Item Bank: Years 11 & 12. Volume 1.

ERIC Educational Resources Information Center

Commons, C., Ed.; Martin, P., Ed.

Volume 1 of the Australian Chemistry Test Item Bank, consisting of two volumes, contains nearly 2000 multiple-choice items related to the chemistry taught in Year 11 and Year 12 courses in Australia. Items which were written during 1979 and 1980 were initially published in the "ACER Chemistry Test Item Collection" and in the "ACER…
The Effect of Learning Cycle Constructivist-Based Approach on Students' Academic Achievement and Attitude towards Chemistry in Secondary Schools in North-Eastern Part of Nigeria

ERIC Educational Resources Information Center

Jack, Gladys Uzezi

2017-01-01

This study investigated the effect of learning cycle constructivist-based approach on secondary schools students' academic achievement and their attitude towards chemistry. The design used was a pre-test, post-test non randomized control group quasi experimental research design. The design consisted of two instructional groups (learning cycle…

How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry

ERIC Educational Resources Information Center

Kingir, Sevgi; Geban, Omer; Gunel, Murat

2012-01-01

This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…
Attitude to the Study of Chemistry and Its Relationship with Achievement in an Introductory Undergraduate Course

ERIC Educational Resources Information Center

Brown, Stephen J.; White, Sue; Sharma, Bibhya; Wakeling, Lara; Naiker, Mani; Chandra, Shaneel; Gopalan, Romila; Bilimoria, Veena

2015-01-01

A positive attitude to a subject may be congruent with higher achievement; however, limited evidence supports this for students in undergraduate chemistry--this may result from difficulties in quantifying attitude. Therefore, in this study, the Attitude to the Study of Chemistry Inventory (ASCI)--a validated instrument to quantify attitude, was…
Chemistry inside an Epistemological Community Box! Discursive Exclusions and Inclusions in Swedish National Tests in Chemistry

ERIC Educational Resources Information Center

Ståhl, Marie; Hussénius, Anita

2017-01-01

This study examined the Swedish national tests in chemistry for implicit and explicit values. The chemistry subject is understudied compared to biology and physics and students view chemistry as their least interesting science subject. The Swedish national science assessments aim to support equitable and fair evaluation of students, to concretize…
The Impact of Guided Student-Generated Questioning on Chemistry Achievement and Self-Efficacy of Elementary Preservice Teachers

ERIC Educational Resources Information Center

Moseley, Christine; Bonner, Emily; Ibey, Marilyn

2016-01-01

This study investigated the use of Guided Student-Generated Questioning (GSGQ) as a metacognitive instructional strategy to increase chemistry achievement and self-efficacy of elementary preservice teachers. The Chemistry Self-Efficacy Scale (CSES), modified from the Biology Self-Efficacy Scale (BSES),was used to determine elementary preservice…
Australian Chemistry Test Item Bank: Years 11 and 12. Volume 2.

ERIC Educational Resources Information Center

Commons, C., Ed.; Martin, P., Ed.

The second volume of the Australian Chemistry Test Item Bank, consisting of two volumes, contains nearly 2000 multiple-choice items related to the chemistry taught in Year 11 and Year 12 courses in Australia. Items which were written during 1979 and 1980 were initially published in the "ACER Chemistry Test Item Collection" and in the…
The Effect of Guided-Inquiry Laboratory Experiments on Science Education Students' Chemistry Laboratory Attitudes, Anxiety and Achievement

ERIC Educational Resources Information Center

Ural, Evrim

2016-01-01

The study aims to search the effect of guided inquiry laboratory experiments on students' attitudes towards chemistry laboratory, chemistry laboratory anxiety and their academic achievement in the laboratory. The study has been carried out with 37 third-year, undergraduate science education students, as a part of their Science Education Laboratory…
Methodology in diagnostic laboratory test research in clinical chemistry and clinical chemistry and laboratory medicine.

PubMed

Lumbreras-Lacarra, Blanca; Ramos-Rincón, José Manuel; Hernández-Aguado, Ildefonso

2004-03-01

The application of epidemiologic principles to clinical diagnosis has been less developed than in other clinical areas. Knowledge of the main flaws affecting diagnostic laboratory test research is the first step for improving its quality. We assessed the methodologic aspects of articles on laboratory tests. We included articles that estimated indexes of diagnostic accuracy (sensitivity and specificity) and were published in Clinical Chemistry or Clinical Chemistry and Laboratory Medicine in 1996, 2001, and 2002. Clinical Chemistry has paid special attention to this field of research since 1996 by publishing recommendations, checklists, and reviews. Articles were identified through electronic searches in Medline. The strategy combined the Mesh term "sensitivity and specificity" (exploded) with the text words "specificity", "false negative", and "accuracy". We examined adherence to seven methodologic criteria used in the study by Reid et al. (JAMA1995;274:645-51) of papers published in general medical journals. Three observers evaluated each article independently. Seventy-nine articles fulfilled the inclusion criteria. The percentage of studies that satisfied each criterion improved from 1996 to 2002. Substantial improvement was observed in reporting of the statistical uncertainty of indices of diagnostic accuracy, in criteria based on clinical information from the study population (spectrum composition), and in avoidance of workup bias. Analytical reproducibility was reported frequently (68%), whereas information about indeterminate results was rarely provided. The mean number of methodologic criteria satisfied showed a statistically significant increase over the 3 years in Clinical Chemistry but not in Clinical Chemistry and Laboratory Medicine. The methodologic quality of the articles on diagnostic test research published in Clinical Chemistry and Clinical Chemistry and Laboratory Medicine is comparable to the quality observed in the best general medical journals
Relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test.

PubMed

Smith, T D; Smith, B L

1998-12-01

The present study examined the relationship between the Wide Range Achievement Test 3 and the Wechsler Individual Achievement Test for a sample of children with learning disabilities in two rural school districts. Data were collected for 87 school children who had been classified as learning disabled and placed in special education resource services. Pearson product-moment correlations between scores on the two measures were significant and moderate to high; however, mean scores were not significantly different on Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test 3 compared to those for the basic Reading, Spelling, and Mathematics Reasoning subtests of the Wechsler Individual Achievement Test. Although there were significant mean differences between scores on Reading and Reading Comprehension and on Arithmetic and Numerical Operations, magnitudes were small. It appears that the two tests provide similar results when screening for reading, spelling, and arithmetic.
Investigating the Relationships among Students' Self-Efficacy Beliefs, Their Perceptions of Classroom Learning Environment, Gender, and Chemistry Achievement through Structural Equation Modeling

ERIC Educational Resources Information Center

Boz, Yezdan; Yerdelen-Damar, Sevda; Aydemir, Nurdane; Aydemir, Murat

2016-01-01

Background: Investigating factors contributing to chemistry achievement is important since it enables us to make more concrete instructional decisions related to improving students' chemistry achievement. Purpose: This study aimed to investigate how students' perceptions of learning environment, self-efficacy and gender are related to chemistry…
Chemistry, Grades 7-12. Annotated Bibliography of Tests.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ. Test Collection.

Among the 22 tests cited in this bibliography are end-of-course tests, tests of the American Chemical Society, and chemistry item banks. This document is one in a series of topical bibliographies from the Test Collection (TC) at the Educational Testing Service (ETS) containing descriptions of more than 18,000 tests and other measurement devices…
Test Anxiety and Academic Achievement.

ERIC Educational Resources Information Center

Chang, Moon K.

Undoubtedly test anxiety is a troublesome condition found to be prevalent today among college students. Over the years various attempts have been made to explore how test anxiety influences academic achievement. This paper discusses the extent to which test anxiety affects academic achievement of college students, and the techniques found to be…
What grades and achievement tests measure.

PubMed

Borghans, Lex; Golsteyn, Bart H H; Heckman, James J; Humphries, John Eric

2016-11-22

Intelligence quotient (IQ), grades, and scores on achievement tests are widely used as measures of cognition, but the correlations among them are far from perfect. This paper uses a variety of datasets to show that personality and IQ predict grades and scores on achievement tests. Personality is relatively more important in predicting grades than scores on achievement tests. IQ is relatively more important in predicting scores on achievement tests. Personality is generally more predictive than IQ on a variety of important life outcomes. Both grades and achievement tests are substantially better predictors of important life outcomes than IQ. The reason is that both capture personality traits that have independent predictive power beyond that of IQ.
What grades and achievement tests measure

PubMed Central

Borghans, Lex; Golsteyn, Bart H. H.; Heckman, James J.; Humphries, John Eric

2016-01-01

Intelligence quotient (IQ), grades, and scores on achievement tests are widely used as measures of cognition, but the correlations among them are far from perfect. This paper uses a variety of datasets to show that personality and IQ predict grades and scores on achievement tests. Personality is relatively more important in predicting grades than scores on achievement tests. IQ is relatively more important in predicting scores on achievement tests. Personality is generally more predictive than IQ on a variety of important life outcomes. Both grades and achievement tests are substantially better predictors of important life outcomes than IQ. The reason is that both capture personality traits that have independent predictive power beyond that of IQ. PMID:27830648
Primary care requests for anaemia chemistry tests in Spain: potential iron, transferrin and folate over-requesting.

PubMed

Salinas, Maria; López-Garrigós, Maite; Flores, Emilio; Leiva-Salinas, Carlos

2017-09-01

To study the regional variability of requests for anaemia chemistry tests in primary care in Spain and the associated economic costs of potential over-requesting. Requests for anaemia tests were examined in a cross-sectional study. Clinical laboratories from different autonomous communities (AACCs) were invited to report on primary care anaemia chemistry tests requested during 2014. Demand for iron, ferritin, vitamin B12 and folate tests per 1000 inhabitants and the ratios of the folate/vitamin B12 and transferrin/ferritin requests were compared between AACCs. We also calculated reagent costs and the number of iron, transferrin and folate tests and the economic saving if every AACC had obtained the results achieved by the AACC with best practice. 110 laboratories participated (59.8% of the Spanish population). More than 12 million tests were requested, resulting in reagent costs exceeding €16.5 million. The serum iron test was the most often requested, and the ferritin test was the most costly (over €7 million). Close to €4.5 million could potentially have been saved if iron, transferrin and folate had been appropriately requested (€6 million when extrapolated to the whole Spanish population). The demand for and expenditure on anaemia chemistry tests in primary care in Spain is high, with significant regional differences between different AACCs. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.
Comparing Recent Organizing Templates for Test Content between ACS Exams in General Chemistry and AP Chemistry

ERIC Educational Resources Information Center

Holme, Thomas

2014-01-01

Two different versions of "big ideas" rooted content maps have recently been published for general chemistry. As embodied in the content outline from the College Board, one of these maps is designed to guide curriculum development and testing for advanced placement (AP) chemistry. The Anchoring Concepts Content Map for general chemistry…
Quasi-experimental nonequivalent (pretest and posttest) control-group study of the effects of microcomputer-based laboratory systems on academic achievement in high school chemistry students at two South Carolina high schools

NASA Astrophysics Data System (ADS)

Venables, Jeffrey M.

The literature on microcomputer-based laboratories (MBL) lacks quantitative studies that measure the effect of MBL on student achievement. The purpose of this study was to investigate the effect of MBL systems on the achievement of high school chemistry students. The first research question examined the effect of MBL systems on student achievement in high school chemistry laboratories. The second question analyzed the effect of MBL systems on the academic achievement of students of different genders, ethnicities, and socioeconomic backgrounds. This quasi-experimental quantitative research study evaluated the effects of MBL on student achievement in high school chemistry. The sample consisted of 124 college preparatory chemistry students at two high schools in a South Carolina school district. There were 42 participants in the experimental group and 82 participants in the control group. Both experimental and groups completed a pre- and post-test with MBL being the independent variable. The mean difference score for the experimental group was compared to that of the control group using an independent-measures t test and an analysis of variance. For the second research question, results were analyzed using a two-factor analysis of variance. Participant scores were broken down by gender, ethnicity, and socioeconomic status in order to identify potential differences. The results revealed no significant differences between the experimental and control groups, and no significant differences in effects of MBL on different segments of the population. Future studies should examine students using MBL for longer durations than one unit of study. As society continues to make technological advances, the effective assessment and implementation of technology resources for the classroom are becoming increasingly important.
Achievement Testing--A Look at Trends.

ERIC Educational Resources Information Center

Bligh, Harold F.

The strengths and weakness of standardized tests, and trends in achievement testing in the last 15 years are examined. The discussion of achievement tests includes survey, instructional, diagnostic, and basic skills tests, as well as tests used for formative and summative evaluation. Minimum competency tests are not examined in detail. Advantages…
The Effects of 5E Inquiry Learning Activities on Achievement and Attitude toward Chemistry

ERIC Educational Resources Information Center

Sen, Senol; Oskay, Ozge Ozyalcin

2017-01-01

The purpose of this study was to investigate the effects of 5E inquiry learning activities on students' achievement, attitude toward chemistry. A non-equivalent control group design was used to the quasi-experimental research in this study. A total of 34 (8 males and 26 females) undergraduates in Turkey voluntarily participated in the study. The…
The effect of retesting on end-of-semester performance in high school chemistry at three levels of previous science achievement

NASA Astrophysics Data System (ADS)

Deboer, George E.

To determine the effect of retesting on student learning in chemistry, three questions were addressed by means of a 3 × 2 (achievement level X treatment) factorial design: (1) Does retesting affect differently the end-of-semester mastery of course objectives of students who are grouped according to their previous achievement in science? (2) Do students who are given an opportunity to take retests merely delay their studying and perform at a lower level on initial tests than nonretested students? (3) Is the procrastination of retested students (if it exists) affected by their achievement level? The results showed that for one of four units low ability students who were retested demonstrated greater learning gains than low ability students who were not retested, and that procrastination, if it was present, did not have significant effects on student learning at any achievement level. Results were discussed in terms of the students' room for improvement, motivation to improve, and ability to improve.
The use of an android–based-game in the team assisted individualization to improve students’ creativity and cognitive achievement in chemistry

NASA Astrophysics Data System (ADS)

Sugiyarto, K. H.; Ikhsan, J.; Lukman, I. R.

2018-05-01

The use of information and communication technology (ICT) in learning process resulted in positive impact to students’ output. This research investigated the difference of improvement of students’ creativity and cognitive achievement due to the use of android-based games on Chemistry Nomenclature in learning method of team-assisted individualization (TAI) into the improvement of students’ creativity and cognitive achievement. This was an quasi experiment research with non-equivalent pretest-posttest control group design involving 2 groups of students of X grade of a senior high school in Yogyakarta, Indonesia, SMAN 1 Seyegan, Sleman. The groups were experiment and control which were chosen randomly, involving 32 students in each group. The difference of learning model in the two groups were the use of android-based games within learning model of TAI in the experiment group, but it was only the use of TAI model in control group. The android-based games were developed and validated previously in this investigation, and were excellent in quality for the use in Chemistry learning process, and were reported separately. The data of both students’ creativity and cognitive achievement were measured before and after learning process. Data of students’ creativity were collected with the instruments of questionnaire and observation sheets, and the data of cognitive achievement were collected with a set of test. Statistical analysis of MANOVA was used to analyze data to measure the difference of the improvement of students’ creativity and cognitive achievement between experiment and control groups. The results showed that the improvement of creativity and cognitive achievement of students in the experiment group was higher significantly than that in control group.

Connecting Achievement Motivation to Performance in General Chemistry

ERIC Educational Resources Information Center

Ferrell, Brent; Phillips, Michael M.; Barbera, Jack

2016-01-01

Student success in chemistry is inherently tied to motivational and other affective processes. We investigated three distinct constructs tied to motivation: self-efficacy, interest, and effort beliefs. These variables were measured twice over the course of a semester in three sections of a first-semester general chemistry course (n = 170). We…
The Effects of Online Homework on First Year Pre-Service Science Teachers' Learning Achievements of Introductory Organic Chemistry

ERIC Educational Resources Information Center

Ratniyom, Jadsada; Boonphadung, Suttipong; Unnanantn, Thassanant

2016-01-01

This study examined the effects of the introductory organic chemistry online homework on first year pre-service science teachers' learning achievements. The online homework was created using a web-based Google form in order to enhance the pre-service science teachers' learning achievements. The steps for constructing online homework were…
Physics Achievement Test.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

This document is an evaluation instrument developed as a part of Harvard Project Physics (HPP). It consists of a 36-item, multiple choice (five options) Physics Achievement Test (PAT) designed to measure general knowledge of physics as well as the material emphasized in HPP. (PEB)
Workshop on Excellence Empowered by a Diverse Academic Workforce: Achieving Racial & Ethnic Equity in Chemistry

DOE Office of Scientific and Technical Information (OSTI.GOV)

Ali, Hassan B.

2008-02-13

The purpose of the Workshop 'Excellence Empowered by a Diverse Academic Workforce: Achieving Racial & Ethnic Equity in Chemistry' was to promote the development of a cadre of academic leaders who create, implement and promote programs and strategies for increasing the number of racial and ethnic minorities to equitable proportions on the faculties of departments throughout the academic chemistry community. An important objective of the workshop was to assist in creating an informed and committed community of chemistry leaders who will create, implement and promote programs and strategies to advance racial and ethnic equity in both the faculty and themore » student body with the goal of increasing the number of U.S. citizen underrepresented minorities (URM) participating in academic chemistry at all levels, with particular focus on the pipeline to chemistry faculty. This objective was met by (1) presentations of detailed data describing current levels of racial and ethnic minorities on the faculties of chemistry departments; (2) frank discussion of the obstacles to and benefits of racial/ethnic diversity in the chemistry professoriate; (3) summary of possible effective interventions and actions; and (4) promotion of the dissemination and adoption of initiatives designed to achieve racial/ethnic equity. Federal programs over the past thirty years have been instrumental in delivering to our universities URM students intending to major in the physical sciences such as chemistry. However, the near absence of URM faculty means that there is also an absence of URM as role models for aspiring students. For example, citing 2003 as a representative year, some statistics reveal the severity of the pipeline shrinkage for U. S. citizen URM starting from chemistry B.S. degrees awarded to the appointment to chemistry faculty. Compared to the URM population of approximately 30% for that year, 67% of the B.S. degrees in chemistry were awarded to white citizens and 17% were
Curriculum and Testing Strategies to Maximize Special Education STAAR Achievement

ERIC Educational Resources Information Center

Johnson, William L.; Johnson, Annabel M.; Johnson, Jared W.

2015-01-01

This document is from a presentation at the 2015 annual conference of the Science Teachers Association of Texas (STAT). The two sessions (each listed as feature sessions at the state conference) examined classroom strategies the presenter used in his chemistry classes to maximize Texas end-of-course chemistry test scores for his special population…
Constitutional dynamic chemistry: bridge from supramolecular chemistry to adaptive chemistry.

PubMed

Lehn, Jean-Marie

2012-01-01

Supramolecular chemistry aims at implementing highly complex chemical systems from molecular components held together by non-covalent intermolecular forces and effecting molecular recognition, catalysis and transport processes. A further step consists in the investigation of chemical systems undergoing self-organization, i.e. systems capable of spontaneously generating well-defined functional supramolecular architectures by self-assembly from their components, thus behaving as programmed chemical systems. Supramolecular chemistry is intrinsically a dynamic chemistry in view of the lability of the interactions connecting the molecular components of a supramolecular entity and the resulting ability of supramolecular species to exchange their constituents. The same holds for molecular chemistry when the molecular entity contains covalent bonds that may form and break reversibility, so as to allow a continuous change in constitution by reorganization and exchange of building blocks. These features define a Constitutional Dynamic Chemistry (CDC) on both the molecular and supramolecular levels.CDC introduces a paradigm shift with respect to constitutionally static chemistry. The latter relies on design for the generation of a target entity, whereas CDC takes advantage of dynamic diversity to allow variation and selection. The implementation of selection in chemistry introduces a fundamental change in outlook. Whereas self-organization by design strives to achieve full control over the output molecular or supramolecular entity by explicit programming, self-organization with selection operates on dynamic constitutional diversity in response to either internal or external factors to achieve adaptation.The merging of the features: -information and programmability, -dynamics and reversibility, -constitution and structural diversity, points to the emergence of adaptive and evolutive chemistry, towards a chemistry of complex matter.
Instructional Model and Thinking Skill in Chemistry Class

NASA Astrophysics Data System (ADS)

Langkudi, H. H.

2018-02-01

Chemistry course are considered a difficult lesson for students as evidenced by low learning outcomes on daily tests, mid-semester tests as well as final semester tests. This research intended to investigate the effect of instructional model, thinking skill and the interaction of these variables on students’ achievement in chemistry. Experimental method was applying used 2 x 2 factorial design. The results showed that the use of instructional model with thinking skill influences student’s learning outcomes, so that the chemistry teacher is recommended to pay attention to the learning model, and adjusted to the student’s skill thinking on the chemistry material being taught. The conclusion of this research is that discovery model is suitable for students who have formal thinking skill and conventional model is fit for the students that have concrete thinking skill.
Impact of STS (Context-Based Type of Teaching) in Comparison with a Textbook Approach on Attitudes and Achievement in Community College Chemistry Classrooms

ERIC Educational Resources Information Center

Perkins, Gita

2011-01-01

The purpose of this study was to analyze the impact of a context-based teaching approach (STS) versus a more traditional textbook approach on the attitudes and achievement of community college chemistry students. In studying attitudes toward chemistry within this study, I used a 30-item Likert scale in order to study the importance of chemistry in…
Impact of STS (Context-Based Type of Teaching) in Comparison With a Textbook Approach on Attitudes and Achievement in Community College Chemistry Classrooms

NASA Astrophysics Data System (ADS)

Perkins, Gita

The purpose of this study was to analyze the impact of a context-based teaching approach (STS) versus a more traditional textbook approach on the attitudes and achievement of community college chemistry students. In studying attitudes toward chemistry within this study, I used a 30-item Likert scale in order to study the importance of chemistry in students' lives, the importance of chemistry, the difficulty of chemistry, interest in chemistry, and the usefulness of chemistry for their future career. Though the STS approach students had higher attitude post scores, there was no significant difference between the STS and textbook students' attitude post scores. It was noted that females had higher postattitude scores in the STS group, while males had higher postattitude scores in the textbook group. With regard to postachievement, I noted that males had higher scores in both groups. A correlation existed between postattitude and postachievement in the STS classroom. In summary, while an association between attitude and achievement was found in the STS classroom, teaching approach or sex was not found to influence attitudes, while sex was also not found to influence achievement. These results, overall, suggest that attitudes are not expected to change on the basis of either teaching approach or gender, and that techniques other than changing the teaching approach would need to be used in order to improve the attitudes of students. Qualitative analysis of an online discussion activity on Energy revealed that STS students were able to apply aspects of chemistry in decision making related to socioscientific issues. Additional analysis of interview and written responses provided insight regarding attitudes toward chemistry, with respect to topics of applicability of chemistry to life, difficulties with chemistry, teaching approach for chemistry, and the intent for enrolling in additional chemistry courses. In addition, the surveys of female students brought out
Student Achievement Testing Program: Grade 3 Social Studies.

ERIC Educational Resources Information Center

Student Evaluation Branch Bulletin, 1983

1983-01-01

The purpose of this bulletin is to provide information about the Alberta (Canada) Grade 3 Social Studies Achievement Test. The Bulletin includes a general description of the Achievement Testing Program, a description of the Grade 3 Social Studies Achievement Test, an outline of the objectives to be tested, and the test blueprint. Student…
Student-generated questions during chemistry lectures: Patterns, self-appraisals, and relations with motivational beliefs and achievement

NASA Astrophysics Data System (ADS)

Bergey, Bradley W.

Self-generated questions are a central mechanism for learning, yet students' questions are often infrequent during classroom instruction. As a result, little is known about the nature of student questioning during typical instructional contexts such as listening to a lecture, including the extent and nature of student-generated questions, how students evaluate their questions, and the relations among questions, motivations, and achievement. This study examined the questions undergraduate students (N = 103) generated during 8 lectures in an introductory chemistry course. Students recorded and appraised their question in daily question logs and reported lecture-specific self-efficacy beliefs. Self-efficacy, personal interest, goal orientations, and other motivational self-beliefs were measured before and after the unit. Primary analyses included testing path models, multiple regressions, and latent class analyses. Overall, results indicated that several characteristics of student questioning during lectures were significantly related to various motivations and achievement. Higher end-of-class self-efficacy was associated with fewer procedural questions and more questions that reflected smaller knowledge deficits. Lower exam scores were associated with questions reflecting broader knowledge deficits and students' appraisals that their questions had less value for others than for themselves. Individual goal orientations collectively and positively predicted question appraisals. The questions students generated and their relations with motivational variables and achievement are discussed in light of the learning task and academic context.
The effect of online quizzes on student achievement in high school chemistry

NASA Astrophysics Data System (ADS)

Deeter, Christopher L.

The idea of student engagement has come to the forefront of the United States educational system over the past decade. Student engagement requires learners to be actively involved in all stages of the learning process. This study focuses on the use of online quizzes in the chemistry classroom as a means to help students become more engaged in their learning outside of the classroom. Students were given three different types of online quizzes over the course of a chemistry chapter. Student scores on end of the chapter examinations was used to determine whether there was a significant difference in the amount of learning that occurred when a student took each of the three types of online quizzes. Students in a private parochial high school chemistry class completed online quizzes over the course of a semester. The quizzes were taken after completing assigned readings from the chemistry text. After each reading, a third of the students took online multiple-choice quizzes, a third took a paragraph quiz, and a third took no quiz. Scores received from end of chapter tests were evaluated to determine if the impact each of the quiz types had on the learning. All statistical analysis was done using SPSS using two-way split plot ANOVA with condition (paragraph, multiple-choice, nothing) as the within subject factor and group (A, B, C) as between subject factor. The data indicates that there was no significance within the condition F (1.877, 90.087) =.996, p>.05, or the interaction results. F (3.754, 90.087) =.509, p>.05. The data indicated that the effect of group was not significant either. F (2, 48) =.981, p>.05. Interviews undertaken to explain this outcome discovered that students did not become engaged with the content until the night before each test. When they did so, they used a teacher-provided study guide as their primary learning tool.
Effect of a Virtual Chemistry Laboratory on Students' Achievement

ERIC Educational Resources Information Center

Tatli, Zeynep; Ayas, Alipasa

2013-01-01

It is well known that laboratory applications are of significant importance in chemistry education. However, laboratory applications have generally been neglected in recent educational environments for a variety of reasons. In order to address this gap, this study examined the effect of a virtual chemistry laboratory (VCL) on student achievement…
Achievement Test Provincial Report, June 1987 Administration.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Student Evaluation and Records Branch.

This document summarizes results of province-wide achievement tests given in Alberta, Canada in June 1987. These tests evaluated student achievement in third grade science, sixth grade mathematics, and ninth grade social studies. The test questions for each subject area reflected Alberta's curriculum specifications for that subject. The grade 3…
Conditions for Self-Confidence among Boys and Girls Achieving Highly in Chemistry.

ERIC Educational Resources Information Center

Ziegler, Albert; Heller, Kurt A.

2000-01-01

Students (N=379) in the 8th grade of German college preparatory schools, prior to formal chemistry instruction, were evaluated for prior knowledge of chemistry, their self-concept regarding chemistry, their gender-bound attitudes toward chemistry, and their fear of chemistry. Findings indicated that girls already expressed significantly lower…
POREWATER CHEMISTRY: EFFECTS OF SAMPLING, STORAGE, HANDLING, AND TOXICITY TESTING

EPA Science Inventory

As a general principle, it is nearly impossible to remove a porewater sample from sediment, use it in a toxicity testing vessel with test organisms, and prevent changes in the chemistry of the natural and anthropogenic organic and inorganic constituents. The degree of change in t...
Fullerene ion chemistry: a journey of discovery and achievement

PubMed Central

Böhme, Diethard K.

2016-01-01

An account is provided of the extraordinary features of buckminster fullerene cations and their chemistry that we discovered in our Ion Chemistry Laboratory at York University (Canada) during a ‘golden’ period of research in the early 1990s, just after C60 powder became available. We identified new chemical ways of C60 ionization and tracked novel chemistry of C60n+ as a function of charge state (n=1–3) with some 50 different reagent molecules. We found that multiple charges enhance reaction rates and diversify reaction products and mechanisms. Strong electrostatic interactions with reagent molecules were seen to reduce barriers to carbon surface bonding and charge-separation reactions, while intramolecular Coulomb repulsion appeared to localize charge on the surface or the substituent and so influence higher order chemistry, including ‘spindle’, ‘star’, ‘fuzzy ball’, ‘ball-and-chain’ and dimer ion formation. We introduced the notion of ‘apparent’ gas-phase acidity with measurements of proton-transfer reactions of multiply charged fullerene cations. We also explored the attachment of atomic metal cations to C60 and their subsequent reactions. All these findings were applied to the possible chemistry of fullerene cations in the interstellar medium with a focus on multiply charged fullerene ion formation and the intervention of fullerene cations in fullerene derivatization and molecular synthesis, with a view to their possible future detection. This article is part of the themed issue ‘Fullerenes: past, present and future, celebrating the 30th anniversary of Buckminster Fullerene’. PMID:27501972
Development of Achievement Test: Validity and Reliability Study for Achievement Test on Matter Changing

ERIC Educational Resources Information Center

Kara, Filiz; Celikler, Dilek

2015-01-01

For "Matter Changing" unit included in the Secondary School 5th Grade Science Program, it is intended to develop a test conforming the gains described in the program, and that can determine students' achievements. For this purpose, a multiple-choice test of 48 questions is arranged, consisting of 8 questions for each gain included in the…
The Effect of Instructional Analogies in Interaction with Logical Thinking Ability on Achievement and Attitude toward Chemistry

ERIC Educational Resources Information Center

Eskandar, Fathi-Azar; Bayrami, Mansor; Vahedi, Shahram; Ansar, Vahideh Abdollahi Adli

2013-01-01

We investigated the effect of instructional analogies in interaction with logical thinking ability on achievement and attitude towards chemistry. The participants were 147 female students from 6 8th grade classes in three public junior high schools selected by using a random multistage sampling method from five education districts in Tabriz, a…
An investigation into the effectiveness of problem-based learning in a physical chemistry laboratory course

NASA Astrophysics Data System (ADS)

Gürses, Ahmet; Açıkyıldız, Metin; Doğar, Çetin; Sözbilir, Mustafa

2007-04-01

The aim of this study was to investigate the effectiveness of a problem-based learning (PBL) approach in a physical chemistry laboratory course. The parameters investigated were students’ attitudes towards a chemistry laboratory course, scientific process skills of students and their academic achievement. The design of the study was one group pre-test post-test. Four experiments, covering the topics adsorption, viscosity, surface tension and conductivity were performed using a PBL approach in the fall semester of the 2003/04 academic year at Kazim Karabekir Education Faculty of Atatürk University. Each experiment was done over a three week period. A total of 40 students, 18 male and 22 female, participated in the study. Students took the Physical Chemistry Laboratory Concept Test (PCLCT), Attitudes towards Chemistry Laboratory (ATCL) questionnaire and Science Process Skills Test (SPST) as pre and post-tests. In addition, the effectiveness of the PBL approach was also determined through four different scales; Scales Specific to Students’ Views of PBL. A statistically significant difference between the students’ academic achievement and scientific process skills at p

Cognitive Skills, Student Achievement Tests, and Schools

PubMed Central

Finn, Amy S.; Kraft, Matthew A.; West, Martin R.; Leonard, Julia A.; Bish, Crystal E.; Martin, Rebecca E.; Sheridan, Margaret A.; Gabrieli, Christopher F. O.; Gabrieli, John D. E.

2014-01-01

Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement test scores to measures of cognitive skills in a large sample (N=1,367) of 8th-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after controlling for 4th-grade test scores. Random offers of enrollment to over-subscribed charter schools resulted in positive impacts of such school attendance on math achievement, but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement tests do so primarily through channels other than cognitive skills. PMID:24434238
Cognitive skills, student achievement tests, and schools.

PubMed

Finn, Amy S; Kraft, Matthew A; West, Martin R; Leonard, Julia A; Bish, Crystal E; Martin, Rebecca E; Sheridan, Margaret A; Gabrieli, Christopher F O; Gabrieli, John D E

2014-03-01

Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement-test scores to measures of cognitive skills in a large sample (N = 1,367) of eighth-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after we controlled for fourth-grade test scores. Random offers of enrollment to oversubscribed charter schools resulted in positive impacts of such school attendance on math achievement but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement-test scores do so primarily through channels other than improving cognitive skills.
The Impact of Teacher Classroom Practices on Student Achievement during the Implementation of a Reform-Based Chemistry Curriculum

ERIC Educational Resources Information Center

Roehrig, Gillian; Garrow, Shauna

2007-01-01

Evidence of a gap in student understanding has been well documented in chemistry: the typical student holds an abundance of misconceptions. The current expectation is that educational reform will foster greater student achievement via inquiry teaching within classrooms. Using assessments involving both conceptual and algorithmic knowledge of gas…
Chemistry for whom? Gender awareness in teaching and learning chemistry

NASA Astrophysics Data System (ADS)

Andersson, Kristina

2017-06-01

Marie Ståhl and Anita Hussénius have defined what discourses dominate national tests in chemistry for Grade 9 in Sweden by using feminist, critical didactic perspectives. This response seeks to expand the results in Ståhl and Hussénius's article Chemistry inside an epistemological community box!— Discursive exclusions and inclusions in the Swedish national tests in chemistry, by using different facets of gender awareness. The first facet—Gender awareness in relations to the test designers' own conceptions—highlighted how the gender order where women are subordinated men becomes visible in the national tests as a consequence of the test designers internalized conceptions. The second facet—Gender awareness in relation to chemistry—discussed the hierarchy between discourses within chemistry. The third facet—Gender awareness in relation to students—problematized chemistry in relation to the students' identity formation. In summary, I suggest that the different discourses can open up new ways to interpret chemistry and perhaps dismantle the hegemonic chemistry discourse.
A Cross-Age Study of Different Perspectives in Solution Chemistry from Junior to Senior High School

ERIC Educational Resources Information Center

Calik, Muammer

2005-01-01

This study reports on research examining what students think about aspects of solution chemistry and seeks to establish what alternative conceptions they hold in this area. To achieve this aim the researchers developed a test comprising of open-ended questions that evaluated students understanding of solution chemistry. The test was administered…
Collaboration and critical thinking in an online chemistry environment

NASA Astrophysics Data System (ADS)

Kershisnik, Elizabeth Irene

The purpose of this dissertation was to examine collaboration and student's critical thinking and cognitive achievement within online chemistry courses. This quantitative study focused on the apparent lack of research relating collaboration and critical thinking in online science courses. Collaboration was determined using the small group collaboration model coding scheme, which examined student postings in asynchronous discussion forums for quantity, equality, and shareness. Critical thinking was measured using the chemistry concept reasoning test, the online self-diagnostic test, and also asynchronous student homework discussion postings that were coded using the community of inquiry cognitive presence indicators. Finally cognitive achievement was determined using quiz scores and the student's final grade. Even though no significant findings were revealed in this exploratory quasi-experimental study, this research did add to the educational technology knowledge base since very few studies have investigated the chemistry discipline in an online environment. Continued research in this area is vital to understanding how critical thinking progresses, how it can be assessed, and what factors in the classroom, be it virtual or face-to-face, have the greatest effect on critical thinking.
Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects.

PubMed

Steinmayr, Ricarda; Crede, Julia; McElvany, Nele; Wirthwein, Linda

2015-01-01

In the context of adolescents' subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents' SWB, academic achievement, and test anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and test anxiety in the time span of 1 year. Grade point average (GPA) indicated students' academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of test anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students' GPA. Directions for future research and the differential predictive influences of academic achievement and test anxiety on adolescents' SWB are discussed with regard to potential underlying processes.
Subjective Well-Being, Test Anxiety, Academic Achievement: Testing for Reciprocal Effects

PubMed Central

Steinmayr, Ricarda; Crede, Julia; McElvany, Nele; Wirthwein, Linda

2016-01-01

In the context of adolescents’ subjective well-being (SWB), research has recently focused on a number of different school variables. The direction of the relationships between adolescents’ SWB, academic achievement, and test anxiety is, however, still open although reciprocal causation has been hypothesized. The present study set out to investigate to what extent SWB, academic achievement, and test anxiety influence each other over time. A sample of N = 290 11th grade students (n = 138 female; age: M = 16.54 years, SD = 0.57) completed measures of SWB and test anxiety in the time span of 1 year. Grade point average (GPA) indicated students’ academic achievement. We analyzed the reciprocal relations using cross-lagged structural equation modeling. The model fit was satisfactory for all computed models. Results indicated that the worry component of test anxiety negatively and GPA positively predicted changes in the cognitive component of SWB (life satisfaction). Worry also negatively predicted changes in the affective component of SWB. Moreover, worry negatively predicted changes in students’ GPA. Directions for future research and the differential predictive influences of academic achievement and test anxiety on adolescents’ SWB are discussed with regard to potential underlying processes. PMID:26779096
The effectiveness of student team-achievement division (STAD) for teaching high school chemistry in the United Arab Emirates

NASA Astrophysics Data System (ADS)

Balfakih, Nagib M. A.

2003-05-01

Education in the United Arab Emirates (UAE) faces major problems which may hinder its future development. These include low achievement in science and a negative attitude toward science subjects, which have resulted in a high number of student dropouts from the science track in high school. It is believed among UAE educators that the main reason is the way science that has been taught in its schools. A solution to this problem depends on finding effective teaching methods, which maintain student achievement, improve students' attitude and provide opportunities to develop essential scientific skills. The effectiveness of Student Team-Achievement Division (STAD) for teaching science to high school classes in the UAE was investigated. The sample was selected randomly. A representative group of UAE high school students was chosen from the northern province, which includes urban areas, and from the eastern province, which includes rural areas. The study involved sixteen tenth grade classes. During the second semester of the academic year 1998/1999, three units in the chemistry curriculum were covered. This study was designed to investigate the effectiveness of STAD in teaching high school chemistry in the UAE and to find out which groups, gender, area, and ability benefitted most.
General chemistry courses that can affect achievement: An action research study in developing a plan to improve undergraduate chemistry courses

NASA Astrophysics Data System (ADS)

Shweikeh, Eman

Over the past 50 years, considerable research has been dedicated to chemistry education. In evaluating principal chemistry courses in higher education, educators have noted the learning process for first-year general chemistry courses may be challenging. The current study investigated perceptions of faculty, students and administrators on chemistry education at three institutions in Southern California. Via action research, the study sought to develop a plan to improve student engagement in general chemistry courses. A mixed method was utilized to analyze different perceptions on key factors determining the level of commitment and engagement in general chemistry education. The approach to chemistry learning from both a faculty and student perspective was examined including good practices, experiences and extent of active participation. The research study considered well-known measures of effective education with an emphasis on two key components: educational practices and student behavior. Institutional culture was inclusively assessed where cognitive expectations of chemistry teaching and learning were communicated. First, the extent in which faculty members are utilizing the "Seven Principles for Good Practice in Undergraduate Education" in their instruction was explored. Second, student attitudes and approaches toward chemistry learning were examined. The focus was on investigating student understanding of the learning process and the structure of chemistry knowledge. The seven categories used to measure students' expectations for learning chemistry were: effort, concepts, math link, reality link, outcome, laboratory, and visualization. This analysis represents the views of 16 faculty and 140 students. The results validated the assertion that students need some competencies and skills to tackle the challenges of the chemistry learning process to deeply engage in learning. A mismatch exists between the expectations of students and those of the faculty
The Relationship Between Responses to Science Concepts on a Semantic Differential Instrument and Achievement in Freshman Physics and Chemistry.

ERIC Educational Resources Information Center

Rothman, Arthur Israel

Students taking freshman physics and freshman chemistry at The State University of New York at Buffalo (SUNYAB) were administered a science-related semantic differential instrument. This same test was administered to physics and chemistry graduate students from SUNYAB and the University of Rochester. A scoring procedure was developed which…
Enhancing Academic Achievement and Retention in Senior Secondary School Chemistry through Discussion and Lecture Methods: A Case Study of Some Selected Secondary Schools in Gboko, Benue State, Nigeria

ERIC Educational Resources Information Center

Omwirhiren, Efe M.

2015-01-01

The present study was initiated to determine how academic achievement and retention in chemistry is enhanced using the two instructional methods among SSII students and ascertained the differential performance of male and female students in chemistry with a view of improving student performance in chemistry. The study adopted a non-equivalent…
Toward Educational Testing Reform: Inside Reading Achievement Tests

ERIC Educational Resources Information Center

Schutz, Dick

2013-01-01

The commentary (1) uses the U. S. National Assessment of Educational Progress (NAEP) as a prototype for examining standardized reading achievement tests at the item level, and (2) sketches an alternative based on an initiative underway in the United Kingdom.
Effects of Information and Communication Technology (ICT) on Students' Academic Achievement and Retention in Chemistry at Secondary Level

ERIC Educational Resources Information Center

Hussain, Ishtiaq; Suleman, Qaiser; ud Din, M. Naseer; Shafique, Farhan

2017-01-01

The current paper investigated the effects of information and communication technology on the students' academic achievement and retention in chemistry. Fifty students of 9th grade were selected randomly from Kohsar Public School and College Latamber Karak. The students were grouped into equivalent groups based on pretest score. In order to…
Sex Differences in the Mental Rotation of Chemistry Representations

ERIC Educational Resources Information Center

Stieff, Mike

2013-01-01

Mental-rotation ability modestly predicts chemistry achievement. As such, sex differences in mental-rotation ability have been implicated as a causal factor that can explain sex differences in chemistry achievement and degree attainment. Although there is a correlation between mental-rotation ability and chemistry achievement, laboratory and field…
Corrections of clinical chemistry test results in a laboratory information system.

PubMed

Wang, Sihe; Ho, Virginia

2004-08-01

The recently released reports by the Institute of Medicine, To Err Is Human and Patient Safety, have received national attention because of their focus on the problem of medical errors. Although a small number of studies have reported on errors in general clinical laboratories, there are, to our knowledge, no reported studies that focus on errors in pediatric clinical laboratory testing. To characterize the errors that have caused corrections to have to be made in pediatric clinical chemistry results in the laboratory information system, Misys. To provide initial data on the errors detected in pediatric clinical chemistry laboratories in order to improve patient safety in pediatric health care. All clinical chemistry staff members were informed of the study and were requested to report in writing when a correction was made in the laboratory information system, Misys. Errors were detected either by the clinicians (the results did not fit the patients' clinical conditions) or by the laboratory technologists (the results were double-checked, and the worksheets were carefully examined twice a day). No incident that was discovered before or during the final validation was included. On each Monday of the study, we generated a report from Misys that listed all of the corrections made during the previous week. We then categorized the corrections according to the types and stages of the incidents that led to the corrections. A total of 187 incidents were detected during the 10-month study, representing a 0.26% error detection rate per requisition. The distribution of the detected incidents included 31 (17%) preanalytic incidents, 46 (25%) analytic incidents, and 110 (59%) postanalytic incidents. The errors related to noninterfaced tests accounted for 50% of the total incidents and for 37% of the affected tests and orderable panels, while the noninterfaced tests and panels accounted for 17% of the total test volume in our laboratory. This pilot study provided the rate and
The Rapid Integration and Test Environment: A Process for Achieving Software Test Acceptance

DTIC Science & Technology

2010-05-01

Test Environment : A Process for Achieving Software Test Acceptance 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S...mlif`v= 365= k^s^i=mlpqdo^ar^qb=p`elli= The Rapid Integration and Test Environment : A Process for Achieving Software Test Acceptance Patrick V...was awarded the Bronze Star. Introduction The Rapid Integration and Test Environment (RITE) initiative, implemented by the Program Executive Office
Visual-Motor Test Performance: Race and Achievement Variables.

ERIC Educational Resources Information Center

Fuller, Gerald B.; Friedrich, Douglas

1979-01-01

Rural Black and White children of variant academic achievement were tested on the Minnesota Percepto-Diagnostic Test, which consists of six gestalt designs for the subject to copy. Analyses resulted only in a significant achievement effect; when intellectual level was statistically controlled, race was not a significant variable. (Editor/SJL)
Influence of School Characteristics on the Achievement of Secondary School Chemistry Students in the Cognitive Science Process Skill of Evaluation in Kenya

ERIC Educational Resources Information Center

Anditi, Zephania O.; Okere, Mark, I. O.; Muchiri, Daniel R.

2013-01-01

Chemistry is one of the subjects that students sit for in the Kenya Certificate of Secondary Education (KCSE). The attainment of students in chemistry in KCSE has been quite low. An analysis of the past Chemistry examination papers taken in KCSE reveals that the papers test students' competencies in various aspects of Cognitive Science Process…
Comparison of the Reading Subtests of the Wechsler Individual Achievement Test-Third Edition and the Peabody Individual Achievement Test-Revised/Normative Update

ERIC Educational Resources Information Center

Ott, Lauren M.

2010-01-01

This study compared the reading subtests of the Wechsler Individual Achievement Test-Third Edition and the Peabody Individual Achievement Test-Revised/Normative Update. Scores were compared on these two tests in a group of 28 students ages 7 through 12 who were referred or reevaluated for suspected learning problems. The data were collected…

Predicting continued participation in college chemistry for men and women

NASA Astrophysics Data System (ADS)

Deboer, George E.

The purpose of this study was to test the effectiveness of a cognitive motivational model of course selection patterns to explain the continued participation of men and women in college science courses. A number of cognitive motivational constructs were analyzed in a path model and their effect on students' intention to continue in college chemistry was determined. Variables in the model included self-perceived ability in science, future expectations, level of past success, effort expended, subjective interpretations of both past success and task difficulty, and the intention to continue in college chemistry.The results showed no sex differences in course performance, the plan to continue in chemistry, perceived ability in science, or past achievement in science courses. The path analysis did confirm the usefulness of the cognitive motivational perspective to explain the intention of both men and women to continue in science. Central to that process appears to be a person's belief about their ability. Students who had confidence in their ability in chemistry expected to do well in the future and were more likely to take more chemistry. Ability ratings in turn were dependent on a number of past achievement experiences and the personal interpretation of those experiences.
Impact of General Chemistry on Student Achievement and Progression to Subsequent Chemistry Courses: A Regression Discontinuity Analysis

ERIC Educational Resources Information Center

Shultz, Ginger V.; Gottfried, Amy C.; Winschel, Grace A.

2015-01-01

General chemistry is a gateway course that impacts the STEM trajectory of tens of thousands of students each year, and its role in the introductory curriculum as well as its pedagogical design are the center of an ongoing debate. To investigate the role of general chemistry in the curriculum, we report the results of a posthoc analysis of 10 years…
General Chemistry Courses That Can Affect Achievement: An Action Research Study in Developing a Plan to Improve Undergraduate Chemistry Courses

ERIC Educational Resources Information Center

Shweikeh, Eman

2014-01-01

Over the past 50 years, considerable research has been dedicated to chemistry education. In evaluating principal chemistry courses in higher education, educators have noted the learning process for first-year general chemistry courses may be challenging. The current study investigated perceptions of faculty, students and administrators on…
The Impact of Nursing Students' Chemistry Learning Performance Assessment in Taiwan: Competitive versus Non-Competitive Student Team Achievement Division Approaches

ERIC Educational Resources Information Center

Wang, Kai-Ping

2012-01-01

Purpose: The purpose of this study was to determine the effectiveness of competitive Student Team Achievement Division (STAD), non-competitive STAD, and traditional learning on chemistry learning and learning perceptions. Sample, design and methods: By adopting the STAD approach, this study examined 144 nursing students at a five-year junior…
Phase Equilibrium, Chemical Equilibrium, and a Test of the Third Law: Experiments for Physical Chemistry.

ERIC Educational Resources Information Center

Dannhauser, Walter

1980-01-01

Described is an experiment designed to provide an experimental basis for a unifying point of view (utilizing theoretical framework and chemistry laboratory experiments) for physical chemistry students. Three experiments are described: phase equilibrium, chemical equilibrium, and a test of the third law of thermodynamics. (Author/DS)
Dynamic adaptive chemistry for turbulent flame simulations

NASA Astrophysics Data System (ADS)

Yang, Hongtao; Ren, Zhuyin; Lu, Tianfeng; Goldin, Graham M.

2013-02-01

The use of large chemical mechanisms in flame simulations is computationally expensive due to the large number of chemical species and the wide range of chemical time scales involved. This study investigates the use of dynamic adaptive chemistry (DAC) for efficient chemistry calculations in turbulent flame simulations. DAC is achieved through the directed relation graph (DRG) method, which is invoked for each computational fluid dynamics cell/particle to obtain a small skeletal mechanism that is valid for the local thermochemical condition. Consequently, during reaction fractional steps, one needs to solve a smaller set of ordinary differential equations governing chemical kinetics. Test calculations are performed in a partially-stirred reactor (PaSR) involving both methane/air premixed and non-premixed combustion with chemistry described by the 53-species GRI-Mech 3.0 mechanism and the 129-species USC-Mech II mechanism augmented with recently updated NO x pathways, respectively. Results show that, in the DAC approach, the DRG reduction threshold effectively controls the incurred errors in the predicted temperature and species concentrations. The computational saving achieved by DAC increases with the size of chemical kinetic mechanisms. For the PaSR simulations, DAC achieves a speedup factor of up to three for GRI-Mech 3.0 and up to six for USC-Mech II in simulation time, while at the same time maintaining good accuracy in temperature and species concentration predictions.
The Effects of a Modified Mastery Learning Strategy on Achievement, Attitudes, and On-Task Behavior of High School Chemistry Students.

ERIC Educational Resources Information Center

Dillashaw, F. Gerald; Okey, James R.

This study explored the effects of a modified mastery learning strategy as well as locus of control and aptitude on achievement, attitudes, and on-task behavior of high school chemistry students (N=156). Mastery learning in this study was modified to limit diagnosis and remediation to two cycles. Three treatment groups were included: (1) contrast…
The Learner Characteristics, Features of Desktop 3D Virtual Reality Environments, and College Chemistry Instruction: A Structural Equation Modeling Analysis

ERIC Educational Resources Information Center

Merchant, Zahira; Goetz, Ernest T.; Keeney-Kennicutt, Wendy; Kwok, Oi-man; Cifuentes, Lauren; Davis, Trina J.

2012-01-01

We examined a model of the impact of a 3D desktop virtual reality environment on the learner characteristics (i.e. perceptual and psychological variables) that can enhance chemistry-related learning achievements in an introductory college chemistry class. The relationships between the 3D virtual reality features and the chemistry learning test as…
The Impact of a Teaching-Learning Program Based on a Brain-Based Learning on the Achievement of the Female Students of 9th Grade in Chemistry

ERIC Educational Resources Information Center

Shabatat, Kawthar; Al-Tarawneh, Mohammed

2016-01-01

This study aimed at recognizing the impact of teaching-learning program based on a brain-based learning on the achievement of female students of 9th grade in chemistry, to accomplish the goal of this study the researchers designed instruments of: instructional plans, pre achievement and past achievement exams to use them for the study-validity and…
Chem-2-Chem: A One-to-One Supportive Learning Environment for Chemistry

NASA Astrophysics Data System (ADS)

Báez-Galib, Rosita; Colón-Cruz, Héctor; Resto, Wilfredo; Rubin, Michael R.

2005-12-01

The Chem-2-Chem (C2C) tutoring mentoring program was developed at the University of Puerto Rico at Cayey, an undergraduate institution serving Hispanic students, to increase student retention and help students achieve successful general chemistry course outcomes. This program provides a supportive learning environment designed to address students' academic and emotional needs in a holistic way. Advanced chemistry students offered peer-led, personalized, and individualized learning experiences through tutoring and mentoring to approximately 21% of students enrolled in the general chemistry course. Final grades from official class lists of all general chemistry course sections were analyzed using Student's t -test, paired t -test, and χ 2 analysis. Results during the seven semesters studied show an increase of 29% in successful course outcomes defined as final letter grades of A, B, and C obtained by Chem-2-Chem participants. For each final grade, highly statistically significant differences between participants and nonparticipants were detected. There were also statistically significant differences between successful course outcomes obtained by participants and nonparticipants for each of the semesters studied. This research supports recent trends in chemical education to provide a social context for learning experiences. This peer-led learning strategy can serve as an effective model to achieve excellence in science courses at a wide range of educational institutions.
Integrating pharmacology topics in high school biology and chemistry classes improves performance

NASA Astrophysics Data System (ADS)

Schwartz-Bloom, Rochelle D.; Halpin, Myra J.

2003-11-01

Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g., drug abuse) to help high school students learn basic principles in biology and chemistry. High school biology and chemistry teachers were recruited for the study and they attended a 1-week workshop to learn how to integrate pharmacology into their teaching. Working with university pharmacology faculty, they also developed classroom activities. The following year, teachers field-tested the pharmacology modules in their classrooms. Students in classrooms using the pharmacology topics scored significantly higher on a multiple choice test of basic biology and chemistry concepts compared with controls. Very large effect sizes (up to 1.27 standard deviations) were obtained when teachers used as many as four modules. In addition, biology students increased performance on chemistry questions and chemistry students increased performance on biology questions. Substantial gains in achievement may be made when high school students are taught science using topics that are interesting and relevant to their own lives.
The Effect of Grouping by Formal Reasoning Ability, Formal Reasoning Ability Levels, Group Size, and Gender on Achievement in Laboratory Chemistry.

ERIC Educational Resources Information Center

Moody, Judith D.; Gifford, Vernon D.

This study investigated the grouping effect on student achievement in a chemistry laboratory when homogeneous and heterogeneous formal reasoning ability, high and low levels of formal reasoning ability, group sizes of two and four, and homogeneous and heterogeneous gender were used for grouping factors. The sample consisted of all eight intact…
Long-Term Learning, Achievement Tests, and Learner Centered Instruction

ERIC Educational Resources Information Center

Salinas, Moises F.; Kane-Johnson, Sarah E.; Vasil-Miller, Melissa A.

2008-01-01

The purpose of this study was to examine the effectiveness of achievement tests to measure long-term learning at the higher education level in traditional verses learner-centered classrooms. Volunteer instructors who use comprehensive achievement tests as an important component of their grading system were asked to complete an instrument that…
Development of Online Raw Achievement Battery Test for Primary Level

ERIC Educational Resources Information Center

Hanif, Maria; Khan, Tamim Ahmed; Masroor, Uzma; Amjad, Amira

2017-01-01

Achievement test is a mechanism to measure student's knowledge and abilities. Numerous categories of achievement tests have been developed by different scholars and psychologists. Since they do not directly consider curriculum adopted during the course of study of students, they do not reflect truly upon the achievements of students. We propose an…
The Nobel Legacy: A Journey through Chemistry Inspired by the Achievements of Nobel Laureates.

PubMed

Novara, Francesca Rita; Ross, Haymo

2018-03-15

The Prize is right! Chemistry-A European Journal will start an exciting journey exploring the significance of Nobel Prize awards in Chemistry in the corresponding contemporary chemistry fields. In this new journal feature called "The Nobel Legacy", a recurring series of invited Review-type articles each one connected to a particular Nobel Prize in Chemistry will be published. © 2018 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.
Achievement Testing of Disadvantaged and Minority Students for Educational Program Evaluation.

ERIC Educational Resources Information Center

Wargo, Michael J., Ed.; Green, Donald Ross, Ed.

The following papers were delivered: Introductory Remarks, John W. Evans; An Evaluator's Perspective, Michael J. Wargo; Problems of Achievement Tests in Program Evaluation, Donald Ross Green; Diverse Human Populations and Problems in Educational Program Evaluation via Achievement Testing, Edmund W. Gordon; Critical Issues in Achievement Testing of…
Exploratory Studies of Bias in Achievement Tests.

ERIC Educational Resources Information Center

Green, Donald Ross; Draper, John F.

This paper considers the question of bias in group administered academic achievement tests, bias which is inherent in the instruments themselves. A body of data on the test of performance of three disadvantaged minority groups--northern, urban black; southern, rural black; and, southwestern, Mexican-Americans--as tryout samples in contrast to…
Motivational Factors Contributing to Turkish High School Students' Achievement in Gases and Chemical Reactions

ERIC Educational Resources Information Center

Kadioglu, Cansel; Uzuntiryaki, Esen

2008-01-01

This study aimed to investigate the contribution of motivational factors to 10th grade students' achievement in gases and chemical reactions in chemistry. Three hundred fifty nine 10th grade students participated in the study. The Gases and Chemical Reactions Achievement Test and the Motivated Strategies for Learning Questionnaire were…
Indoor chemistry: research opportunities and challenges.

PubMed

Nazaroff, W W; Goldstein, A H

2015-08-01

In this editorial, we have highlighted key research opportunities and challenges in four topical themes for indoor chemistry: human occupants as agents influencing indoor chemistry; oxidative chemistry; surface phenomena; and semivolatile organic compounds. In each case, enough prior work has been done to demonstrate the importance of the theme and to create a foundation for future studies. Extensive achievements and ongoing progress in (outdoor) atmospheric chemistry—both in the analytical methods developed and in the scientific knowledge created—also contribute to a strong foundation from which to achieve rapid research progress in this exciting new domain.
42 CFR 493.929 - Chemistry.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Chemistry. 493.929 Section 493.929 Public Health... Proficiency Testing Programs by Specialty and Subspecialty § 493.929 Chemistry. The subspecialties under the specialty of chemistry for which a proficiency testing program may offer proficiency testing are routine...

42 CFR 493.929 - Chemistry.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 5 2012-10-01 2012-10-01 false Chemistry. 493.929 Section 493.929 Public Health... Proficiency Testing Programs by Specialty and Subspecialty § 493.929 Chemistry. The subspecialties under the specialty of chemistry for which a proficiency testing program may offer proficiency testing are routine...
42 CFR 493.929 - Chemistry.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 5 2014-10-01 2014-10-01 false Chemistry. 493.929 Section 493.929 Public Health... Proficiency Testing Programs by Specialty and Subspecialty § 493.929 Chemistry. The subspecialties under the specialty of chemistry for which a proficiency testing program may offer proficiency testing are routine...
42 CFR 493.929 - Chemistry.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 5 2013-10-01 2013-10-01 false Chemistry. 493.929 Section 493.929 Public Health... Proficiency Testing Programs by Specialty and Subspecialty § 493.929 Chemistry. The subspecialties under the specialty of chemistry for which a proficiency testing program may offer proficiency testing are routine...
42 CFR 493.929 - Chemistry.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 5 2011-10-01 2011-10-01 false Chemistry. 493.929 Section 493.929 Public Health... Proficiency Testing Programs by Specialty and Subspecialty § 493.929 Chemistry. The subspecialties under the specialty of chemistry for which a proficiency testing program may offer proficiency testing are routine...
The terminator "toy" chemistry test: A simple tool to assess errors in transport schemes

DOE PAGES

Lauritzen, P. H.; Conley, A. J.; Lamarque, J. -F.; ...

2015-05-04

This test extends the evaluation of transport schemes from prescribed advection of inert scalars to reactive species. The test consists of transporting two interacting chemical species in the Nair and Lauritzen 2-D idealized flow field. The sources and sinks for these two species are given by a simple, but non-linear, "toy" chemistry that represents combination (X+X → X 2) and dissociation (X 2 → X+X). This chemistry mimics photolysis-driven conditions near the solar terminator, where strong gradients in the spatial distribution of the species develop near its edge. Despite the large spatial variations in each species, the weighted sum Xmore » T = X+2X 2 should always be preserved at spatial scales at which molecular diffusion is excluded. The terminator test demonstrates how well the advection–transport scheme preserves linear correlations. Chemistry–transport (physics–dynamics) coupling can also be studied with this test. Examples of the consequences of this test are shown for illustration.« less
Validity and Reliability Testing of an e-learning Questionnaire for Chemistry Instruction

NASA Astrophysics Data System (ADS)

Guspatni, G.; Kurniawati, Y.

2018-04-01

The aim of this paper is to examine validity and reliability of a questionnaire used to evaluate e-learning implementation in chemistry instruction. 48 questionnaires were filled in by students who had studied chemistry through e-learning system. The questionnaire consisted of 20 indicators evaluating students’ perception on using e-learning. Parametric testing was done as data were assumed to follow normal distribution. Item validity of the questionnaire was examined through item-total correlation using Pearson’s formula while its reliability was assessed with Cronbach’s alpha formula. Moreover, convergent validity was assessed to see whether indicators building a factor had theoretically the same underlying construct. The result of validity testing revealed 19 valid indicators while the result of reliability testing revealed Cronbach’s alpha value of .886. The result of factor analysis showed that questionnaire consisted of five factors, and each of them had indicators building the same construct. This article shows the importance of factor analysis to get a construct valid questionnaire before it is used as research instrument.
Effects of an Intellectually Caring Model on Urban African American Alternative High School Students' Conceptual Change and Achievement in Chemistry

ERIC Educational Resources Information Center

Wood, Lynda C.; Ebenezer, Jazlin; Boone, Relena

2013-01-01

The purpose of this article is to study the effects of an intellectually caring model of teaching and learning on alternative African American high school students' conceptual change and achievement in a chemistry unit on acids and bases. A mixed-methods approach using retrospective data was utilized. Data secured from the teacher were the…
Do Chemistry-Climate Models Project the Same Greenhouse Gas Chemistry if Initialized with Observations of the Trace Gases: A Pre-ATom Test

NASA Astrophysics Data System (ADS)

Flynn, C. M.; Prather, M. J.; Zhu, X.; Strode, S. A.; Steenrod, S. D.; Strahan, S. E.; Lamarque, J. F.; Fiore, A. M.; Horowitz, L. W.; Mao, J.; Murray, L. T.; Shindell, D. T.

2016-12-01

sensitivity tests in which each of the major precursors (e.g., NOx, HOOH, HCHO, CO) is perturbed by 10%. Such sensitivity tests can help determine the causes of model differences. Overall, this new approach allows us to characterize each model's chemistry package for a wide range of designated chemical composition. The real test will be with ATom data next year.
Computing protein infrared spectroscopy with quantum chemistry.

PubMed

Besley, Nicholas A

2007-12-15

Quantum chemistry is a field of science that has undergone unprecedented advances in the last 50 years. From the pioneering work of Boys in the 1950s, quantum chemistry has evolved from being regarded as a specialized and esoteric discipline to a widely used tool that underpins much of the current research in chemistry today. This achievement was recognized with the award of the 1998 Nobel Prize in Chemistry to John Pople and Walter Kohn. As the new millennium unfolds, quantum chemistry stands at the forefront of an exciting new era. Quantitative calculations on systems of the magnitude of proteins are becoming a realistic possibility, an achievement that would have been unimaginable to the early pioneers of quantum chemistry. In this article we will describe ongoing work towards this goal, focusing on the calculation of protein infrared amide bands directly with quantum chemical methods.
The Effects of Clickers and Online Homework on Students' Achievement in General Chemistry

ERIC Educational Resources Information Center

Gebru, Misganaw T.

2012-01-01

Retention of an introductory general chemistry course material is vital for student success in future chemistry and chemistry-related courses. This study investigated the effects of clickers versus online homework on students' long-term content retention, examined the effectiveness of online homework versus no graded homework on…
College Chemistry and Piaget: An Analysis of Gender Difference, Cognitive Abilities, and Achievement Measures Seventeen Years Apart

NASA Astrophysics Data System (ADS)

Shibley, Ivan A., Jr.; Milakofsky, Louis M.; Bender, David S.; Patterson, Henry O.

2003-05-01

This study revisits an analysis of gender difference in the cognitive abilities of college chemistry students using scores from "Inventory of Piaget's Developmental Tasks" (IPDT), the Scholastic Assessment Test (SAT), and final grades from an introductory college chemistry course. Comparison of 1998 scores with those from 1981 showed an overall decline on most of the measures and a changing pattern among males and females. Gender differences were found in the IPDT subtests measuring imagery, classification, and proportional reasoning, but not conservation, a pattern that differs from the findings reported 17 years earlier. The generational and gender differences revealed in this study suggest that instructors should be cognizant of, and should periodically assess, the diversity of students' cognitive abilities.
The Interplay of Students' Motivational Orientations, Their Chemistry Achievements and Their Perception of Learning within the Hands-On Approach to Visible Spectrometry

ERIC Educational Resources Information Center

Jurisevic, Mojca; Vrtacnik, Margareta; Kwiatkowski, Marek; Gros, Natasa

2012-01-01

The purpose of the study was to determine the relationship between students' motivational orientations and their chemistry achievements and perception of learning within the original case of the hands-on approach to visible spectrometry. A total of 295 students from Polish and Slovenian vocational and technical high schools participated in the…
STUDENT SUCCESS IN BEGINNING CHEMISTRY (CHEMISTRY 3) AT EL CAMINO COLLEGE, 1964-65.

ERIC Educational Resources Information Center

MOONEY, WILLIAM T.

THE PURPOSE OF THE STUDY WAS TO DETERMINE THE RELATIONSHIP BETWEEN STUDENTS' ACHIEVEMENT ON BEGINNING CHEMISTRY AND THEIR BACKGROUND PRIOR TO ENROLLMENT IN THE COURSE. OF THE 609 STUDENTS ENROLLED IN BEGINNING CHEMISTRY IN THE 1964-65 ACADEMIC YEAR, 45 PERCENT RECEIVED GRADES OF A, B, OR C. OF THE GROUP STUDIED, 23 PERCENT WERE REPEATING THE…
Chemistry Notes.

ERIC Educational Resources Information Center

School Science Review, 1983

1983-01-01

Presents background information, laboratory procedures, classroom materials/activities, and chemistry experiments. Topics include sublimation, electronegativity, electrolysis, experimental aspects of strontianite, halide test, evaluation of present and future computer programs in chemistry, formula building, care of glass/saturated calomel…
A teaching intervention for reading laboratory experiments in college-level introductory chemistry

NASA Astrophysics Data System (ADS)

Kirk, Maria Kristine

The purpose of this study was to determine the effects that a pre-laboratory guide, conceptualized as a "scientific story grammar," has on college chemistry students' learning when they read an introductory chemistry laboratory manual and perform the experiments in the chemistry laboratory. The participants (N = 56) were students enrolled in four existing general chemistry laboratory sections taught by two instructors at a women's liberal arts college. The pre-laboratory guide consisted of eight questions about the experiment, including the purpose, chemical species, variables, chemical method, procedure, and hypothesis. The effects of the intervention were compared with those of the traditional pre-laboratory assignment for the eight chemistry experiments. Measures included quizzes, tests, chemistry achievement test, science process skills test, laboratory reports, laboratory average, and semester grade. The covariates were mathematical aptitude and prior knowledge of chemistry and science processes, on which the groups differed significantly. The study captured students' perceptions of their experience in general chemistry through a survey and interviews with eight students. The only significant differences in the treatment group's performance were in some subscores on lecture items and laboratory items on the quizzes. An apparent induction period was noted, in that significant measures occurred in mid-semester. Voluntary study with the pre-laboratory guide by control students precluded significant differences on measures given later in the semester. The groups' responses to the survey were similar. Significant instructor effects on three survey items were corroborated by the interviews. The researcher's students were more positive about their pre-laboratory tasks, enjoyed the laboratory sessions more, and were more confident about doing chemistry experiments than the laboratory instructor's groups due to differences in scaffolding by the instructors.
42 CFR 493.839 - Condition: Chemistry.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Condition: Chemistry. 493.839 Section 493.839... These Tests § 493.839 Condition: Chemistry. The specialty of chemistry includes for the purposes of proficiency testing the subspecialties of routine chemistry, endocrinology, and toxicology. ...
42 CFR 493.839 - Condition: Chemistry.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 5 2014-10-01 2014-10-01 false Condition: Chemistry. 493.839 Section 493.839... These Tests § 493.839 Condition: Chemistry. The specialty of chemistry includes for the purposes of proficiency testing the subspecialties of routine chemistry, endocrinology, and toxicology. ...
42 CFR 493.839 - Condition: Chemistry.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 5 2013-10-01 2013-10-01 false Condition: Chemistry. 493.839 Section 493.839... These Tests § 493.839 Condition: Chemistry. The specialty of chemistry includes for the purposes of proficiency testing the subspecialties of routine chemistry, endocrinology, and toxicology. ...
42 CFR 493.839 - Condition: Chemistry.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 5 2011-10-01 2011-10-01 false Condition: Chemistry. 493.839 Section 493.839... These Tests § 493.839 Condition: Chemistry. The specialty of chemistry includes for the purposes of proficiency testing the subspecialties of routine chemistry, endocrinology, and toxicology. ...
42 CFR 493.839 - Condition: Chemistry.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 5 2012-10-01 2012-10-01 false Condition: Chemistry. 493.839 Section 493.839... These Tests § 493.839 Condition: Chemistry. The specialty of chemistry includes for the purposes of proficiency testing the subspecialties of routine chemistry, endocrinology, and toxicology. ...

The effect of matching learning styles and instructional strategies on academic achievement and student enjoyment of science lessons in a high school general chemistry course

NASA Astrophysics Data System (ADS)

Fundi, Shaaban Kitindi

This study explored the matching hypothesis by examining the effect of matching students' learning style preferences with teachers' instructional strategies on students' academic performance and lesson enjoyment in a high school general chemistry course. To achieve the study aims, the researcher utilized a single-participant study design with a baseline phase and four treatment phases. Determination of students' learning style preferences involved using the Visual, Audial, Read/Write, and Kinesthetic (VARK) Learning Style Inventory. During the one-week baseline phase, students received instruction using regular instructional strategies, followed by four treatment phases: visual intervention, audial intervention, read/write intervention, and a kinesthetic intervention. Each intervention phase lasted one week. During each phase, the researcher measured academic achievement using three teacher-created quiz scores. Student enjoyment was measured using the Test of Science-Related Attitudes (TOSRA). A total of 14 students completed the VARK Questionnaire. Of these, eight students (2 boys and 6 girls) exhibited a multimodal learning style were subsequently excluded from study participation. An additional student was excluded due to excessive absenteeism, leaving five students who completed all phases of the study. Results indicated that matching students' learning style preferences with teachers' instructional strategies did not improve students' academic performance as measured by teacher-created quizzes. However, weekly switching of the instructional strategies did improve student enjoyment of chemistry lessons. Student enjoyment increased for all participants in all intervention phases regardless of whether or not instruction matched students' learning style preferences compared to baseline phase. The results of this study do not support the matching hypothesis. The students in this study, preferred to learn with multiple teaching strategies. Alternating instructional
Development and validation of an achievement test in introductory quantum mechanics: The Quantum Mechanics Visualization Instrument (QMVI)

NASA Astrophysics Data System (ADS)

Cataloglu, Erdat

The purpose of this study was to construct a valid and reliable multiple-choice achievement test to assess students' understanding of core concepts of introductory quantum mechanics. Development of the Quantum Mechanics Visualization Instrument (QMVI) occurred across four successive semesters in 1999--2001. During this time 213 undergraduate and graduate students attending the Pennsylvania State University (PSU) at University Park and Arizona State University (ASU) participated in this development and validation study. Participating students were enrolled in four distinct groups of courses: Modern Physics, Undergraduate Quantum Mechanics, Graduate Quantum Mechanics, and Chemistry Quantum Mechanics. Expert panels of professors of physics experienced in teaching quantum mechanics courses and graduate students in physics and science education established the core content and assisted in the validating of successive versions of the 24-question QMVI. Instrument development was guided by procedures outlined in the Standards for Educational and Psychological Testing (AERA-APA-NCME, 1999). Data gathered in this study provided information used in the development of successive versions of the QMVI. Data gathered in the final phase of administration of the QMVI also provided evidence that the intended score interpretation of the QMVI achievement test is valid and reliable. A moderate positive correlation coefficient of 0.49 was observed between the students' QMVI scores and their confidence levels. Analyses of variance indicated that students' scores in Graduate Quantum Mechanics and Undergraduate Quantum Mechanics courses were significantly higher than the mean scores of students in Modern Physics and Chemistry Quantum Mechanics courses (p < 0.05). That finding is consistent with the additional understanding and experience that should be anticipated in graduate students and junior-senior level students over sophomore physics majors and majors in another field. The moderate
Learned Helplessness, Test Anxiety, and Academic Achievement: A Longitudinal Analysis.

ERIC Educational Resources Information Center

Fincham, Frank D.; And Others

1989-01-01

Examines the stability of individual differences in test anxiety and learned helplessness of 82 children in third grade and later in fifth grade. Results indicate that teacher reports of helplessness had the strongest and most consistent relation to concurrent achievement and to achievement test scores two years later. (RJC)
Computer-Adaptive Testing: Implications for Students' Achievement, Motivation, Engagement, and Subjective Test Experience

ERIC Educational Resources Information Center

Martin, Andrew J.; Lazendic, Goran

2018-01-01

The present study investigated the implications of computer-adaptive testing (operationalized by way of multistage adaptive testing; MAT) and "conventional" fixed order computer testing for various test-relevant outcomes in numeracy, including achievement, test-relevant motivation and engagement, and subjective test experience. It did so…
Evaluating the Success of Hispanic-Surname Students in First-Semester General Chemistry

NASA Astrophysics Data System (ADS)

Mason, Diana; Mittag, Kathleen C.

2001-02-01

This study was undertaken to identify methods and variables that affect classroom instruction, student achievement, and retention in a first-semester general chemistry course at a designated minority (primarily Hispanic) public institution of higher education. The course was a large-group lecture class (n = 241) of first-semester general chemistry that included 92 students with Hispanic surnames. Background information was gathered on the students' university-required entrance examinations, results from a logical thinking ability test, and scores from an instructor-developed diagnostic pretest. Ethnicity and gender data were collected and evaluated for trends that might affect students' success in chemistry achievement. Sixteen (17 percent) of the Hispanic-surname students enrolled in this class participated in a one-hour-per-week recitation session. The data indicate that university mathematics level is a strong predictor of success regardless of ethnicity, gender, or pre-course achievement variables, and participation in recitation sessions also improved course averages for all student groups. Included in the final analysis of this study are the benefits that can be attributed to good counseling.
See Correction to this article.
Does Everyone's Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents' Achievement Motivation Trajectories in Physics and Chemistry.

PubMed

Wang, Ming-Te; Chow, Angela; Degol, Jessica Lauren; Eccles, Jacquelynne Sue

2017-08-01

Students' motivational beliefs about learning physical science are critical for achieving positive educational outcomes. In this study, we incorporated expectancy-value theory to capture the heterogeneity of adolescents' motivational trajectories in physics and chemistry from seventh to twelfth grade and linked these trajectories to science-related outcomes. We used a cross-sequential design based on three different cohorts of adolescents (N = 699; 51.5 % female; 95 % European American; M ages for youngest, middle, and oldest cohorts at the first wave = 13.2, 14.1, and 15.3 years) coming from ten public secondary schools. Although many studies claim that physical science motivation declines on average over time, we identified seven differential motivational trajectories of ability self-concept and task values, and found associations of these trajectories with science achievement, advanced science course taking, and science career aspirations. Adolescents' ability self-concept and task values in physics and chemistry were also positively related and interlinked over time. Examining how students' motivational beliefs about physical science develop in secondary school offers insight into the capacity of different groups of students to successfully adapt to their changing educational environments.
Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance

ERIC Educational Resources Information Center

Pekrun, Reinhard; Elliot, Andrew J.; Maier, Markus A.

2009-01-01

The authors propose a theoretical model linking achievement goals and achievement emotions to academic performance. This model was tested in a prospective study with undergraduates (N = 213), using exam-specific assessments of both goals and emotions as predictors of exam performance in an introductory-level psychology course. The findings were…
Development and Validation of Economics Achievement Test for Secondary Schools

ERIC Educational Resources Information Center

Eleje, Lydia Ijeoma; Abanobi, Chidiebere Christopher; Obasi, Emma

2017-01-01

Economics achievement test (EAT) for assessing senior secondary two (SS2) achievement in economics was developed and validated in the study. Five research questions guided the study. Twenty and 100 mid-senior secondary (SS2) economics students was used for the pilot testing and reliability check respectively. A sample of 250 students randomly…
The Influence of Web-Based Chemistry Learning on Students' Perceptions, Attitudes, and Achievements

ERIC Educational Resources Information Center

Frailich, Marcel; Kesner, Miri; Hofstein, Avi

2007-01-01

The goal of this study was to investigate whether integrating a website into chemistry teaching influences 10th-grade students' perceptions of the classroom learning environment, their attitudes regarding the relevance of chemistry, and their understanding of the concept of chemical bonding. Two groups participated in this study: an experimental…
General Chemistry Students' Goals for Chemistry Laboratory Coursework

ERIC Educational Resources Information Center

DeKorver, Brittland K.; Towns, Marcy H.

2015-01-01

Little research exists on college students' learning goals in chemistry, let alone specifically pertaining to laboratory coursework. Because students' learning goals are linked to achievement and dependent on context, research on students' goals in the laboratory context may lead to better understanding about the efficacy of lab curricula. This…
Fostering students’ thinking skill and social attitude through STAD cooperative learning technique on tenth grade students of chemistry class

NASA Astrophysics Data System (ADS)

Kriswintari, D.; Yuanita, L.; Widodo, W.

2018-04-01

The aim of this study was to develop chemistry learning package using Student Teams Achievement Division (STAD) cooperative learning technique to foster students’ thinking skills and social attitudes. The chemistry learning package consisting of lesson plan, handout, students’ worksheet, thinking skill test, and observation sheet of social attitude was developed using the Dick and Carey model. Research subject of this study was chemistry learning package using STAD which was tried out on tenth grade students of SMA Trimurti Surabaya. The tryout was conducted using the one-group pre-test post-test design. Data was collected through observation, test, and questionnaire. The obtained data were analyzed using descriptive qualitative analysis. The findings of this study revealed that the developed chemistry learning package using STAD cooperative learning technique was categorized valid, practice and effective to be implemented in the classroom to foster students’ thinking skill and social attitude.
Supplemental instruction in chemistry

NASA Astrophysics Data System (ADS)

Lundeberg, Mary A.

This study was designed to measure some effects of supplemental instruction in chemistry. Supplemental instruction is a peer-led cooperative learning program that encourages students to develop conceptual understanding by articulating both understandings and misconceptions in a think-aloud fashion. Supplemental instruction was offered three hours weekly outside of class and lab time for students in four classes of General Organic and Biological Chemistry. Over a two-year period 108 students volunteered to participate in this program; 45 students did not participate. As measured by final grades in chemistry and responses to a questionnaire, supplemental instruction was effective in increasing students' achievement in chemistry. Further research is needed to determine the in-depth effects of supplemental instruction on students' learning, problem solving, and self-esteem.
A point-of-care chemistry test for reduction of turnaround and clinical decision time.

PubMed

Lee, Eui Jung; Shin, Sang Do; Song, Kyoung Jun; Kim, Seong Chun; Cho, Jin Seong; Lee, Seung Chul; Park, Ju Ok; Cha, Won Chul

2011-06-01

Our study compared clinical decision time between patients managed with a point-of-care chemistry test (POCT) and patients managed with the traditional central laboratory test (CLT). This was a randomized controlled multicenter trial in the emergency departments (EDs) of 5 academic teaching hospitals. We randomly assigned patients to POCT or CLT stratified by the Emergency Severity Index. A POCT chemistry analyzer (Piccolo; Abaxis, Inc, Union City, Calif), which is able to test liver panel, renal panel, pancreas enzymes, lipid panel, electrolytes, and blood gases, was set up in each ED. Primary and secondary end point was turnaround time and door-to-clinical-decision time. The total 2323 patients were randomly assigned to the POCT group (n = 1167) or to the CLT group (n = 1156). All of the basic characteristics were similar in the 2 groups. The turnaround time (median, interquartile range [IQR]) of the POCT group was shorter than that of the CLT group (14, 12-19 versus 55, 45-69 minutes; P < .0001). The median (IQR) door-to-clinical-decision time was also shorter in the POCT compared with the CLT group (46, 33-61 versus 86, 68-107 minutes; P < .0001). The proportion of patients who had new decisions within 60 minutes was 72.8% for the POCT group and 12.5% for the CLT group (P < .0001). A POCT chemistry analyzer in the ED shortens the test turnaround and ED clinical decision times compared with CLT. Copyright © 2011 Elsevier Inc. All rights reserved.
Revitalizing chemistry laboratory instruction

NASA Astrophysics Data System (ADS)

McBride, Phil Blake

This dissertation involves research in three major domains of chemical education as partial fulfillment of the requirements for the Ph.D. program in chemistry at Miami University with a major emphasis on chemical education, and concurrent study in organic chemistry. Unit I, Development and Assessment of a Column Chromatography Laboratory Activity, addresses the domain of Instructional Materials Development and Testing. This unit outlines the process of developing a publishable laboratory activity, testing and revising that activity, and subsequently sharing that activity with the chemical education community. A laboratory activity focusing on the separation of methylene blue and sodium fluorescein was developed to demonstrate the effects of both the stationary and mobile phase in conducting a separation. Unit II, Bringing Industry to the Laboratory, addresses the domain of Curriculum Development and Testing. This unit outlines the development of the Chemistry of Copper Mining module, which is intended for use in high school or undergraduate college chemistry. The module uses the learning cycle approach to present the chemistry of the industrial processes of mining copper to the students. The module includes thirteen investigations (three of which are web-based and ten which are laboratory experiments) and an accompanying interactive CD-ROM, which provides an explanation of the chemistry used in copper mining with a virtual tour of an operational copper mine. Unit III, An Alternative Method of Teaching Chemistry. Integrating Lecture and the Laboratory, is a project that addresses the domain of Research in Student Learning. Fundamental Chemistry was taught at Eastern Arizona College as an integrated lecture/laboratory course that met in two-hour blocks on Monday, Wednesday, and Friday. The students taking this integrated course were compared with students taking the traditional 1-hour lectures held on Monday, Wednesday, and Friday, with accompanying 3-hour lab on
Effects of Project, Inquiry and Lecture-Demonstration Teaching Methods on Senior Secondary Students' Achievement in Separation of Mixtures Practical Test

ERIC Educational Resources Information Center

Sola, Agboola Omowunmi; Ojo, Oloyede Ezekiel

2007-01-01

This study assessed and compared the relative effectiveness of three methods for teaching and conducting experiments in separation of mixtures in chemistry. A pre-test, post-test experimental design with a control group was used. Two hundred and thirty three randomly selected Senior Secondary School I (SSS I) chemistry students were drawn from…
Effect of Peer-Led Team Learning (PLTL) on Student Achievement, Attitude, and Self-Concept in College General Chemistry in Randomized and Quasi Experimental Designs

ERIC Educational Resources Information Center

Chan, Julia Y. K.; Bauer, Christopher F.

2015-01-01

This study investigated exam achievement and affective characteristics of students in general chemistry in a fully-randomized experimental design, contrasting Peer-Led Team Learning (PLTL) participation with a control group balanced for time-on-task and study activity. This study population included two independent first-semester courses with…
42 CFR 493.931 - Routine chemistry.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Routine chemistry. 493.931 Section 493.931 Public... Proficiency Testing Programs by Specialty and Subspecialty § 493.931 Routine chemistry. (a) Program content and frequency of challenge. To be approved for proficiency testing for routine chemistry, a program...
42 CFR 493.931 - Routine chemistry.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 5 2013-10-01 2013-10-01 false Routine chemistry. 493.931 Section 493.931 Public... Proficiency Testing Programs by Specialty and Subspecialty § 493.931 Routine chemistry. (a) Program content and frequency of challenge. To be approved for proficiency testing for routine chemistry, a program...
42 CFR 493.931 - Routine chemistry.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 5 2012-10-01 2012-10-01 false Routine chemistry. 493.931 Section 493.931 Public... Proficiency Testing Programs by Specialty and Subspecialty § 493.931 Routine chemistry. (a) Program content and frequency of challenge. To be approved for proficiency testing for routine chemistry, a program...
42 CFR 493.931 - Routine chemistry.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 5 2014-10-01 2014-10-01 false Routine chemistry. 493.931 Section 493.931 Public... Proficiency Testing Programs by Specialty and Subspecialty § 493.931 Routine chemistry. (a) Program content and frequency of challenge. To be approved for proficiency testing for routine chemistry, a program...

42 CFR 493.931 - Routine chemistry.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 5 2011-10-01 2011-10-01 false Routine chemistry. 493.931 Section 493.931 Public... Proficiency Testing Programs by Specialty and Subspecialty § 493.931 Routine chemistry. (a) Program content and frequency of challenge. To be approved for proficiency testing for routine chemistry, a program...
Stanford Achievement Tests and Students with Special Needs.

ERIC Educational Resources Information Center

Burke, Dawn; Lombardi, Thomas P.

West Virginia Bill 300 (Jobs Through Education Act) requires all students in grades 1-11 to take the Stanford Achievement Test. A minimum of 50 percent of a school's students in grades 3-11 must perform in the third quartile or the school will be considered deficient. A clause in the bill states that all students will be tested except those…
Green chemistry metrics

EPA Science Inventory

Synthetic chemists have always had an objective to achieve reliable and high-yielding routes to the syntheses of targeted molecules. The importance of minimal waste generation has emphasized the use of green chemistry principles and sustainable development. These directions lead ...
Circumstellar chemistry

NASA Technical Reports Server (NTRS)

Glassgold, Alfred E.; Huggins, Patrick J.

1987-01-01

The study of the outer envelopes of cool evolved stars has become an active area of research. The physical properties of CS envelopes are presented. Observations of many wavelengths bands are relevant. A summary of observations and a discussion of theoretical considerations concerning the chemistry are summarized. Recent theoretical considerations show that the thermal equilibrium model is of limited use for understanding the chemistry of the outer CS envelopes. The theoretical modeling of the chemistry of CS envelopes provides a quantitive test of chemical concepts which have a broader interest than the envelopes themselves.
Computer-based, Jeopardy™-like game in general chemistry for engineering majors

NASA Astrophysics Data System (ADS)

Ling, S. S.; Saffre, F.; Kadadha, M.; Gater, D. L.; Isakovic, A. F.

2013-03-01

We report on the design of Jeopardy™-like computer game for enhancement of learning of general chemistry for engineering majors. While we examine several parameters of student achievement and attitude, our primary concern is addressing the motivation of students, which tends to be low in a traditionally run chemistry lectures. The effect of the game-playing is tested by comparing paper-based game quiz, which constitutes a control group, and computer-based game quiz, constituting a treatment group. Computer-based game quizzes are Java™-based applications that students run once a week in the second part of the last lecture of the week. Overall effectiveness of the semester-long program is measured through pretest-postest conceptual testing of general chemistry. The objective of this research is to determine to what extent this ``gamification'' of the course delivery and course evaluation processes may be beneficial to the undergraduates' learning of science in general, and chemistry in particular. We present data addressing gender-specific difference in performance, as well as background (pre-college) level of general science and chemistry preparation. We outline the plan how to extend such approach to general physics courses and to modern science driven electives, and we offer live, in-lectures examples of our computer gaming experience. We acknowledge support from Khalifa University, Abu Dhabi
Teacher Use of Achievement Test Score Data

ERIC Educational Resources Information Center

Miller, Steven C.

2012-01-01

The Wyoming Department of Education (WDE) has invested time and money developing standardized achievement test score reports designed to give teachers data about each of their students' levels of mastery of particular concepts in order to differentiate their instruction. The purpose of this study was to determine the extent to which eighth-grade…
Construction of Economics Achievement Test for Assessment of Students

ERIC Educational Resources Information Center

Osadebe, P. U.

2014-01-01

The study was carried out to construct a valid and reliable test in Economics for secondary school students. Two research questions were drawn to guide the establishment of validity and reliability for the Economics Achievement Test (EAT). It is a multiple choice objective test of five options with 100 items. A sample of 1000 students was randomly…
Judged Similarity of Aptitude and Achievement Tests in Mathematics.

ERIC Educational Resources Information Center

Donlon, Thomas F.

This study attempts to establish the ability of a panel of five judges with varied mathematics background to distinguish between two types of mathematical tests by separating their component items when they are presented in a mixed pool of aptitude and achievement tests. Typically, the two tests show high correlation. The judges showed about 70%…
Complex Autocatalysis in Simple Chemistries.

PubMed

Virgo, Nathaniel; Ikegami, Takashi; McGregor, Simon

2016-01-01

Life on Earth must originally have arisen from abiotic chemistry. Since the details of this chemistry are unknown, we wish to understand, in general, which types of chemistry can lead to complex, lifelike behavior. Here we show that even very simple chemistries in the thermodynamically reversible regime can self-organize to form complex autocatalytic cycles, with the catalytic effects emerging from the network structure. We demonstrate this with a very simple but thermodynamically reasonable artificial chemistry model. By suppressing the direct reaction from reactants to products, we obtain the simplest kind of autocatalytic cycle, resulting in exponential growth. When these simple first-order cycles are prevented from forming, the system achieves superexponential growth through more complex, higher-order autocatalytic cycles. This leads to nonlinear phenomena such as oscillations and bistability, the latter of which is of particular interest regarding the origins of life.
Evaluation of a Flipped, Large-Enrollment Organic Chemistry Course on Student Attitude and Achievement

ERIC Educational Resources Information Center

Mooring, Suazette R.; Mitchell, Chloe E.; Burrows, Nikita L.

2016-01-01

Organic Chemistry is recognized as a course that presents many difficulties and conceptual challenges for students. To combat the high failure rates and poor student attitudes associated with this challenging course, we implemented a "flipped" model for the first-semester, large-enrollment, Organic Chemistry course. In this flipped…
Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation.

PubMed

Balogun, Anthony Gbenro; Balogun, Shyngle Kolawole; Onyencho, Chidi Victor

2017-02-13

This study investigated the moderating role of achievement motivation in the relationship between test anxiety and academic performance. Three hundred and ninety three participants (192 males and 201 females) selected from a public university in Ondo State, Nigeria using a purposive sampling technique, participated in the study. They responded to measures of test anxiety and achievement motivation. Three hypotheses were tested using moderated hierarchical multiple regression analysis. Results showed that test anxiety had a negative impact on academic performance (β = -.23; p < .05). Achievement motivation had a positive impact on academic performance (β = .38; p < .05). Also, achievement motivation significantly moderated the relationship between test anxiety and academic performance (β = .10; p < .01). These findings suggest that university management should design appropriate psycho-educational interventions that would enhance students' achievement motivation.
The A[subscript 1c] Blood Test: An Illustration of Principles from General and Organic Chemistry

ERIC Educational Resources Information Center

Kerber, Robert C.

2007-01-01

The glycated hemoglobin blood test, usually designated as the A[subscript 1c] test, is a key measure of the effectiveness of glucose control in diabetics. The chemistry of glucose in the bloodstream, which underlies the test and its impact, provides an illustration of the importance of chemical equilibrium and kinetics to a major health problem.…
WIDE RANGE ACHIEVEMENT TEST IN AUTISM SPECTRUM DISORDER: TEST-RETEST STABILITY.

PubMed

Jantz, Paul B; Bigler, Erin D; Froehlich, Alyson L; Prigge, Molly B D; Cariello, Annahir N; Travers, Brittany G; Anderson, Jeffrey; Zielinski, Brandon A; Alexander, Andrew L; Lange, Nicholas; Lainhart, Janet E

2015-06-01

The principal goal of this descriptive study was to establish the test-retest stability of the Reading, Spelling, and Arithmetic subtest scores of the Wide Range Achievement Test (WRAT-3) across two administrations in individuals with autism spectrum disorder. Participants (N = 31) were males ages 6-22 years (M = 15.2, SD = 4.0) who were part of a larger ongoing longitudinal study of brain development in children and adults with autism spectrum disorder (N = 185). Test-retest stability for all three subtests remained consistent across administration periods (M = 31.8 mo., SD = 4.1). Age at time of administration, time between administrations, and test form did not significantly influence test-retest stability. Results indicated that for research involving individuals with autism spectrum disorder with a full scale intelligence quotient above 75, the WRAT-3 Spelling and Arithmetic subtests have acceptable test-retest stability over time and the Reading subtest has moderate test-retest stability over time.
Modeling Student Test-Taking Motivation in the Context of an Adaptive Achievement Test

ERIC Educational Resources Information Center

Wise, Steven L.; Kingsbury, G. Gage

2016-01-01

This study examined the utility of response time-based analyses in understanding the behavior of unmotivated test takers. For the data from an adaptive achievement test, patterns of observed rapid-guessing behavior and item response accuracy were compared to the behavior expected under several types of models that have been proposed to represent…
Student Achievement since 2005: On State Tests and State-Level NAEP

ERIC Educational Resources Information Center

Education Digest: Essential Readings Condensed for Quick Review, 2010

2010-01-01

This article reports on a new study released by the Center on Education Policy (CEP) of states with five years of comparable test data which finds that student achievement in reading and math rose between 2005 and 2009 on state tests as well as on National Assessment of Education Progress (NAEP). The report also finds overlapping achievement gains…
Some Effects of Changes in Question Structure and Sequence on Performance in a Multiple Choice Chemistry Test.

ERIC Educational Resources Information Center

Hodson, D.

1984-01-01

Investigated the effect on student performance of changes in question structure and sequence on a GCE 0-level multiple-choice chemistry test. One finding noted is that there was virtually no change in test reliability on reducing the number of options (from five to per test item). (JN)
Representing Chemistry: How Instructional Use of Symbolic, Microscopic, and Macroscopic Mode Influences Student Conceptual Understanding in Chemistry

NASA Astrophysics Data System (ADS)

Wood, Lorelei

Chemistry as a subject is difficult to learn and understand, due in part to the specific language used by practitioners in their professional and scientific communications. The language and ways of representing chemical interactions have been grouped into three modes of representation used by chemistry instructors, and ultimately by students in understanding the discipline. The first of these three modes of representation is the symbolic mode, which uses a standard set of rules for chemical nomenclature set out by the IUPAC. The second mode of representation is that of microscopic, which depicts chemical compounds as discrete units made up of atoms and molecules, with a particular ratio of atoms to a molecule or formula unit. The third mode of representation is macroscopic, what can be seen, experienced, or measured directly, like ice melting or a color change during a chemical reaction. Recent evidence suggests that chemistry instructors can assist their students in making the connections between the modes of representation by incorporating all three modes into their teaching and discussions, and overtly connecting the modes during instruction. In this research, chemistry teachers at the community college level were observed over the course of an entire semester, to evaluate their instructional use of mode of representation. The students of these teachers were tested prior to and after a semester's worth of instruction, and changes in the basic chemistry conceptual knowledge of these students were compared. Additionally, a subset of the overall population that was pre- and post-tested was interviewed at length using demonstrations of chemical phenomenon that students were asked to translate using all three modes of representation. Analysis of the instruction of three community college teachers shows there were significant differences among these teachers in their instructional use of mode of representation. Additionally, the students of these three teachers had
A Test of Strategies for Enhanced Learning of AP Descriptive Chemistry

ERIC Educational Resources Information Center

Kotcherlakota, Suhasini; Brooks, David W.

2008-01-01

The Advanced Placement (AP) Descriptive Chemistry Website allows users to practice chemistry problems. This study involved the redesign of the Website using worked examples to enhance learner performance. The population sample for the study includes users (students and teachers) interested in learning descriptive chemistry materials. The users…
Problems and Issues in Translating International Educational Achievement Tests

ERIC Educational Resources Information Center

Arffman, Inga

2013-01-01

The article reviews research and findings on problems and issues faced when translating international academic achievement tests. The purpose is to draw attention to the problems, to help to develop the procedures followed when translating the tests, and to provide suggestions for further research. The problems concentrate on the following: the…
Relationship of Elementary and Secondary School Achievement Test Scores to Later Academic Success.

ERIC Educational Resources Information Center

Loyd, Brenda H.; And Others

1980-01-01

This study investigated the relationship between achievement test scores on the Iowa Tests of Basic Skills (ITBS) and Iowa Tests of Educational Development (ITED), and high school and college grade point average. Support for the predictive validity of the ITBS and ITED achievement test batteries is provided. (Author/GK)

Sex-based differences in plasma chemistry and cardiac marker test results in Siamese fighting fowl.

PubMed

Sribhen, Choosri; Choothesa, Apassara; Songserm, Thaveesak; Issariyodom, Supaporn; Sribhen, Kosit

2006-09-01

Variations in the results of plasma chemistry analysis as a function of sex have rarely been demonstrated in avian species. The aim of the present study was to investigate sex-related differences in values for routine biochemical variables, including conventional muscle enzymes, and novel cardiac markers in female and male Siamese fighting fowl. Plasma chemistry analytes and cardiac marker proteins (creatine kinase-MB and cardiac troponin T) were measured in 70 Siamese fighting fowl using automated chemistry and immunoassay analyzers. Data were compared by 2-tailed t tests between sexes, and Spearman rank correlation between conventional and novel cardiac markers. Male fowl had significantly higher uric acid concentration and gamma-glutamyltransferase activity; whereas, female fowl had significantly higher total cholesterol, triglycerides, and calcium concentrations, and alkaline phosphatase activity. As compared with female fowl, the fighting cocks also had significantly higher plasma concentrations of creatine kinase-MB and cardiac troponin T. Significant correlations between cardiac troponin T, but not creatine kinase-MB, and the activities of conventional muscle enzymes (creatine kinase, aspartate aminotransferase and lactate dehydrogenase) were observed in male but not in female fowl. These results indicate that sex-specific differences exist for several biochemical parameters and cardiac marker proteins in fighting fowl, and that such differences should be considered in interpreting laboratory test results.
Comparison of pneumatic tube system with manual transport for routine chemistry, hematology, coagulation and blood gas tests.

PubMed

Pupek, Alex; Matthewson, Beverly; Whitman, Erin; Fullarton, Rachel; Chen, Yu

2017-08-28

The pneumatic tube system (PTS) is commonly used in modern clinical laboratories to provide quick specimen delivery. However, its impact on sample integrity and laboratory testing results are still debatable. In addition, each PTS installation and configuration is unique to its institution. We sought to validate our Swisslog PTS by comparing routine chemistry, hematology, coagulation and blood gas test results and sample integrity indices between duplicate samples transported either manually or by PTS. Duplicate samples were delivered to the core laboratory manually by human courier or via the Swisslog PTS. Head-to-head comparisons of 48 routine chemistry, hematology, coagulation and blood gas laboratory tests, and three sample integrity indices were conducted on 41 healthy volunteers and 61 adult patients. The PTS showed no impact on sample hemolysis, lipemia, or icterus indices (all p<0.05). Although alkaline phosphatase, total bilirubin and hemoglobin reached statistical significance (p=0.009, 0.027 and 0.012, respectively), all had very low average bias which ranged from 0.01% to 2%. Potassium, total hemoglobin and percent deoxyhemoglobin were statistically significant for the neonatal capillary tube study (p=0.011, 0.033 and 0.041, respectively) but no biases greater than ±4% were identified for these parameters. All observed differences of these 48 laboratory tests were not clinically significant. The modern PTS investigated in this study is acceptable for reliable sample delivery for routine chemistry, hematology, coagulation and blood gas (in syringe and capillary tube) laboratory tests.
Chemistry for Whom? Gender Awareness in Teaching and Learning Chemistry

ERIC Educational Resources Information Center

Andersson, Kristina

2017-01-01

Marie Ståhl and Anita Hussénius have defined what discourses dominate national tests in chemistry for Grade 9 in Sweden by using feminist, critical didactic perspectives. This response seeks to expand the results in Ståhl and Hussénius's article "Chemistry inside an epistemological community box!--Discursive exclusions and inclusions in the…
Predicting Student Success on the Texas Chemistry STAAR Test: A Logistic Regression Analysis

ERIC Educational Resources Information Center

Johnson, William L.; Johnson, Annabel M.; Johnson, Jared

2012-01-01

Background: The context is the new Texas STAAR end-of-course testing program. Purpose: The authors developed a logistic regression model to predict who would pass-or-fail the new Texas chemistry STAAR end-of-course exam. Setting: Robert E. Lee High School (5A) with an enrollment of 2700 students, Tyler, Texas. Date of the study was the 2011-2012…
Biological Gender Differences in Students' Errors on Mathematics Achievement Tests

ERIC Educational Resources Information Center

Stewart, Christie; Root, Melissa M.; Koriakin, Taylor; Choi, Dowon; Luria, Sarah R.; Bray, Melissa A.; Sassu, Kari; Maykel, Cheryl; O'Rourke, Patricia; Courville, Troy

2017-01-01

This study investigated developmental gender differences in mathematics achievement, using the child and adolescent portion (ages 6-19 years) of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were divided into two age categories: 6 to 11 and 12 to 19. Error categories within the Math Concepts & Applications…
Test Review: Kaufman, A. S., & Kaufman, N. L. (2014), "Kaufman Test of Educational Achievement, Third Edition." Bloomington, MN: NCS Pearson

ERIC Educational Resources Information Center

Frame, Laura B.; Vidrine, Stephanie M.; Hinojosa, Ryan

2016-01-01

The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive academic achievement test (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individual achievement test normed for individuals of ages 4 through 25 years, or for those in…
Use of Assessments in College Chemistry Courses: Examining Students' Prior Conceptual Knowledge, Chemistry Self-efficacy, and Attitude

NASA Astrophysics Data System (ADS)

Villafane-Garcia, Sachel M.

challenging tasks and persist in them, which will help them to stay in STEM. Using multilevel modeling analysis to examine potential differences in students' self-efficacy beliefs by sex and race/ethnicity, it was found that there were some differences in the trends by race/ethnicity. In particular, we found that for Hispanic and Black males the trends were negative when compared with White males. This study highlights the importance of measuring self-efficacy at different time points in the semester and for instructors to be aware of potential differences in their students' confidence when working on a chemistry task. The third research study involves the use of the Test of Science Related Attitudes (TOSRA) in an introductory chemistry course. A shortened version of the instrument that includes three scales, normality of scientists, attitude toward inquiry, and career interest in science was used. The first purpose of this study was to gather validity evidence for the internal structure of the instrument with college chemistry students. Using measurement invariance analysis by sex and race/ethnicity, it was found that the internal structure holds by sex, but it did not hold for Blacks in our sample. Further analysis revealed problems with the normality scales for Blacks. The second purpose was to examine the relationship between the scales of TOSRA, achievement in chemistry, and math prior knowledge. Using Structural Equation Modeling (SEM) it was found that two of the TOSRA scales, attitude toward inquiry and career interest in science, have a small but significant influence on students' achievement in chemistry. This study highlights the importance of examining if the scores apply similarly for different group of students in a population, since the scores on these assessments could be used to make decisions that will affect student. The research studies presented in this work are a step forward with our intention to understand better the factors that can influence students
Effort Analysis: Individual Score Validation of Achievement Test Data

ERIC Educational Resources Information Center

Wise, Steven L.

2015-01-01

Whenever the purpose of measurement is to inform an inference about a student's achievement level, it is important that we be able to trust that the student's test score accurately reflects what that student knows and can do. Such trust requires the assumption that a student's test event is not unduly influenced by construct-irrelevant factors…
Gender Fair Efficacy of Concept Mapping Tests in Identifying Students' Difficulties in High School Organic Chemistry

ERIC Educational Resources Information Center

Gafoor, Kunnathodi Abdul; Shilna, V.

2014-01-01

In view of the perceived difficulty of organic chemistry unit for high schools students, this study examined the usefulness of concept mapping as a testing device to assess students' difficulty in the select areas. Since many tests used for identifying students misconceptions and difficulties in school subjects are observed to favour one or the…
The quadruple bottom line: the advantages of incorporating Green Chemistry into the undergraduate chemistry major

NASA Astrophysics Data System (ADS)

Bodner, George M.

2017-08-01

When the author first became involved with the Green Chemistry movement, he noted that his colleagues in industry who were involved in one of the ACS Green Chemistry Institute® industrial roundtables emphasized the take-home message they described as the "triple bottom line." They noted that introducing Green Chemistry in industrial settings had economic, social, and environmental benefits. As someone who first went to school at age 5, and has been "going to school" most days for 65 years, it was easy for the author to see why introducing Green Chemistry into academics had similar beneficial effects within the context of economic, social and environmental domains at the college/university level. He was prepared to understand why faculty who had taught traditional courses often saw the advantage of incorporating Green Chemistry into the courses they teach. What was not as obvious is why students who were encountering chemistry for the first time were often equally passionate about the Green Chemistry movement. Recent attention has been paid, however, to a model that brings clarity to the hitherto vague term of "relevance" that might explain why integrating Green Chemistry into the undergraduate chemistry classroom can achieve a "quadruple bottom-line" for students because of potentially positive effects of adding a domain of "relevance" to the existing economic, social, and environmental domains.
Developing 21st Century Chemistry Learning through Designing Digital Games

ERIC Educational Resources Information Center

Lay, Ah-Nam; Osman, Kamisah

2018-01-01

The purpose of this study is to investigate the effect of Malaysian "Kimia" (Chemistry) Digital Games (MyKimDG) module on students' achievement and motivation in chemistry as well as 21st century skills. Chemistry education in Malaysia should put greater emphasis on combination of cognitive, sociocultural and motivational aspects to…
Prediction of Academic Achievement with the McCarthy Screening Test and Metropolitan Readiness Test.

ERIC Educational Resources Information Center

Gullo, Dominic F.; And Others

1984-01-01

Examined the efficacy of the McCarthy Screening Test (MST) and Metropolitan Readiness Test (MRT) to predict academic readiness after kindergarten and achievement at the end of first grade. The MST significantly predicted children's scores of the MRT and SFAT. Additionally, the MRT was a significant predictor of the SFAT. (JAC)
Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts To Educate High School Students about Alcohol

PubMed Central

2015-01-01

We developed the Alcohol Pharmacology Education Partnership (APEP), a set of modules designed to integrate a topic of interest (alcohol) with concepts in chemistry and biology for high school students. Chemistry and biology teachers (n = 156) were recruited nationally to field-test APEP in a controlled study. Teachers obtained professional development either at a conference-based workshop (NSTA or NCSTA) or via distance learning to learn how to incorporate the APEP modules into their teaching. They field-tested the modules in their classes during the following year. Teacher knowledge of chemistry and biology concepts increased significantly following professional development, and was maintained for at least a year. Their students (n = 14 014) demonstrated significantly higher scores when assessed for knowledge of both basic and advanced chemistry and biology concepts compared to students not using APEP modules in their classes the previous year. Higher scores were achieved as the number of modules used increased. These findings are consistent with our previous studies, demonstrating higher scores in chemistry and biology after students use modules that integrate topics interesting to them, such as drugs (the Pharmacology Education Partnership). PMID:24803686
Assimilative domain proficiency and performance in chemistry coursework

NASA Astrophysics Data System (ADS)

Byrnes, Scott William

The assimilation and synthesis of knowledge is essential for students to be successful in chemistry, yet not all students synthesize knowledge as intended. The study used the Learning Preference Checklist to classify students into one of three learning modalities -- visual, auditory, or kinesthetic (VAK). It also used the Kolb Learning Style Inventory (KLSI), which utilizes four learning domains - Converging, Accommodating, Diverging, and Assimilating - to explain the students' maturation process by showing shift from any domain towards the Assimilating domain. A shift approaching this domain was considered as improvement in the assimilation and synthesis of knowledge. This pre-experimental one-group pretest-posttest study was used to test the hypothesis that modifying a high school chemistry curriculum to accentuate a student's learning preference would result in a shift towards the Assimilative domain on the KLSI and if there was a correlation between the improvement in student learning and a shift towards the KLSI Assimilating domain. Forty-two high school students were issued the VAK and provided with differentiated instruction via homologous cooperative learning groups. Pre- and post-KLSI and chemistry concepts tests were administered. T test analyses showed no significant shift towards the Assimilating domain. Further Pearson's r analyses showed no significant correlation between the KLSI and exam scores. This study contributes to social change by providing empirical evidence related to the effectiveness infusing learning styles into the science curriculum and the integration of the KLSI to monitor cognitive development as tools in raising standardized test scores and enhancing academic achievement. Results from the study can also inform future research into learning styles through their incorporation into the science curriculum.
Further Studies in Achievement Testing, Hearing Impaired Students. United States: Spring 1971.

ERIC Educational Resources Information Center

Gallaudet Coll., Washington, DC. Office of Demographic Studies.

Reported are four studies resulting from achievement testing activities from 1971 to 1973 with approximately 17,000 hearing impaired students from under 6 to over 21 years of age. The first study reports the relationships between selected achievement test scores (Paragraph Meaning and Arithmetic Computation subtests) and the following variables:…
Examining the Effects of Reflective Journals on Pre-Service Science Teachers' General Chemistry Laboratory Achievement

ERIC Educational Resources Information Center

Cengiz, Canan; Karatas, Faik Özgür

2015-01-01

The general chemistry laboratory is an appropriate place for learning chemistry well. It is also effective for stimulating higher-order thinking skills, including reflective thinking, a skill that is crucial for science teaching as well as learning. This study aims to examine the effects of feedback-supported reflective journal-keeping activities…
Putting a Human Face on Chemistry: A Project for Liberal Arts Chemistry.

ERIC Educational Resources Information Center

Kriz, George; Popejoy, Kate

A collaborative project in liberal arts chemistry, involving faculty in chemistry and science education, is described. The project includes various components: an introductory test (DAST) to examine students' perceptions of scientists, a group library research exercise, oral and written presentation of the results of the library research, a…
The development of an instrument to assess chemistry perceptions

NASA Astrophysics Data System (ADS)

Wells, Raymond R.

.9495. With test-retest correlations and alphas exceeding 0.70 for all seven subscales and the total instrument, it was determined that the Chemistry Perception Questionnaire instrument achieved reasonably high reliability estimations.
MSU-Test: A Tool for Measuring Students' Achievement

ERIC Educational Resources Information Center

Chansirisira, Pacharawit; Nuangchalerm, Prasart; Morakot, Nongnit; Khamkong, Surasak

2011-01-01

The study aims to employ MSU-test as a tool to measure Mahasarakham student in secondary and high school levels to achieve their learning potential. The importance of this study will help university understanding school potential and provide information to increase students' score. Two thousand and seven hundred eight nine students participated in…
Green analytical chemistry - the use of surfactants as a replacement of organic solvents in spectroscopy

NASA Astrophysics Data System (ADS)

Pharr, Daniel Y.

2017-07-01

This chapter gives an introduction to the many practical uses of surfactants in analytical chemistry in replacing organic solvents to achieve greener chemistry. Taking a holistic approach, it covers some background of surfactants as chemical solvents, their properties and as green chemicals, including their environmental effects. The achievements of green analytical chemistry with micellar systems are reviewed in all the major areas of analytical chemistry where these reagents have been found to be useful.

Estimating Achievement Gaps from Test Scores Reported in Ordinal "Proficiency" Categories

ERIC Educational Resources Information Center

Ho, Andrew D.; Reardon, Sean F.

2012-01-01

Test scores are commonly reported in a small number of ordered categories. Examples of such reporting include state accountability testing, Advanced Placement tests, and English proficiency tests. This paper introduces and evaluates methods for estimating achievement gaps on a familiar standard-deviation-unit metric using data from these ordered…
Achievement Goals as Mediators of the Relationship between Competence Beliefs and Test Anxiety

ERIC Educational Resources Information Center

Putwain, David W.; Symes, Wendy

2012-01-01

Background: Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. Aim: To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations.…
Developing Achievement Test: A Research for Assessment of 5th Grade Biology Subject

ERIC Educational Resources Information Center

Sener, Nilay; Tas, Erol

2017-01-01

The purpose of this study is to prepare a multiple-choice achievement test with high reliability and validity for the "Let's Solve the Puzzle of Our Body" unit. For this purpose, a multiple choice achievement test consisting of 46 items was applied to 178 fifth grade students in total. As a result of the test and material analysis…
What is the Effect of Case-Based Learning on the Academic Achievement of Students on the Topic of "Biochemical Oxygen Demand?"

NASA Astrophysics Data System (ADS)

Günter, Tuğçe; Alpat, Sibel Kılınç

2017-11-01

The purpose of this study was to investigate the effect of the case-based learning (CBL) method used in "biochemical oxygen demand (BOD)," which is a topic taught in the environmental chemistry course, at Dokuz Eylul University, on the academic achievement and opinions of students. The research had a quasi-experimental design and the study group consisted of 4th and 5th grade students (N = 18) attending the Chemistry Teaching Program in a university in Izmir. The "Biochemical Oxygen Demand Achievement Test (BODAT)" and the structured interview form were used as data collection tools. The results of BODAT post-test showed the higher increase in the achievement scores of the experimental group may be an indication of the effectiveness of the CBL method in improving academic achievement in the relevant topic. In addition, the experimental and control group students had positive opinions regarding the method, the scenario, and the material. The students found the method, the scenario, and the material to be interesting, understandable/instructional, relatable with everyday life, suitable for the topic, and enhancing active participation.
Progressive Achievement Tests in Reading: Comprehension & Vocabulary. Teacher's Handbook. Second Edition.

ERIC Educational Resources Information Center

Australian Council for Educational Research, Hawthorn.

The teacher handbook for Progressive Achievement Tests (PATs) in Reading presents an overall description of these survey tests in reading comprehension and vocabulary knowledge for school years 3 to 9. There are two alternative forms of each test: (1) the Reading Comprehension tests are designed to measure two major aspects of reading skills…
The Relationship between Learning Style, Test Anxiety and Academic Achievement

ERIC Educational Resources Information Center

Yazici, Kubilay

2017-01-01

This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger.…
A Review of Academic Achievement Tests: Recommendations for Age Appropriate Administration

ERIC Educational Resources Information Center

Kozloff, Allison Burstein

2009-01-01

Comprehensive academic achievement tests are routinely used by school psychologists in psycho-educational assessment batteries to identify learning disabled students. A variety of assessment measures are used across age groups to determine if a discrepancy exists between academic achievement and intellectual functioning; however, among the most…
National Chemistry Teacher Safety Survey

NASA Astrophysics Data System (ADS)

Plohocki, Barbra A.

This study evaluated the status of secondary school instructional chemistry laboratory safety using a survey instrument which focused on Teacher background Information, Laboratory Safety Equipment, Facility Safety, General Safety, and a Safety Content Knowledge Survey. A fifty question survey instrument based on recent research and questions developed by the researcher was mailed to 500 secondary school chemistry teachers who participated in the 1993 one-week Woodrow Wilson National Fellowship Foundation Chemistry Institute conducted at Princeton University, New Jersey. The data received from 303 respondents was analyzed by t tests and Analysis of Variance (ANOVA). The level of significance for the study was set at ~\\ <.05. There was no significant mean difference in test performance on the Safety Content Knowledge Survey and secondary school chemistry teachers who have had undergraduate and/or graduate safety training and those who have not had undergraduate and/or graduate safety training. Secondary school chemistry teachers who attended school district sponsored safety inservices did not score higher on the Safety Content Knowledge Survey than teachers who did not attend school district sponsored safety inservice sessions. The type of school district (urban, suburban, or rural) had no significant correlation to the type of laboratory safety equipment found in the instructional chemistry laboratory. The certification area (chemistry or other type of certificate which may or may not include chemistry) of the secondary school teacher had no significant correlation to the type of laboratory equipment found in the instructional chemistry laboratory. Overall, this study indicated a majority of secondary school chemistry teachers were interested in attending safety workshops applicable to chemistry safety. Throughout this research project, many teachers indicated they were not adequately instructed on the collegiate level in science safety and had to rely on common
Superheavy element chemistry at GARIS

NASA Astrophysics Data System (ADS)

Haba, Hiromitsu

2016-12-01

A gas-jet transport system has been installed to the RIKEN GAs-filled Recoil Ion Separator, GARIS to start up SuperHeavy Element (SHE) chemistry. This system is a promising approach for exploring new frontiers in SHE chemistry: background radioactivities from unwanted by-products are suppressed, a high gas-jet transport yield is achieved, and new chemical reactions can be investigated. Useful radioisotopes of 261Rfa,b, 262Db, and 265Sga,b for chemical studies were produced in the reactions of 248Cm(18O,5n)261Rfa,b, 248Cm(19F,5n)262Db, and 248Cm(22Ne,5n)265Sga,b, respectively. They were successfully extracted to a chemistry laboratory by the gas-jet method. Production and decay properties of 261Rfa,b, 262Db, and 265Sga,b were investigated in detail with the rotating wheel apparatus for α- and spontaneous fission spectrometry. Present status and perspectives of the SHE chemistry at GARIS are also briefly presented.
Developing an online chemistry laboratory for non-chemistry majors

NASA Astrophysics Data System (ADS)

Poole, Jacqueline H.

Distance education, also known as online learning, is student-centered/self-directed educational opportunities. This style of learning is expanding in scope and is increasingly being accepted throughout the academic curriculum as a result of its flexibility for the student as well as the cost-effectiveness for the institution. Nevertheless, the introduction of online science courses including chemistry and physics have lagged behind due to the challenge of re-creation of the hands-on laboratory learning experience. This dissertation looks at the effectiveness of the design of a series of chemistry laboratory experiments for possible online delivery that provide students with simulated hands-on experiences. One class of college Chemistry 101 students conducted chemistry experiments inside and outside of the physical laboratory using instructions on Blackboard and Late Nite Labs(TM). Learning outcomes measured by (a) pretests, (b) written laboratory reports, (c) posttest assessments, (d) student reactions as determined by a questionnaire, and (e) a focus group interview were utilized to compare both types of laboratory experiences. The research findings indicated learning outcomes achieved by students outside of the traditional physical laboratory were statistically greater than the equivalent face-to-face instruction in the traditional laboratory. Evidence from student reactions comparing both types of laboratory formats (online and traditional face-to-face) indicated student preference for the online laboratory format. The results are an initial contribution to the design of a complete sequence of experiments that can be performed independently by online students outside of the traditional face-to-face laboratory that will satisfy the laboratory requirement for the two-semester college Chemistry 101 laboratory course.
A Study of Factors Related to Success in Nursing Chemistry

ERIC Educational Resources Information Center

Mamantov, C. B.; Wyatt, W. W.

1978-01-01

Examines the relationship between selected variables in the student's background and success in nursing chemistry and the relationship between the student's performance on the American Chemical Society's Cooperative Examination and the Chemistry Achievement Examination of the National League for Nursing. (CP)
Test Format and the Variation of Gender Achievement Gaps within the United States

ERIC Educational Resources Information Center

Reardon, Sean; Fahle, Erin; Kalogrides, Demetra; Podolsky, Anne; Zarate, Rosalia

2016-01-01

Prior research demonstrates the existence of gender achievement gaps and the variation in the magnitude of these gaps across states. This paper characterizes the extent to which the variation of gender achievement gaps on standardized tests across the United States can be explained by differing state accountability test formats. A comprehensive…
Test Review: D. Wechsler "Wechsler Individual Achievement Test-Third Edition." San Antonio, TX--NCS Pearson, 2009

ERIC Educational Resources Information Center

McCrimmon, Adam W.; Climie, Emma A.

2011-01-01

This article reviews the "Wechsler Individual Achievement Test-Third Edition" (WIAT-III), a newly updated individual measure of academic achievement for students in Pre-Kindergarten through Grade 12 (age 4 years, 0 months to 19 years, 11 months). Suitable for use in educational, clinical, and research settings, the stated purposes of the WIAT-III…
Compact dry chemistry instruments.

PubMed

Terashima, K; Tatsumi, N

1999-01-01

Compact dry chemistry instruments are designed for use in point-of-care-testing (POCT). These instruments have a number of advantages, including light weight, compactness, ease of operation, and the ability to provide accurate results in a short time with a very small sample volume. On the other hand, reagent costs are high compared to liquid method. Moreover, differences in accuracy have been found between dry chemistry and the liquid method in external quality assessment scheme. This report examines reagent costs and shows how the total running costs associated with dry chemistry are actually lower than those associated with the liquid method. This report also describes methods for minimizing differences in accuracy between dry chemistry and the liquid method. Use of these measures is expected to increase the effectiveness of compact dry chemistry instruments in POCT applications.
Math Self-Concept, Grades, and Achievement Test Scores: Long-Term Reciprocal Effects across Five Waves and Three Achievement Tracks

ERIC Educational Resources Information Center

Arens, A. Katrin; Marsh, Herbert W.; Pekrun, Reinhard; Lichtenfeld, Stephanie; Murayama, Kou; vom Hofe, Rudolf

2017-01-01

This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from…
Students' Written Arguments in General Chemistry Laboratory Investigations

ERIC Educational Resources Information Center

Choi, Aeran; Hand, Brian; Greenbowe, Thomas

2013-01-01

This study aimed to examine the written arguments developed by college freshman students using the Science Writing Heuristic approach in inquiry-based general chemistry laboratory classrooms and its relationships with students' achievement in chemistry courses. Fourteen freshman students participated in the first year of the study while 19…
Industrial medicinal chemistry insights: neuroscience hit generation at Janssen.

PubMed

Tresadern, Gary; Rombouts, Frederik J R; Oehlrich, Daniel; Macdonald, Gregor; Trabanco, Andres A

2017-10-01

The role of medicinal chemistry has changed over the past 10 years. Chemistry had become one step in a process; funneling the output of high-throughput screening (HTS) on to the next stage. The goal to identify the ideal clinical compound remains, but the means to achieve this have changed. Modern medicinal chemistry is responsible for integrating innovation throughout early drug discovery, including new screening paradigms, computational approaches, novel synthetic chemistry, gene-family screening, investigating routes of delivery, and so on. In this Foundation Review, we show how a successful medicinal chemistry team has a broad impact and requires multidisciplinary expertise in these areas. Copyright © 2017 Elsevier Ltd. All rights reserved.
Magic, science and masculinity: marketing toy chemistry sets.

PubMed

Al-Gailani, Salim

2009-12-01

At least since the late nineteenth century, toy chemistry sets have featured in standard scripts of the achievement of eminence in science, and they remain important in constructions of scientific identity. Using a selection of these toys manufactured in Britain and the United States, and with particular reference to the two dominant American brands, Gilbert and Chemcraft, this paper suggests that early twentieth-century chemistry sets were rooted in overlapping Victorian traditions of entertainment magic and scientific recreations. As chemistry set marketing copy gradually reoriented towards emphasising scientific modernity, citizenship, discipline and educational value, pre-twentieth-century traditions were subsumed within domestic-and specifically masculine-tropes. These developments in branding strategies point to transformations in both users' engagement with their chemistry sets and the role of scientific toys in domestic play. The chemistry set serves here as a useful tool for measuring cultural change and lay engagement with chemistry.
A Genetically Optimized Predictive System for Success in General Chemistry Using a Diagnostic Algebra Test

NASA Astrophysics Data System (ADS)

Cooper, Cameron I.; Pearson, Paul T.

2012-02-01

In higher education, many high-enrollment introductory courses have evolved into "gatekeeper" courses due to their high failure rates. These courses prevent many students from attaining their educational goals and often become graduation roadblocks. At the authors' home institution, general chemistry has become a gatekeeper course in which approximately 25% of students do not pass. This failure rate in chemistry is common, and often higher, at many other institutions of higher education, and mathematical deficiencies are perceived to be a large contributing factor. This paper details the development of a highly accurate predictive system that identifies students at the beginning of the semester who are "at-risk" for earning a grade of C- or below in chemistry. The predictive accuracy of this system is maximized by using a genetically optimized neural network to analyze the results of a diagnostic algebra test designed for a specific population. Once at-risk students have been identified, they can be helped to improve their chances of success using techniques such as concurrent support courses, online tutorials, "just-in-time" instructional aides, study skills, motivational interviewing, and/or peer mentoring.
Effects of traditional and discovery instructional approaches on learning outcomes for learners of different intellectual development: A study of chemistry students in Zambia

NASA Astrophysics Data System (ADS)

Mulopo, Moses M.; Seymour Fowler, H.

This study examined the differential effectiveness of traditional and discovery methods of instruction for the teaching of science concepts, understandings about science, and scientific attitudes, to learners at the concrete and formal level of cognitive development. The dependent variables were achievement, understanding science, and scientific attitude; assessed through the use of the ACS Achievement Test (high school chemistry, Form 1979), the Test on Understanding Science (Form W), and the Test on Scientific Attitude, respectively. Mode of instruction and cognitive development were the independent variables. Subjects were 120 Form IV (11th grade) males enrolled in chemistry classes in Lusaka, Zambia. Sixty of these were concrete reasoners (mean age = 18.23) randomly selected from one of the two schools. The remaining 60 subjects were formal reasoners (mean age 18.06) randomly selected from a second boys' school. Each of these two groups was randomly split into two subgroups with 30 subjects. Traditional and discovery approaches were randomly assigned to the two subgroups of concrete reasoners and to the two subgroups of formal reasoners. Prior to instruction, the subjects were pretested using the ACS Achievement Test, the Test on Understanding Science, and the Test on Scientific Attitude. Subjects received instruction covering eight chemistry topics during approximately 10 weeks. Posttests followed using the same standard tests. Two-way analysis of covariance, with pretest scores serving as covariates was used and 0.05 level of significant was accepted. Tukey WSD technique was used as a follow-up test where applicable. It was found that (1) for the formal reasoners, the discovery group earned significantly higher understanding science scores than the traditional group. For the concrete reasoners mode of instruction did not make a difference; (2) overall, formal reasoners earned significantly higher achievement scores than concrete reasoners; (3) in general

Component Prioritization Schema for Achieving Maximum Time and Cost Benefits from Software Testing

NASA Astrophysics Data System (ADS)

Srivastava, Praveen Ranjan; Pareek, Deepak

Software testing is any activity aimed at evaluating an attribute or capability of a program or system and determining that it meets its required results. Defining the end of software testing represents crucial features of any software development project. A premature release will involve risks like undetected bugs, cost of fixing faults later, and discontented customers. Any software organization would want to achieve maximum possible benefits from software testing with minimum resources. Testing time and cost need to be optimized for achieving a competitive edge in the market. In this paper, we propose a schema, called the Component Prioritization Schema (CPS), to achieve an effective and uniform prioritization of the software components. This schema serves as an extension to the Non Homogenous Poisson Process based Cumulative Priority Model. We also introduce an approach for handling time-intensive versus cost-intensive projects.
Test Review: D. Wechsler "Wechsler Individual Achievement Test" (3rd ed.). San Antonio, Texas--Pearson, 2009

ERIC Educational Resources Information Center

Vaughan-Jensen, Jessica; Adame, Cindy; McLean, Lauren; Gamez, Brenda

2011-01-01

This article reviews "Wechsler Individual Achievement Test-Third Edition" (WIAT-III), which is designed to assess students' skills in listening, speaking, reading, writing, and mathematics. The test can identify an individual's strengths and weaknesses, assist professionals who are determining whether a student is eligible for special…
Held Back: The Impact of Curricular and Pedagogical Factors on Tested Achievement in High School Mathematics

ERIC Educational Resources Information Center

Agvanian, Zara

2013-01-01

This study examined the impact of curricular factors and teaching practices on students' tested achievement in mathematics, explored the best predictors of the tested achievement, and examined differences in the tested achievement among student subgroups. The study utilized qualitative and quantitative methods and triangulated findings from…
A Theoretical and Empirical Comparison of Three Approaches to Achievement Testing.

ERIC Educational Resources Information Center

Haladyna, Tom; Roid, Gale

Three approaches to the construction of achievement tests are compared: construct, operational, and empirical. The construct approach is based upon classical test theory and measures an abstract representation of the instructional objectives. The operational approach specifies instructional intent through instructional objectives, facet design,…
Exploring 3-D Virtual Reality Technology for Spatial Ability and Chemistry Achievement

ERIC Educational Resources Information Center

Merchant, Z.; Goetz, E. T.; Keeney-Kennicutt, W.; Cifuentes, L.; Kwok, O.; Davis, T. J.

2013-01-01

We investigated the potential of Second Life® (SL), a three-dimensional (3-D) virtual world, to enhance undergraduate students' learning of a vital chemistry concept. A quasi-experimental pre-posttest control group design was used to conduct the study. A total of 387 participants completed three assignment activities either in SL or using…
A Successful Application of Latent Trait Theory to Tailored Achievement Testing.

DTIC Science & Technology

1980-02-01

strategy for achieve- ment test batteries (Research Report 77-6). Minneapolis: University of Minnesota, Department of Psychology , Psychometric Methods...trait models to tailored testing (Research Report 79-1). Columbia: Uni- versity of Missouri, Department of Educational Psychology , 1979. Lord, F. M. A... Psychology Psychometric Research Group Kawauchi, Sendai 980 Educational Testing Service JAPAN Princeton, NJ 08541 Dr. Edwin Shirkey 1 Dr. Kikui
Writing in Chemistry: An Effective Learning Tool.

ERIC Educational Resources Information Center

Sherwood, Donna W.; Kovac, Jeffrey

1999-01-01

Presents some general strategies for using writing in chemistry courses based on experiences in developing a systematic approach to using writing as an effective learning tool in chemistry courses, and testing this approach in high-enrollment general chemistry courses at the University of Tennessee-Knoxville. Contains 18 references. (WRM)
Evaluation of Three Instructional Methods for Teaching General Chemistry.

ERIC Educational Resources Information Center

Jackman, Lance E.; And Others

1987-01-01

Reports on a study designed to determine the relative effectiveness of different instructional approaches on chemistry laboratory achievement. Investigated differences in achievement in spectrophotometry among college freshmen who received either traditional, learning cycle, or computer simulation instruction. Results indicated that students…
Art, auto-mechanics, and supramolecular chemistry. A merging of hobbies and career.

PubMed

Anslyn, Eric V

2016-01-01

While the strict definition of supramolecular chemistry is "chemistry beyond the molecule", meaning having a focus on non-covalent interactions, the field is primarily associated with the creation of synthetic receptors and self-assembly. For synthetic ease, the receptors and assemblies routinely possess a high degree of symmetry, which lends them an aspect of aesthetic beauty. Pictures of electron orbitals similarly can be seen as akin to works of art. This similarity was an early draw for me to the fields of supramolecular chemistry and molecular orbital theory, because I grew up in a household filled with art. In addition to art, my childhood was filled with repairing and constructing mechanical entities, such as internal combustion motors, where many components work together to achieve a function. Analogously, the field of supramolecular chemistry creates systems of high complexity that achieve functions or perform tasks. Therefore, in retrospect a career in supramolecular chemistry appears to be simply an extension of childhood hobbies involving art and auto-mechanics.
Psychometric Approach to Error Analysis on Response Patterns of Achievement Tests.

DTIC Science & Technology

1980-02-01

Maxwell Dr. Richard L. Ferguson I Dr. Earl Hunt Department of Psychology The American Collage Testing Program Dept. of Psychology University of Houston...South Carolina Educational Testing Service Columbia. SC 29208 Princeton. NJ 08541 PROF. FiFIIKO SAMEJIMA 1 Dr. Kikumi Tatsuoka DEPT. OF PSYCHOLOGY ...Illinois Urbana Illinois PSYCHOMETRIC APPROACH TO ERROR ANALYSIS ON RESPONSE PATTERNS OF ACHIEVEMENT TESTS -.C, 0 ~KIKUMI K. TATSUOKA -’- MENUCHA
Major advances in testing of dairy products: milk component and dairy product attribute testing.

PubMed

Barbano, D M; Lynch, J M

2006-04-01

Milk component analysis is relatively unusual in the field of quantitative analytical chemistry because an analytical test result determines the allocation of very large amounts of money between buyers and sellers of milk. Therefore, there is high incentive to develop and refine these methods to achieve a level of analytical performance rarely demanded of most methods or laboratory staff working in analytical chemistry. In the last 25 yr, well-defined statistical methods to characterize and validate analytical method performance combined with significant improvements in both the chemical and instrumental methods have allowed achievement of improved analytical performance for payment testing. A shift from marketing commodity dairy products to the development, manufacture, and marketing of value added dairy foods for specific market segments has created a need for instrumental and sensory approaches and quantitative data to support product development and marketing. Bringing together sensory data from quantitative descriptive analysis and analytical data from gas chromatography olfactometry for identification of odor-active compounds in complex natural dairy foods has enabled the sensory scientist and analytical chemist to work together to improve the consistency and quality of dairy food flavors.
High-Stakes Testing and Student Achievement: Updated Analyses with NAEP Data

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2012-01-01

The present research is a follow-up study of earlier published analyses that looked at the relationship between high-stakes testing pressure and student achievement in 25 states. Using the previously derived Accountability Pressure Index (APR) as a measure of state-level policy pressure for performance on standardized tests, a series of…
Chemistry Notes.

ERIC Educational Resources Information Center

School Science Review, 1983

1983-01-01

Presents chemistry experiments, laboratory procedures, demonstrations, and classroom materials/activities. These include: experiments on colloids, processing of uranium ore, action of heat on carbonates; color test for phenols and aromatic amines; solvent properties of non-electrolytes; stereoscopic applications/methods; a valency balance;…
Gerhard Ertl, Nobel Laureate for Chemistry 2007

NASA Astrophysics Data System (ADS)

Kawai, Maki

In year 2007, Nobel prize for Chemistry was awarded to Prof. Gerhard Ertl, former director of Fritz Haber Institute, Berlin. The article is to introduce the brilliant achievement of Prof. Ertl in part.
Achievement Testing in the No Child Left Behind Era: The Arkansas Benchmark

ERIC Educational Resources Information Center

Hall, John D.; Howerton, D. Lynn; Jones, Craig H.

2008-01-01

The No Child Left Behind Act and the accountability movement in public education caused many states to develop criterion-referenced academic achievement tests. Scores from these tests are often used to make high stakes decisions. Even so, these tests typically do not receive independent psychometric scrutiny. We evaluated the 2005 Arkansas…
The Effect of Laboratory Training Model of Teaching and Traditional Method on Knowledge, Comprehension, Application, Skills-Components of Achievement, Total Achievement and Retention Level in Chemistry

ERIC Educational Resources Information Center

Badeleh, Alireza

2011-01-01

The present study aimed at finding the effectiveness of the Laboratory Training Model of Teaching (LTM) and comparing it with the traditional methods of teaching chemistry to seventh standard students. It strived to determine whether the (LTM) method in chemistry would be significantly more effective than the Traditional method in respect to the…
The effectiveness of process oriented guided inquiry learning to reduce alternate conceptions in secondary chemistry

NASA Astrophysics Data System (ADS)

Barthlow, Michelle J.

2011-12-01

A nonequivalent, control group, pretest-posttest design was used to investigate student achievement in secondary chemistry. This study investigated the effect of process oriented guided inquiry learning (POGIL) in high school chemistry to reduce alternate conceptions related to the particulate nature of matter versus traditional lecture pedagogy. Data were collected from chemistry students in four large high schools and analyzed using ANCOVA. The results show that POGIL pedagogy, as opposed to traditional lecture pedagogy, resulted in fewer alternate conceptions related to the particulate nature of matter. Male and female students in the POGIL group posted better posttest scores than their traditional group peers. African-American and Hispanic students in the POGIL group exhibited achievement gains consistent with Caucasian and Asian students. Further studies are needed to determine the value of POGIL to address achievement gap concerns in chemistry.
Turn on Chemistry Program with a Focus on Community Values.

ERIC Educational Resources Information Center

Kalra, R. M.

The program is a terminal course in chemistry for 9-12 grade students who are non-science majors, low achievers, and/or American Indians. Its objectives include to provide a systematic and practical overview of the discipline of chemistry; to change student behavior through this knowledge; to develop social responsibility, scientific attitude, and…
Polymer Chemistry

NASA Technical Reports Server (NTRS)

Williams, Martha; Roberson, Luke; Caraccio, Anne

2010-01-01

This viewgraph presentation describes new technologies in polymer and material chemistry that benefits NASA programs and missions. The topics include: 1) What are Polymers?; 2) History of Polymer Chemistry; 3) Composites/Materials Development at KSC; 4) Why Wiring; 5) Next Generation Wiring Materials; 6) Wire System Materials and Integration; 7) Self-Healing Wire Repair; 8) Smart Wiring Summary; 9) Fire and Polymers; 10) Aerogel Technology; 11) Aerogel Composites; 12) Aerogels for Oil Remediation; 13) KSC's Solution; 14) Chemochromic Hydrogen Sensors; 15) STS-130 and 131 Operations; 16) HyperPigment; 17) Antimicrobial Materials; 18) Conductive Inks Formulations for Multiple Applications; and 19) Testing and Processing Equipment.
Gender differences in response to questions on the australian national chemistry quiz

NASA Astrophysics Data System (ADS)

Walding, Richard; Fogliani, Charles; Over, Ray; Bain, John D.

In contrast to the attention given to the relative levels of achievement of boys and girls in mathematics, the question of whether there are sex differences in the solution of chemistry questions has not attracted much attention. This study compares the performance of boys and girls in the Australian National Chemistry Quiz (Chem Quiz), a multiple-choice test conducted by the Royal Australian Chemical Institute. The analyses were based on results from 27,000 students in Years 11 and 12 and 16,000 students in Year 10 who completed the Chem Quiz in 1991. Although some questions in the Chem Quiz were solved equally well by boys and girls, on many questions boys outperformed girls. The extreme case was a question answered correctly by 67% of Year 10 boys in contrast to 48% of Year 10 girls. Several reasons why boys and girls might differ in the rates they solve at least some chemistry questions are discussed, and directions for identifying the nature, extent, and basis for sex differences are outlined.

Achievement Test Preparation: A Year-Long Goal, Not a Last-Minute Thought.

ERIC Educational Resources Information Center

Matter, M. Kevin; Ligon, Glynn

Yearly administrations of a standardized achievement test are a part of the educational process in many school districts in the United States. The Systemwide Testing Program in the Austin Independent School District Office of Research and Evaluation has gradually developed a process and support materials whereby the test administrations are a tool…
Reliable Multi Method Assessment of Metacognition Use in Chemistry Problem Solving

ERIC Educational Resources Information Center

Cooper, Melanie M.; Sandi-Urena, Santiago; Stevens, Ron

2008-01-01

Metacognition is fundamental in achieving understanding of chemistry and developing of problem solving skills. This paper describes an across-method-and-time instrument designed to assess the use of metacognition in chemistry problem solving. This multi method instrument combines a self report, namely the Metacognitive Activities Inventory…
Interactions Between Item Content And Group Membership on Achievement Test Items.

ERIC Educational Resources Information Center

Linn, Robert L.; Harnisch, Delwyn L.

The purpose of this investigation was to examine the interaction of item content and group membership on achievement test items. Estimates of the parameters of the three parameter logistic model were obtained on the 46 item math test for the sample of eighth grade students (N = 2055) participating in the Illinois Inventory of Educational Progress,…
Test Review: Schrank, F. A., Mather, N., & McGrew, K. S. (2014). Woodcock-Johnson IV Tests of Achievement

ERIC Educational Resources Information Center

Villarreal, Victor

2015-01-01

The Woodcock-Johnson IV Tests of Achievement (WJ IV ACH; Schrank, Mather, & McGrew, 2014a) is an individually administered measure containing tests of reading, mathematics, written language, and academic knowledge. Areas of reading, mathematics, and written language each include tests of basic skills, fluency, and application. Academic…
Click chemistry reactions in medicinal chemistry: applications of the 1,3-dipolar cycloaddition between azides and alkynes.

PubMed

Tron, Gian Cesare; Pirali, Tracey; Billington, Richard A; Canonico, Pier Luigi; Sorba, Giovanni; Genazzani, Armando A

2008-03-01

In recent years, there has been an ever-increasing need for rapid reactions that meet the three main criteria of an ideal synthesis: efficiency, versatility, and selectivity. Such reactions would allow medicinal chemistry to keep pace with the multitude of information derived from modern biological screening techniques. The present review describes one of these reactions, the 1,3-dipolar cycloaddition ("click-reaction") between azides and alkynes catalyzed by copper (I) salts. The simplicity of this reaction and the ease of purification of the resulting products have opened new opportunities in generating vast arrays of compounds with biological potential. The present review will outline the accomplishments of this strategy achieved so far and outline some of medicinal chemistry applications in which click-chemistry might be relevant in the future. (c) 2007 Wiley Periodicals, Inc.
Chemistry and cosmology.

PubMed

Black, John H

2006-01-01

The simplest elements, hydrogen and helium, offer a remarkably rich chemistry, which has controlled crucial features of the early evolution of the universe. Theoretical models of the origin of structure (stars, galaxies, clusters of galaxies, etc.) now incorporate this chemistry in some detail. In addition to the origin of structure, cosmologists are concerned with observational tests of competing world models. Primordial chemistry may give rise to some of the earliest departures from thermodynamic equilibrium in the universe. These effects may be observable as broad-band spectroscopic distortions of the cosmic background radiation, which otherwise exhibits a nearly perfect blackbody spectrum. The chemical history of the expanding universe is followed through a detailed calculation of the evolution of the abundances of H, H+, H-, H2, H2+, H3+, and other minor species. It is shown that continuous absorption by the small concentration of H- can produce a distortion in the cosmic background spectrum with a maximum at a frequency near nu/c = 9 cm-1 (wavelength 1.1 mm). The predicted effect lies only a factor of 5 below current limits. Its detection would provide an important test of our understanding of the recombination epoch of the universe.
Achievement Goals and Discrete Achievement Emotions: A Theoretical Model and Prospective Test

ERIC Educational Resources Information Center

Pekrun, Reinhard; Elliot, Andrew J.; Maier, Markus A.

2006-01-01

A theoretical model linking achievement goals to discrete achievement emotions is proposed. The model posits relations between the goals of the trichotomous achievement goal framework and 8 commonly experienced achievement emotions organized in a 2 (activity/outcome focus) x 2 (positive/negative valence) taxonomy. Two prospective studies tested…
Teaching chemistry concepts using differentiated instruction via tiered labs and activity menus

NASA Astrophysics Data System (ADS)

Collins, Betsy C.

Today's high school classrooms are composed of students with different levels of knowing and ways of understanding. Differentiating the type of work that they are asked to do to achieve the same objective is one way to meet each student's special circumstances on a somewhat equal playing field. By doing so, students are being challenged at their level rather than just blindly going through the same motions that they see others around them doing. Offering students choices to better understand a concept places the student in the driver seat of their educational journey. The purpose of this research project was to design and implement choice activities within the chemistry classroom to more appropriately teach and assess chemistry concepts and assess understanding of those concepts. These choice activities included tiered-laboratory investigations and activity menus. This project was implemented over the course of two trimesters in a high school chemistry classroom. Topics covered included calculating and interpreting density and applying significant figures, calculating and interpreting percent composition with the mole concept, and stoichiometry. The effectiveness of the tiered-labs and activity menus were evaluated using pre and post test comparisons, student surveys, and general in-class observations. Gains in conceptual understanding and student motivation were documented. These findings indicated that allowing choice and leveling of skills to achieve the same conceptual understanding promoted student learning and the overall enjoyment and motivation for learning.
Distributed Scaffolding: Wiki Collaboration among Latino High School Chemistry Students

ERIC Educational Resources Information Center

O'Sullivan, Edwin Duncan, Jr.

2013-01-01

The primary purpose of this study was to evaluate if wiki collaboration among Latino high school chemistry students can help reduce the science achievement gap between Latino and White students. The study was a quasi-experimental pre/post control group mixed-methods design. It used three intact sections of a high school chemistry course. The first…
DNA-encoded chemistry: enabling the deeper sampling of chemical space.

PubMed

Goodnow, Robert A; Dumelin, Christoph E; Keefe, Anthony D

2017-02-01

DNA-encoded chemical library technologies are increasingly being adopted in drug discovery for hit and lead generation. DNA-encoded chemistry enables the exploration of chemical spaces four to five orders of magnitude more deeply than is achievable by traditional high-throughput screening methods. Operation of this technology requires developing a range of capabilities including aqueous synthetic chemistry, building block acquisition, oligonucleotide conjugation, large-scale molecular biological transformations, selection methodologies, PCR, sequencing, sequence data analysis and the analysis of large chemistry spaces. This Review provides an overview of the development and applications of DNA-encoded chemistry, highlighting the challenges and future directions for the use of this technology.
Art, auto-mechanics, and supramolecular chemistry. A merging of hobbies and career

PubMed Central

2016-01-01

Summary While the strict definition of supramolecular chemistry is “chemistry beyond the molecule”, meaning having a focus on non-covalent interactions, the field is primarily associated with the creation of synthetic receptors and self-assembly. For synthetic ease, the receptors and assemblies routinely possess a high degree of symmetry, which lends them an aspect of aesthetic beauty. Pictures of electron orbitals similarly can be seen as akin to works of art. This similarity was an early draw for me to the fields of supramolecular chemistry and molecular orbital theory, because I grew up in a household filled with art. In addition to art, my childhood was filled with repairing and constructing mechanical entities, such as internal combustion motors, where many components work together to achieve a function. Analogously, the field of supramolecular chemistry creates systems of high complexity that achieve functions or perform tasks. Therefore, in retrospect a career in supramolecular chemistry appears to be simply an extension of childhood hobbies involving art and auto-mechanics. PMID:26977197
The Effects of White Boards on Student Achievement in Fourth Grade Mathematics as Measures on the Palmetto Achievement Test (PACT) at Selected Schools in North Central South Carolina

ERIC Educational Resources Information Center

Campbell, Tanya Lighty

2010-01-01

The purpose of this study was to investigate whether the use of interactive Whiteboard technology in mathematics class could improve student achievement as measured by scores achieved on the South Carolina State Palmetto Achievement Test (PACT). The study examined fourth grade mathematics achievement test scores for students whose teachers used…
Errors in the Extra-Analytical Phases of Clinical Chemistry Laboratory Testing.

PubMed

Zemlin, Annalise E

2018-04-01

The total testing process consists of various phases from the pre-preanalytical to the post-postanalytical phase, the so-called brain-to-brain loop. With improvements in analytical techniques and efficient quality control programmes, most laboratory errors now occur in the extra-analytical phases. There has been recent interest in these errors with numerous publications highlighting their effect on service delivery, patient care and cost. This interest has led to the formation of various working groups whose mission is to develop standardized quality indicators which can be used to measure the performance of service of these phases. This will eventually lead to the development of external quality assessment schemes to monitor these phases in agreement with ISO15189:2012 recommendations. This review focuses on potential errors in the extra-analytical phases of clinical chemistry laboratory testing, some of the studies performed to assess the severity and impact of these errors and processes that are in place to address these errors. The aim of this review is to highlight the importance of these errors for the requesting clinician.
Achievement Emotions and Achievement Goals in Support of the Convergent, Divergent and Criterion Validity of the Spanish-Cognitive Test Anxiety Scale

ERIC Educational Resources Information Center

Sánchez-Rosas, Javier; Furlan, Luis Alberto

2017-01-01

Based on the control-value theory of achievement emotions and theory of achievement goals, this research provides evidence of convergent, divergent, and criterion validity of the Spanish Cognitive Test Anxiety Scale (S-CTAS). A sample of Argentinean undergraduates responded to several scales administered at three points. At time 1 and 3, the…
Predicting Examination Performance Using an Expanded Integrated Hierarchical Model of Test Emotions and Achievement Goals

ERIC Educational Resources Information Center

Putwain, Dave; Deveney, Carolyn

2009-01-01

The aim of this study was to examine an expanded integrative hierarchical model of test emotions and achievement goal orientations in predicting the examination performance of undergraduate students. Achievement goals were theorised as mediating the relationship between test emotions and performance. 120 undergraduate students completed…
Large-Scale Academic Achievement Testing of Deaf and Hard-of-Hearing Students: Past, Present, and Future

ERIC Educational Resources Information Center

Qi, Sen; Mitchell, Ross E.

2012-01-01

The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the…
Elementary and brief introduction of hadronic chemistry

NASA Astrophysics Data System (ADS)

Tangde, Vijay M.

2013-10-01

The discipline, today known as Quantum Chemistry for atomic and subatomic level interactions has no doubt made a significant historical contributions to the society. Despite of its significant achievements, quantum chemistry is also known for its widespread denial of insufficiencies it inherits. An Italian-American Scientist Professor Ruggero Maria Santilli during his more than five decades of dedicated and sustained research has denounced the fact that quantum chemistry is mostly based on mere nomenclatures without any quantitative scientific contents. Professor R M Santilli first formulated the iso-, geno- and hyper-mathematics [1-4] that helped in understanding numerous diversified problems and removing inadequacies in most of the established and celebrated theories of 20th century physics and chemistry. This involves the isotopic, genotopic, etc. lifting of Lie algebra that generated Lie admissible mathematics to properly describe irreversible processes. The studies on Hadronic Mechanics in general and chemistry in particular based on Santilli's mathematics[3-5] for the first time has removed the very fundamental limitations of quantum chemistry [2, 6-8]. In the present discussion, we have briefly reviewed the conceptual foundations of Hadronic Chemistry that imparts the completeness to the Quantum Chemistry via an addition of effects at distances of the order of 1 fm (only) which are assumed to be Non-linear, Non-local, Non-potential, Non-hamiltonian and thus Non-unitary and its application in development of a new chemical species called Magnecules.
Bilingual Test as a Test Accommodation to Determine the Mathematics Achievement of Mainstream Students with Limited English Proficiency

ERIC Educational Resources Information Center

Shanmugam, S. Kanageswari Suppiah; Lan, Ong Saw

2013-01-01

Purpose: This study aims to investigate the validity of using bilingual test to measure the mathematics achievement of students who have limited English proficiency (LEP). The bilingual test and the English-only test consist of 20 computation and 20 word problem multiple-choice questions (from TIMSS 2003 and 2007 released items. The bilingual test…
Chemometrics in analytical chemistry-part I: history, experimental design and data analysis tools.

PubMed

Brereton, Richard G; Jansen, Jeroen; Lopes, João; Marini, Federico; Pomerantsev, Alexey; Rodionova, Oxana; Roger, Jean Michel; Walczak, Beata; Tauler, Romà

2017-10-01

Chemometrics has achieved major recognition and progress in the analytical chemistry field. In the first part of this tutorial, major achievements and contributions of chemometrics to some of the more important stages of the analytical process, like experimental design, sampling, and data analysis (including data pretreatment and fusion), are summarised. The tutorial is intended to give a general updated overview of the chemometrics field to further contribute to its dissemination and promotion in analytical chemistry.
Predicting Achievement in Grades Three through Ten Using the Metropolitan Readiness Test.

ERIC Educational Resources Information Center

Weller, L. David; And Others

1992-01-01

Assessed correlations between 415 first graders' scores on the Metropolitan Readiness Test (MRT), and their scores on standardized achievement tests in mathematics and reading in grades 3, 6, 9, and 10. Concluded that the MRT has potential for contributing to readiness decisions in early grades. (MM)

Differential Use of Study Approaches by Students of Different Achievement Levels

ERIC Educational Resources Information Center

Bunce, Diane M.; Komperda, Regis; Schroeder, Maria J.; Dillner, Debra K.; Lin, Shirley; Teichert, Melonie A.; Hartman, JudithAnn R.

2017-01-01

This study examined similarities and differences in study approaches reported by general chemistry students performing at different achievement levels. The study population consisted of freshmen enrolled in a required year-long general chemistry course at the U.S. Naval Academy. Students in the first and second semesters of the course were…
The Grade 3 Provincial Achievement Tests: In Need of Revamping?

ERIC Educational Resources Information Center

Roessingh, Hetty

2012-01-01

This article advances an argument for retaining but revamping the grade 3 Provincial Achievement Tests (PATs). Alberta's demographic landscape is rapidly changing to include significant numbers of English language learners who are still in the early stages of developing English language proficiency at grade 3. Online tools are used to generate…
Evaluating the Instructional Sensitivity of Four States' Student Achievement Tests

ERIC Educational Resources Information Center

Polikoff, Morgan S.

2016-01-01

As state tests of student achievement are used for an increasingly wide array of high- and low-stakes purposes, evaluating their instructional sensitivity is essential. This article uses data from the Bill and Melinda Gates Foundation's Measures of Effective Project to examine the instructional sensitivity of 4 states' mathematics and English…
Lessons in Effective Practical Chemistry at Tertiary Level: Case Studies from a Chemistry Outreach Program

ERIC Educational Resources Information Center

Shallcross, D. E.; Harrison, T. G.; Shaw, A. J.; Shallcross, K. L.; Croker, S. J.; Norman, N. C.

2013-01-01

Two summer schools focused on practical chemistry, one involving secondary school students and one involving visually impaired adults (i.e., not involving undergraduates) have produced students that appeared to be on the way to achieving the basic criteria set out by Buckley and Kempa (1971) in terms of practical skills. These criteria being that…
A blood chemistry profile for lake trout

USGS Publications Warehouse

Edsall, Carol Cotant

1999-01-01

A blood chemistry profile for lake trout Salvelinus namaycush was developed by establishing baseline ranges for several clinical chemistry tests (glucose, total protein, amylase, alkaline phosphatase, alanine aminotransferase, aspartate aminotransferase, creatine kinase, calcium, and magnesium). Measurements were made accurately and rapidly with a Kodak Ektachem DT60 Analyzer and the Ektachem DTSC Module. Blood serum was collected from both laboratory-reared lake trout (1978 and 1986 year-classes) and feral spawning trout from Lake Michigan and then analyzed in the laboratory. No clinically significant differences were found between samples analyzed fresh and those frozen for 1 or 6 weeks. The ranges in chemistry variables for feral lake trout were generally wider than those for laboratory-reared lake trout, and significant differences existed between male and female feral lake trout for several tests. Blood chemistry profiles also varied seasonally on fish sampled repeatedly.
Large-scale academic achievement testing of deaf and hard-of-hearing students: past, present, and future.

PubMed

Qi, Sen; Mitchell, Ross E

2012-01-01

The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for this special student population still require extensive scrutiny. Recent shifts in educational policy environment, which require that schools enable all children to achieve proficiency through accountability testing, warrants a close examination of the adequacy and relevance of the current large-scale testing of deaf and hard-of-hearing students. This study has three objectives: (a) it will summarize the historical data over the last three decades to indicate trends in academic achievement for this special population, (b) it will analyze the current federal laws and regulations related to educational testing and special education, thereby identifying gaps between policy and practice in the field, especially identifying the limitations of current testing programs in assessing what deaf and hard-of-hearing students know, and (c) it will offer some insights and suggestions for future testing programs for deaf and hard-of-hearing students.
REACTS 1971, Regional Educators Annual Chemistry Teaching Symposium.

ERIC Educational Resources Information Center

Maryland Univ., College Park. Dept. of Chemistry.

These proceedings of a second annual symposium hosted by the Chemistry Department of the University of Maryland contain the tests of addresses given to approximately 300 chemistry teachers. A brief description of the University of Maryland Teaching Associate Program is given. Included are papers on the uses of chemistry during the Civil War,…
Using State or Study-Administered Achievement Tests in Impact Evaluations

ERIC Educational Resources Information Center

Olsen, Robert B.; Unlu, Fatih; Jaciw, Andrew P.

2010-01-01

This report, which has been prepared by Abt Associates for the Institute of Education Sciences' National Center for Education Evaluation and Regional Assistance, takes an important first step in sorting out the implications of relying on state tests for general, student-level measures of reading and math achievement in evaluations of educational…
Are Stress and Coping Associated with Aptitude and Achievement Testing Performance among Children? A Preliminary Investigation.

ERIC Educational Resources Information Center

Plante, Thomas G.; And Others

1993-01-01

Examined association of stress and coping variables with aptitude and achievement testing among children (n=100) aged 6 to 16 referred for multidisciplinary diagnostic testing. Stress and coping were significantly associated with performance on aptitude and achievement tests. Specific stress of physical and/or sexual abuse as well as parental…
A Comparison of Standardized Achievement Test Scores on Right and Left Brain Dominant Fourth-Grade Students.

ERIC Educational Resources Information Center

Bell, Michael L.; Roubinek, Darrell L.

1989-01-01

Compares fourth-graders' subtest scores on the Stanford Achievement Test (SAT), the Iowa Test of Basic Skills (ITBS), and the Metropolitan Achievement Test (MAT). Finds right-brain dominant students scored better on four SAT subtests, and left-brain dominant students scored better on four ITBS subtests and two MAT subtests. (NH)
From supramolecular chemistry towards constitutional dynamic chemistry and adaptive chemistry.

PubMed

Lehn, Jean-Marie

2007-02-01

Supramolecular chemistry has developed over the last forty years as chemistry beyond the molecule. Starting with the investigation of the basis of molecular recognition, it has explored the implementation of molecular information in the programming of chemical systems towards self-organisation processes, that may occur either on the basis of design or with selection of their components. Supramolecular entities are by nature constitutionally dynamic by virtue of the lability of non-covalent interactions. Importing such features into molecular chemistry, through the introduction of reversible bonds into molecules, leads to the emergence of a constitutional dynamic chemistry, covering both the molecular and supramolecular levels. It considers chemical objects and systems capable of responding to external solicitations by modification of their constitution through component exchange or reorganisation. It thus opens the way towards an adaptive and evolutive chemistry, a further step towards the chemistry of complex matter.
Idaho Region IV Fourth-Grade Teachers' Perceptions about the Educational Influence of Idaho State Achievement Standards and the Idaho State Achievement Tests

ERIC Educational Resources Information Center

Wiggins, Annette Marie

2010-01-01

The purpose of this study was to explore Idaho Region IV fourth-grade teachers' perceptions regarding the educational influence of Idaho State Achievement Standards and the Idaho Standards Achievement Tests (ISAT) in language usage, reading, and math. Differences between subgroups based on teacher/school demographics, specifically, teachers'…
The Influence of Computer-Assisted Instruction on Students' Conceptual Understanding of Chemical Bonding and Attitude toward Chemistry: A Case for Turkey

ERIC Educational Resources Information Center

Ozmen, Haluk

2008-01-01

In this study, the effect of computer-assisted instruction on conceptual understanding of chemical bonding and attitude toward chemistry was investigated. The study employed a quasi-experimental design involving 11 grade students; 25 in an experimental and 25 in a control group. The Chemical Bonding Achievement Test (CBAT) consisting of 15…
Nitrogenase Cofactor: Inspiration for Model Chemistry.

PubMed

Djurdjevic, Ivana; Einsle, Oliver; Decamps, Laure

2017-07-04

The cofactor of nitrogenase is the largest and most intricate metal cluster known in nature. Its reactivity, mode of action and even the precise binding site of substrate remain a matter of debate. For decades, synthetic chemists have taken inspiration from the exceptional structural, electronic and catalytic features of the cofactor and have tried to either mimic the unique topology of the entire site, or to extract its functional principles and build them into novel catalysts that achieve the same-or very similar-astounding transformations. We review some of the available model chemistry as it represents the various approaches that have been taken from studying the cofactor, to eventually summarize the current state of knowledge on catalysis by nitrogenase and highlight the mutually beneficial role of model chemistry and enzymology in bioinorganic chemistry. © 2017 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.
Defining Conceptual Understanding in General Chemistry

ERIC Educational Resources Information Center

Holme, Thomas A.; Luxford, Cynthia J.; Brandriet, Alexandra

2015-01-01

Among the many possible goals that instructors have for students in general chemistry, the idea that they will better understand the conceptual underpinnings of the science is certainly important. Nonetheless, identifying with clarity what exemplifies student success at achieving this goal is hindered by the challenge of clearly articulating what…
Character education in perspective of chemistry pre-service teacher

NASA Astrophysics Data System (ADS)

Merdekawati, Krisna

2017-12-01

As one of the pre-service teacher education programs, Chemistry Education Department Islamic University of Indonesia (UII) is committed to providing quality education. It is an education that can produce competent and characteristic chemistry pre-service teacher. The focus of research is to describe the perception of students as a potential teacher of chemistry on character education and achievement of character education. The research instruments include questionnaires and observation sheets. Research data show that students have understood the importance of character education and committed to organizing character education later in schools. Students have understood the ways in which character education can be used. The students stated that Chemistry Education Department has tried to equip students with character education. The observation result shows that students generally have character as a pre-service teacher.
Clinical Chemistry of Patients With Ebola in Monrovia, Liberia

PubMed Central

de Wit, Emmie; Kramer, Shelby; Prescott, Joseph; Rosenke, Kyle; Falzarano, Darryl; Marzi, Andrea; Fischer, Robert J.; Safronetz, David; Hoenen, Thomas; Groseth, Allison; van Doremalen, Neeltje; Bushmaker, Trenton; McNally, Kristin L.; Feldmann, Friederike; Williamson, Brandi N.; Best, Sonja M.; Ebihara, Hideki; Damiani, Igor A. C.; Adamson, Brett; Zoon, Kathryn C.; Nyenswah, Tolbert G.; Bolay, Fatorma K.; Massaquoi, Moses; Sprecher, Armand; Feldmann, Heinz; Munster, Vincent J.

2016-01-01

The development of point-of-care clinical chemistry analyzers has enabled the implementation of these ancillary tests in field laboratories in resource-limited outbreak areas. The Eternal Love Winning Africa (ELWA) outbreak diagnostic laboratory, established in Monrovia, Liberia, to provide Ebola virus and Plasmodium spp. diagnostics during the Ebola epidemic, implemented clinical chemistry analyzers in December 2014. Clinical chemistry testing was performed for 68 patients in triage, including 12 patients infected with Ebola virus and 18 infected with Plasmodium spp. The main distinguishing feature in clinical chemistry of Ebola virus–infected patients was the elevation in alanine aminotransferase, aspartate aminotransferase, alkaline phosphatase, and γ-glutamyltransferase levels and the decrease in calcium. The implementation of clinical chemistry is probably most helpful when the medical supportive care implemented at the Ebola treatment unit allows for correction of biochemistry derangements and on-site clinical chemistry analyzers can be used to monitor electrolyte balance. PMID:27471319
The National Conference on Achievement Testing and Basic Skills. March 1-3, 1978. Conference Proceedings.

ERIC Educational Resources Information Center

National Inst. of Education (DHEW), Washington, DC.

Extracts from the papers and position statements presented at the National Conference on Achievement Testing and Basic Skills are provided in an attempt to capture both the diversity and the consensus among the participants. Six sessions are summarized: (1) achievement tests and basic skills: the issues and the setting--by Harold Howe II; (2)…
Gender Balance Analysis of the Metropolitan Achievement Tests, 1978 Edition.

ERIC Educational Resources Information Center

Jensen, Marjane; Beck, Michael D.

The 1978 edition of the Metropolitan Achievement Tests was analyzed for sex stereotyping and for the use of male, female, or neuter references and a comparison was made with the 1970 edition. There was less bias in the new edition, and there was relatively little sex stereotyping with respect to occupations, activities, and roles for females.…
Comparison of Earth Science Achievement between Animation-Based and Graphic-Based Testing Designs

ERIC Educational Resources Information Center

Wu, Huang-Ching; Chang, Chun-Yen; Chen, Chia-Li D.; Yeh, Ting-Kuang; Liu, Cheng-Chueh

2010-01-01

This study developed two testing devices, namely the animation-based test (ABT) and the graphic-based test (GBT) in the area of earth sciences covering four domains that ranged from astronomy, meteorology, oceanography to geology. Both the students' achievements of and their attitudes toward ABT compared to GBT were investigated. The purposes of…

Achievement goals as mediators of the relationship between competence beliefs and test anxiety.

PubMed

Putwain, David W; Symes, Wendy

2012-06-01

Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations. Self-report data were collected from 275 students in post-compulsory education following courses in A Level Psychology. Competence beliefs were inversely related to the worry and tension components of test anxiety, both directly and indirectly through a performance-avoidance goal orientation. A mastery-avoidance goal orientation offered an indirect route from competence beliefs to worry only. These findings provide partial support for Elliot and Pekrun's (2007) model. Although significant mediating effects were found for mastery-avoidance and performance-avoidance goals, they were small and there may be other mechanisms to account for the relations between competence beliefs and test anxiety. ©2011 The British Psychological Society.
Omani Twelfth Grade Students' Most Common Misconceptions in Chemistry

ERIC Educational Resources Information Center

Al-Balushi, Sulaiman M.; Ambusaidi, Abdullah K.; Al-Shuaili, Ali H.; Taylor, Neil

2012-01-01

The current study, undertaken in the Sultanate of Oman, explored twelfth grade students' common misconceptions in seven chemistry conceptual areas. The sample included 786 twelfth grade students in Oman while the instrument was a two-tier test called Chemistry Misconceptions Diagnostic Test (CMDT), consisting of 25 items with 12 items…
Changing the Chairs: Impact of Workshop Activities in Assisting Chemistry Department Chairs in Achieving Racial and Ethnic Diversity

ERIC Educational Resources Information Center

Greene, Jessica; Lewis, Priscilla A.; Richmond, Geraldine L.; Stockard, Jean

2011-01-01

To address the low levels of underrepresented minority (URM) faculty in top-ranked chemistry departments, the National Science Foundation, the U.S. Department of Energy, and the National Institutes of Health jointly sponsored a workshop for academic chemistry leaders in September 2007. The goal of the two-and-a-half-day workshop was to create an…
The Use of Different Achievement Tests in the ESEA Title I Evaluation System.

ERIC Educational Resources Information Center

Tallmadge, G. Kasten; Horst, Donald P.

In this discussion of the use of achievement tests in evaluating Title I programs, matching content between test and curriculum is the main theme. The point is made that unless a test measures what is taught, it cannot be sensitive to whatever gains the instruction produces. Thus, if different instructional treatments have different objectives, it…
Quality improvement on chemistry practicum courses through implementation of 5E learning cycle

NASA Astrophysics Data System (ADS)

Merdekawati, Krisna

2017-03-01

Two of bachelor of chemical education's competences are having practical skills and mastering chemistry material. Practicum courses are organized to support the competency achievement. Based on observation and evaluation, many problems were found in the implementation of practicum courses. Preliminary study indicated that 5E Learning Cycle can be used as an alternative solution in order to improve the quality of chemistry practicum course. The 5E Learning Cycle can provide positive influence on the achievement of the competence, laboratory skills, and students' understanding. The aim of the research was to describe the feasibility of implementation of 5E Learning Cycle on chemistry practicum courses. The research was based on phenomenology method in qualitative approach. The participants of the research were 5 person of chemistry laboratory manager (lecturers at chemistry and chemistry education department). They concluded that the 5E Learning Cycle could be implemented to improve the quality of the chemistry practicum courses. Practicum guides and assistant competences were organized to support the implementation of 5E Learning Cycle. It needed training for assistants to understand and implement in the stages of 5E Learning Cycle. Preparation of practical guidelines referred to the stages of 5E Learning Cycle, started with the introduction of contextual and applicable materials, then followed with work procedures that accommodate the stage of engagement, exploration, explanation, extension, and evaluation
On being green: can flow chemistry help?

PubMed

Ley, Steven V

2012-08-01

The principles of Green Chemistry are important but challenging drivers for most modern synthesis programs. To meet these challenges new flow chemistry tools are proving to be very effective by providing improved heat/mass transfer opportunities, lower solvent usage, less waste generation, hazardous compound containment, and the possibility of a 24/7 working regime. This machine-assisted approach can be used to effect repetitive or routine scale-up steps or when combined with reagent and scavenger cartridges, to achieve multi-step synthesis of complex natural products and pharmaceutical agents. Copyright © 2012 The Japan Chemical Journal Forum and Wiley Periodicals, Inc.
The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students.

PubMed

Rahafar, Arash; Maghsudloo, Mahdis; Farhangnia, Sajedeh; Vollmer, Christian; Randler, Christoph

2016-01-01

Previous findings have demonstrated that chronotype (morningness/intermediate/eveningness) is correlated with cognitive functions, that is, people show higher mental performance when they do a test at their preferred time of day. Empirical studies found a relationship between morningness and higher learning achievement at school and university. However, only a few of them controlled for other moderating and mediating variables. In this study, we included chronotype, gender, conscientiousness and test anxiety in a structural equation model (SEM) with grade point average (GPA) as academic achievement outcome. Participants were 158 high school students and results revealed that boys and girls differed in GPA and test anxiety significantly, with girls reporting better grades and higher test anxiety. Moreover, there was a positive correlation between conscientiousness and GPA (r = 0.17) and morningness (r = 0.29), respectively, and a negative correlation between conscientiousness and test anxiety (r = -0.22). The SEM demonstrated that gender was the strongest predictor of academic achievement. Lower test anxiety predicted higher GPA in girls but not in boys. Additionally, chronotype as moderator revealed a significant association between gender and GPA for evening types and intermediate types, while intermediate types showed a significant relationship between test anxiety and GPA. Our results suggest that gender is an essential predictor of academic achievement even stronger than low or absent test anxiety. Future studies are needed to explore how gender and chronotype act together in a longitudinal panel design and how chronotype is mediated by conscientiousness in the prediction of academic achievement.
Glucose in Urine Test: MedlinePlus Lab Test Information

MedlinePlus

... Lab Tests Online [Internet]. American Association for Clinical Chemistry; c2001–2017. Diabetes [updated 2017 Jan 15; cited ... Lab Tests Online [Internet]. American Association for Clinical Chemistry; c2001–2017. Glucose Tests: Common Questions [updated 2017 ...
Chemistry teachers’ understanding of science process skills in relation of science process skills assessment in chemistry learning

NASA Astrophysics Data System (ADS)

Hikmah, N.; Yamtinah, S.; Ashadi; Indriyanti, N. Y.

2018-05-01

A Science process skill (SPS) is a fundamental scientific method to achieve good knowledge. SPS can be categorized into two levels: basic and integrated. Learning SPS helps children to grow as individuals who can access knowledge and know how to acquire it. The primary outcomes of the scientific process in learning are the application of scientific processes, scientific reasoning, accurate knowledge, problem-solving, and understanding of the relationship between science, technology, society, and everyday life’s events. Teachers’ understanding of SPS is central to the application of SPS in a learning process. Following this point, this study aims to investigate the high school chemistry teachers’ understanding of SPS pertains to their assessment of SPS in chemistry learning. The understanding of SPS is measured from the conceptual and operational aspects of SPS. This research uses qualitative analysis method, and the sample consists of eight chemistry teachers selected by random sampling. A semi-structured interview procedure is used to collect the data. The result of the analysis shows that teachers’ conceptual and operational understanding of SPS is weak. It affects the accuracy and appropriateness of the teacher’s selection of SPS assessment in chemistry learning.
Reflections on "YouTestTube.com": An Online Video-Sharing Platform to Engage Students with Chemistry Laboratory Classes

ERIC Educational Resources Information Center

McClean, Stephen; McCartan, Kenneth G.; Meskin, Sheryl; Gorges, Beronia; Hagan, W. Paul

2016-01-01

This paper describes the construction and development of YouTestTube.com, a YouTube clone website to facilitate video-sharing, social networking, and reflections of chemistry laboratory classes for year one students within the School of Biomedical Sciences at Ulster University. The practice was first introduced in the 2008/09 academic year and has…
Performance-based alternative assessments as a means of eliminating gender achievement differences on science tests

NASA Astrophysics Data System (ADS)

Brown, Norman Merrill

1998-09-01

Historically, researchers have reported an achievement difference between females and males on standardized science tests. These differences have been reported to be based upon science knowledge, abstract reasoning skills, mathematical abilities, and cultural and social phenomena. This research was designed to determine how mastery of specific science content from public school curricula might be evaluated with performance-based assessment models, without producing gender achievement differences. The assessment instruments used were Harcourt Brace Educational Measurement's GOALSsp°ler: A Performance-Based Measure of Achievement and the performance-based portion of the Stanford Achievement Testspcopyright, Ninth Edition. The identified independent variables were test, gender, ethnicity, and grade level. A 2 x 2 x 6 x 12 (test x gender x ethnicity x grade) factorial experimental design was used to organize the data. A stratified random sample (N = 2400) was selected from a national pool of norming data: N = 1200 from the GOALSsp°ler group and N = 1200 from the SAT9spcopyright group. The ANOVA analysis yielded mixed results. The factors of test, gender, ethnicity by grade, gender by grade, and gender by grade by ethnicity failed to produce significant results (alpha = 0.05). The factors yielding significant results were ethnicity, grade, and ethnicity by grade. Therefore, no significant differences were found between female and male achievement on these performance-based assessments.
Developing an Achievement Test for the Subject of Sound in Science Education

ERIC Educational Resources Information Center

Sözen, Merve; Bolat, Mualla

2016-01-01

The purpose of this study is to develop an achievement test which includes the basic concepts about the subject of sound and its properties in middle school science lessons and which at the same time aims to reveal the alternative concepts that the students already have. During the process of the development of the test, studies in the field and…
Individual Differences in Digit Span, Susceptibility to Proactive Interference, and Aptitude/Achievement Test Scores.

ERIC Educational Resources Information Center

Dempster, Frank N.; Cooney, John B.

1982-01-01

Individual differences in digit span, susceptibility to proactive interference, and various aptitude/achievement test scores were investigated in two experiments with college students. Results indicated that digit span was strongly correlated with aptitude/achievement scores, but did not indicate that susceptibility to proactive interference…
Clinical Chemistry of Patients With Ebola in Monrovia, Liberia.

PubMed

de Wit, Emmie; Kramer, Shelby; Prescott, Joseph; Rosenke, Kyle; Falzarano, Darryl; Marzi, Andrea; Fischer, Robert J; Safronetz, David; Hoenen, Thomas; Groseth, Allison; van Doremalen, Neeltje; Bushmaker, Trenton; McNally, Kristin L; Feldmann, Friederike; Williamson, Brandi N; Best, Sonja M; Ebihara, Hideki; Damiani, Igor A C; Adamson, Brett; Zoon, Kathryn C; Nyenswah, Tolbert G; Bolay, Fatorma K; Massaquoi, Moses; Sprecher, Armand; Feldmann, Heinz; Munster, Vincent J

2016-10-15

The development of point-of-care clinical chemistry analyzers has enabled the implementation of these ancillary tests in field laboratories in resource-limited outbreak areas. The Eternal Love Winning Africa (ELWA) outbreak diagnostic laboratory, established in Monrovia, Liberia, to provide Ebola virus and Plasmodium spp. diagnostics during the Ebola epidemic, implemented clinical chemistry analyzers in December 2014. Clinical chemistry testing was performed for 68 patients in triage, including 12 patients infected with Ebola virus and 18 infected with Plasmodium spp. The main distinguishing feature in clinical chemistry of Ebola virus-infected patients was the elevation in alanine aminotransferase, aspartate aminotransferase, alkaline phosphatase, and γ-glutamyltransferase levels and the decrease in calcium. The implementation of clinical chemistry is probably most helpful when the medical supportive care implemented at the Ebola treatment unit allows for correction of biochemistry derangements and on-site clinical chemistry analyzers can be used to monitor electrolyte balance. Published by Oxford University Press for the Infectious Diseases Society of America 2016. This work is written by (a) US Government employee(s) and is in the public domain in the US.
Chemistry to music: Discovering how Music-based Teaching affects academic achievement and student motivation in an 8th grade science class

NASA Astrophysics Data System (ADS)

McCammon, William Gavin Lodge, Jr.

Teachers should have access to new and innovative tools in order to engage and motivate their students in the classroom. This is especially important as many students view school as an antiquated and dull environment - which they must seemingly suffer through to advance. School need not be a dreaded environment. The use of music as a tool for learning can be employed by any teacher to create an engaging and exciting atmosphere where students actively participate and learn to value their classroom experience. Through this study, a product and process was developed that is now available for any 8th grade science teacher interested in using music to enhance their content. In this study 8th grade students (n=41) in a public school classroom actively interacted with modern songs created to enhance the teaching of chemistry. Data were collected and analyzed in order to determine the effects that the music treatment had on student achievement and motivation, compared to a control group (n=35). Current literature provides a foundation for the benefits for music listening and training, but academic research in the area of using music as a tool for teaching content was noticeably absent. This study identifies a new area of research called "Music-based Teaching" which results in increases in motivation for 8th grade students learning chemistry. The unintended results of the study are additionally significant as the teacher conducting the treatment experienced newfound enthusiasm, passion, and excitement for her profession.
An Investigation of the Effects of Self-Adapted Testing on Examinee Effort and Performance in a Low-Stakes Achievement Test

ERIC Educational Resources Information Center

Wise, Steven L.; Owens, Kara M.; Yang, Sheng-Ta; Weiss, Brandi; Kissel, Hilary L.; Kong, Xiaojing; Horst, Sonia J.

2005-01-01

There are a variety of situations in which low-stakes achievement tests--which are defined as those having few or no consequences for examinee performance--are used in applied measurement. A problem inherent in such testing is that we often cannot assume that all examinees give their best effort to their test, which suggests that the test scores…
An examination of the usefulness of repeat testing practices in a large hospital clinical chemistry laboratory.

PubMed

Deetz, Carl O; Nolan, Debra K; Scott, Mitchell G

2012-01-01

A long-standing practice in clinical laboratories has been to automatically repeat laboratory tests when values trigger automated "repeat rules" in the laboratory information system such as a critical test result. We examined 25,553 repeated laboratory values for 30 common chemistry tests from December 1, 2010, to February 28, 2011, to determine whether this practice is necessary and whether it may be possible to reduce repeat testing to improve efficiency and turnaround time for reporting critical values. An "error" was defined to occur when the difference between the initial and verified values exceeded the College of American Pathologists/Clinical Laboratory Improvement Amendments allowable error limit. The initial values from 2.6% of all repeated tests (668) were errors. Of these 668 errors, only 102 occurred for values within the analytic measurement range. Median delays in reporting critical values owing to repeated testing ranged from 5 (blood gases) to 17 (glucose) minutes.
42 CFR 493.841 - Standard; Routine chemistry.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Standard; Routine chemistry. 493.841 Section 493.841 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES... These Tests § 493.841 Standard; Routine chemistry. (a) Failure to attain a score of at least 80 percent...
42 CFR 493.841 - Standard; Routine chemistry.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 5 2011-10-01 2011-10-01 false Standard; Routine chemistry. 493.841 Section 493.841 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES... These Tests § 493.841 Standard; Routine chemistry. (a) Failure to attain a score of at least 80 percent...
42 CFR 493.841 - Standard; Routine chemistry.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 5 2013-10-01 2013-10-01 false Standard; Routine chemistry. 493.841 Section 493.841 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES... These Tests § 493.841 Standard; Routine chemistry. (a) Failure to attain a score of at least 80 percent...

42 CFR 493.841 - Standard; Routine chemistry.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 5 2014-10-01 2014-10-01 false Standard; Routine chemistry. 493.841 Section 493.841 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES... These Tests § 493.841 Standard; Routine chemistry. (a) Failure to attain a score of at least 80 percent...
42 CFR 493.841 - Standard; Routine chemistry.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 5 2012-10-01 2012-10-01 false Standard; Routine chemistry. 493.841 Section 493.841 Public Health CENTERS FOR MEDICARE & MEDICAID SERVICES, DEPARTMENT OF HEALTH AND HUMAN SERVICES... These Tests § 493.841 Standard; Routine chemistry. (a) Failure to attain a score of at least 80 percent...
The Noble Gases in A-Level Chemistry.

ERIC Educational Resources Information Center

Marchant, G. W.

1983-01-01

Suggests two methods of developing the study of the noble gases: first, the discovery of the elements and recent discovery of xenon show the human face of chemistry (historical development); second, the properties of noble gas compounds (particularly xenon) can be used to test the framework of conventional chemistry. (Author/JM)
Comparison of multiple atmospheric chemistry schemes in C-IFS

NASA Astrophysics Data System (ADS)

Flemming, Johannes; Huijnen, Vincent; Arteta, Joaquim; Stein, Olaf; Inness, Antje; Josse, Beatrice; Schultz, Martin; Peuch, Vincent-Henri

2013-04-01

As part of the MACCII -project (EU-FP7) ECMWF's integrated forecast system (IFS) is being extended by modules for chemistry, deposition and emission of reactive gases. This integration of the chemistry complements the integration of aerosol processes in IFS (Composition-IFS). C-IFS provides global forecasts and analysis of atmospheric composition. Its main motivation is to utilize the IFS for the assimilation of satellite observation of atmospheric composition. Furthermore, the integration of chemistry packages directly into IFS will achieve better consistency in terms of the treatment of physical processes and has the potential for simulating interactions between atmospheric composition and meteorology. Atmospheric chemistry in C-IFS can be represented by the modified CB05 scheme as implemented in the TM5 model and the RACMOBUS scheme as implemented in the MOCAGE model. An implementation of the scheme of the MOZART 3.5 model is ongoing. We will present the latest progress in the development and application of C-IFS. We will focus on the comparison of the different chemistry schemes in an otherwise identical C-IFS model setup (emissions, meteorology) as well as in their original Chemistry and Transport Model setup.
An Examination of Teachers' Effects on High, Middle, and Low Aptitude Students' Performance on a Standardized Achievement Test

ERIC Educational Resources Information Center

Good, Thomas L.; Beckerman, Terrill M.

1978-01-01

Teacher effectiveness was defined by students' mathematics score on the Iowa Test of Basic Skills while achievement was measured by the Cognitive Abilities Test. Relatively effective teachers generally produced achievement gains from all aptitude levels. Similarly, relatively ineffective teachers did not disproportionately depress achievement for…
Improving Student Achievement and Satisfaction by Adopting a Blended Learning Approach to Inorganic Chemistry

ERIC Educational Resources Information Center

Williams, Neil A.; Bland, Will; Christie, Gillian

2008-01-01

A blended learning approach to the teaching of a level 2 inorganic chemistry module is presented. Lectures were replaced by study packs, which were supported by formative on-line assessment delivered via Blackboard and a programme of 20 workshops. Learning activities written using the Lockwood format were included in the study pack to facilitate…
Sodium Blood Test: MedlinePlus Lab Test Information

MedlinePlus

... Lab Tests Online [Internet]. American Association for Clinical Chemistry; c2001–2017. Cirrhosis; [updated 2017 Jan 8; cited ... Lab Tests Online [Internet]. American Association for Clinical Chemistry; c2001–2017. Electrolytes: Common Questions [updated 2015 Dec ...
Ensuring Sustainability of Tomorrow through Green Chemistry Integrated with Sustainable Development Concepts (SDCS)

ERIC Educational Resources Information Center

Karpudewan, Mageswary; Ismail, Zurida; Roth, Wolff-Michael

2012-01-01

The purpose of this article is to describe a best practice: an approach to teaching chemistry that our quantitative research has shown to produce large differences between experimental and control groups in terms of achievement, pro-environmental attitudes, values, and motivation. Our interest in teaching chemistry by focusing on sustainable…
InterGeo II: International Geographical Achievement Test. Field Trials Report and Test (Secondary Schools, Grade 8).

ERIC Educational Resources Information Center

Niemz, Gunter; Stoltman, Joseph P.

InterGeo II, a project of the Commission on Geographical Education (CGE) of the International Geographical Union (IGU), has developed a broadly based, field-trialed testing instrument for making cross-national comparisons of achievement in geography. Field trials of InterGeo II were held in 23 countries. Data were analyzed for national achievement…
Reacting Chemistry Based Burn Model for Explosive Hydrocodes

NASA Astrophysics Data System (ADS)

Schwaab, Matthew; Greendyke, Robert; Steward, Bryan

2017-06-01

Currently, in hydrocodes designed to simulate explosive material undergoing shock-induced ignition, the state of the art is to use one of numerous reaction burn rate models. These burn models are designed to estimate the bulk chemical reaction rate. Unfortunately, these models are largely based on empirical data and must be recalibrated for every new material being simulated. We propose that the use of an equilibrium Arrhenius rate reacting chemistry model in place of these empirically derived burn models will improve the accuracy for these computational codes. Such models have been successfully used in codes simulating the flow physics around hypersonic vehicles. A reacting chemistry model of this form was developed for the cyclic nitramine RDX by the Naval Research Laboratory (NRL). Initial implementation of this chemistry based burn model has been conducted on the Air Force Research Laboratory's MPEXS multi-phase continuum hydrocode. In its present form, the burn rate is based on the destruction rate of RDX from NRL's chemistry model. Early results using the chemistry based burn model show promise in capturing deflagration to detonation features more accurately in continuum hydrocodes than previously achieved using empirically derived burn models.
Successful photoresist removal: incorporating chemistry, conditions, and equipment

NASA Astrophysics Data System (ADS)

Moore, John C.

2002-07-01

The material make-up of photoresists span a wide polarity range and chemistry. Resists contain reactive components which are photochemically triggered to convert and condense to forms that result in a solubility change. When designing a cleaning process, a knowledge of the resist chemistry is fundamental. A DNQ/novolak system may follow a simple dissolution model under normal conditions. However, when the same resist is sent through a dry etch process, crosslinking and metallic impregnation occurs to form a residue that is insoluble by simple dissolution. The same applies for negative-tone resists, where bonds must be broken and a high chemical interaction is needed to facilitate solvent penetration. Negative resists of different chemistry, such as the benzoin/acrylic, trazine/novolak, and azide/isoprene, must be addressed separately for specific polarity and reactant requirements. When dissolving and removing these crosslinked systems, benefits in formulated chemistries such as GenSolveTM and GenCleanTM are immediately observed. Once the chemistry is identified, conditions can be optimized with process design using temperature, agitation, and rinsing to achieve a robust process with a wide process latitude.
Persian Achievement Tests for Aural Comprehension, Speaking, Reading and Writing at the Elementary Level.

ERIC Educational Resources Information Center

Marashi, Mehdi

This volume contains achievement tests designed for American students studying Persian at the elementary level. They are constructed on the basis of materials related to course syllabi. Preceding the tests, the sources of the test data are reviewed and the main ones are listed. The allocation of points in each section of the test syllabus is…
Comparing Two Tests of Formal Reasoning in a College Chemistry Context

ERIC Educational Resources Information Center

Jiang, Bo; Xu, Xiaoying; Garcia, Alicia; Lewis, Jennifer E.

2010-01-01

The Test of Logical Thinking (TOLT) and the Group Assessment of Logical Thinking (GALT) are two of the instruments most widely used by science educators and researchers to measure students' formal reasoning abilities. Based on Piaget's cognitive development theory, formal thinking ability has been shown to be essential for student achievement in…
Lipase Test

MedlinePlus

... Free Fetal DNA Cerebrospinal Fluid (CSF) Analysis Ceruloplasmin Chemistry Panels Chickenpox and Shingles Tests Chlamydia Testing Chloride ... D. R., Editors (© 2006). Contemporary Practice in Clinical Chemistry: AACC Press, Washington, DC. Pp 281-287. Wu, ...
Writing in Chemistry: An Effective Learning Tool

NASA Astrophysics Data System (ADS)

Kovac, Jeffrey; Sherwood, Donna W.

1999-10-01

Writing is both a powerful learning tool and an important professional skill for chemists. We have developed a systematic approach to the integration of writing into the chemistry curriculum, which is described in detail in Writing Across the Chemistry Curriculum: A Faculty Handbook, available from the authors in a preliminary edition. The approach has been tested in high-enrollment sections of general chemistry at the University of Tennessee, Knoxville, with considerable success. This paper describes both the general approach and the specific implementation in the classroom.
Covalent-Bond Formation via On-Surface Chemistry.

PubMed

Held, Philipp Alexander; Fuchs, Harald; Studer, Armido

2017-05-02

In this Review article pioneering work and recent achievements in the emerging research area of on-surface chemistry is discussed. On-surface chemistry, sometimes also called two-dimensional chemistry, shows great potential for bottom-up preparation of defined nanostructures. In contrast to traditional organic synthesis, where reactions are generally conducted in well-defined reaction flasks in solution, on-surface chemistry is performed in the cavity of a scanning probe microscope on a metal crystal under ultrahigh vacuum conditions. The metal first acts as a platform for self-assembly of the organic building blocks and in many cases it also acts as a catalyst for the given chemical transformation. Products and hence success of the reaction are directly analyzed by scanning probe microscopy. This Review provides a general overview of this chemistry highlighting advantages and disadvantages as compared to traditional reaction setups. The second part of the Review then focuses on reactions that have been successfully conducted as on-surface processes. On-surface Ullmann and Glaser couplings are addressed. In addition, cyclodehydrogenation reactions and cycloadditions are discussed and reactions involving the carbonyl functionality are highlighted. Finally, the first examples of sequential on-surface chemistry are considered in which two different functionalities are chemoselectively addressed. The Review gives an overview for experts working in the area but also offers a starting point to non-experts to enter into this exciting new interdisciplinary research field. © 2017 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.
Analysis of Frequency of Tests and Varying Feedback Delays in College Mathematics Achievement

ERIC Educational Resources Information Center

Townsend, Neal R.; Wheatley, Grayson H.

1975-01-01

Sixteen beginning analytic geometry and calculus classes (442 students) followed eight testing regimes for one academic quarter. Three aptitude subgroups were identified in each class. Classes to which daily quizzes were given achieved significantly higher on a specially constructed test than those which had only a single midterm examination.…
Click Chemistry in Complex Mixtures: Bioorthogonal Bioconjugation

PubMed Central

McKay, Craig S.; Finn, M.G.

2014-01-01

The selective chemical modification of biological molecules drives a good portion of modern drug development and fundamental biological research. While a few early examples of reactions that engage amine and thiol groups on proteins helped establish the value of such processes, the development of reactions that avoid most biological molecules so as to achieve selectivity in desired bond-forming events has revolutionized the field. We provide an update on recent developments in bioorthogonal chemistry that highlights key advances in reaction rates, biocompatibility, and applications. While not exhaustive, we hope this summary allows the reader to appreciate the rich continuing development of good chemistry that operates in the biological setting. PMID:25237856
Profile of students’ learning styles in Sorogan-Bandongan organic chemistry lecture

NASA Astrophysics Data System (ADS)

Rinaningsih; Kadarohman, A.; Firman, H.; Sutoyo

2018-05-01

Individual-based independent curriculum as one of target of national education of Indonesia in XXI century can be achieved with the implementation of Sorogan-Bandongan model. This kind of learning model highly facilitates students in understanding various concepts with their own, respective learning styles. This research aims to perceive the effectiveness of Sorogan-Bandongan in increasing the mastery of concept in various learning styles. The samples of this research are students majoring in chemistry amounted to 31 students. Using pre-test and post-test instrument, data are analyzed in descriptive-qualitative method. Based on the result of the data analysis, it is found that 16% of students have mathematical/logical learning style, 22.6% naturalist, 9.7% visual/spatial, 13% kinesthetic, 6% linguistic, 13% intrapersonal, 9.7% interpersonal, and 10% musical. After the implementation of Sorogan-Bandongan model in the Organic Chemistry lectures, improvement of classical learning outcomes as 11,07 is obtained. Six out of eight learning styles of students experienced increase in mastery of concept, where 7 students have the naturalist learning style, 4 students experienced decrease in mastery of concept while 1 student is stagnant (0); meanwhile, 2 out of 4 students that have the interpersonal learning style experienced decrease in mastery of concept.
Effectiveness of a Test-Taking Strategy on Achievement in Essay Tests for Students with Learning Disabilities

ERIC Educational Resources Information Center

Therrien, William J.; Hughes, Charles; Kapelski, Cory; Mokhtari, Kouider

2009-01-01

Research was conducted to ascertain if an essay-writing strategy was effective at improving the achievement on essay tests for 7th- and 8th-grade students with reading and writing disabilities. Students were assigned via a stratified random sample to treatment or control group. Student scores were also compared to students without learning…

Mental Abilities and School Achievement: A Test of a Mediation Hypothesis

ERIC Educational Resources Information Center

Vock, Miriam; Preckel, Franzis; Holling, Heinz

2011-01-01

This study analyzes the interplay of four cognitive abilities--reasoning, divergent thinking, mental speed, and short-term memory--and their impact on academic achievement in school in a sample of adolescents in grades seven to 10 (N = 1135). Based on information processing approaches to intelligence, we tested a mediation hypothesis, which states…
Preliminary Analysis of Assessment Instrument Design to Reveal Science Generic Skill and Chemistry Literacy

ERIC Educational Resources Information Center

Sumarni, Woro; Sudarmin; Supartono, Wiyanto

2016-01-01

The purpose of this research is to design assessment instrument to evaluate science generic skill (SGS) achievement and chemistry literacy in ethnoscience-integrated chemistry learning. The steps of tool designing refers to Plomp models including 1) Investigation Phase (Prelimenary Investigation); 2) Designing Phase (Design); 3)…
Comparing student achievement in the problem-based learning classroom and traditional teaching methods classroom

NASA Astrophysics Data System (ADS)

Dobbs, Vicki

Significant numbers of students fail high school chemistry, preventing them from graduating. Starting in the 2013-2014 school year, 100% of the students must pass a science assessment for schools to meet Adequate Yearly Progress (AYP) in accordance to No Child Left Behind (NCLB). Failure to meet AYP results in sanctions, such as state management or closure of a school or replacing a school staff. The purpose of this study was to determine whether the teaching strategy, Problem Based Learning (PBL), will improve student achievement in high school chemistry to a greater degree than traditional teaching methods. PBL is a student-centered, inquiry-based teaching method based on the constructivist learning theory. The research question looked at whether there was a difference in student achievement between students a high school chemistry classroom using PBL and students in a classroom using traditional teaching methods as measured by scores on a 20-question quiz. The research study used a quasi-experimental pretest/posttest control group design. An independent samples t-test compared gains scores between the pretest and posttest. Analysis of quiz scores indicated that there was not a significant difference (t(171) = 1.001, p = .318) in student achievement between the teaching methods. Because there was not a significant difference, each teacher can decide which teaching method best suites the subject matter and the learning styles of the students. This study adds research based data to help teachers and schools choose one teaching method over another so that students may gain knowledge, develop problem-solving skills, and life-long learning skills that will bring about social change in the form of a higher quality of life for the students and community as a whole.
Attitudes towards chemistry among engineering students

NASA Astrophysics Data System (ADS)

Olivo Delgado, Carlos J.

The attitudes towards chemistry of the engineering students enrolled in an introductory course at the Polytechnic University of Puerto Rico were explored (n = 115). A mixed methodology was used in an exploratory-oriented research approach. The first stage consisted of the administration of a Likert scale attitudinal survey which was validated during the study's design process. The survey allowed collecting information about the participant's attitudes towards their personal opinion, their perspectives about peer's or relatives' opinion, relevant aspects of the discipline, and difficulty-increasing factors in the chemistry course. The scale internal reliability was measured in a pilot study with a convenience simple, obtaining an acceptable coefficient (Cronbach alpha = 0.731). Survey results evidenced a mainly neutral attitude towards the chemistry course, not highly negative or highly positive, in contrast with other studies in this field. On the other hand, the normality hypothesis was tested for the scores obtained by participants in the survey. Although the pilot study sample had an approximately normal distribution, the scores in obtained by the participants in the survey failed the normality test criteria. The second stage of the study was accomplished using a case study. Among the survey participants, some students were invited to in-depth interviews to elucidate the reasons why they have certain attitudes towards chemistry. Study time, instructor, motivation, term of study, and course schedule are the factors that interviewees agreed as contributors to success or failure in the chemistry course. Interview's participants emphasized that study time is determinant to pass the class. This methodological approach, quantitative followed by qualitative, was useful in describing the attitudes towards chemistry among university students of engineering.
Effects of different centrifugation conditions on clinical chemistry and Immunology test results.

PubMed

Minder, Elisabeth I; Schibli, Adrian; Mahrer, Dagmar; Nesic, Predrag; Plüer, Kathrin

2011-05-10

The effect of centrifugation time of heparinized blood samples on clinical chemistry and immunology results has rarely been studied. WHO guideline proposed a 15 min centrifugation time without citing any scientific publications. The centrifugation time has a considerable impact on the turn-around-time. We investigated 74 parameters in samples from 44 patients on a Roche Cobas 6000 system, to see whether there was a statistical significant difference in the test results among specimens centrifuged at 2180 g for 15 min, at 2180 g for 10 min or at 1870 g for 7 min, respectively. Two tubes with different plasma separators (both Greiner Bio-One) were used for each centrifugation condition. Statistical comparisons were made by Deming fit. Tubes with different separators showed identical results in all parameters. Likewise, excellent correlations were found among tubes to which different centrifugation conditions were applied. Fifty percent of the slopes lay between 0.99 and 1.01. Only 3.6 percent of the statistical tests results fell outside the significance level of p < 0.05, which was less than the expected 5%. This suggests that the outliers are the result of random variation and the large number of statistical tests performed. Further, we found that our data are sufficient not to miss a biased test (beta error) with a probability of 0.10 to 0.05 in most parameters. A centrifugation time of either 7 or 10 min provided identical test results compared to the time of 15 min as proposed by WHO under the conditions used in our study.
Effects of different centrifugation conditions on clinical chemistry and Immunology test results

PubMed Central

2011-01-01

Background The effect of centrifugation time of heparinized blood samples on clinical chemistry and immunology results has rarely been studied. WHO guideline proposed a 15 min centrifugation time without citing any scientific publications. The centrifugation time has a considerable impact on the turn-around-time. Methods We investigated 74 parameters in samples from 44 patients on a Roche Cobas 6000 system, to see whether there was a statistical significant difference in the test results among specimens centrifuged at 2180 g for 15 min, at 2180 g for 10 min or at 1870 g for 7 min, respectively. Two tubes with different plasma separators (both Greiner Bio-One) were used for each centrifugation condition. Statistical comparisons were made by Deming fit. Results Tubes with different separators showed identical results in all parameters. Likewise, excellent correlations were found among tubes to which different centrifugation conditions were applied. Fifty percent of the slopes lay between 0.99 and 1.01. Only 3.6 percent of the statistical tests results fell outside the significance level of p < 0.05, which was less than the expected 5%. This suggests that the outliers are the result of random variation and the large number of statistical tests performed. Further, we found that our data are sufficient not to miss a biased test (beta error) with a probability of 0.10 to 0.05 in most parameters. Conclusion A centrifugation time of either 7 or 10 min provided identical test results compared to the time of 15 min as proposed by WHO under the conditions used in our study. PMID:21569233
Environmental Chemistry Methods (ECM) Index - Q

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with Q as the first character.
Environmental Chemistry Methods (ECM) Index - D

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with D as the first character.
Environmental Chemistry Methods (ECM) Index - N

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with N as the first character.
Environmental Chemistry Methods (ECM) Index - P

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with P as the first character.
Environmental Chemistry Methods (ECM) Index - L

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with L as the first character.
Environmental Chemistry Methods (ECM) Index - T

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with T as the first character.
Environmental Chemistry Methods (ECM) Index - A

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with A as the first character.
Environmental Chemistry Methods (ECM) Index - E

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with E as the first character.
Environmental Chemistry Methods (ECM) Index - O

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with O as the first character.
Environmental Chemistry Methods (ECM) Index - Z

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with Z as the first character.
Environmental Chemistry Methods (ECM) Index - I

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with I as the first character.
Environmental Chemistry Methods (ECM) Index - S

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with S as the first character.
Environmental Chemistry Methods (ECM) Index - K

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with K as the first character.
Environmental Chemistry Methods (ECM) Index - R

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with R as the first character.

Environmental Chemistry Methods (ECM) Index - G

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with G as the first character.
Environmental Chemistry Methods (ECM) Index - F

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with F as the first character.
Environmental Chemistry Methods (ECM) Index - B

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with B as the first character.
Environmental Chemistry Methods (ECM) Index - M

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with M as the first character.
Environmental Chemistry Methods (ECM) Index - C

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with C as the first character.
Environmental Chemistry Methods (ECM) Index - H

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with H as the first character.
Association Between Transient Newborn Hypoglycemia and Fourth-Grade Achievement Test Proficiency: A Population-Based Study.

PubMed

Kaiser, Jeffrey R; Bai, Shasha; Gibson, Neal; Holland, Greg; Lin, Tsai Mei; Swearingen, Christopher J; Mehl, Jennifer K; ElHassan, Nahed O

2015-10-01

Prolonged neonatal hypoglycemia is associated with poor long-term neurocognitive function. However, little is known about an association between early transient newborn hypoglycemia and academic achievement. To determine if early (within the first 3 hours of life) transient hypoglycemia (a single initial low glucose concentration, followed by a second value above a cutoff) is associated with subsequent poor academic performance. A retrospective population-based cohort study of all infants born between January 1, 1998, and December 31, 1998, at the University of Arkansas for Medical Sciences who had at least 1 recorded glucose concentration (a universal newborn glucose screening policy was in effect) was conducted. Medical record data from newborns with normoglycemia or transient hypoglycemia were matched with their student achievement test scores in 2008 from the Arkansas Department of Education and anonymized. Logistic regression models were developed to evaluate the association between transient hypoglycemia and school-age achievement test proficiency based on perinatal factors. Common hypoglycemia cutoffs of a glucose level less than 35 mg/dL (primary) and less than 40 and 45 mg/dL (secondary) were investigated. All 1943 normoglycemic and transiently hypoglycemic infants (23-42 weeks' gestation) were eligible for inclusion in the study. Infants with prolonged hypoglycemia, congenital anomalies, or chromosomal abnormalities were excluded from the study. Hypoglycemia as a newborn. The primary outcome was proficiency on fourth-grade literacy and mathematics achievement tests at age 10 years. We hypothesized a priori that newborns with early transient hypoglycemia would be less proficient on fourth-grade achievement tests compared with normoglycemic newborns. Perinatal data were matched with fourth-grade achievement test scores in 1395 newborn-student pairs (71.8%). Transient hypoglycemia (glucose level <35, <40, and <45 mg/dL) was observed in 6.4% (89 of 1395), 10
Finding Support in Moodle: A Face-to-Face Chemistry Course for Engineers

ERIC Educational Resources Information Center

de Vega, Carolina Armijo; McAnally-Salas, Lewis

2011-01-01

The aim of this paper was to know the students' perceptions of using online support in a chemistry course. To achieve this objective, a qualitative research was conducted over a chemistry course that was imparted in a face-to-face modality using a LMS (learning management system) for on-line support. The supports available in the LMS were forums,…
Direct measurements of HOx radicals in the marine boundary layer: testing the current tropospheric chemistry mechanism.

PubMed

Kanaya, Yugo; Akimoto, Hajime

2002-01-01

OH and HO(2) radicals, atmospheric detergents, and the reservoir thereof, play central roles in tropospheric chemistry. In spite of their importance, we had no choice but to trust their concentrations predicted by modeling studies based on known chemical processes. However, recent direct measurements of these radicals have enabled us to test and revise our knowledge of the processes by comparing the predicted and observed values of the radical concentrations. We developed a laser-induced fluorescence (LIF) instrument and successfully observed OH and HO(2) at three remote islands of Japan (Oki Island, Okinawa Island, and Rishiri Island). At Okinawa Island, the observed daytime level of HO(2) agreed closely with the model estimates, suggesting that the photochemistry at Okinawa is well described by the current chemistry mechanism. At Rishiri Island, in contrast, the observed daytime level of HO(2) was consistently much lower than the calculated values. We proposed that iodine chemistry, usually not incorporated into the mechanism, is at least partly responsible for the discrepancy in the results. At night, HO(2) was detected at levels greater than 1 pptv at all three islands, suggesting the presence of processes in the dark that produce radicals. We showed that ozone reactions with unsaturated hydrocarbons, including monoterpenes, could significantly contribute to radical production. Copyright 2002 The Japan Chemical Journal Forum and Wiley Periodicals, Inc. Chem Rec 2: 199-211, 2002: Published online in Wiley InterScience (www.interscience.wiley.com) DOI 10.1002/tcr.10019
Mars aqueous chemistry experiment

NASA Technical Reports Server (NTRS)

Clark, Benton C.; Mason, Larry W.

1993-01-01

The Mars Aqueous Chemistry Experiment (MACE) is designed to conduct a variety of measurements on regolith samples, encompassing mineral phase analyses, chemical interactions with H2O, and physical properties determinations. From these data, much can be learned or inferred regarding the past weathering environment, the contemporaneous soil micro-environments, and the general chemical and physical state of the Martian regolith. By analyzing both soil and duricrust samples, the nature of the latter may become more apparent. Sites may be characterized for comparative purposes and criteria could be set for selection of high priority materials on future sample return missions. Progress for the first year MACE PIDDP is reported in two major areas of effort: (1) fluids handling concepts, definition, and breadboard fabrication and (2) aqueous chemistry ion sensing technology and test facility integration. A fluids handling breadboard was designed, fabricated, and tested at Mars ambient pressure. The breadboard allows fluid manipulation scenarios to be tested under the reduced pressure conditions expected in the Martian atmosphere in order to validate valve operations, orchestrate analysis sequences, investigate sealing integrity, and to demonstrate efficacy of the fluid handling concept. Additional fluid manipulation concepts have also been developed based on updated MESUR spacecraft definition. The Mars Aqueous Chemistry Experiment Ion Selective Electrode (ISE) facility was designed as a test bed to develop a multifunction interface for measurements of chemical ion concentrations in aqueous solution. The interface allows acquisition of real time data concerning the kinetics and heats of salt dissolution, and transient response to calibration and solubility events. An array of ion selective electrodes has been interfaced and preliminary calibration studies performed.
Mars aqueous chemistry experiment

NASA Astrophysics Data System (ADS)

Clark, Benton C.; Mason, Larry W.

1993-06-01

The Mars Aqueous Chemistry Experiment (MACE) is designed to conduct a variety of measurements on regolith samples, encompassing mineral phase analyses, chemical interactions with H2O, and physical properties determinations. From these data, much can be learned or inferred regarding the past weathering environment, the contemporaneous soil micro-environments, and the general chemical and physical state of the Martian regolith. By analyzing both soil and duricrust samples, the nature of the latter may become more apparent. Sites may be characterized for comparative purposes and criteria could be set for selection of high priority materials on future sample return missions. Progress for the first year MACE PIDDP is reported in two major areas of effort: (1) fluids handling concepts, definition, and breadboard fabrication and (2) aqueous chemistry ion sensing technology and test facility integration. A fluids handling breadboard was designed, fabricated, and tested at Mars ambient pressure. The breadboard allows fluid manipulation scenarios to be tested under the reduced pressure conditions expected in the Martian atmosphere in order to validate valve operations, orchestrate analysis sequences, investigate sealing integrity, and to demonstrate efficacy of the fluid handling concept. Additional fluid manipulation concepts have also been developed based on updated MESUR spacecraft definition. The Mars Aqueous Chemistry Experiment Ion Selective Electrode (ISE) facility was designed as a test bed to develop a multifunction interface for measurements of chemical ion concentrations in aqueous solution. The interface allows acquisition of real time data concerning the kinetics and heats of salt dissolution, and transient response to calibration and solubility events. An array of ion selective electrodes has been interfaced and preliminary calibration studies performed.
Achievement-Based Rewards and Intrinsic Motivation: A Test of Cognitive Mediators

ERIC Educational Resources Information Center

Cameron, Judy; Pierce, W. David; Banko, Katherine M.; Gear, Amber

2005-01-01

This study assessed how rewards impacted intrinsic motivation when students were rewarded for achievement while learning an activity, for performing at a specific level on a test, or for both. Undergraduate university students engaged in a problem-solving activity. The design was a 2 * 2 factorial with 2 levels of reward in a learning phase…
A context based approach using Green Chemistry/Bio-remediation principles to enhance interest and learning of organic chemistry in a high school AP chemistry classroom

NASA Astrophysics Data System (ADS)

Miller, Tricia

The ability of our planet to sustain life and heal itself is not as predictable as it used to be. Our need for educated future scientists who know what our planet needs, and can passionately apply that knowledge to find solutions should be at the heart of science education today. This study of learning organic chemistry through the lens of the environmental problem "What should be done with our food scraps?" explores student interest, and mastery of certain concepts in organic chemistry. This Green Chemistry/ Bio-remediation context-based teaching approach utilizes the Nature MillRTM, which is an indoor food waste composting machine, to learn about organic chemistry, and how this relates to landfill reduction possibilities, and resource production. During this unit students collected food waste from their cafeteria, and used the Nature MillRTM to convert food waste into compost. The use of these hands on activities, and group discussions in a context-based environment enhanced their interest in organic chemistry, and paper chromatography. According to a one-tailed paired T-test, the result show that this context-based approach is a significant way to increase both student interest and mastery of the content.
Conceptual Versus Algorithmic Problem-solving: Focusing on Problems Dealing with Conservation of Matter in Chemistry

NASA Astrophysics Data System (ADS)

Salta, Katerina; Tzougraki, Chryssa

2011-08-01

The students' performance in various types of problems dealing with the conservation of matter during chemical reactions has been investigated at different levels of schooling. The participants were 499 ninth grade (ages 14, 15 years) and 624 eleventh grade (ages 16, 17 years) Greek students. Data was collected using a written questionnaire concerning basic chemical concepts. Results of statistical factor and correlation analysis confirmed the classification of the problems used in three types: "algorithmic-type", "particulate-type", and "conceptual-type". All the students had a far better performance in "particulate-type" problems than in the others. Although students' ability in solving "algorithmic-type" problem increases as their school experience in chemistry progresses, their ability in solving "conceptual-type" problems decreases. Students' achievement in chemistry was measured by a Chemical Concepts Test (CCT) containing 57 questions of various forms. High-achievement students scored higher both on "algorithmic-type" and "particulate-type" problems than low achievers with the greatest difference observed in solving "algorithmic-type" problems. It is concluded that competence in "particulate-type" and "algorithmic-type" problem solving may be independent of competence in solving "conceptual-type" ones. Furthermore, it was found that students' misconceptions concerning chemical reactions and equivalence between mass and energy are impediments to their problem solving abilities. Finally, based on the findings, few suggestions concerning teaching practices are discussed.
Differences in soil solution chemistry between soils amended with nanosized CuO or Cu reference materials: implications for nanotoxicity tests.

PubMed

McShane, Heather V A; Sunahara, Geoffrey I; Whalen, Joann K; Hendershot, William H

2014-07-15

Soil toxicity tests for metal oxide nanoparticles often include micrometer-sized oxide and metal salt treatments to distinguish between toxicity from nanometer-sized particles, non-nanometer-sized particles, and dissolved ions. Test result will be confounded if each chemical form has different effects on soil solution chemistry. We report on changes in soil solution chemistry over 56 days-the duration of some standard soil toxicity tests-in three soils amended with 500 mg/kg Cu as nanometer-sized CuO (nano), micrometer-sized CuO (micrometer), or Cu(NO3)2 (salt). In the CuO-amended soils, the log Cu2+ activity was initially low (minimum -9.48) and increased with time (maximum -5.20), whereas in the salt-amended soils it was initially high (maximum -4.80) and decreased with time (minimum -6.10). The Cu2+ activity in the nano-amended soils was higher than in the micrometer-amended soils for at least the first 11 days, and lower than in the salt-amended soils for at least 28 d. The pH, and dissolved Ca and Mg concentrations in the CuO-amended soils were similar, but the salt-amended soils had lower pH for at least 14 d, and higher Ca and Mg concentrations throughout the test. Soil pretreatments such as leaching and aging prior to toxicity tests are suggested.
Comparison of MX-857 versus MX-641 chemistries for type 2485 film

NASA Technical Reports Server (NTRS)

Bourque, P. F.

1972-01-01

Tests were conducted to evaluate Kodak MX-857 and MX-641 chemistry systems for use with film Type 2485 to be used in the dim light experiments on Apollo 16. The test program objectives were to: (1) retain a minimum ASA speed of at least 4000; (2) maintain a base-plus-fog level of 0.21 density units or less; and (3) minimize the granularity but do not exceed the granularity level of the Apollo 15 imagery. Test results on the Versamat processor indicate that the use of MX-857 chemistry is preferred over MX-641 chemistry in satisfying the stated test objectives.
Ultrafast studies of shock induced chemistry-scaling down the size by turning up the heat

NASA Astrophysics Data System (ADS)

McGrane, Shawn

2015-06-01

We will discuss recent progress in measuring time dependent shock induced chemistry on picosecond time scales. Data on the shock induced chemistry of liquids observed through picosecond interferometric and spectroscopic measurements will be reconciled with shock induced chemistry observed on orders of magnitude larger time and length scales from plate impact experiments reported in the literature. While some materials exhibit chemistry consistent with simple thermal models, other materials, like nitromethane, seem to have more complex behavior. More detailed measurements of chemistry and temperature across a broad range of shock conditions, and therefore time and length scales, will be needed to achieve a real understanding of shock induced chemistry, and we will discuss efforts and opportunities in this direction.
Chemistry Rocks: Redox Chemistry as a Geologic Tool.

ERIC Educational Resources Information Center

Burns, Mary Sue

2001-01-01

Applies chemistry to earth science, uses rocks in chemistry laboratories, and teaches about transition metal chemistry, oxidation states, and oxidation-reduction reactions from firsthand experiences. (YDS)
Using Growth Rate of Reading Fluency to Predict Performance on Statewide Achievement Tests

ERIC Educational Resources Information Center

Hinkle, Rachelle Whittaker

2011-01-01

Federal legislation has prescribed the increased use of statewide achievement tests as the culmination of a student's knowledge and ability at the end of a grade level; however, schools need to be able to predict those who are at-risk of performing poorly on these high-stakes tests. Three studies served to identify a means of predicting statewide…
The Effect of Schooling and Ability on Achievement Test Scores. NBER Working Paper Series.

ERIC Educational Resources Information Center

Hansen, Karsten; Heckman, James J.; Mullen, Kathleen J.

This study developed two methods for estimating the effect of schooling on achievement test scores that control for the endogeneity of schooling by postulating that both schooling and test scores are generated by a common unobserved latent ability. The methods were applied to data on schooling and test scores. Estimates from the two methods are in…

Novel Concrete Chemistry Achieved with Low Dose Gamma Radiation Curing and Resistance to Neutron Activation

NASA Astrophysics Data System (ADS)

Burnham, Steven Robert

As much as 50% of ageing-related problems with concrete structures can be attributed to con-struction deficiencies at the time of placement. The most influential time affecting longevity of concrete structures is the curing phase, or commonly the initial 28 days following its placement. A novel advanced atomistic analysis of novel concrete chemistry is presented in this dissertation with the objective to improve concrete structural properties and its longevity. Based on experiments and computational models, this novel concrete chemistry is discussed in two cases: (a) concrete chemistry changes when exposed to low-dose gamma radiation in its early curing stage, thus improving its strength in a shorter period of time then curing for the conventional 28 days; (b) concrete chemistry is controlled by its atomistic components to assure strength is not reduced but that its activation due to long-term exposure to neutron flux in nuclear power plants is negligible. High dose gamma radiation is well documented as a degradation mechanism that decreases concrete's compressive strength; however, the effects of low-dose gamma radiation on the initial curing phase of concrete, having never been studied before, proved its compressive strength increases. Using a 137 Cs source, concrete samples were subjected to gamma radiation during the initial curing phase for seven, 14, and 28 days. The compressive strength after seven days is improved for gamma cured concrete by 24% and after 14 days by 76%. Concrete shows no improvement in compressive strength after 28 days of exposure to gamma radiation, showing that there is a threshold effect. Scanning Electron Microscopy is used to examine the microstructure of low-dose gamma radiation where no damage to its microstructure is found, showing no difference between gamma cured and conventionally cured concrete. Molecular dynamics modeling based on the MOPAC package is used to study how gamma radiation during the curing stage improves
Primary Mental Abilities and Metropolitan Readiness Tests as Predictors of Achievement in the First Primary Year.

ERIC Educational Resources Information Center

University City School District, MO.

The prediction of achievement provides teachers with necessary information to help children attain optimal achievement. If some skill prerequistites to learning which are not fully developed can be identified and strengthened, higher levels of achievement may result. The Metropolitan Readiness Tests (MRT) are routinely given to all University City…
Comprehensive understanding of mole concept subject matter according to the tetrahedral chemistry education (empirical study on the first-year chemistry students of Technische Universität Dresden)

NASA Astrophysics Data System (ADS)

Prabowo, D. W.; Mulyani, S.; van Pée, K.-H.; Indriyanti, N. Y.

2018-05-01

This research aims to apprehend: (1) the shape of tetrahedral chemistry education which is called the future of chemistry education, (2) comprehensive understanding of chemistry first-year students of Technische Universität Dresden according to the chemistry education’s tetrahedral shape on mole concept subject matter. This research used quantitative and qualitative; paper and pencil test and interview. The former was conducted in the form of test containing objective test instrument. The results of this study are (1) learning based on tetrahedral shape of chemistry education put the chemical substance (macroscopic), symbolic representation (symbol), and its process (molecular) in the context of human beings (human element) by integrating content and context, without emphasis on one thing and weaken another, (2) first-year chemistry students of Technische Universität Dresden have comprehensively understood the mole concept associated with the context of everyday life, whereby students are able to find out macroscopic information from statements that are contextual to human life and then by using symbols and formulas are able to comprehend the molecular components as well as to interpret and analyse problems effectively.
Significant steps in the evolution of analytical chemistry--is the today's analytical chemistry only chemistry?

PubMed

Karayannis, Miltiades I; Efstathiou, Constantinos E

2012-12-15

In this review the history of chemistry and specifically the history and the significant steps of the evolution of analytical chemistry are presented. In chronological time spans, covering the ancient world, the middle ages, the period of the 19th century, and the three evolutional periods, from the verge of the 19th century to contemporary times, it is given information for the progress of chemistry and analytical chemistry. During this period, analytical chemistry moved gradually from its pure empirical nature to more rational scientific activities, transforming itself to an autonomous branch of chemistry and a separate discipline. It is also shown that analytical chemistry moved gradually from the status of exclusive serving the chemical science, towards serving, the environment, health, law, almost all areas of science and technology, and the overall society. Some recommendations are also directed to analytical chemistry educators concerning the indispensable nature of knowledge of classical analytical chemistry and the associated laboratory exercises and to analysts, in general, why it is important to use the chemical knowledge to make measurements on problems of everyday life. Copyright © 2012 Elsevier B.V. All rights reserved.
Integrated Platform for Expedited Synthesis–Purification–Testing of Small Molecule Libraries

PubMed Central

2017-01-01

The productivity of medicinal chemistry programs can be significantly increased through the introduction of automation, leading to shortened discovery cycle times. Herein, we describe a platform that consolidates synthesis, purification, quantitation, dissolution, and testing of small molecule libraries. The system was validated through the synthesis and testing of two libraries of binders of polycomb protein EED, and excellent correlation of obtained data with results generated through conventional approaches was observed. The fully automated and integrated platform enables batch-supported compound synthesis based on a broad array of chemical transformations with testing in a variety of biochemical assay formats. A library turnaround time of between 24 and 36 h was achieved, and notably, each library synthesis produces sufficient amounts of compounds for further evaluation in secondary assays thereby contributing significantly to the shortening of medicinal chemistry discovery cycles. PMID:28435537
Science at 0 Level: Subject Choice and Achievement.

ERIC Educational Resources Information Center

McGuffin, S. J.

1983-01-01

Examines science course selection by curriculum candidates (N=2178) for Northern Ireland GCE 0 level in 1980. Data are provided for nature (biology, chemistry, physics) and number of courses selected, and achievement (pass/failure rates). Data are also reported for males/females and type of school. (JN)
Neuroanatomical correlates of performance in a state-wide test of math achievement.

PubMed

Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R

2018-03-01

The development of math skills is a critical component of early education and a strong indicator of later school and economic success. Recent research utilizing population-normed, standardized measures of math achievement suggest that structural and functional integrity of parietal regions, especially the intraparietal sulcus, are closely related to the development of math skills. However, it is unknown how these findings relate to in-school math learning. The present study is the first to address this issue by investigating the relationship between regional differences in grey matter (GM) volume and performance in grade-level mathematics as measured by a state-wide, school-based test of math achievement (TCAP math) in children from 3rd to 8th grade. Results show that increased GM volume in the bilateral hippocampal formation and the right inferior frontal gyrus, regions associated with learning and memory, is associated with higher TCAP math scores. Secondary analyses revealed that GM volume in the left angular gyrus had a stronger relationship to TCAP math in grades 3-4 than in grades 5-8 while the relationship between GM volume in the left inferior frontal gyrus and TCAP math was stronger for grades 5-8. These results suggest that the neuroanatomical architecture related to in-school math achievement differs from that related to math achievement measured by standardized tests, and that the most related neural structures differ as a function of grade level. We suggest, therefore, that the use of school-relevant outcome measures is critical if neuroscience is to bridge the gap to education. © 2017 John Wiley & Sons Ltd.
The Abbott Architect c8000: analytical performance and productivity characteristics of a new analyzer applied to general chemistry testing.

PubMed

Pauli, Daniela; Seyfarth, Michael; Dibbelt, Leif

2005-01-01

Applying basic potentiometric and photometric assays, we evaluated the fully automated random access chemistry analyzer Architect c8000, a new member of the Abbott Architect system family, with respect to both its analytical and operational performance and compared it to an established high-throughput chemistry platform, the Abbott Aeroset. Our results demonstrate that intra- and inter-assay imprecision, inaccuracy, lower limit of detection and linear range of the c8000 generally meet actual requirements of laboratory diagnosis; there were only rare exceptions, e.g. assays for plasma lipase or urine uric acid which apparently need to be improved by additional rinsing of reagent pipettors. Even with plasma exhibiting CK activities as high as 40.000 U/l, sample carryover by the c8000 could not be detected. Comparison of methods run on the c8000 and the Aeroset revealed correlation coefficients of 0.98-1.00; if identical chemistries were applied on both analyzers, slopes of regression lines approached unity. With typical laboratory workloads including 10-20% STAT samples and up to 10% samples with high analyte concentrations demanding dilutional reruns, steady-state throughput numbers of 700 to 800 tests per hour were obtained with the c8000. The system generally responded to STAT orders within 2 minutes yielding analytical STAT order completion times of 5 to 15 minutes depending on the type and number of assays requested per sample. Due to its extended test and sample processing capabilities and highly comfortable software, the c8000 may meet the varying needs of clinical laboratories rather well.
The Effectiveness of Process-Oriented Guided Inquiry Learning to Reduce Alternative Conceptions in Secondary Chemistry

ERIC Educational Resources Information Center

Barthlow, Michelle J.; Watson, Scott B.

2014-01-01

A nonequivalent, control group design was used to investigate student achievement in secondary chemistry. This study investigated the effect of process-oriented guided inquiry learning (POGIL) in high school chemistry to reduce alternate conceptions related to the particulate nature of matter versus traditional lecture pedagogy. Data were…
Enhancing interdisciplinary, mathematics, and physical science in an undergraduate life science program through physical chemistry.

PubMed

Pursell, David P

2009-01-01

BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect.
Enhancing Interdisciplinary, Mathematics, and Physical Science in an Undergraduate Life Science Program through Physical Chemistry

PubMed Central

2009-01-01

BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect. PMID:19255133
Synthesis of Bisphenol Z: An Organic Chemistry Experiment

ERIC Educational Resources Information Center

Gregor, Richard W.

2012-01-01

A student achievable synthesis of bisphenol Z, 4,4'-(cyclohexane-1,1-diyl)diphenol, from the acid-catalyzed reaction of phenol with cyclohexanone is presented. The experiment exemplifies all the usual pedagogy for the standard topic of electrophilic aromatic substitution present in the undergraduate organic chemistry curriculum, while providing…
The Impact of Nursing Students' Prior Chemistry Experience on Academic Performance and Perception of Relevance in a Health Science Course

ERIC Educational Resources Information Center

Boddey, Kerrie; de Berg, Kevin

2015-01-01

Nursing students have typically found the study of chemistry to be one of their major challenges in a nursing course. This mixed method study was designed to explore how prior experiences in chemistry might impact chemistry achievement during a health science unit. Nursing students (N = 101) studying chemistry as part of a health science unit were…
Development and Validation of a Physics Achievement Test to Identify Instructor Variables Associated with Students' Physics Academic Performance

ERIC Educational Resources Information Center

Lacambra, Wilfredo T.

2016-01-01

One of the most common ways of detecting whether an improvement is achieved by an education institution is through measuring the students' achievement in a test. Testing is generally thought of as a means of assessing the knowledge and skills students have acquired through learning (Du-chastel and Nungester, 1998). Test results, besides assisting…
A four-dimensional variational chemistry data assimilation scheme for Eulerian chemistry transport modeling

NASA Astrophysics Data System (ADS)

Eibern, Hendrik; Schmidt, Hauke

1999-08-01

The inverse problem of data assimilation of tropospheric trace gas observations into an Eulerian chemistry transport model has been solved by the four-dimensional variational technique including chemical reactions, transport, and diffusion. The University of Cologne European Air Pollution Dispersion Chemistry Transport Model 2 with the Regional Acid Deposition Model 2 gas phase mechanism is taken as the basis for developing a full four-dimensional variational data assimilation package, on the basis of the adjoint model version, which includes the adjoint operators of horizontal and vertical advection, implicit vertical diffusion, and the adjoint gas phase mechanism. To assess the potential and limitations of the technique without degrading the impact of nonperfect meteorological analyses and statistically not established error covariance estimates, artificial meteorological data and observations are used. The results are presented on the basis of a suite of experiments, where reduced records of artificial "observations" are provided to the assimilation procedure, while other "data" is retained for performance control of the analysis. The paper demonstrates that the four-dimensional variational technique is applicable for a comprehensive chemistry transport model in terms of computational and storage requirements on advanced parallel platforms. It is further shown that observed species can generally be analyzed, even if the "measurements" have unbiased random errors. More challenging experiments are presented, aiming to tax the skill of the method (1) by restricting available observations mostly to surface ozone observations for a limited assimilation interval of 6 hours and (2) by starting with poorly chosen first guess values. In this first such application to a three-dimensional chemistry transport model, success was also achieved in analyzing not only observed but also chemically closely related unobserved constituents.
LOGICAL REASONING ABILITY AND STUDENT PERFORMANCE IN GENERAL CHEMISTRY.

PubMed

Bird, Lillian

2010-03-01

Logical reasoning skills of students enrolled in General Chemistry at the University of Puerto Rico in Río Piedras were measured using the Group Assessment of Logical Thinking (GALT) test. The results were used to determine the students' cognitive level (concrete, transitional, formal) as well as their level of performance by logical reasoning mode (mass/volume conservation, proportional reasoning, correlational reasoning, experimental variable control, probabilistic reasoning and combinatorial reasoning). This information was used to identify particular deficiencies and gender effects, and to determine which logical reasoning modes were the best predictors of student performance in the general chemistry course. Statistical tests to analyze the relation between (a) operational level and final grade in both semesters of the course; (b) GALT test results and performance in the ACS General Chemistry Examination; and (c) operational level and student approach (algorithmic or conceptual) towards a test question that may be answered correctly using either strategy, were also performed.
LOGICAL REASONING ABILITY AND STUDENT PERFORMANCE IN GENERAL CHEMISTRY

PubMed Central

Bird, Lillian

2010-01-01

Logical reasoning skills of students enrolled in General Chemistry at the University of Puerto Rico in Río Piedras were measured using the Group Assessment of Logical Thinking (GALT) test. The results were used to determine the students’ cognitive level (concrete, transitional, formal) as well as their level of performance by logical reasoning mode (mass/volume conservation, proportional reasoning, correlational reasoning, experimental variable control, probabilistic reasoning and combinatorial reasoning). This information was used to identify particular deficiencies and gender effects, and to determine which logical reasoning modes were the best predictors of student performance in the general chemistry course. Statistical tests to analyze the relation between (a) operational level and final grade in both semesters of the course; (b) GALT test results and performance in the ACS General Chemistry Examination; and (c) operational level and student approach (algorithmic or conceptual) towards a test question that may be answered correctly using either strategy, were also performed. PMID:21373364
HIV Antibody Test

MedlinePlus

... Free Fetal DNA Cerebrospinal Fluid (CSF) Analysis Ceruloplasmin Chemistry Panels Chickenpox and Shingles Tests Chlamydia Testing Chloride ... D. R., Editors (2006). Contemporary Practice in Clinical Chemistry, AACC Press, Washington, DC. Pp. 487-490. Bennett, ...
CK-MB Test

MedlinePlus

... Free Fetal DNA Cerebrospinal Fluid (CSF) Analysis Ceruloplasmin Chemistry Panels Chickenpox and Shingles Tests Chlamydia Testing Chloride ... Missouri. Pp. 312-315. Tietz Textbook of Clinical Chemistry and Molecular Diagnostics. Burtis CA, Ashwood ER and ...
Wet chemistry instrument prototype

NASA Technical Reports Server (NTRS)

1974-01-01

A wet chemistry instrument prototype for detecting amino acids in planetary soil samples was developed. The importance of amino acids and their condensation products to the development of life forms is explained. The characteristics of the instrument and the tests which were conducted to determine the materials compatibility are described. Diagrams are provided to show the construction of the instrument. Data obtained from the performance tests are reported.

The Impact of Teacher Assigned but Not Graded Compared to Teacher Assigned and Graded Chemistry Homework on the Formative and Summative Chemistry Assessment Scores of 11th-Grade Students with Varying Chemistry Potential

ERIC Educational Resources Information Center

Wilson, Jennifer L.

2010-01-01

The study analyzed 2005 posttest data compared to 2008 posttest data to determine student end of school year academic achievement outcomes across three academic levels (above average, average, and below average chemistry potential) and two teacher homework evaluation methods (assigned but not graded and assigned and graded) on teacher prepared…
Bridging the Cognitive-Affective Gaps: Teaching Chemistry while Advancing Affective Objectives. The Singapore Curricular Experience

ERIC Educational Resources Information Center

Tan, Kok Siang; Goh, Ngoh Khang; Chia, Lian Sai

2006-01-01

Chemistry teachers face constraints when trying to integrate cognitive and affective objectives, and hence thoughtful lesson planning is required to achieve the goal. Chemistry teachers can educate students to be knowledgeable about chemical concepts, processes and the benefits of responsible practice by the chemical industry, while being aware,…
Rationale and Use of Content-Relevant Achievement Tests for the Evaluation of Instructional Programs.

ERIC Educational Resources Information Center

Patalino, Marianne

Problems in current course evaluation methods are discussed and an alternative method is described for the construction, analysis, and interpretation of a test to evaluate instructional programs. The method presented represents a different approach to the traditional overreliance on standardized achievement tests and the total scores they provide.…
Student science achievement and the integration of Indigenous knowledge on standardized tests

NASA Astrophysics Data System (ADS)

Dupuis, Juliann; Abrams, Eleanor

2017-09-01

In this article, we examine how American Indian students in Montana performed on standardized state science assessments when a small number of test items based upon traditional science knowledge from a cultural curriculum, "Indian Education for All", were included. Montana is the first state in the US to mandate the use of a culturally relevant curriculum in all schools and to incorporate this curriculum into a portion of the standardized assessment items. This study compares White and American Indian student test scores on these particular test items to determine how White and American Indian students perform on culturally relevant test items compared to traditional standard science test items. The connections between student achievement on adapted culturally relevant science test items versus traditional items brings valuable insights to the fields of science education, research on student assessments, and Indigenous studies.
Teaching-Learning Conceptions and Academic Achievement: The Mediating Role of Test Anxiety

ERIC Educational Resources Information Center

Bas, Gökhan

2016-01-01

The current research aimed at examining the mediating role of test anxiety in the relationship between teaching-learning conceptions and academic achievement. The correlation investigation model was adopted in this research. The participants of the research were volunteering teachers (n = 108) and students (n = 526) from five different high…
High-Stakes Testing and Student Achievement: Does Accountability Pressure Increase Student Learning?

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2006-01-01

This study examined the relationship between high-stakes testing pressure and student achievement across 25 states. Standardized portfolios were created for each study state. Each portfolio contained a range of documents that told the "story" of accountability implementation and impact in that state. Using the "law of comparative…
Driving external chemistry optimization via operations management principles.

PubMed

Bi, F Christopher; Frost, Heather N; Ling, Xiaolan; Perry, David A; Sakata, Sylvie K; Bailey, Simon; Fobian, Yvette M; Sloan, Leslie; Wood, Anthony

2014-03-01

Confronted with the need to significantly raise the productivity of remotely located chemistry CROs Pfizer embraced a commitment to continuous improvement which leveraged the tools from both Lean Six Sigma and queue management theory to deliver positive measurable outcomes. During 2012 cycle times were reduced by 48% by optimization of the work in progress and conducting a detailed workflow analysis to identify and address pinch points. Compound flow was increased by 29% by optimizing the request process and de-risking the chemistry. Underpinning both achievements was the development of close working relationships and productive communications between Pfizer and CRO chemists. Copyright © 2013 Elsevier Ltd. All rights reserved.
Halogenase engineering and its utility in medicinal chemistry.

PubMed

Fraley, Amy E; Sherman, David H

2018-06-15

Halogenation is commonly used in medicinal chemistry to improve the potency of pharmaceutical leads. While synthetic methods for halogenation present selectivity and reactivity challenges, halogenases have evolved over time to perform selective reactions under benign conditions. The optimization of halogenation biocatalysts has utilized enzyme evolution and structure-based engineering alongside biotransformation in a variety of systems to generate stable site-selective variants. The recent improvements in halogenase-catalyzed reactions has demonstrated the utility of these biocatalysts for industrial purposes, and their ability to achieve a broad substrate scope implies a synthetic tractability with increasing relevance in medicinal chemistry. Copyright © 2018 Elsevier Ltd. All rights reserved.
The impact of nursing students' chemistry learning performance assessment in Taiwan: competitive versus non-competitive student team achievement division approaches

NASA Astrophysics Data System (ADS)

Wang, Kai-Ping

2012-07-01

Purpose: The purpose of this study was to determine the effectiveness of competitive Student Team Achievement Division (STAD), non-competitive STAD, and traditional learning on chemistry learning and learning perceptions. Sample, design and methods: By adopting the STAD approach, this study examined 144 nursing students at a five-year junior college in northern Taiwan during the first semester (totaling 18 weeks) of the 2008 academic year. Results: The findings reveal that both a heterogeneous group with external pressure (involving competitive STAD) and a friendship group with affective pressure (involving traditional learning) enhance group cohesion and assist students' meaningful learning; the heterogeneous group without extra pressure (involving non-competitive STAD), by contrast, fails because of apathy and lassitude. Moreover, learning effectiveness will obviously predominate until the learning strategy continues for a long period or at least one semester. Conclusions: This study revealed that the learning performance level of the competitive STAD group is significantly different from that of the non-competitive STAD group; and the learning performance level of the traditional group is significantly different from that of the non-competitive STAD group. Both the competitive STAD group and traditional group of medium ability students are significantly different from the non-competitive STAD group. Low-ability students from the competitive STAD group are significantly different from those of the non-competitive STAD, though no significant differences were found in learning perception. However, both a lack of friendship and a lack of ability in using algorithms may affect students' chemistry learning. Furthermore, gender imbalance, educational culture, and group emotions are factors that may influence student learning performance. Further study should focus on the use of grouping, improve responsibility in group discussion, and investigate group interaction
The Effects of Problem-Based Learning (PBL) on the Academic Achievement of Students Studying "Electrochemistry"

ERIC Educational Resources Information Center

Günter, Tugçe; Alpat, Sibel Kilinç

2017-01-01

This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying "Electrochemistry" within a course on Analytical Chemistry. The research was of a pretest-posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at…
Bias Factors in Mathematics Achievement Tests among Israeli Students from the Former Soviet Union

ERIC Educational Resources Information Center

Levi-Keren, Michal

2016-01-01

This study explains mathematical difficulties of students who immigrated from the Former Soviet Union (FSU) vis-à-vis Israeli students, by identifying the existing bias factors in achievement tests. These factors are irrelevant to the mathematical knowledge being measured, and therefore threaten the test results. The bias factors were identified…
An Investigation into the Effectiveness of Problem-Based Learning in a Physical Chemistry Laboratory Course

ERIC Educational Resources Information Center

Gurses, Ahmet; Acikyildiz, Metin; Dogar, Cetin; Sozbilir, Mustafa

2007-01-01

The aim of this study was to investigate the effectiveness of a problem-based learning (PBL) approach in a physical chemistry laboratory course. The parameters investigated were students' attitudes towards a chemistry laboratory course, scientific process skills of students and their academic achievement. The design of the study was one group…
The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: mediating and moderating effects.

PubMed

Khalaila, Rabia

2015-03-01

The impact of cognitive factors on academic achievement is well documented. However, little is known about the mediating and moderating effects of non-cognitive, motivational and situational factors on academic achievement among nursing students. The aim of this study is to explore the direct and/or indirect effects of academic self-concept on academic achievement, and examine whether intrinsic motivation moderates the negative effect of test anxiety on academic achievement. This descriptive-correlational study was carried out on a convenience sample of 170 undergraduate nursing students, in an academic college in northern Israel. Academic motivation, academic self-concept and test anxiety scales were used as measuring instruments. Bootstrapping with resampling strategies was used for testing multiple mediators' model and examining the moderator effect. A higher self-concept was found to be directly related to greater academic achievement. Test anxiety and intrinsic motivation were found to be significant mediators in the relationship between self-concept and academic achievement. In addition, intrinsic motivation significantly moderated the negative effect of test anxiety on academic achievement. The results suggested that institutions should pay more attention to the enhancement of motivational factors (e.g., self-concept and motivation) and alleviate the negative impact of situational factors (e.g., test anxiety) when offering psycho-educational interventions designed to improve nursing students' academic achievements. Copyright © 2014 Elsevier Ltd. All rights reserved.
THE DEVELOPMENT OF A STANDARDIZED ACHIEVEMENT TEST FOR SMALL GASOLINE ENGINE INSTRUCTION.

ERIC Educational Resources Information Center

EBBERT, J. MARVIN

THE PURPOSE OF THE STUDY WAS TO DEVELOP A STANDARDIZED, MULTIPLE-CHOICE ACHIEVEMENT TEST ON THE OPERATION, CARE, AND MAINTENANCE OF SMALL GASOLINE ENGINES. OBJECTIVES AND A UNIT OUTLINE WERE DEVELOPED WITH THE COOPERATION OF 75 INDIANA VOCATIONAL AGRICULTURE TEACHERS. A PANEL SUGGESTED MODIFICATIONS, AND THE REFINED OBJECTIVES AND OUTLINE WERE…
Education in Environmental Chemistry: Setting the Agenda and Recommending Action

ERIC Educational Resources Information Center

Zoller, Uri

2005-01-01

The effective utilization of Education in Environmental Chemistry (EEC) in addressing global and societal environmental problems requires integration between educational, technical, financial, ethical and societal considerations. An interdisciplinary approach is fundamental to efforts to achieve long-term solutions.
Organic Experiments for Introductory Chemistry.

ERIC Educational Resources Information Center

Rayner-Canham, Geoff

1985-01-01

Describes test-tube organic chemistry procedures (using comparatively safe reagents) for the beginning student. These procedures are used to: examine differences between saturated and unsaturated hydrocarbons; compare structural isomers; and compare organic and inorganic acids and bases. (DH)
Organic chemistry of natural products in Indonesia: Opportunity, achievement and challenges

NASA Astrophysics Data System (ADS)

Achmad, Sjamsul Arifin; Hakim, Euis Holisotan; Juliawaty, Lia Dewi; Makmur, Lukman; Syah, Yana Maolana; Mujahidin, Didin

2015-09-01

Of the 250.000 species of higher plants known to exist on earth, 30.000 species are to be found in the tropical region of Indonesia. Many of these tropical plants have been employed as medicines by the indigeneous people in both rural and urban areas. However, only a relatively small amount of them have been thoroughly studied for all aspects of their potential therapeutic value in medicine. The search for plant chemicals with potential activity for treatment of deseases and industrial utilization have been initiated successfully in our laboratories. in combination with biological evaluation. Many members of the genus Artocarpus and Morus (Moraceae) are used in tradirional folk medicine in the tropical and subtropical regions of south and southeast Asia. In this paper, our recent works on the chemistry of Artocarpus lanceifolius and Morus macroura the endemic and endangered species to Indonesia, which led to the isolation of many new, unique and novel phenolic compounds and their bioactivities will be presented.
Self-Discipline Gives Girls the Edge: Gender in Self-Discipline, Grades, and Achievement Test Scores

ERIC Educational Resources Information Center

Duckworth, Angela Lee; Seligman, Martin E. P.

2006-01-01

Throughout elementary, middle, and high school, girls earn higher grades than boys in all major subjects. Girls, however, do not out perform boys on achievement or IQ tests. To date, explanations for the underprediction of girls' GPAs by standardized tests have focused on gender differences favoring boys on such tests. The authors' investigation…
A Methodology to Achieve Secure Administration of English Comprehension Level Tests--Phase 1. Final Report.

ERIC Educational Resources Information Center

Berger, Louis S.; And Others

This report analyzes a two-step program designed to achieve security in the administration of the English Comprehension Level (ECL) test given by the Defense Language Institute. Since the ECL test score is the basis for major administrative and academic decisions, there is great motivation for performing well, and student test compromise is…
Development of Chemistry Triangle Oriented Module on Topic of Reaction Rate for Senior High School Level Grade XI Chemistry Learning.

NASA Astrophysics Data System (ADS)

Sari, D. R.; Hardeli; Bayharti

2018-04-01

This study aims to produce chemistry triangle oriented module on topic of reaction rate, and to reveal the validity and practicality level of the generated module. The type of research used is EducationalDesign Research (EDR) with development model is Plompmodel. This model consists of three phases, which are preliminary research, prototyping phase, and assessment phase. The instrument used in this research is questionnaire validity and practicality. The data of the research were analyzed by using Kappa Cohen formula. The chemistry triangle oriented module validation sheet was given to 5 validators consisting of 3 chemistry lecturers and 2 high school chemistry teachers, while the practicality sheet was given to 2 chemistry teachers, 6 students of SMAN 10 Padang grade XII MIA 5 on the small groupevaluation and 25 students of SMAN 10 Padang grade XII MIA 6 on the field test. Based on the questionnaire validity analysis, the validity level of the module is very high with the value of kappa moment 0.87. The level of practicality based on teacher questionnaire response is very high category with a kappa moment value 0.96. Based on the questionnaire of student responses on small group evaluation, the level of practicality is very high category with a kappa moment 0.81, and the practicality is very high category with kappa moment value 0.83 based on questionnaire of student response on field test.

Forensic Chemistry

NASA Astrophysics Data System (ADS)

Bell, Suzanne

2009-07-01

Forensic chemistry is unique among chemical sciences in that its research, practice, and presentation must meet the needs of both the scientific and the legal communities. As such, forensic chemistry research is applied and derivative by nature and design, and it emphasizes metrology (the science of measurement) and validation. Forensic chemistry has moved away from its analytical roots and is incorporating a broader spectrum of chemical sciences. Existing forensic practices are being revisited as the purview of forensic chemistry extends outward from drug analysis and toxicology into such diverse areas as combustion chemistry, materials science, and pattern evidence.
Environmental Chemistry Methods (ECM) Index - 0-9

EPA Pesticide Factsheets

Laboratories use testing methods to identify pesticides in water and soil. Environmental chemistry methods test soil and water samples to determine the fate of pesticides in the environment. Find methods for chemicals with a number as the first character.
Surface chemistry driven actuation in nanoporous gold

DOE Office of Scientific and Technical Information (OSTI.GOV)

Biener, J; Wittstock, A; Zepeda-Ruiz, L

Although actuation in biological systems is exclusively powered by chemical energy, this concept has not been realized in man-made actuator technologies, as these rely on generating heat or electricity first. Here, we demonstrate that surface-chemistry driven actuation can be realized in high surface area materials such as nanoporous gold. For example, we achieve reversible strain amplitudes in the order of a few tenths of a percent by alternating exposure of nanoporous Au to ozone and carbon monoxide. The effect can be explained by adsorbate-induced changes of the surface stress, and can be used to convert chemical energy directly into amore » mechanical response thus opening the door to surface-chemistry driven actuator and sensor technologies.« less
Low temperature surface chemistry and nanostructures

NASA Astrophysics Data System (ADS)

Sergeev, G. B.; Shabatina, T. I.

2002-03-01

The new scientific field of low temperature surface chemistry, which combines the low temperature chemistry (cryochemistry) and surface chemistry approaches, is reviewed in this paper. One of the most exciting achievements in this field of science is the development of methods to create highly ordered hybrid nanosized structures on different organic and inorganic surfaces and to encapsulate nanosized metal particles in organic and polymer matrices. We consider physical and chemical behaviour for the systems obtained by co-condensation of the components vapours on the surfaces cooled down to 4-10 and 70-100 K. In particular the size effect of both types, the number of atoms in the reactive species structure and the thickness of growing co-condensate film, on the chemical activity of the system is analysed in detail. The effect of the internal mechanical stresses on the growing interfacial co-condensate film formation and on the generation of fast (explosive) spontaneous reactions at low temperatures is discussed. The examples of unusual chemical interactions of metal atoms, clusters and nanosized particles, obtained in co-condensate films on the cooled surfaces under different conditions, are presented. The examples of highly ordered surface and volume hybrid nanostructures formation are analysed.
A Novel Course of Chemistry as a Scientific Discipline: How Do Prospective Teachers Perceive Nature of Chemistry through Visits to Research Groups?

ERIC Educational Resources Information Center

Vesterinen, Veli-Matti; Aksela, Maija

2009-01-01

To achieve sufficient pedagogical content knowledge on nature of chemistry related issues, teachers need structured opportunities for reflection and discussion. One way to provide those opportunities is through teacher-scientist interaction. This study is based on reflective essays of thirty prospective teachers who participated in a new course…
Perfluorinated Ligands in Organometallic Chemistry

DTIC Science & Technology

1989-12-12

C49t00ooVER ,or C M’ AD"OV’~mDecember 12) 199IFinal 1/1/86 to 8/31/89C smuS. FUNOING NUMgIERS cJ Perfluorinated Ligands in Organometallic Chemistry 612...compounds, stabilized by tridentate perfluorinated ligands. Dinuclear rhodium complexes of OFCOT undergo a selective C-F bond activation reaction...hexafluorocyclooctatrieneyne ligand. Stereospecific cleavage of a fluorinated C-C bond,#-bond in perfluorocyclopropene by platinum and iridium complexes has been achieved
Effects on Student Achievement in General Chemistry following Participation in an Online Preparatory Course: ChemPrep, a Voluntary, Self-Paced, Online Introduction to Chemistry

ERIC Educational Resources Information Center

Botch, Beatrice; Day, Roberta; Vining, William; Stewart, Barbara; Rath, Kenneth; Peterfreund, Alan; Hart, David

2007-01-01

ChemPrep was developed to be a stand-alone preparatory short-course to help students succeed in general chemistry. It is Web-based and delivered using the OWL system. Students reported that the ChemPrep materials (short information pages, parameterized questions with detailed feedback, tutorials, and answers to questions through the OWL message…
Combining research in physical chemistry and chemical education: Part A. The femtosecond molecular dynamics of small gas-phase anion clusters. Part B. Surveying student beliefs about chemistry and the development of physical chemistry learning tutorials

NASA Astrophysics Data System (ADS)

Barbera, Jack

2007-12-01

This dissertation combines work in the areas of experimental physical chemistry and chemical education. In the area of physical chemistry, femtosecond pump-probe spectroscopy is used to interrogate the time-dependence for energy redistribution, solvent reorientation, and dissociation dynamics in small gas-phase anion clusters. The chemical education research addressed in this manuscript include the development and validation of a survey to measure students' beliefs about chemistry and the learning of chemistry and the development and testing of learning tutorials for use in undergraduate physical chemistry courses in thermodynamics and kinetics. In the first part of this dissertation, the Cu(CD3OD) dynamics are investigated using a combination of femtosecond pump-probe experiments and ab initio calculations. Dissociation of this complex into Cu and CD3OD occurs on two distinct time scales: 3 and 30 ps, which arise, respectively, from the coupling of intermolecular solvent rotations and excited methyl rotor rotation into the Cu-O dissociation component upon electron photodetachment of the precursor anion. In the second part of this dissertation, the time-resolved recombination of photodissociated IBr-(CO2)n (n = 5 - 10) cluster anions is investigated. Upon excitation to the A' 2pi 1/2 state of the chromophore, the bare anion results in I- and Br products, upon solvation with CO2, the IBr- chromophore regains near-IR absorption after recombination and vibrational relaxation on the ground electronic state. The recombination times vary with the number of solvent molecules from 12 ps for n = 5 to 900 ps for n = 10. Extensive electronic structure and non-adiabatic molecular dynamic simulations provide a framework to understand this behavior. In the third part of this dissertation, the modification and validation of the Colorado Learning Attitudes about Science Survey (CLASS) for use in chemistry is presented in detail. The CLASS survey is designed to measure student
Handbook for High School Chemistry Teachers.

ERIC Educational Resources Information Center

Bedenbaugh, John H., Ed.; Bedenbaugh, Angela O., Ed.

This handbook is based on a list of essential topics that should be mastered by the student who subsequently plans to pursue college chemistry. Chapters include: (1) "Introduction" (describing a position paper and the background of the handbook); (2) "Essential General Topics and Objectives"; (3) "Testing Students" (providing sample tests and…
Single-Molecule Reaction Chemistry in Patterned Nanowells

PubMed Central

2016-01-01

A new approach to synthetic chemistry is performed in ultraminiaturized, nanofabricated reaction chambers. Using lithographically defined nanowells, we achieve single-point covalent chemistry on hundreds of individual carbon nanotube transistors, providing robust statistics and unprecedented spatial resolution in adduct position. Each device acts as a sensor to detect, in real-time and through quantized changes in conductance, single-point functionalization of the nanotube as well as consecutive chemical reactions, molecular interactions, and molecular conformational changes occurring on the resulting single-molecule probe. In particular, we use a set of sequential bioconjugation reactions to tether a single-strand of DNA to the device and record its repeated, reversible folding into a G-quadruplex structure. The stable covalent tether allows us to measure the same molecule in different solutions, revealing the characteristic increased stability of the G-quadruplex structure in the presence of potassium ions (K+) versus sodium ions (Na+). Nanowell-confined reaction chemistry on carbon nanotube devices offers a versatile method to isolate and monitor individual molecules during successive chemical reactions over an extended period of time. PMID:27270004
Report to the International Global Atmospheric Chemistry Project

DOE Office of Scientific and Technical Information (OSTI.GOV)

Reisdorf, Jill; Wiedinmyer, Christine

IGAC’s mission is to facilitate atmospheric chemistry research towards a sustainable world. This is achieved through IGAC’s three focal activities: fostering community, building capacity, and providing leadership. A key component to achieving IGAC’s mission is its developing early career program. These scientists join an international network early in their career that puts the cogs in motion to further facilitate atmospheric chemistry research at an international level for years to come. IGAC’s Science Conference is a primary mechanism for IGAC to build cooperation and disseminate scientific information across its international community. The first IGAC Science Conference was held in 1993 in Eilat,more » Israel. Since then, IGAC has successfully held fourteen science conferences, consistently becoming a biennial conference starting in 2002. The biennial IGAC Science Conference is regarded as THE international conference on atmospheric chemistry and participation in the conference is typically in the range of 350-650 participants. Since 2004, IGAC has included an Early Career Scientists Program as part of the conference to foster the next generation of scientists. IGAC believes, and has seen, that by allowing scientists to form an international network of colleagues early in their career that future international collaborations in atmospheric chemistry are enhanced. The 2016 IGAC Science Conference Early Career Program consisted of numerous events throughout the week giving these scientists the opportunity to not only create a community amongst themselves, but to also engage and build relationships with senior scientists. In order to support the Early Career Scientists Program, IGAC sought funding from international, regional and local organizations to provide Travel Grants to the conference based on an assessment of both need and merit. This conference summary reports on outcomes of the 2016 IGAC Science Conference and the Early Career Program, which
Some Considerations When Using A Domain-Referenced System of Achievement Tests in Instructional Situations.

ERIC Educational Resources Information Center

Nitko, Anthony J.

The problem of using a domain-referenced system of achievement tests is discussed as it relates to the design of instruction. Testing problems are discussed from the point of view that the teacher, pupil, and/or automation needs certain kinds of information in order to make instructional decisions that are adaptive to the individual learner. The…
Chemistry Notes.

ERIC Educational Resources Information Center

School Science Review, 1982

1982-01-01

Presents background information, laboratory procedures, classroom materials/activities, and experiments for chemistry. Topics include superheavy elements, polarizing power and chemistry of alkali metals, particulate carbon from combustion, tips for the chemistry laboratory, interesting/colorful experiments, behavior of bismuth (III) iodine, and…
Metal-composite adhesion based on diazonium chemistry.

PubMed

Oweis, Yara; Alageel, Omar; Kozak, Paige; Abdallah, Mohamed-Nur; Retrouvey, Jean-Marc; Cerruti, Marta; Tamimi, Faleh

2017-11-01

Composite resins do not adhere well to dental alloys. This weak bond can result in failure at the composite-metal interface in fixed dental prostheses and orthodontic brackets. The aim of this study was to develop a new adhesive, based on diazonium chemistry, to facilitate chemical bonding between dental alloys and composite resin. Samples of two types of dental alloys, stainless steel and cobalt chromium were primed with a diazonium layer in order to create a surface coating favorable for composite adhesion. Untreated metal samples served as controls. The surface chemical composition of the treated and untreated samples was analyzed by X-ray photoelectron spectroscopy (XPS) and the tensile strength of the bond with composite resin was measured. The diazonium adhesive was also tested for shear bond strength between stainless steel orthodontic brackets and teeth. XPS confirmed the presence of a diazonium coating on the treated metals. The coating significantly increased the tensile and shear bond strengths by three and four folds respectively between the treated alloys and composite resin. diazonium chemistry can be used to develop composite adhesives for dental alloys. Diazonium adhesion can effectively achieve a strong chemical bond between dental alloys and composite resin. This technology can be used for composite repair of fractured crowns, for crown cementation with resin based cements, and for bracket bonding. Copyright © 2017 The Academy of Dental Materials. Published by Elsevier Ltd. All rights reserved.
[Evaluation of performance and false positivity of Mediace RPR test that uses a chemistry autoanalyzer].

PubMed

Noh, Jaekwang; Ko, Hak Hyun; Yun, Yeomin; Choi, Young Sook; Lee, Sang Gon; Shin, Sue; Han, Kyou Sup; Song, Eun Young

2008-08-01

We evaluated the performance and false positive rate of Mediace RPR test (Sekisui, Japan), a newly introduced nontreponemal test using a chemistry autoanalyzer. The sensitivity of Mediace RPR test was analyzed using sera from 50 patients with syphilis in different stages (8 primary, 7 secondary, and 35 latent), 14 sera positive with fluorescent treponemal antibody absorption (FTA-ABS) IgM, and 74 sera positive with conventional rapid plasma regain (RPR) card test (Asan, Korea) and also positive with Treponema pallidum hemagglutination (TPHA) test or FTA-ABS IgG test. The specificity was analyzed on 108 healthy blood donors. We also performed RPR card test on 302 sera that had been tested positive with Mediace RPR test and also performed TPHA or FTA-ABS IgG test to analyze the false positive rate of Mediace RPR test. A cutoff value of 0.5 R.U. (RPR unit) was used for Mediace RPR test. Mediace RPR test on syphilitic sera of different stages (primary, secondary, and latent stages) and FTA-ABS IgM positive sera showed a sensitivity of 100%, 100%, 82.9% and 100%, respectively. Among the 74 sera positive with conventional RPR card test and TPHA or FTA-ABS IgG test, 55 were positive with Mediace test. The specificity of Mediace RPR test on blood donors was 97.2%. Among the 302 sera positive with Mediace RPR test, 137 sera (45.4%) were negative by RPR card and TPHA/FTA-ABS IgG tests. Although the sensitivities of Mediace RPR were good for primary and secondary syphilis, due to its high negative rate of Mediace RPR over the conventional RPR positive samples, further studies are necessary whether it can replace conventional nontreponemal test for screening purpose. Moreover, in view of the high false positive rate, positive results by Mediace RPR test should be confirmed with treponemal tests.
Clinical chemistry through Clinical Chemistry: a journal timeline.

PubMed

Rej, Robert

2004-12-01

The establishment of the modern discipline of clinical chemistry was concurrent with the foundation of the journal Clinical Chemistry and that of the American Association for Clinical Chemistry in the late 1940s and early 1950s. To mark the 50th volume of this Journal, I chronicle and highlight scientific milestones, and those within the discipline, as documented in the pages of Clinical Chemistry. Amazing progress has been made in the field of laboratory diagnostics over these five decades, in many cases paralleling-as well as being bolstered by-the rapid pace in the development of computer technologies. Specific areas of laboratory medicine particularly well represented in Clinical Chemistry include lipids, endocrinology, protein markers, quality of laboratory measurements, molecular diagnostics, and general advances in methodology and instrumentation.
Titan: a laboratory for prebiological organic chemistry

NASA Technical Reports Server (NTRS)

Sagan, C.; Thompson, W. R.; Khare, B. N.

1992-01-01

When we examine the atmospheres of the Jovian planets (Jupiter, Saturn, Uranus, and Neptune), the satellites in the outer solar system, comets, and even--through microwave and infrared spectroscopy--the cold dilute gas and grains between the stars, we find a rich organic chemistry, presumably abiological, not only in most of the solar system but throughout the Milky Way galaxy. In part because the composition and surface pressure of the Earth's atmosphere 4 x 10(9) years ago are unknown, laboratory experiments on prebiological organic chemistry are at best suggestive; but we can test our understanding by looking more closely at the observed extraterrestrial organic chemistry. The present Account is restricted to atmospheric organic chemistry, primarily on the large moon of Saturn. Titan is a test of our understanding of the organic chemistry of planetary atmospheres. Its atmospheric bulk composition (N2/CH4) is intermediate between the highly reducing (H2/He/CH4/NH3/H2O) atmospheres of the Jovian planets and the more oxidized (N2/CO2/H2O) atmospheres of the terrestrial planets Mars and Venus. It has long been recognized that Titan's organic chemistry may have some relevance to the events that led to the origin of life on Earth. But with Titan surface temperatures approximately equal to 94 K and pressures approximately equal to 1.6 bar, the oceans of the early Earth have no ready analogue on Titan. Nevertheless, tectonic events in the water ice-rich interior or impact melting and slow re-freezing may lead to an episodic availability of liquid water. Indeed, the latter process is the equivalent of a approximately 10(3)-year-duration shallow aqueous sea over the entire surface of Titan.
Achievement goal orientation and situational motivation for a low-stakes test of content knowledge.

PubMed

Waskiewicz, Rhonda A

2012-05-10

To determine the extent of the relationship between students' inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. The ability to predict pharmacy students' motivation to perform on a low-stakes standardized test of content knowledge increases the test's usefulness as a measure of curricular effectiveness.
Factors Influencing Student Prerequisite Preparation for and Subsequent Performance in College Chemistry Two: A Statistical Investigation

ERIC Educational Resources Information Center

Easter, David C.

2010-01-01

For students entering Chemistry Two following a Chemistry One course, an assessment exam was given and the results were evaluated in combination with other variables to develop a predictive model that forecasts student achievement in the course. Variables considered in the analysis included student major, GPA, classification (student standing:…
High-School Chemistry Students' Performance and Gender Differences in a Computerized Molecular Modeling Learning Environment

NASA Astrophysics Data System (ADS)

Barnea, Nitza; Dori, Yehudit J.

1999-12-01

Computerized molecular modeling (CMM) contributes to the development of visualization skills via vivid animation of three dimensional representations. Its power to illustrate and explore phenomena in chemistry teaching stems from the convenience and simplicity of building molecules of any size and color in a number of presentation styles. A new CMM-based learning environment for teaching and learning chemistry in Israeli high schools has been designed and implemented. Three tenth grade experimental classes used this discovery CMM approach, while two other classes, who studied the same topic in the customary approach, served as a control group. We investigated the effects of using molecular modeling on students' spatial ability, understanding of new concepts related to geometric and symbolic representations and students' perception of the model concept. Each variable was examined for gender differences. Students of the experimental group performed better than control group students in all three performance aspects. Experimental group students scored higher than the control group students in the achievement test on structure and bonding. Students' spatial ability improved in both groups, but students from the experimental group scored higher. For the average students in the two groups the improvement in all three spatial ability sub-tests —paper folding, card rotation, and cube comparison—was significantly higher for the experimental group. Experimental group students gained better insight into the model concept than the control group and could explain more phenomena with the aid of a variety of models. Hence, CMM helps in particular to improve the examined cognitive aspects of the average student population. In most of the achievement and spatial ability tests no significant differences between the genders were found, but in some aspects of model perception and verbal argumentation differences still exist. Experimental group females improved their model

Prospective Chemistry Teachers' Mental Models of Vapor Pressure

ERIC Educational Resources Information Center

Tumay, Halil

2014-01-01

The main purpose of this study was to identify prospective chemistry teachers' mental models of vapor pressure. The study involved 85 students in the Chemistry Teacher Training Department of a state university in Turkey. Participants' mental models of vapor pressure were explored using a concept test that involved qualitative comparison tasks.…
DanceChemistry: Helping Students Visualize Chemistry Concepts through Dance Videos

ERIC Educational Resources Information Center

Tay, Gidget C.; Edwards, Kimberly D.

2015-01-01

A visual aid teaching tool, the DanceChemistry video series, has been developed to teach fundamental chemistry concepts through dance. These educational videos portray chemical interactions at the molecular level using dancers to represent chemical species. Students reported that the DanceChemistry videos helped them visualize chemistry ideas in a…
Blood Urea Nitrogen Test

MedlinePlus

... Free Fetal DNA Cerebrospinal Fluid (CSF) Analysis Ceruloplasmin Chemistry Panels Chickenpox and Shingles Tests Chlamydia Testing Chloride ... mmol/L 1 from Tietz Textbook of Clinical Chemistry and Molecular Diagnostics. Burtis CA, Ashwood ER, Bruns ...
The Effectiveness of Four Readiness Tests As Predictors of First Grade Academic Achievement

ERIC Educational Resources Information Center

Telegdy, Gabriel A.

1975-01-01

Results suggest that the STAR or MRT, coupled with teacher observations and the BGT, can provide a school system with an adequate screening readiness battery. Of the several skills measured by readiness tests, letter knowledge is the most predictive of actual first grade achievement. (Author)
A Tale of Two Models: Sources of Confusion in Achievement Testing. Research Report. ETS RR-17-44

ERIC Educational Resources Information Center

Reckase, Mark D.

2017-01-01

A common interpretation of achievement test results is that they provide measures of achievement that are much like other measures we commonly use for height, weight, or the cost of goods. In a limited sense, such interpretations are correct, but some nuances of these interpretations have important implications for the use of achievement test…
Reliability and Validity of Information about Student Achievement: Comparing Large-Scale and Classroom Testing Contexts

ERIC Educational Resources Information Center

Cizek, Gregory J.

2009-01-01

Reliability and validity are two characteristics that must be considered whenever information about student achievement is collected. However, those characteristics--and the methods for evaluating them--differ in large-scale testing and classroom testing contexts. This article presents the distinctions between reliability and validity in the two…
Raising the stakes: How students' motivation for mathematics associates with high- and low-stakes test achievement.

PubMed

Simzar, Rahila M; Martinez, Marcela; Rutherford, Teomara; Domina, Thurston; Conley, AnneMarie M

2015-04-01

This study uses data from an urban school district to examine the relation between students' motivational beliefs about mathematics and high- versus low-stakes math test performance. We use ordinary least squares and quantile regression analyses and find that the association between students' motivation and test performance differs based on the stakes of the exam. Students' math self-efficacy and performance avoidance goal orientation were the strongest predictors for both exams; however, students' math self-efficacy was more strongly related to achievement on the low-stakes exam. Students' motivational beliefs had a stronger association at the low-stakes exam proficiency cutoff than they did at the high-stakes passing cutoff. Lastly, the negative association between performance avoidance goals and high-stakes performance showed a decreasing trend across the achievement distribution, suggesting that performance avoidance goals are more detrimental for lower achieving students. These findings help parse out the ways motivation influences achievement under different stakes.
8th International Symposium on Supramolecular and Macrocyclic Chemistry

DOE Office of Scientific and Technical Information (OSTI.GOV)

Davis, Jeffery T.

2015-09-18

This report summarizes the 8th International Conference on Supramolecular and Macrocyclic Chemistry (ISMSC-8). DOE funds were used to make it more affordable for students, post-docs and junior faculty to attend the conference by covering their registration costs. The conference was held in Crystal City, VA from July 7-11, 2013. See http://www.indiana.edu/~ismsc8/ for the conference website. ISMSC-8 encompassed the broad scope and interdisciplinary nature of the field. We met our goal to bring together leading scientists in molecular recognition and supramolecular chemistry. New research directions and collaborations resulted this conference. The DOE funding was crucial for us achieving our primary goal.
The achievement impact of the inclusion model on the standardized test scores of general education students

NASA Astrophysics Data System (ADS)

Garrett-Rainey, Syrena

The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model included ongoing professional development support for teachers and administrators. General education teachers, special education teachers, and teacher assistants collaborated to develop instructional strategies to provide additional remediation to help students to acquire the skills needed to master course content. This quantitative study reviewed the end-of course test (EoCT) scores of Grade 10 physical science and math students within an urban school district. It is not known whether general education students in an inclusive/co-teach science or math course will demonstrate a higher achievement on the EoCT in math or science than students not in an inclusive/co-teach classroom setting. In addition, this study sought to determine if students classified as low socioeconomic status benefited from participating in co-teaching classrooms as evidenced by standardized tests. Inferential statistics were used to determine whether there was a significant difference between the achievements of the treatment group (inclusion/co-teach) and the control group (non-inclusion/co-teach). The findings can be used to provide school districts with optional instructional strategies to implement in the diverse classroom setting in the modern classroom to increase academic performance on state standardized tests.
The Effect of Grade Norms in College Students: Using the Woodcock-Johnson III Tests of Achievement

ERIC Educational Resources Information Center

Cressman, Markus N.; Liljequist, Laura

2014-01-01

The "Woodcock-Johnson III" Tests of Achievement grade norms versus age norms were examined in the calculation of discrepancy scores in 202 college students. Difference scores were calculated between the "Wechsler Adult Intelligence Scale-3rd Edition" Full Scale IQ and the "Woodcock-Johnson III" Total Achievement,…
The establisment of an achievement test for determination of primary teachers’ knowledge level of earthquake

DOE Office of Scientific and Technical Information (OSTI.GOV)

Aydin, Süleyman, E-mail: yupul@hotmail.com; Haşiloğlu, M. Akif, E-mail: mehmet.hasiloglu@hotmail.com; Kunduraci, Ayşe, E-mail: ayse-kndrc@hotmail.com

In this study it was aimed to improve an academic achievement test to establish the students’ knowledge about the earthquake and the ways of protection from earthquakes. In the method of this study, the steps that Webb (1994) was created to improve an academic achievement test for a unit were followed. In the developmental process of multiple choice test having 25 questions, was prepared to measure the pre-service teachers’ knowledge levels about the earthquake and the ways of protection from earthquakes. The multiple choice test was presented to view of six academics (one of them was from geographic field andmore » five of them were science educator) and two expert teachers in science Prepared test was applied to 93 pre-service teachers studying in elementary education department in 2014-2015 academic years. As a result of validity and reliability of the study, the test was composed of 20 items. As a result of these applications, Pearson Moments Multiplication half-reliability coefficient was found to be 0.94. When this value is adjusted according to Spearman Brown reliability coefficient the reliability coefficient was set at 0.97.« less
An Analysis of Current Research on the Metropolitan Readiness Test and First-Grade Reading Achievement.

ERIC Educational Resources Information Center

Greenlaw, M. Jean; Moore, David

A review of literature by reading authorities identified seven criteria necessary for meaningful research about reading readiness tests. These criteria were then used in analysis of 15 research studies dealing with the "Metropolitan Readiness Test" and first grade reading achievement. Five major findings resulted from this analysis:…
Effects of two types of medical contrast media on routine chemistry results by three automated chemistry analyzers.

PubMed

Park, Yu Jin; Rim, John Hoon; Yim, Jisook; Lee, Sang-Guk; Kim, Jeong-Ho

2017-08-01

The use of iodinated contrast media has grown in popularity in the past two decades, but relatively little attention has been paid to the possible interferential effects of contrast media on laboratory test results. Herein, we investigate medical contrast media interference with routine chemistry results obtained by three automated chemistry analyzers. Ten levels of pooled serum were used in the study. Two types of medical contrast media [Iopamiro (iopamidol) and Omnipaque (iohexol)] were evaluated. To evaluate the dose-dependent effects of the contrast media, iopamidol and iohexol were spiked separately into aliquots of serum for final concentrations of 1.8%, 3.6%, 5.5%, 7.3%, and 9.1%. The 28 analytes included in the routine chemistry panel were measured by using Hitachi 7600, AU5800, and Cobas c702 analyzers. We calculated the delta percentage difference (DPD) between the samples and the control, and examined dose-dependent trends. When the mean DPD values were compared with the reference cut-off criteria, the only uniformly interferential effect observed for all analyzers was in total protein with iopamidol. Two additional analytes that showed trends toward interferential effects only in few analyzers and exceeded the limits of the allowable error were the serum iron and the total CO 2 . The other combinations of analyzer and contrast showed no consistent dose-dependent propensity for change in any analyte level. Our study suggests that many of the analytes included in routine chemistry results, except total protein and serum iron, are not significantly affected by iopamidol and iohexol. These results suggest that it would be beneficial to apply a flexible medical evaluation process for patients requiring both laboratory tests and imaging studies, minimizing the need for strict regulations for sequential tests. Copyright © 2017 The Canadian Society of Clinical Chemists. Published by Elsevier Inc. All rights reserved.
Testing grain-surface chemistry in massive hot-core regions

NASA Astrophysics Data System (ADS)

Bisschop, S. E.; Jørgensen, J. K.; van Dishoeck, E. F.; de Wachter, E. B. M.

2007-04-01

Aims:We study the chemical origin of a set of complex organic molecules thought to be produced by grain surface chemistry in high mass young stellar objects (YSOs). Methods: A partial submillimeter line-survey was performed toward 7 high-mass YSOs aimed at detecting H2CO, CH3OH, CH2CO, CH3CHO, C2H5OH, HCOOH, HNCO and NH2CHO. In addition, lines of CH3CN, C2H5CN, CH3CCH, HCOOCH3, and CH3OCH3 were observed. Rotation temperatures and beam-averaged column densities are determined. To correct for beam dilution and determine abundances for hot gas, the radius and H2 column densities of gas at temperatures >100 K are computed using 850 μm dust continuum data and source luminosity. Results: Based on their rotation diagrams, molecules can be classified as either cold (<100 K) or hot (>100 K). This implies that complex organics are present in at least two distinct regions. Furthermore, the abundances of the hot oxygen-bearing species are correlated, as are those of HNCO and NH2CHO. This is suggestive of chemical relationships within, but not between, those two groups of molecules. Conclusions: .The most likely explanation for the observed correlations of the various hot molecules is that they are "first generation" species that originate from solid-state chemistry. This includes H2CO, CH3OH, C2H5OH, HCOOCH3, CH3OCH3, HNCO, NH2CHO, and possibly CH3CN, and C2H5CN. The correlations between sources implies very similar conditions during their formation or very similar doses of energetic processing. Cold species such as CH2CO, CH3CHO, and HCOOH, some of which are seen as ices along the same lines of sight, are probably formed in the solid state as well, but appear to be destroyed at higher temperatures. A low level of non-thermal desorption by cosmic rays can explain their low rotation temperatures and relatively low abundances in the gas phase compared to the solid state. The CH3CCH abundances can be fully explained by low temperature gas phase chemistry. No cold N
Improving Preservice Chemistry Teachers' Content Knowledge through Intervention Activities

ERIC Educational Resources Information Center

Wheeldon, Ruth

2017-01-01

The effect of intervention activities on the chemistry content knowledge of 92 preservice chemistry teachers (PSCT) was examined via a pre and post true/false with confidence level test focusing on ionisation energy values and the use of a common alternative conception (AC). Data were collected from three cohorts of PSCT each engaged in a one year…
Test of Achievement in Quantitative Economics for Secondary Schools: Construction and Validation Using Item Response Theory

ERIC Educational Resources Information Center

Eleje, Lydia I.; Esomonu, Nkechi P. M.

2018-01-01

A Test to measure achievement in quantitative economics among secondary school students was developed and validated in this study. The test is made up 20 multiple choice test items constructed based on quantitative economics sub-skills. Six research questions guided the study. Preliminary validation was done by two experienced teachers in…
Which form of assessment provides the best information about student performance in chemistry examinations?

NASA Astrophysics Data System (ADS)

Hudson, Ross D.; Treagust, David F.

2013-04-01

Background . This study developed from observations of apparent achievement differences between male and female chemistry performances in a state university entrance examination. Male students performed more strongly than female students, especially in higher scores. Apart from the gender of the students, two other important factors that might influence student performance were format of questions (short-answer or multiple-choice) and type of questions (recall or application). Purpose The research question addressed in this study was: Is there a relationship between performance in state university entrance examinations in chemistry and school chemistry examinations and student gender, format of questions - multiple-choice or short-answer, and conceptual level - recall or application? Sample The two sources of data were: (1) secondary analyses of five consecutive years' data published by the examining authority of chemistry examinations, and (2) tests conducted with 192 students which provided information about all aspects of the three variables (question format, question type and gender) under consideration. Design and methods Both sources of data were analysed using ANOVA to compare means for the variables under consideration and the statistical significance of any differences. The data from the tests were also analysed using Rasch analysis to determine differences in gender performance. Results When overall mean data are considered, both male and female students performed better on multiple-choice questions and recall questions than on short-answer questions and application questions, respectively. When overall mean data are considered, male students outperformed female students in both the university entrance and school tests, particularly in the higher scores. When data were analysed with Rasch, there was no statistically significant difference in performance between males and females of equal ability. Conclusions Both male and female students generally perform
Reliability of a science admission test (HAM-Nat) at Hamburg medical school.

PubMed

Hissbach, Johanna; Klusmann, Dietrich; Hampe, Wolfgang

2011-01-01

The University Hospital in Hamburg (UKE) started to develop a test of knowledge in natural sciences for admission to medical school in 2005 (Hamburger Auswahlverfahren für Medizinische Studiengänge, Naturwissenschaftsteil, HAM-Nat). This study is a step towards establishing the HAM-Nat. We are investigating parallel forms reliability, the effect of a crash course in chemistry on test results, and correlations of HAM-Nat test results with a test of scientific reasoning (similar to a subtest of the "Test for Medical Studies", TMS). 316 first-year students participated in the study in 2007. They completed different versions of the HAM-Nat test which consisted of items that had already been used (HN2006) and new items (HN2007). Four weeks later half of the participants were tested on the HN2007 version of the HAM-Nat again, while the other half completed the test of scientific reasoning. Within this four week interval students were offered a five day chemistry course. Parallel forms reliability for four different test versions ranged from r(tt)=.53 to r(tt)=.67. The retest reliabilities of the HN2007 halves were r(tt)=.54 and r(tt )=.61. Correlations of the two HAM-Nat versions with the test of scientific reasoning were r=.34 und r=.21. The crash course in chemistry had no effect on HAM-Nat scores. The results suggest that further versions of the test of natural sciences will not easily conform to the standards of internal consistency, parallel-forms reliability and retest reliability. Much care has to be taken in order to assemble items which could be used interchangeably for the construction of new test versions. The test of scientific reasoning and the HAM-Nat are tapping different constructs. Participation in a chemistry course did not improve students' achievement, probably because the content of the course was not coordinated with the test and many students lacked of motivation to do well in the second test.
Reliability of a science admission test (HAM-Nat) at Hamburg medical school

PubMed Central

Hissbach, Johanna; Klusmann, Dietrich; Hampe, Wolfgang

2011-01-01

Objective: The University Hospital in Hamburg (UKE) started to develop a test of knowledge in natural sciences for admission to medical school in 2005 (Hamburger Auswahlverfahren für Medizinische Studiengänge, Naturwissenschaftsteil, HAM-Nat). This study is a step towards establishing the HAM-Nat. We are investigating parallel forms reliability, the effect of a crash course in chemistry on test results, and correlations of HAM-Nat test results with a test of scientific reasoning (similar to a subtest of the "Test for Medical Studies", TMS). Methods: 316 first-year students participated in the study in 2007. They completed different versions of the HAM-Nat test which consisted of items that had already been used (HN2006) and new items (HN2007). Four weeks later half of the participants were tested on the HN2007 version of the HAM-Nat again, while the other half completed the test of scientific reasoning. Within this four week interval students were offered a five day chemistry course. Results: Parallel forms reliability for four different test versions ranged from rtt=.53 to rtt=.67. The retest reliabilities of the HN2007 halves were rtt=.54 and rtt =.61. Correlations of the two HAM-Nat versions with the test of scientific reasoning were r=.34 und r=.21. The crash course in chemistry had no effect on HAM-Nat scores. Conclusions: The results suggest that further versions of the test of natural sciences will not easily conform to the standards of internal consistency, parallel-forms reliability and retest reliability. Much care has to be taken in order to assemble items which could be used interchangeably for the construction of new test versions. The test of scientific reasoning and the HAM-Nat are tapping different constructs. Participation in a chemistry course did not improve students’ achievement, probably because the content of the course was not coordinated with the test and many students lacked of motivation to do well in the second test. PMID:21866246
Research on the development of green chemistry technology assessment techniques: a material reutilization case.

PubMed

Hong, Seokpyo; Ahn, Kilsoo; Kim, Sungjune; Gong, Sungyong

2015-01-01

This study presents a methodology that enables a quantitative assessment of green chemistry technologies. The study carries out a quantitative evaluation of a particular case of material reutilization by calculating the level of "greenness" i.e., the level of compliance with the principles of green chemistry that was achieved by implementing a green chemistry technology. The results indicate that the greenness level was enhanced by 42% compared to the pre-improvement level, thus demonstrating the economic feasibility of green chemistry. The assessment technique established in this study will serve as a useful reference for setting the direction of industry-level and government-level technological R&D and for evaluating newly developed technologies, which can greatly contribute toward gaining a competitive advantage in the global market.

What's in a Teacher Test? Assessing the Relationship between Teacher Licensure Test Scores and Student STEM Achievement and Course-Taking. Working Paper 158

ERIC Educational Resources Information Center

Goldhaber, Dan; Gratz, Trevor; Theobald, Roddy

2016-01-01

We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations--middle school math, ninth-grade algebra and geometry, and ninth-grade biology--and find evidence that a teacher's basic skills test scores are modestly predictive of student…
Effects of `Environmental Chemistry' Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables

NASA Astrophysics Data System (ADS)

Çalik, Muammer; Özsevgeç, Tuncay; Ebenezer, Jazlin; Artun, Hüseyin; Küçük, Zeynel

2014-06-01

The purpose of this study is to examine the effects of `environmental chemistry' elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test-post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21-23 years) enrolled in an `environmental chemistry' elective course in the spring semester of 2011-2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs' conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the `environmental chemistry' elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts.
Meta-Analyses of the Relationship of Creative Achievement to both IQ and Divergent Thinking Test Scores

ERIC Educational Resources Information Center

Kim, Kyung Hee

2008-01-01

There is disagreement among researchers about whether IQ tests or divergent thinking (DT) tests are better predictors of creative achievement. Resolving this dispute is complicated by the fact that some research has shown a relationship between IQ and DT test scores (e.g., Runco & Albert, 1986; Wallach, 1970). The present study conducted…
The radiation chemistry of ionic liquids: A review

DOE PAGES

Mincher, Bruce J.; Wishart, James F.

2014-07-03

Ionic liquids have received increasing attention as media for radiochemical separations. Recent literature includes examinations of the efficiencies and mechanisms of the solvent extraction of lanthanides, actinides and fission products into ionic liquid solutions. For radiochemical applications, including as replacement solvents for nuclear fuel reprocessing, a thorough understanding of the radiation chemistry of ionic liquids will be required. Such an understanding can be achieved based on a combination of steady-state radiolysis experiments coupled with post-irradiation product identification and pulse-radiolysis experiments to acquire kinetic information. These techniques allow for the elucidation of radiolytic mechanisms. This contribution reviews the current ionic liquidmore » radiation chemistry literature as it affects separations, with these considerations in mind.« less
Chemistry Testing on Plasma Versus Serum Samples in Dialysis Patients: Clinical and Quality Improvement Implications.

PubMed

Carey, Roger Neill; Jani, Chinu; Johnson, Curtis; Pearce, Jim; Hui-Ng, Patricia; Lacson, Eduardo

2016-09-07

Plasma samples collected in tubes containing separator gels have replaced serum samples for most chemistry tests in many hospital and commercial laboratories. Use of plasma samples for blood tests in the dialysis population eliminates delays in sample processing while waiting for clotting to complete, laboratory technical issues associated with fibrin formation, repeat sample collection, and patient care issues caused by delay of results because of incompletely clotted specimens. Additionally, a larger volume of plasma is produced than serum for the same amount of blood collected. Plasma samples are also acceptable for most chemical tests involved in the care of patients with ESRD. This information becomes very important when United States regulatory requirements for ESRD inadvertently limit the type of sample that can be used for government reporting, quality assessment, and value-based payment initiatives. In this narrative, we summarize the renal community experience and how the subsequent resolution of the acceptability of phosphorus levels measured from serum and plasma samples may have significant implications in the country's continued development of a value-based Medicare ESRD Quality Incentive Program. Copyright © 2016 by the American Society of Nephrology.
Ontologies in medicinal chemistry: current status and future challenges.

PubMed

Gómez-Pérez, Asunción; Martínez-Romero, Marcos; Rodríguez-González, Alejandro; Vázquez, Guillermo; Vázquez-Naya, José M

2013-01-01

Recent years have seen a dramatic increase in the amount and availability of data in the diverse areas of medicinal chemistry, making it possible to achieve significant advances in fields such as the design, synthesis and biological evaluation of compounds. However, with this data explosion, the storage, management and analysis of available data to extract relevant information has become even a more complex task that offers challenging research issues to Artificial Intelligence (AI) scientists. Ontologies have emerged in AI as a key tool to formally represent and semantically organize aspects of the real world. Beyond glossaries or thesauri, ontologies facilitate communication between experts and allow the application of computational techniques to extract useful information from available data. In medicinal chemistry, multiple ontologies have been developed during the last years which contain knowledge about chemical compounds and processes of synthesis of pharmaceutical products. This article reviews the principal standards and ontologies in medicinal chemistry, analyzes their main applications and suggests future directions.
Student Achievement in Turkey, According to Question Types Used in PISA 2003-2012 Mathematic Literacy Tests

ERIC Educational Resources Information Center

Özkan, Yesim Özer; Özaslan, Nesrin

2018-01-01

The aim of this study is to determine the level of achievement of students participating in Programme for International Student Assessment (PISA) 2003 and PISA 2012 tests in Turkey according to questions in the mathematical literacy test. This study is a descriptive survey. Within the scope of the study, the mathematical literacy test items were…
Peer Mentoring in the General Chemistry and Organic Chemistry Laboratories: The Pinacol Rearrangement--An Exercise in NMR and IR Spectroscopy for General Chemistry and Organic Chemistry Laboratories

ERIC Educational Resources Information Center

Arrington, Caleb A.; Hill, Jameica B.; Radfar, Ramin; Whisnant, David M.; Bass, Charles G.

2008-01-01

This article describes a discovery experiment for general chemistry and organic chemistry labs. Although the pinacol rearrangement has been employed in undergraduate organic laboratories before, in this application organic chemistry students act as mentors to students of general chemistry. Students work together using distillation--a new technique…
Exploration of fluorine chemistry at the multidisciplinary interface of chemistry and biology.

PubMed

Ojima, Iwao

2013-07-05

Over the last three decades, my engagement in "fluorine chemistry" has evolved substantially because of the multidisciplinary nature of the research programs. I began my research career as a synthetic chemist in organometallic chemistry and homogeneous catalysis directed toward organic synthesis. Then, I was brought into a very unique world of "fluorine chemistry" in the end of 1970s. I started exploring the interface of fluorine chemistry and transition metal homogeneous catalysis first, which was followed by amino acids, peptides, and peptidomimetics for medicinal chemistry. Since then, I have been exploring the interfaces of fluorine chemistry and multidisciplinary fields of research involving medicinal chemistry, chemical biology, cancer biology, and molecular imaging. This perspective intends to cover my fruitful endeavor in the exploration of fluorine chemistry at the multidisciplinary interface of chemistry and biology in a chronological order to show the evolution of my research interest and strategy.
Black Boxes in Analytical Chemistry: University Students' Misconceptions of Instrumental Analysis

ERIC Educational Resources Information Center

Carbo, Antonio Domenech; Adelantado, Jose Vicente Gimeno; Reig, Francisco Bosch

2010-01-01

Misconceptions of chemistry and chemical engineering university students concerning instrumental analysis have been established from coordinated tests, tutorial interviews and laboratory lessons. Misconceptions can be divided into: (1) formal, involving specific concepts and formulations within the general frame of chemistry; (2)…
Chemistry: Experiments, Demonstrations and Other Activities Suggested for Chemistry.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Secondary Curriculum Development.

This publication is a handbook used in conjunction with the course of study in chemistry developed through the New York State Education Department and The University of the State of New York. It contains experiments, demonstrations, and other activities for a chemistry course. Areas covered include the science of chemistry, the atomic structure of…
Classroom Behavior and Achievement Test Performance at the Kindergarten and First Grade Level.

ERIC Educational Resources Information Center

Landsberger, Betty H.; And Others

This paper reports the results of a study which examined the longitudinal relationships between young children's classroom behavior and their performance on achievement tests. Subjects were 235 children who made up the first cohort to attend kindergarten in the public schools of North Carolina. Data were collected at four points: at the beginning…
Analysis of the Chemical Representations in Secondary Lebanese Chemistry Textbooks

ERIC Educational Resources Information Center

Shehab, Saadeddine Salim; BouJaoude, Saouma

2017-01-01

This study focused on the requirements that chemical representations should meet in textbooks in order to enhance conceptual understanding. Specifically, the purpose of this study was to evaluate the chemical representations that are present in 7 secondary Lebanese chemistry textbooks. To achieve the latter purpose, an instrument adapted from…
Using Cooperative Learning to Teach Chemistry: A Meta-Analytic Review

ERIC Educational Resources Information Center

Warfa, Abdi-Rizak M.

2016-01-01

A meta-analysis of recent quantitative studies that examine the effects of cooperative learning (CL) on achievement outcomes in chemistry is presented. Findings from 25 chemical education studies involving 3985 participants (N[subscript treatment] = 1,845; N[subscript control] = 2,140) and published since 2001 show positive association between…
Reaction chemistry in rechargeable Li-O2 batteries.

PubMed

Lim, Hee-Dae; Lee, Byungju; Bae, Youngjoon; Park, Hyeokjun; Ko, Youngmin; Kim, Haegyeom; Kim, Jinsoo; Kang, Kisuk

2017-05-22

The seemingly simple reaction of Li-O 2 batteries involving lithium and oxygen makes this chemistry attractive for high-energy-density storage systems; however, achieving this reaction in practical rechargeable Li-O 2 batteries has proven difficult. The reaction paths leading to the final Li 2 O 2 discharge products can be greatly affected by the operating conditions or environment, which often results in major side reactions. Recent research findings have begun to reveal how the reaction paths may be affected by the surrounding conditions and to uncover the factors contributing to the difficulty in achieving the reactions of lithium and oxygen. This progress report describes the current state of understanding of the electrode reaction mechanisms in Li-O 2 batteries; the factors that affect reaction pathways; and the effect of cell components such as solvents, salts, additives, and catalysts on the discharge product and its decomposition during charging. This comprehensive review of the recent progress in understanding the reaction chemistry of the Li-O 2 system will serve as guidelines for future research and aid in the development of reliable high-energy-density rechargeable Li-O 2 batteries.
Identifying a parsimonious model for predicting academic achievement in undergraduate medical education: A confirmatory factor analysis

PubMed Central

Ali, Syeda Kauser; Baig, Lubna Ansari; Violato, Claudio; Zahid, Onaiza

2017-01-01

Objectives: This study was conducted to adduce evidence of validity for admissions tests and processes and for identifying a parsimonious model that predicts students’ academic achievement in Medical College. Methods: Psychometric study done on admission data and assessment scores for five years of medical studies at Aga Khan University Medical College, Pakistan using confirmatory factor analysis (CFA) and structured equation modeling (SEM). Sample included 276 medical students admitted in 2003, 2004 and 2005. Results: The SEM supported the existence of covariance between verbal reasoning, science and clinical knowledge for predicting achievement in medical school employing Maximum Likelihood (ML) estimations (n=112). Fit indices: χ2 (21) = 59.70, p =<.0001; CFI=.873; RMSEA = 0.129; SRMR = 0.093. Conclusions: This study shows that in addition to biology and chemistry which have been traditionally used as major criteria for admission to medical colleges in Pakistan; mathematics has proven to be a better predictor for higher achievements in medical college. PMID:29067063
Identifying a parsimonious model for predicting academic achievement in undergraduate medical education: A confirmatory factor analysis.

PubMed

Ali, Syeda Kauser; Baig, Lubna Ansari; Violato, Claudio; Zahid, Onaiza

2017-01-01

This study was conducted to adduce evidence of validity for admissions tests and processes and for identifying a parsimonious model that predicts students' academic achievement in Medical College. Psychometric study done on admission data and assessment scores for five years of medical studies at Aga Khan University Medical College, Pakistan using confirmatory factor analysis (CFA) and structured equation modeling (SEM). Sample included 276 medical students admitted in 2003, 2004 and 2005. The SEM supported the existence of covariance between verbal reasoning, science and clinical knowledge for predicting achievement in medical school employing Maximum Likelihood (ML) estimations (n=112). Fit indices: χ 2 (21) = 59.70, p =<.0001; CFI=.873; RMSEA = 0.129; SRMR = 0.093. This study shows that in addition to biology and chemistry which have been traditionally used as major criteria for admission to medical colleges in Pakistan; mathematics has proven to be a better predictor for higher achievements in medical college.
College Students Solving Chemistry Problems: A Theoretical Model of Expertise

ERIC Educational Resources Information Center

Taasoobshirazi, Gita; Glynn, Shawn M.

2009-01-01

A model of expertise in chemistry problem solving was tested on undergraduate science majors enrolled in a chemistry course. The model was based on Anderson's "Adaptive Control of Thought-Rational" (ACT-R) theory. The model shows how conceptualization, self-efficacy, and strategy interact and contribute to the successful solution of quantitative,…
Heavy Metal Blood Test: MedlinePlus Lab Test Information

MedlinePlus

... Internet]. Washington D.C.: American Association for Clinical Chemistry; c2001–2017. Heavy Metals: Common Questions [updated 2016 ... Internet]. Washington D.C.: American Association for Clinical Chemistry; c2001–2017. Heavy Metals: The Test [updated 2016 ...
Taking advantage of ground data systems attributes to achieve quality results in testing software

NASA Technical Reports Server (NTRS)

Sigman, Clayton B.; Koslosky, John T.; Hageman, Barbara H.

1994-01-01

During the software development life cycle process, basic testing starts with the development team. At the end of the development process, an acceptance test is performed for the user to ensure that the deliverable is acceptable. Ideally, the delivery is an operational product with zero defects. However, the goal of zero defects is normally not achieved but is successful to various degrees. With the emphasis on building low cost ground support systems while maintaining a quality product, a key element in the test process is simulator capability. This paper reviews the Transportable Payload Operations Control Center (TPOCC) Advanced Spacecraft Simulator (TASS) test tool that is used in the acceptance test process for unmanned satellite operations control centers. The TASS is designed to support the development, test and operational environments of the Goddard Space Flight Center (GSFC) operations control centers. The TASS uses the same basic architecture as the operations control center. This architecture is characterized by its use of distributed processing, industry standards, commercial off-the-shelf (COTS) hardware and software components, and reusable software. The TASS uses much of the same TPOCC architecture and reusable software that the operations control center developer uses. The TASS also makes use of reusable simulator software in the mission specific versions of the TASS. Very little new software needs to be developed, mainly mission specific telemetry communication and command processing software. By taking advantage of the ground data system attributes, successful software reuse for operational systems provides the opportunity to extend the reuse concept into the test area. Consistency in test approach is a major step in achieving quality results.

Acid base chemistry of luteolin and its methyl-ether derivatives: A DFT and ab initio investigation

NASA Astrophysics Data System (ADS)

Amat, Anna; De Angelis, Filippo; Sgamellotti, Antonio; Fantacci, Simona

2008-09-01

The acid-base chemistry of luteolin, a flavonoid with important pharmacological and dyeing properties, and of the related methyl ether derivatives have been investigated by DFT and MP2 methods, testing different computational setups. We calculate the pK's of all the possible deprotonation sites, for which no experimental assignment could be achieved. The calculated pK's deliver a different acidity order for the two most acidic deprotonation sites between luteolin and its methyl ether derivatives, due to intramolecular hydrogen bonding in luteolin. A lowest p Ka of 6.19 is computed for luteolin, in good agreement with available experimental data.
Substitution of PFAS chemistry in outdoor apparel and the impact on repellency performance.

PubMed

Hill, Philippa J; Taylor, Mark; Goswami, Parikshit; Blackburn, Richard S

2017-08-01

Intensifying legislation and increased research on the toxicological and persistent nature of per- and polyfluoroalkyl substances (PFASs) have recently influenced the direction of liquid repellent chemistry use; environmental, social, and sustainability responsibilities are at the crux. Without PFAS chemistry, it is challenging to meet current textile industry liquid repellency requirements, which is a highly desirable property, particularly in outdoor apparel where the technology helps to provide the wearer with essential protection from adverse environmental conditions. Herein, complexities between required functionality, legislation and sustainability within outdoor apparel are discussed, and fundamental technical performance of commercially available long-chain (C8) PFASs, shorter-chain (C6) PFASs, and non-fluorinated repellent chemistries finishes are evaluated comparatively. Non-fluorinated finishes provided no oil repellency, and were clearly inferior in this property to PFAS-finished fabrics that demonstrated good oil-resistance. However, water repellency ratings were similar across the range of all finished fabrics tested, all demonstrating a high level of resistance to wetting, and several non-fluorinated repellent fabrics provide similar water repellency to long-chain (C8) PFAS or shorter-chain (C6) PFAS finished fabrics. The primary repellency function required in outdoor apparel is water repellency, and we would propose that the use of PFAS chemistry for such garments is over-engineering, providing oil repellency that is in excess of user requirements. Accordingly, significant environmental and toxicological benefits could be achieved by switching outdoor apparel to non-fluorinated finishes without a significant reduction in garment water-repellency performance. These conclusions are being supported by further research into the effect of laundering, abrasion and ageing of these fabrics. Copyright © 2017 Elsevier Ltd. All rights reserved.
The Influence of Collaborative Learning on Student Attitudes and Performance in an Introductory Chemistry Laboratory

NASA Astrophysics Data System (ADS)

Shibley, Ivan A., Jr.; Zimmaro, Dawn M.

2002-06-01

This study was designed to determine the effect of collaborative learning on student attitudes and performance in an introductory chemistry laboratory. Two sections per semester for three semesters were randomly designated as either a control section or an experimental section. Students in the control section performed most labs individually, while those in the experimental section performed all labs in groups of four. Both quantitative and qualitative measures were used to evaluate the impact of collaborative learning on student achievement and attitudes. Grades did not differ between the two sections, indicating that collaborative learning did not affect short-term student achievement. Students seemed to develop a more positive attitude about the laboratory and about chemistry in the collaborative learning sections as judged from their classroom evaluations of the teacher, the course, and the collaborative learning experience. The use of collaborative learning in the laboratory as described in this paper therefore may provide a means of improving student attitudes toward chemistry.
The correlation between academic achievements, self-esteem and motivation of female seventh grade students: A mixed methods approach

NASA Astrophysics Data System (ADS)

Henman, Karen

During the early grades, female students generally display enthusiasm for learning science. As these same students go though school, however, their level of motivation changes. Once female students reach high school, many lack the confidence to take chemistry and physics. Then, in college they lack the background necessary to major in chemistry, physics, and engineering. This study used quantitative data to investigate the correlation between female students' motivation, self-esteem, and standards-based state science achievement tests combined with a qualitative survey of student's perceptions of parents' attitudes toward science. The Children's Science Motivation Inventory (CAIMI) determined students' levels of motivation toward science. The Coopersmith Self-esteem Inventory (CSEI) ascertained female students' overall self-esteem. The ISTEP+ exam given in the 6th grade measured the students' academic achievement in science. Trained examiners who interviewed students comprised the qualitative component of the study. Each examiner elaborated on selected questions from the CSEI and CAIMI to determine the students' perceptions of parental attitudes toward science. A multiple regression was used to determine the correlation between self-esteem, motivation, and achievement in science. The correlation was strongest between motivation. Interviews revealed parents and teachers had the most influence on students' perception of science. In understanding the correlation between female students' motivation, achievement, and self-esteem, schools will gain further knowledge into how students relate to the academic field of science and can thus promote females' participation in more science courses in high school. This then will provide females the necessary background knowledge to pursue a greater number of science majors in college.
The Correlation among EFL Learners' Test Anxiety, Foreign Language Anxiety and Language Achievement

ERIC Educational Resources Information Center

Cakici, Dilek

2016-01-01

The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayis…
Three brief assessments of math achievement.

PubMed

Steiner, Eric T; Ashcraft, Mark H

2012-12-01

Because of wide disparities in college students' math knowledge-that is, their math achievement-studies of cognitive processing in math tasks also need to assess their individual level of math achievement. For many research settings, however, using existing math achievement tests is either too costly or too time consuming. To solve this dilemma, we present three brief tests of math achievement here, two drawn from the Wide Range Achievement Test and one composed of noncopyrighted items. All three correlated substantially with the full achievement test and with math anxiety, our original focus, and all show acceptable to excellent reliability. When lengthy testing is not feasible, one of these brief tests can be substituted.
What We Don't Test: What an Analysis of Unreleased ACS Exam Items Reveals about Content Coverage in General Chemistry Assessments

ERIC Educational Resources Information Center

Reed, Jessica J.; Villafan~e, Sachel M.; Raker, Jeffrey R.; Holme, Thomas A.; Murphy, Kristen L.

2017-01-01

General chemistry courses are often the foundation for the study of other science disciplines and upper-level chemistry concepts. Students who take introductory chemistry courses are more often from health and science-related fields than chemistry. As such, the content taught and assessed in general chemistry courses is envisioned as building…
Prospective Chemistry Teachers' Misconceptions about Colligative Properties: Boiling Point Elevation and Freezing Point Depression

ERIC Educational Resources Information Center

Pinarbasi, Tacettin; Sozbilir, Mustafa; Canpolat, Nurtac

2009-01-01

This study aimed at identifying prospective chemistry teachers' misconceptions of colligative properties. In order to fulfill this aim, a diagnostic test composed of four open-ended questions was used. The test was administered to seventy-eight prospective chemistry teachers just before qualifying to teaching in secondary schools. Nine different…
Improving General Chemistry Course Performance through Online Homework-Based Metacognitive Training

ERIC Educational Resources Information Center

Casselman, Brock L.; Atwood, Charles H.

2017-01-01

In a first-semester general chemistry course, metacognitive training was implemented as part of an online homework system. Students completed weekly quizzes and multiple practice tests to regularly assess their abilities on the chemistry principles. Before taking these assessments, students predicted their score, receiving feedback after…
The Impact of Retrieval Processes, Age, General Achievement Level, and Test Scoring Scheme for Children's Metacognitive Monitoring and Controlling

ERIC Educational Resources Information Center

Krebs, Saskia Susanne; Roebers, Claudia Maria

2012-01-01

This multi-phase study examined the influence of retrieval processes on children's metacognitive processes in relation to and in interaction with achievement level and age. First, N = 150 9/10- and 11/12-year old high and low achievers watched an educational film and predicted their test performance. Children then solved a cloze test regarding the…
An Operational Definition of Learning Disabilities (Cognitive Domain) Using WISC Full Scale IQ and Peabody Individual Achievement Test Scores.

ERIC Educational Resources Information Center

Brenton, Beatrice White; Gilmore, Doug

An operational index of discrepancy between ability and achievement using the Wechsler Intelligence Scale for Children and the Peabody Individual Achievement Test (PIAT) was tested with 50 male and 10 female legally identified learning disabled (LD) children (mean age 9 years 2 months). Use of the index identified 74% of the males and 30% of the…
The Black-White-Other Achievement Gap: Testing Theories of Academic Performance among Multiracial and Monoracial Adolescents

ERIC Educational Resources Information Center

Herman, Melissa R.

2009-01-01

The study presented here tested three theories of racial differences in academic performance among monoracial and multiracial high school students. These theories (status attainment, oppositional culture, and educational attitudes) were developed to explain differences in achievement among monoracial groups, but the study tested how the theories…
Student Science Achievement and the Integration of Indigenous Knowledge in the Classroom and on Standardized Tests

ERIC Educational Resources Information Center

Benson, Juliann

2012-01-01

In science education, there has been little research focused on indigenous students' achievement on science standardized tests when indigenous knowledge is integrated into the test questions. However, there has been an increased amount of research investigating the impact of culturally relevant curriculum adaptations on indigenous students'…
[Investigation of biologically active compounds at the Department of Organic Chemistry of University of Debrecen 1992-2009. Part III].

PubMed

Antus, Sándor

2010-01-01

The author briefly reviews the beginning of the carbohydrate chemistry in Hungary with special regard to the results achieved at the Department of Organic Chemistry of University of Debrecen and summarizes the most important synthetic and pharmaceutical results obtained in this field between 1992-2009, part III.
Development of a MELCOR Sodium Chemistry (NAC) Package - FY17 Progress.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Louie, David; Humphries, Larry L.

This report describes the status of the development of MELCOR Sodium Chemistry (NAC) package. This development is based on the CONTAIN-LMR sodium physics and chemistry models to be implemented in MELCOR. In the past three years, the sodium equation of state as a working fluid from the nuclear fusion safety research and from the SIMMER code has been implemented into MELCOR. The chemistry models from the CONTAIN-LMR code, such as the spray and pool fire mode ls, have also been implemented into MELCOR. This report describes the implemented models and the issues encountered. Model descriptions and input descriptions are provided.more » Development testing of the spray and pool fire models is described, including the code-to-code comparison with CONTAIN-LMR. The report ends with an expected timeline for the remaining models to be implemented, such as the atmosphere chemistry, sodium-concrete interactions, and experimental validation tests .« less
A study of how precursor key concepts for organic chemistry success are understood by general chemistry students

NASA Astrophysics Data System (ADS)

Meyer, Patrick Gerard

are not adequate to determine the shape of a molecule---but some apply the VSEPR theory in incorrect ways. (9) Students do not reason significantly differently when working with various representations of molecules such as ball-and-stick models, molecular formulas, and Lewis structures. The study illuminated specific parts of the general chemistry curriculum that are particularly troublesome for students but necessary for their further achievement in chemistry. This information is important; it gives the discipline of chemistry education target areas to focus on for general chemistry pedagogical improvement efforts.
'The history of hindu chemistry' a critical review.

PubMed

Harsha, N M; Nagaraja, T N

2010-10-01

'The History of Hindu Chemistry' is one of the rare, important books published in twentieth century. Sir Prafulla Chandra Ray, the author of this book, who was a chemist by profession, has contributed greatly to the field of Rasashastra in his own style. The book in two volumes is in English and has achieved international recognition. The work became the cause of enlightening people specially, the Westerners about Indian Alchemy which, they were till then unaware of. In a way, 'globalization' of the concepts of Rasashastra has its starting point in the works of Sir P.C.Ray. The author has touched almost every area of Rasashastra of course, from the standpoint of modern Chemistry. A critical analysis of his contributions, the narration of the contents of the book are detailed in the paper.
Calcination/dissolution chemistry development Fiscal year 1995

DOE Office of Scientific and Technical Information (OSTI.GOV)

Delegard, C.H.

1995-09-01

The task {open_quotes}IPC Liaison and Chemistry of Thermal Reconstitution{close_quotes} is a $300,000 program that was conducted in Fiscal Year (FY) 1995 with U.S. Department of Energy (DOE) Office of Research and Development (EM-53) Efficient Separations and Processing Crosscutting Program supported under technical task plan (TTP) RL4-3-20-04. The principal investigator was Cal Delegard of the Westinghouse Hanford Company (WHC). The task encompassed the following two subtasks related to the chemistry of alkaline Hanford Site tank waste: (1) Technical Liaison with the Institute of Physical Chemistry of the Russian Academy of Science (IPC/RAS) and its research into the chemistry of transuranic elementsmore » (TRU) and technetium (Tc) in alkaline media. (2) Laboratory investigation of the chemistry of calcination/dissolution (C/D) (or thermal reconstitution) as an alternative to the present reference Hanford Site tank waste pretreatment flowsheet, Enhanced Sludge Washing (ESW). This report fulfills the milestone for the C/D subtask to {open_quotes}Provide End-of-Year Report on C/D Laboratory Test Results{close_quotes} due 30 September 1995. A companion report, fulfilling the milestone to provide an end-of-year report on the IPC/RAS liaison, also has been prepared.« less
Students' Visual Learning Disabilities and Under-Achievement in Selected Science Subjects.

ERIC Educational Resources Information Center

Rochford, Kevin

Two experiments were conducted to assess the performance of freshmen chemistry students with poor spatial visualization skills. In the first experiment, 31 chemistry students with academically deficient backgrounds completed a diagnostic test of their ability to visualize and interpret pictorial representations of simple molecular structures. At…
Exploiting enhanced non-testing approaches to meet the needs for sustainable chemistry

EPA Science Inventory

Sustainable chemistry is the design and use of chemicals that minimize impacts to human health, ecosystems and the environment. To assess sustainability, chemicals must be evaluated not only for their toxicity to humans and other species, but also for environmental persistence an...

Mixed handedness and achievement test scores of middle school boys.

PubMed

Sarma, P S B

2008-10-01

The purpose of the study was to replicate findings of an earlier study of fourth grade boys manifesting mixed handedness with a sample. Among 32 mixed-handed boys in Grades 6 to 8, the right-handed writer, left-handed thrower group obtained low spelling scores (Normal Curve Equivalent Scores) on the California Achievement Test significantly more frequently than the left-handed writer, right-handed thrower group. These findings are consistent with data for Grade 4 boys in the earlier study. Findings strengthen the hypotheses that mixed handedness is not a unitary neuropsychological entity and that boys who write with the right hand and throw with the left hand might be at risk for certain academic deficits.
A Game-Based Approach to an Entire Physical Chemistry Course

ERIC Educational Resources Information Center

Daubenfeld, Thorsten; Zenker, Dietmar

2015-01-01

We designed, implemented, and evaluated a game-based learning approach to increase student motivation and achievement for an undergraduate physical chemistry course. By focusing only on the most important game aspects, the implementation was realized with a production ratio of 1:8 (study load in hours divided by production effort in hours).…
National Chemistry Week 2000: JCE Resources in Food Chemistry

NASA Astrophysics Data System (ADS)

Jacobsen, Erica K.

2000-10-01

November brings another National Chemistry Week, and this year's theme is food chemistry. I was asked to collect and evaluate JCE resources for use with this theme, a project that took me deep into past issues of JCE and yielded many treasures. Here we present the results of searches for food chemistry information and activities. While the selected articles are mainly at the high school and college levels, there are some excellent ones for the elementary school level and some that can be adapted for younger students. The focus of all articles is on the chemistry of food itself. Activities that only use food to demonstrate a principle other than food chemistry are not included. Articles that cover household products such as cleansers and pharmaceuticals are also not included. Each article has been characterized as a demonstration, experiment, calculation, activity, or informational item; several fit more than one classification. Also included are keywords and an evaluation as to which levels the article may serve.
Global tropospheric chemistry: A plan for action

NASA Technical Reports Server (NTRS)

1984-01-01

Prompted by an increasing awareness of the influence of human activity on the chemistry of the global troposphere, a panel was formed to (1) assess the requirement for a global study of the chemistry of the troposphere; (2) develop a scientific strategy for a comprehensive plan taking into account the existing and projected programs of the government; (3) assess the requirements of a global study in terms of theoretical knowledge, numerical modeling, instrumentation, observing platforms, ground-level observational techniques, and other related needs; and (4) outline the appropriate sequence and coordination required to achieve the most effective utilization of available resources. Part 1 presents a coordinated national blueprint for scientific investigations of biogeochemical cycles in the global troposphere. part 2 presents much of the background information of the present knowledge and gaps in the understanding of tropospheric chemical cycles and processes from which the proposed program was developed.
Global tropospheric chemistry: A plan for action

NASA Astrophysics Data System (ADS)

1984-10-01

Prompted by an increasing awareness of the influence of human activity on the chemistry of the global troposphere, a panel was formed to (1) assess the requirement for a global study of the chemistry of the troposphere; (2) develop a scientific strategy for a comprehensive plan taking into account the existing and projected programs of the government; (3) assess the requirements of a global study in terms of theoretical knowledge, numerical modeling, instrumentation, observing platforms, ground-level observational techniques, and other related needs; and (4) outline the appropriate sequence and coordination required to achieve the most effective utilization of available resources. Part 1 presents a coordinated national blueprint for scientific investigations of biogeochemical cycles in the global troposphere. part 2 presents much of the background information of the present knowledge and gaps in the understanding of tropospheric chemical cycles and processes from which the proposed program was developed.
Chemistry teaching in the new degrees of Agricultural Engineering

NASA Astrophysics Data System (ADS)

Arce, Augusto; Tarquis, Ana Maria; Castellanos, Maria Teresa; Requejo, Maria Isabel; Cartagena, Maria Carmen

2013-04-01

The academic year 2011-12 is the second one implementing Bologna process in ETSI at the subjects of Agricultural Chemistry I and Chemistry II in the new four Degrees: Graduate in Engineering and Agricultural Science, Food Engineering Graduate, Graduate Environmental and engineering Graduate in Biotechnology, for it has been necessary to design and implement new interactive methodologies in the teaching-learning process based on the use of the virtual platform of the UPM, implement new evaluation systems that promote continued participation active student and the development of educational materials to support the subjects of chemistry designed new degrees within the EEES. In addition to the above actions, an assessment test prior chemistry knowledge has been made to all students who enter into Agricultural Grades, improving laboratory practices and the comparative study of academic obtained by the students of the new grades in the subjects of chemistry during the year 2011-12 compared to the 2010-11 academic year. More than 15,000 data have showed a good correlation between the student's prior knowledge, the level test performed, test scores, the overall success rate of the course and the abandonment of the different degrees. Academic results show a higher percentage of students enrolled and presented on a greater number of passes on students enrolled in the 2011-12 academic year for students enrolled in the previous academic year. The improved results have influenced the actions taken and the level of knowledge with students entering. Finally, we propose possible solutions to fix these results in future courses, aiming to improve the degree of efficiency, success and significant absenteeism in the first year as it will condition the dropout rate of these new degrees. Acknowledgements: Proyecto de Innovación Educativa N° IE02054-11/12 UPM. 2012.
Achievement Goal Orientation and Situational Motivation for a Low-Stakes Test of Content Knowledge

PubMed Central

2012-01-01

Objective. To determine the extent of the relationship between students’ inherent motivation to achieve in a doctor of pharmacy program and their motivation to achieve on a single low-stakes test of content knowledge. Method. The Attitude Toward Learning Questionnaire (ATL) was administered to 66 third-year pharmacy students at the beginning of the spring 2011 semester, and the Student Opinion Scale (SOS) was administered to the same group immediately following completion of the Pharmacy Curricular Outcomes Assessment (PCOA). Results. Significant differences were found in performance approach and work avoidance based on situational motivation scores. Situational motivation was also found to be directly correlated with performance and mastery approaches and inversely correlated with work avoidance. Criteria were met for predicting importance and effort from performance and mastery approaches and work avoidance scores of pharmacy students. Conclusions. The ability to predict pharmacy students’ motivation to perform on a low-stakes standardized test of content knowledge increases the test’s usefulness as a measure of curricular effectiveness. PMID:22611274
Collaborative Physical Chemistry Projects Involving Computational Chemistry

NASA Astrophysics Data System (ADS)

Whisnant, David M.; Howe, Jerry J.; Lever, Lisa S.

2000-02-01

The physical chemistry classes from three colleges have collaborated on two computational chemistry projects using Quantum CAChe 3.0 and Gaussian 94W running on Pentium II PCs. Online communication by email and the World Wide Web was an important part of the collaboration. In the first project, students used molecular modeling to predict benzene derivatives that might be possible hair dyes. They used PM3 and ZINDO calculations to predict the electronic spectra of the molecules and tested the predicted spectra by comparing some with experimental measurements. They also did literature searches for real hair dyes and possible health effects. In the final phase of the project they proposed a synthetic pathway for one compound. In the second project the students were asked to predict which isomer of a small carbon cluster (C3, C4, or C5) was responsible for a series of IR lines observed in the spectrum of a carbon star. After preliminary PM3 calculations, they used ab initio calculations at the HF/6-31G(d) and MP2/6-31G(d) level to model the molecules and predict their vibrational frequencies and rotational constants. A comparison of the predictions with the experimental spectra suggested that the linear isomer of the C5 molecule was responsible for the lines.
Chemistry in the Comics: Part 2. Classic Chemistry.

ERIC Educational Resources Information Center

Carter, Henry A.

1989-01-01

Describes topics in chemistry as related in the Classics Illustrated publications. Provides a list from "The Pioneers of Science" series with issue date, number, and biograhical topic. Lists references to topics in chemistry. Presents many pages from these comics. (MVL)
The Influence of PBL on Students' Self-Efficacy Beliefs in Chemistry

ERIC Educational Resources Information Center

Mataka, Lloyd M.; Grunert Kowalske, Megan

2015-01-01

A convergent mixed methods research study was used to investigate whether or not undergraduate students who participated in a problem-based learning (PBL) laboratory environment improved their self-efficacy beliefs in chemistry. The Chemistry Attitude and Experience Questionnaire (CAEQ) was used as a pre- and post-test to determine changes in…
Deconstructing Constructivism: Modeling Causal Relationships Among Constructivist Learning Environment Factors and Student Outcomes in Introductory Chemistry

NASA Astrophysics Data System (ADS)

Komperda, Regis

The purpose of this dissertation is to test a model of relationships among factors characterizing aspects of a student-centered constructivist learning environment and student outcomes of satisfaction and academic achievement in introductory undergraduate chemistry courses. Constructivism was chosen as the theoretical foundation for this research because of its widespread use in chemical education research and practice. In a constructivist learning environment the role of the teacher shifts from delivering content towards facilitating active student engagement in activities that encourage individual knowledge construction through discussion and application of content. Constructivist approaches to teaching introductory chemistry courses have been adopted by some instructors as a way to improve student outcomes, but little research has been done on the causal relationships among particular aspects of the learning environment and student outcomes. This makes it difficult for classroom teachers to know which aspects of a constructivist teaching approach are critical to adopt and which may be modified to better suit a particular learning environment while still improving student outcomes. To investigate a model of these relationships, a survey designed to measure student perceptions of three factors characterizing a constructivist learning environment in online courses was adapted for use in face-to-face chemistry courses. These three factors, teaching presence, social presence, and cognitive presence, were measured using a slightly modified version of the Community of Inquiry (CoI) instrument. The student outcomes investigated in this research were satisfaction and academic achievement, as measured by standardized American Chemical Society (ACS) exam scores and course grades. Structural equation modeling (SEM) was used to statistically model relationships among the three presence factors and student outcome variables for 391 students enrolled in six sections of a
Does achievement motivation mediate the semantic achievement priming effect?

PubMed

Engeser, Stefan; Baumann, Nicola

2014-10-01

The aim of our research was to understand the processes of the prime-to-behavior effects with semantic achievement primes. We extended existing models with a perspective from achievement motivation theory and additionally used achievement primes embedded in the running text of excerpts of school textbooks to simulate a more natural priming condition. Specifically, we proposed that achievement primes affect implicit achievement motivation and conducted pilot experiments and 3 main experiments to explore this proposition. We found no reliable positive effect of achievement primes on implicit achievement motivation. In light of these findings, we tested whether explicit (instead of implicit) achievement motivation is affected by achievement primes and found this to be the case. In the final experiment, we found support for the assumption that higher explicit achievement motivation implies that achievement priming affects the outcome expectations. The implications of the results are discussed, and we conclude that primes affect achievement behavior by heightening explicit achievement motivation and outcome expectancies.
Chemistry on Stamps.

ERIC Educational Resources Information Center

Schreck, James O.

1986-01-01

Suggests how postage stamps can be incorporated into chemistry teaching. Categories considered include emergence of chemistry as a science, metric system, atoms (and molecules and ions), stoichiometry, energy relationships in chemical systems, chemical bonding, nuclear chemistry, biochemistry, geochemistry, matter (gases, liquids, and solids),…
The Significance of the Origin of Physical Chemistry for Physical Chemistry Education: The Case of Electrolyte Solution Chemistry

ERIC Educational Resources Information Center

de Berg, Kevin Charles

2014-01-01

Physical Chemistry's birth was fraught with controversy, a controversy about electrolyte solution chemistry which has much to say about how scientific knowledge originates, matures, and responds to challenges. This has direct implications for the way our students are educated in physical chemistry in particular and science in general. The…
Comparing Science Achievement Constructs: Targeted and Achieved

ERIC Educational Resources Information Center

Ferrara, Steve; Duncan, Teresa

2011-01-01

This article illustrates how test specifications based solely on academic content standards, without attention to other cognitive skills and item response demands, can fall short of their targeted constructs. First, the authors inductively describe the science achievement construct represented by a statewide sixth-grade science proficiency test.…
Testing the Mediating Role of Teachers' Self-Efficacy Beliefs in the Relationship between Sources of Efficacy Information and Students Achievement

ERIC Educational Resources Information Center

Mohamadi, Fatemeh Shaterian; Asadzadeh, Hassan

2012-01-01

The purpose of this study is to test the mediating role of teachers' self-efficacy beliefs in the relationship between sources of efficacy information and students achievement. For achieving this aim, this study suggests two alternative models, tested by Structural equation modeling (SEM) technique. In the first model, sources of efficacy…
Embedded Mathematics in Chemistry: A Case Study of Students' Attitudes and Mastery

NASA Astrophysics Data System (ADS)

Preininger, Anita M.

2017-02-01

There are many factors that shape students' attitudes toward science, technology, engineering and mathematics. This exploratory study of high school students examined the effect of enriching chemistry with math on chemistry students' attitudes toward math and careers involving math. To measure student attitudes, a survey was administered before and after the 18-week chemistry class; results from the chemistry class were compared to survey results from students in an elective science class that did not emphasize mathematics. At the end of the 18-week period, only the chemistry students exhibited more positive views toward their abilities in mathematics and careers that involve mathematics, as compared to their views at the outset of the course. To ensure that chemistry mastery was not hindered by the additional emphasis on math, and that mastery on state end-of-course examinations reflected knowledge acquired during the math-intensive chemistry class, a chemistry progress test was administered at the start and end of the term. This exploratory study suggests that emphasizing mathematical approaches in chemistry may positively influence attitudes toward math in general, as well as foster mastery of chemistry content.
Is Chemistry Attractive for Pupils? Czech Pupils' Perception of Chemistry

ERIC Educational Resources Information Center

Kubiatko, Milan

2015-01-01

Chemistry is an important subject due to understanding the composition and structure of the things around us. The main aim of the study was to find out the perception of chemistry by lower secondary school pupils. The partial aims were to find out the influence of gender, year of study and favorite subject on the perception of chemistry. The…
Towards "Bildung"-Oriented Chemistry Education

ERIC Educational Resources Information Center

Sjöström, Jesper

2013-01-01

This paper concerns "Bildung"-oriented chemistry education, based on a reflective and critical discourse of chemistry. It is contrasted with the dominant type of chemistry education, based on the mainstream discourse of chemistry. "Bildung"-oriented chemistry education includes not only content knowledge in chemistry, but also…
Clinical chemistry measurements with commercially available test slides on a smartphone platform: Colorimetric determination of glucose and urea.

PubMed

Wu, Yuanyuan; Boonloed, Anukul; Sleszynski, Neal; Koesdjojo, Myra; Armstrong, Chadd; Bracha, Shay; Remcho, Vincent T

2015-08-25

Rapidly increasing healthcare costs in economically advantaged countries are currently unsustainable, while in many developing nations, even 50-year-old technologies are too expensive to implement. New and unconventional technologies are being explored as solutions to this problem. In this study, we examined the use of a smartphone as the detection platform for 2 well-developed, relatively inexpensive, commercially available clinical chemistry assays as a model for rapid and inexpensive clinical diagnostic testing. An Apple iPhone 4 camera phone equipped with a color analysis application (ColorAssist) was combined with Vitros® glucose and urea colorimetric assays. Color images of assay slides at various concentrations of glucose or urea were collected with the iPhone 4 and quantitated in three different spectral ranges (red/green/blue or RGB) using the ColorAssist app. When the diffuse reflectance data was converted into absorbance, it was possible to quantitate glucose or blood urea nitrogen (BUN) over their clinically important concentration ranges (30-515mg/dl for glucose or 2-190mg/dl for BUN), with good linearity (R(2)=0.9994 or 0.9996, respectively [n=5]). Data collected using the iPhone 4 and canine serum samples were in agreement with results from the instrumental "gold standard" (Beckman Coulter AU480 Chemistry System) (R(2)=0.9966 and slope=1.0001 for glucose; R(2)=0.9958 and slope=0.9454 for BUN). Glucose determinations of serum samples made using this smartphone method were as accurate as or more accurate than a commercial colorimetric dry slide analyzer (Heska® Element DC Chemistry Analyzer, Loveland, CO) and 2 glucometers: ReliOn® Ultima (Abbott Diabetes Care Inc) and Presto® (AgaMatrix Inc.H). BUN determinations made using the smartphone approach were comparable in accuracy to the Heska instrument. This demonstration shows that smartphones have the potential to be used as simple, effective colorimetric detectors for quantitative diagnostic tests

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

Sample records for chemistry achievement test

See Correction to this article.