Featured Molecules: Sucrose and Vanillin
NASA Astrophysics Data System (ADS)
Coleman, William F.; Wildman, Randall J.
2003-04-01
The WebWare molecules of the month for April relate to the sense of taste. Apple Fool, the JCE Classroom Activity, mentions sucrose and vanillin and their use as flavorings. Fully manipulable (Chime) versions of these and other molecules are available at Only@JCE Online.
Featured Molecules: Ascorbic Acid and Methylene Blue
NASA Astrophysics Data System (ADS)
Coleman, William F.; Wildman, Randall J.
2003-05-01
The WebWare molecules of the month for May are featured in several articles in this issue. "Arsenic: Not So Evil After All?" discusses the pharmaceutical uses of methylene blue and its development as the first synthetic drug used against a specific disease. The JCE Classroom Activity "Out of the Blue" and the article "Greening the Blue Bottle" feature methylene blue and ascorbic acid as two key ingredients in the formulation of the blue bottle. You can also see a colorful example of these two molecules in action on the cover. "Sailing on the 'C': A Vitamin Titration with a Twist" describes an experiment to determine the vitamin C (ascorbic acid) content of citrus fruits and challenges students, as eighteenth-century sea captains, to decide the best fruit to take on a long voyage. Fully manipulable (Chime) versions of these and other molecules are available at Only@JCE Online.
NASA Astrophysics Data System (ADS)
Holmes, Jon L.
1999-05-01
The Features area of JCE Online is now readily accessible through a single click from our home page. In the Features area each column is linked to its own home page. These column home pages also have links to them from the online Journal Table of Contents pages or from any article published as part of that feature column. Using these links you can easily find abstracts of additional articles that are related by topic. Of course, JCE Online+ subscribers are then just one click away from the entire article. Finding related articles is easy because each feature column "site" contains links to the online abstracts of all the articles that have appeared in the column. In addition, you can find the mission statement for the column and the email link to the column editor that I mentioned above. At the discretion of its editor, a feature column site may contain additional resources. As an example, the Chemical Information Instructor column edited by Arleen Somerville will have a periodically updated bibliography of resources for teaching and using chemical information. Due to the increase in the number of these resources available on the WWW, it only makes sense to publish this information online so that you can get to these resources with a simple click of the mouse. We expect that there will soon be additional information and resources at several other feature column sites. Following in the footsteps of the Chemical Information Instructor, up-to-date bibliographies and links to related online resources can be made available. We hope to extend the online component of our feature columns with moderated online discussion forums. If you have a suggestion for an online resource you would like to see included, let the feature editor or JCE Online (jceonline@chem.wisc.edu) know about it. JCE Internet Features JCE Internet also has several feature columns: Chemical Education Resource Shelf, Conceptual Questions and Challenge Problems, Equipment Buyers Guide, Hal's Picks, Mathcad in the Chemistry Curriculum, and WWW Site Review. These columns differ from the print feature columns in that they use the Internet as the publication medium. Doing so allows these features to include continually updated information, digital components, and links to other online resources. The Conceptual Questions and Challenge Problems feature of JCE Internet serves as a good example for the kinds of resources that you can expect to find in an online feature column. Like other columns it contains a mission statement that defines the role of the column. It includes a digital library of continually updated examples of conceptual questions and challenge problems. (As I write this we have just added several new questions to the library.) It also includes a list of links to related online resources, information for authors about how to write questions and problems, and information for teachers about how to use conceptual questions and challenge problems.
Teaching with Technology home page at JCE Online. One-Stop Feature Shop The updated Feature area of JCE Online offers information about all JCE feature columns in one place. It gives you a quick and convenient way to access a group of articles in a particular subject area. It provides authors and readers with a good definition of the column and its mission. It complements the print feature columns with online resources. It provides up-to-date bibliographies for selected areas of interest. And last, but not least, it provides that email address you can use to send that message of appreciation to the feature editor for his or her contribution to JCE and the chemical education community.
NASA Astrophysics Data System (ADS)
Coleman, William F.
2005-02-01
Fully manipulable (Chime) versions of these molecules appear below. These and other molecules are available at Only@ JCE Online . Figure 1. Atrazine molecule. Interactive Chime-based structure (top); static structure graphic (bottom).
NASA Astrophysics Data System (ADS)
Holmes, Jon L.
2000-06-01
New JCE Internet Feature at JCE Online Biographical Snapshots of Famous Chemists is a new JCE Internet feature on JCE Online. Edited by Barbara Burke, this feature provides biographical information on leading chemists, especially women and minority chemists, fostering the attitude that the practitioners of chemistry are as human as those who endeavor to learn about it. Currently, the column features biographical "snapshots" of 30 chemists. Each snapshot includes keywords and bibliography and several contain links to additional online information about the chemist. More biographical snapshots will appear in future installments. In addition, a database listing over 140 women and minority chemists is being compiled and will be made available online with the snapshots in the near future. The database includes the years of birth and death, gender and ethnicity, major and minor discipline, keywords to facilitate searching, and references to additional biographical information. We welcome your input into what we think is a very worthwhile resource. If you would like to provide additional biographical snapshots, see additional chemists added to the database, or know of additional references for those that are already in the database, please contact JCE Online or the feature editor. Your feedback is welcome and appreciated. You can find Biographical Snapshots of Famous Chemists starting from the JCE Online home page-- click the Features item under JCE Internet and then the Chemist Bios item. Access JCE Online without Name and Password We have recently been swamped by libraries requesting IP-number access to JCE Online. With the great benefit IP-number authentication gives to librarians (no user names and passwords to administer) and to their patrons (no need to remember and enter valid names and passwords) this is not surprising. If you would like access to JCE Online without the need to remember and enter a user name and password, you should tell your librarian about our IP-number access. Current subscriptions can be upgraded to IP-number access at little additional cost. We are pleased to be able to offer to institutions and libraries this convenient mode of access to subscriber only resources at JCE Online. JCE Online Usage Statistics We are continually amazed by the activity at JCE Online. So far, the year 2000 has shown a marked increase. Given the phenomenal overall growth of the Internet, perhaps our surprise is not warranted. However, during the months of January and February 2000, over 38,000 visitors requested over 275,000 pages. This is a monthly increase of over 33% from the October-December 1999 levels. It is good to know that people are visiting, but we would very much like to know what you would most like to see at JCE Online. Please send your suggestions to JCEOnline@chem.wisc.edu. For those who are interested, JCE Online year-to-date statistics are available. Biographical Snapshots of Famous Chemists: Mission Statement Feature Editor: Barbara Burke Chemistry Department, California State Polytechnic University-Pomona, Pomona, CA 91768 phone: 909/869-3664 fax: 909/869-4616 email: baburke@csupomona.edu The primary goal of this JCE Internet column is to provide information about chemists who have made important contributions to chemistry. For each chemist, there is a short biographical "snapshot" that provides basic information about the person's chemical work, gender, ethnicity, and cultural background. Each snapshot includes links to related websites and to a biobibliographic database. The database provides references for the individual and can be searched through key words listed at the end of each snapshot. All students, not just science majors, need to understand science as it really is: an exciting, challenging, human, and creative way of learning about our natural world. Investigating the life experiences of chemists can provide a means for students to gain a more realistic view of chemistry. In addition students, especially women and minorities, need more scientist role models. When teachers weave biographical information into their conceptual lectures, they are using an effective pedagogical tool that will enhance students' understanding of chemical facts. Linking chemical ideas to real people provides a stronger infrastructure than facts alone: students need more than just the facts--they need to know the stories of the people behind the "magic". Without these stories, our students miss the wonderful, exciting, human side of our chemical sciences. Acknowledgments National Science Foundation, Alliance for Minority Progress Grant (HRD 9353276); Chemical Heritage Foundation, Philadelphia, PA; Huntington Library, San Marino, CA.
Online Resources for High School Teachers--A CLIC Away
NASA Astrophysics Data System (ADS)
Holmes, Jon L.
2000-04-01
"I'm a high school teacher. I don't have time to sift through all of JCE to find what I need. I don't have enough time as it is!" If you need to find things in a hurry, go to JCE HS CLIC, the JCE High School Chemed Learning Information Center, http://JChemEd.chem.wisc.edu/HS/. You will find good solid, reliable information, and you will find it fast. CLIC is open 24 hours every day, all over the world. What You Will Find at JCE CLIC We know teachers are pressed for time. During the few minutes between classes or at the end of the day, information needs to be found very quickly. Perhaps you are looking for a demo that illustrates electrochemistry using Cu, Mg, orange juice, and a clock; or a student activity on chromatography that is ready to copy and hand out; or a video to illustrate the action of aqua regia on gold, because you can't use aqua regia and can't afford gold. You can find each of these quickly at CLIC. The Journal has always provided lots of articles designed with high school teachers in mind. What the new JCE HS CLIC does is collect the recent materials at one address on JCE Online, making it quicker and easier for you to find them. Information has been gathered from both print and online versions of the Journal, from JCE Software, and from JCE Internet. It is organized as shown at the bottom of the page. Getting Access to Information You have located something that interests you, perhaps a list of tested demonstrations that pertain to consumer chemistry. Now it is time to get it. JCE subscribers (individuals and libraries) can read, download, and print the full versions of the articles as well as all supplemental materials, including student handouts and instructor's notes. You will need the username and password that are on the mailing label that comes with your Journaleach month. JCE HS CLIC home page: http://JChemEd.chem.wisc.edu/HS/ Your Suggestions, Please Our plans for JCE HS CLIC do not end with what you find now. Other resources and features will be added that will facilitate sharing ideas with other high school teachers. We also expect to develop additional ways of finding, categorizing, and bringing to your attention the wealth of information that is JCE. If you have suggestions for making CLIC more useful, just send them to jceonline@chem.wisc.edu and put "CLIC" in the subject field. Visit CLIC and See... Especially for High School Teachers. The high school editor's monthly columns highlight articles in each issue of JCE and also report news and announcements. Classroom Activities. Student activities use readily available, inexpensive materials. Activities are arranged by title and by topic; you can copy them for your class to use. Tested Demonstrations. If you are looking for a cool demonstration, one that has been tested and works, we have a wide variety to choose from. They are arranged by topic on a pull-down list. Features. Several of our feature columns are tailored for high school teachers (Applications and Analogies, Second Year and AP Chemistry, and others). Laboratory Activities. We have collected, by topic, those that we think are of interest. JCE Software. Here is a shortcut to our peer-reviewed instructional software and video that is best suited for the high school classroom. Periodic Table Live!, General Chemistry Collection, and the Chemistry Comes Alive! series will be especially useful. JCE Internet. Another direct linethis time to animations, video, online features (Conceptual Questions and Challenge Problems, Book and Equipment Guides), and useful Web sites. Articles of Interest. General articles relevant to high school chemistry are grouped here, by topic. JCE Index. If you are still looking, then click here. You can search the index to the entire Journal (since 1924).
NASA Astrophysics Data System (ADS)
Holmes, Jon L.
1999-04-01
As I write this, JCE Online is in the middle of being redesigned to make it a more usable resource. By the time you read this, the typical online page for articles of this Journal will look like Figure 1. The page has five main features:

NASA Astrophysics Data System (ADS)
1998-01-01
One of the many transitions that occurred while moving the Journal editorial offices from Austin to Madison was the unification of the WWW sites of the Journal and JCE Software into JCE Online. Since that time JCE Online has provided several valuable resources to the chemistry education community. With the introduction of JCE Online+ (see below), we have expanded these resources and have plans to expand them even further. We thought that the Journal readership might like to know what is available to them at JCE Online. That's what this new column will do each month. JCE Online is divided into several areas. Each constituent part maintains an area at JCE Online: this Journal, JCE Software, JCE Internet, and JCE Books. There also is an area that lists Chemical Education Happenings and an area that contains information About JCE.
NASA Astrophysics Data System (ADS)
Holmes, Jon L.
2001-08-01
The JCE High School ChemEd Learning Information Center (CLIC) and Buyers Guide continue to be updated with each issue of the print Journal. Every month, links to articles of interest to high school teachers are added to CLIC. Links to all new book and media reviews are added to the Buyers Guide. Additions to the Biographical Snapshots of Famous Women and Minority Chemists (March 2001) and the updated WWW Site Review feature (July 2001) have been previously noted in this column. The Conceptual Questions and Challenge Problems feature has a useful, new tool, Chemical Concepts Inventory, that can be used to assess the level of chemistry misconceptions held by students.
JCE Resources for Chemistry and Art.
ERIC Educational Resources Information Center
Jacobsen, Erica K.
2001-01-01
Includes an annotated bibliography of articles featured in this journal on art, dyes, glass, pottery and ceramics, interdisciplinary courses in art and chemistry, light and color, metalwork, and music. (YDS)
There Has to Be a Better Way to...
NASA Astrophysics Data System (ADS)
Holmes, Jon L.
1999-12-01
There Has to Be a Better Way to... Entering into the next millennium, we begin to think about what new advances the future may bring. For JCE subscribers the new millennium brings global access to all of JCE Online, which ushers in several advances in the use of the Journal. I would like to present here some of the "better ways" that JCE Online offers. Find Journal Articles Last month (J. Chem. Educ. 1999, 76, 1599) we presented a step-by-step recipe for finding articles that have been published in the Journal. I think you will agree that searching online for an article is better than looking through multiple volumes of past indices. If the articles you find are available online, then only a mouse click or two is needed to retrieve each one. Store Your Journals: Let JCE Online and JCE CD Do It Is your office getting short of shelf space? You may want to consider moving your collection of the Journal to another location and replace it with a copy of our annual CD or use JCE Online. With easy access from your desktop computer for all articles published in the Journal since September 1996, including all supplementary materials, both JCE Online and JCE CD can replace those more recent volumes and free up some shelf space. One advantage of JCE CD is that, unlike JCE Online, it is still there and accessible even if you let your subscription lapse. Share Dynamic Media Chemistry is very visual. Only relatively recently has technology allowed us to visually present our models for explaining chemical phenomena. Now, with molecular modeling and symbolic algebra tools, we are able to use 3-D graphics and animation to adequately present our models in a very stimulating and revealing manner. We can write thousands of words and produce many stunning figures, but when it comes right down to it, the print medium cannot do an adequate job of publishing articles about many chemical models.
Figure Caption: For a better depiction of the 2p to 1s transition than can be shown here, please see Figure 7 of http://jchemed.chem.wisc.edu/JCEWWW/Articles/DynaPub/DynaPub.html By publishing these articles via JCE Internet, we can do a much better job. The JCE Internet article we call DynaPub illustrates this well. In a valiant effort to depict in print a model for absorption or emission of a photon, Henderson (J. Chem Educ. 1979, 56, 631-635) used two 25-panel figures to show cross sections of electric charge density changing during an electronic transition. In the "digital reprint" of this article (JCE Internet, http://jchemed.chem.wisc.edu/JCEWWW/Articles/DynaPub/DynaPub.html), enhanced with interactive spreadsheets and animation, DynaPub does a much better job depicting the creation of a photon than did the original article. Using JCE Internet as a publishing vehicle to share such dynamic content is a vast improvement over the print medium. Other examples of the use of animation to visualize dynamic phenomena are also available at http://jchemed.chem.wisc.edu/JCEWWW/Articles/index.html. Log-In: Get IP-Number Authentication PIN numbers, email accounts, local network accounts... I don't know about you, but my head is starting to spin with the seemingly endless array of user accounts and passwords that are required to access the information I need. Now along come online subscription accounts (where is that mail carrier sheet?). There must be a better way. There is, but there is a catch, of course. JCE offers an alternate form of authentication for access to JCE Online called IP-number access. This form of access uses a number assigned to your computer (an IP number) when you use the Internet. JCE Online can use this number to determine if your computer is authorized to access the restricted resources at JCE Online. The great thing about IP-number access is that you are no longer asked for name and password. The catch is that we can only offer this type of access through library and institutional subscriptions. So, if you think that IP-number access would be attractive to you, get in touch with your librarian, or the appropriate person in your department or at your institution and tell them about the convenience of IP-number access to JCE Online. Additional information can be found at JCE Online by clicking the Subscription/Orders button near the top of the page. Keep Those Comments and Suggestions Coming You may know of other ways to improve JCE. If you have a comment or suggestion for JCE Online, we would like to hear it. At the bottom of every page at JCE Online is a link to our email address. Do not hesitate to use it to tell us what you think about the Journal and JCE Online. I would like to thank those who have emailed their comments and suggestions. It is with your input that we can continue to improve JCE to better meet your needs.
http://JChemEd.chem.wisc.edu
Now That I Have It, What Can I Do with It?
NASA Astrophysics Data System (ADS)
Holmes, Jon L.
1999-11-01
All JCE subscribers now have access to all areas of JCE Online. As a reader of the print Journal you may be wondering what benefits JCE Online offers you and how you can reap those benefits. Point your WWW browser at jchemed.chem.wisc.edu, login, and follow along. Keep in mind that the three benefits outlined below are those that directly benefit you as a Journal reader. JCE Online contains many other resources that will benefit you as a chemistry teacher. Find an Article, Any Article The JCE Online feature that I perceive to be most beneficial to Journal readers is the ease and speed of finding articles. Finding a particular Journal article or several related articles is quickly and conveniently accomplished by using JCE Index online. Clicking the JCE Index item in the left-hand navigation bar leads to the JCE Index search page. A vanity search for articles that I authored or co-authored (type "holmes j" into the search text field and press Enter) produces a list of the ten most recent articles. A click on one of the articles and another click on the Full Text (.pdf) button (in the page menu bar near the top of the page below the global menu bar) and I am looking at one of my articles just as it appeared in the Journal. Four clicks, nine keystrokes, and 25 seconds (your time may vary)... not bad!
Searching the Journal has never been easier than using the online JCE Index. If you remember which issue of the Journal contains the article you are looking for, then that article is never more than six mouse clicks away from the JCE Online Home Page. Of course, this only applies if we have the article online; full text articles begin with the September 1996 issue. The first click is on the Past Issues item in the left-hand navigation bar. If the article is not in the current volume of the Journal (your memory is much better than mine if you remember farther back) then the next click (click two) is on the pop-up list of Journal volumes from which you select the year the article appeared. After the correct volume is selected, use your next click to select the issue by clicking (click three) on one of the issue cover thumbnails. This brings you to the issue Table of Contents where you will probably have to scroll down to find the article (click four). Click the title of the article (click five) to go to the abstract of the article. Click six on the Full Text (.pdf) button in the page menu bar finishes the job. On my computer the six clicks from the JCE Online home page to the full text of an article by Jones et al., "Preparing Preservice Chemistry Teachers for Constructivist Classrooms through Use of Authentic Activities", in the July 1997 issue took 35 seconds including the time required to start up Acrobat Reader; a lot quicker than a trip to the chemistry library and easier even than a trip to the bookshelf across the room!
A pop-up list is used to select a volume of the Journal from the Past Issues page. As I mentioned above, only issues since September 1996 have full-text articles available online. Abstracts of articles online go back to July 1995. JCE Index does contain citations to all articles published in the Journal back to Volume 1, Number 1more than 25,700 citations to date. When an online search produces an article that is not available online, you will have to retrieve it the old-fashioned way with a trip to the library or bookshelf. But at least you will know exactly where to look. Supplement Your Print Version You may have noticed a W near the title of some articles, especially laboratory experiments, in the Journal Table of Contents and within the Journal. This W denotes articles that contain online supplementary materials. Such materials are provided by the authors of those articles and may include handouts, assignments, worksheets, procedures, digital video, color illustrations, softwarematerials that you will find beneficial in implementing the idea or laboratory experiment. At JCE Online such articles contain a Supplement button in the page menu bar.
For articles with supplementary materials, the Supplement button takes JCE subscribers to the supplement download page. Clicking the Supplement button produces the supplement download page. We attempt to provide supplementary materials as PDF files that are readily downloaded, viewed, and printed using Acrobat Reader. We also take the files in the format provided by the author, which you may find easier to edit for your purposes, and combine them into a single compressed file. This file is available in two forms, one for Windows users and one for Macintosh users. Click the Supplements item in the left-hand navigation bar to find out more about downloading and viewing supplemental materials and for a link to a list of all such materials available at JCE Online. Send Us Your Comments and Suggestions At the bottom of every page at JCE Online is a link to our email address. Do not hesitate to use it to tell us what you think about the Journal and JCE Online. We read all such messages and try to reply to every one. I hope you agree that JCE Online has something to offer you and look forward to hearing from you.
The Jackson Career Explorer: Correlates With Self-Monitoring and Social Desirability.
Schermer, Julie Aitken
2018-01-01
The Jackson Career Explorer (JCE) is a short form and continuous version of the Jackson Vocational Interest Survey measuring 34 vocational interest dimensions which can be reduced to seven factors (six vocational interest factors and one work style factor). Both the scales and factors were examined for possible significant correlations with social desirability and self-monitoring. Volunteer participants ( N = 779) aged 14 to 92 years completed the JCE, a social desirability scale, and a self-monitoring scale. Social desirability did not correlate significantly with the JCE scales and factors. Self-monitoring was found to correlate significantly with only a few of the JCE dimensions, including the performing arts, dominant leadership, and law scales as well as the business factor. Interestingly, the accountability JCE work style scale, which assesses a preference to work in an environment requiring high levels of honesty, had a significant negative correlation with self-monitoring. These results add to the validity of the JCE and add information to the area of vocational interest assessment.
Glycosyltransferases A and B: Four Critical Amino Acids Determine Blood Type
NASA Astrophysics Data System (ADS)
Rose, Natisha L.; Palcic, Monica M.; Evans, Stephen V.
2005-12-01
Human A, B, and O blood type is determined by the presence or absence of distinct carbohydrate structures on red blood cells. Type O individuals have α-fucose(1→2)galactose disaccharides [O(H) structures] on their cell surfaces while in type A or B individuals, the O antigen is capped by the addition of an α- N -acetylgalactosamine or α-galactose residue, respectively. The addition of these monosaccharides is catalyzed by glycosyltransferase A (GTA) or glycosyltransferase B (GTB). These are homologous enzymes differing by only 4 amino acids out of 354 that change the specificity from GTA to GTB. In this review the chemistry of the blood group ABO system and the role of GTA, GTB, and the four critical amino acids in determining blood group status are discussed. See JCE Featured Molecules .
Especially for High School Teachers
NASA Astrophysics Data System (ADS)
Howell, J. Emory
2000-05-01
JCE Classroom Activity: #27. How Does Your Garden Grow? Investigating the "Magic Salt Crystal Garden", edited by Nancy S. Gettys and Erica K. Jacobsen, p 624A. Some Articles of Interest photos by Jerrold J. Jacobsen and Nancy S. Gettys This month's issue covers a wide variety of topics, from historical notes to the latest software from JCE. Gas burners are such familiar items in the laboratory that little thought is given to their development. An interesting article by Kathryn Williams (pp 558-559) explains how these humble devices came into being, beginning with Robert Bunsen's invention in 1857, through their adaptation in the United States in the 1930s to burn natural gas. Bunsen, in collaboration with Gustav Kirchhoff, used his invention in constructing an emission spectrometer that could be used in chemical analysis. A drawing of the instrument appears in the Williams article. The spectrometer is described in more detail in an article titled "A Brief History of Atomic Emission Spectrochemical Analysis, 1666-1950". Author Richard Jarrell traces the history of this important and lasting method of analysis from Isaac Newton's discovery of the visible spectrum to the development of the powerful analytical instruments that were in use in the 1950s. For readers who have a deeper interest in atomic emission spectroscopy, Jarrell's article is the first of five that are based on a symposium conducted in 1999 (pp 573-607). Visualizing the structure of ionic crystals is the topic of articles by Keenan Dungey (pp 618-619), Bruce Mattson (pp 622-623), and J. Kamenícek and M. Melichárek (pp 623-624). The ionic crystal theme is also carried out in JCE Classroom Activity #27 (pp 624A-B) and a demonstration on the preparation of sodium iodide, written by Zelek Herman (pp 619-621). Together, the five articles provide an interesting combination of ideas for investigating and describing both the macroscopic and the submicroscopic views of ionic crystals. Is It the "Write" Time for You? The end of the school year is approaching quickly. In previous years, several readers have submitted manuscripts soon after the end of the school year, while ideas were fresh in their mind and there was relief from the demands of daily classes. If you have an idea for an article, I encourage you to think about writing as soon as the school term ends. I can probably guess what you are saying, "I don't have anything that readers would be interested in." This is a common reaction, to which we frequently respond by reminding high school teachers that this is "your journal" and the only way to ensure that topics of interest to you are considered or published is by your active participation. In this presidential election year I am reminded of the familiar sentiment, "I voted in the election, so I have earned the right to complain about the politicians." I do not wish to encourage complaining, but there is a relevant correlation. By submitting manuscripts to the Journal, you are ensuring that you will continue to get your money's worth because it will include topics of interest to you. When considering a submission, many prospective authors are overwhelmed at the thought of preparing a complete manuscript. Don't let that stop you. If you have an idea, an outline, or a rough draft, any of the feature editors or I would be happy to discuss it with you. This one-on-one interaction during the development process will help you express your ideas more effectively. Many teachers across the country who are faced with similar situations and problems each day would benefit from an article discussing innovative teaching strategies or a new way to look at principles we teach every year. As you begin to formulate your ideas, I would like to emphasize five features whose editors are fellow teachers:
NASA Astrophysics Data System (ADS)
Holmes, Jon L.; Gettys, Nancy S.
1999-01-01
We begin 1999 with a message to all Journal subscribers about our plans for JCE Software and what you will be seeing in this column as the year progresses. Series News JCE Software will continue to publish individual programs, one to an issue as they become ready for distribution. The old Series B, C, and D designations no longer exist. Regular Issue numbers for 1999 will start with 99, and end with M for Mac OS, W for Windows, or MW for programs that will run under both the Mac OS and Windows. Windows programs will be compatible with Windows 95/98 and may or may not be compatible with Windows 3.1. Special Issues, such as CD-ROMs and videotapes will continue to be designated with SP followed by a number. Publication Plans for 1999 Periodic Table Live! Second Edition Periodic Table Live! Second Edition is a new version of one of JCE Software's most popular publications. The best features of Illustrated Periodic Table (1) for Windows and Chemistry Navigator (2) for Mac OS are combined in a new HTML-based, multimedia presentation format. Together with the video from Periodic Table Videodisc (3), digitized to take advantage of new features available in QuickTime 3 (4), the new Periodic Table Live! will be easy to use with complete features available to both Windows and Mac OS user. Chemistry Comes Alive! The Chemistry Comes Alive! (CCA!) series continues in 1999 with CD-ROMs for Mac OS and Windows. Like the first two volumes (5,6), new CDs will contain video and animations of chemical reactions, including clips from our videodiscs ChemDemos (7), ChemDemos II (8), and Titration Techniques (9). Other clips are new, available for the first time in Chemistry Comes Alive! New CCA! CDs will be made available in two varieties for individual users, one to take advantage of the high-quality video that can be displayed by new, faster computers, and another that will play well on older, slower models. In addition, a third variation for network licensing will include video optimized for delivery via the World Wide Web. If all goes according to plan, two new CCA! volumes will be announced in 1999, and CCA! 1 and CCA! 2 will be updated to take advantage of the latest digital video technology. Chem Pages Chem Pages, Laboratory Techniques, was developed by the New Traditions Curriculum Project at the University of Wisconsin-Madison. It is an HTML-based CD-ROM for Mac OS and Windows that contains lessons and tutorials to prepare introductory chemistry students to work in the laboratory. It includes text, photographs, computer graphics, animations, digital video, and voice narration to introduce students to the laboratory equipment and procedures. Regular Issues Programs that have been accepted for publication as Regular Issues in 1999 include a gas chromatography simulation for Windows 95 by Bruce Armitage, a collection of lessons on torsional rotation for organic chemistry students by Ronald Starkey, and a tutorial on pericyclic reactions, also for organic chemistry, by Albert Lee, C. T. So, and C. L. Chan. We have had many recent submissions and submissions of work in progress. In 1999 we will work with the authors and our peer-reviewers to complete and publish these submissions. Submissions include Multimedia Problems for General Chemistry by David Whisnant, lessons on point groups and crystallography by Margaret Kastner, et al., a mass spectrum simulator by Stephen W. Bigger and Robert A. Craig, a tutorial for introductory chemistry on determining the pH of very dilute acid and base solutions by Paul Mihas and George Papageorgiou, and many others. Also under development by the JCE Software staff are The General Chemistry Collection (instructor's edition) CD-ROM along with an updated student edition. An Invitation In collaboration with JCE Online we plan to make available in 1999 support files for JCE Software. These will include not only troubleshooting tips and technical support notes, but also supporting information such as lessons, specific assignments, and activities using JCE Software publications submitted by users. All JCE Software users are invited to contribute to this area. Get in touch with JCE Software and let us know how you are using our materials so that we can share your ideas with others! Although the word software is in our name, many of our publications are not traditional software. We also publish video on videotape, videodisc, and CD-ROM and electronic documents (Mathcad and Mathematica, spreadsheet files and macros, HTML documents, and PowerPoint presentations). Most chemistry instructors who use a computer in their teaching have created or considered creating one or more of these for their classes. If you have an original computer presentation, electronic document, animation, video, or any other item that is not printed text it is probably an appropriate submission for JCE Software. By publishing your work in any branch of the Journal of Chemical Education, you will share your efforts with chemistry instructors and students all over the world and get professional recognition for your achievements. Literature Cited 1. Schatz, P. F.; Moore, J. W.; Holmes, J. L. Illustrated Periodic Table; J. Chem. Educ. Software 1995, 2D2. 2. Kotz. J. C.; Young, S. Chemistry Navigator; J. Chem. Educ. Software 1995, 6C2. 3. Banks, A. Periodic Table Videodisc, 2nd ed.; J. Chem. Educ. Software 1996, SP1. 4. QuickTime 3.0, Apple Computer, Inc.: 1 Infinite Loop, Cupertino, CA 95014-2084. 5. Jacobsen, J. J.; Moore, J. W. Chemistry Comes Alive!, Volume 1; J. Chem. Educ. Software 1997, SP 18. 6. Jacobsen, J. J.; Moore, J. W. Chemistry Comes Alive!, Volume 2; Chem. Educ. Software 1998, SP 21. 7. Moore, J. W.; Jacobsen, J. J.; Hunsberger, L. R.; Gammon, S. D.; Jetzer, K. H.; Zimmerman, J. ChemDemos Videodisc; J. Chem. Educ. Software 1994, SP 8. 8. Moore, J. W.; Jacobsen, J. J.; Jetzer, K. H.; Gilbert, G.; Mattes, F.; Phillips, D.; Lisensky, G.; Zweerink, G. ChemDemos II; J. Chem. Educ. Software 1996, SP 14. 9. Jacobsen, J. J.; Jetzer, K. H.; Patani, N.; Zimmerman, J. Titration Techniques Videodisc; J. Chem. Educ. Software 1995, SP 9. JCE Software CD-ROMs In addition to more than 100 traditional computer programs and videodiscs, JCE Software has published nine CD-ROMs and four videotapes. Recently published CDs now available include:
Especially for High School Teachers
NASA Astrophysics Data System (ADS)
Emory Howell, J.
1999-11-01
More Feature Articles This Month This issue contains a larger-than-usual number of Secondary School Chemistry feature articles (see side-bar). Mary Harris, who teaches in St. Louis, Missouri, and her student, Lauren Picard, contributed an account of student research on the cuprammonium rayon process (p 1512). In addition to being informative and interesting, the article provides a model for student-teacher interaction in carrying out an independent research project. Two North Carolina teachers, Charles Roser and Catherine McCluskey, describe how to use a Calculator Based Laboratory (interface) to measure the kinetics of the reaction that occurs when a lightstick is activated (p 1514). The method and the easy-to-construct device they made could be used with other systems, as well. Don't Throw Away the Carrier Sheet All areas of JCE Online are now accessible to all JCE subscribers. To find out how you can benefit, read the article appearing on p 1599, Now That I Have It, What Can I Do with It? Jon Holmes, Editor of JCE Online, explains in the article how you can use this resource most effectively. Access to several areas, such as full text access to articles, requires that you log in. The mailing label on the carrier sheet that accompanies your Journal each month contains a password that you need to log in. That is why you need to keep the carrier sheet, at least until you have logged in for the first time and either memorized the number or written it in a safe place. Detailed instructions for logging on are found by clicking on the "How to Log On" link, which appears near the upper left corner of the JCE Online Home Page, jchemed.chem.wisc.edu. If you read a school library copy you need to ask your librarian what password you need to log in. Congratulations Among the recipients of the most prestigious American Society Awards (p 1481) are two individuals who have given generously of their time and energy to the cause of chemical education. Both are familiar names to many of our readers.
The High School/College Interface Luncheon was part of the very rich day-long High School Program at the New Orleans ACS Meeting. Shown here (from left) are Glenn Crosby, the luncheon speaker; Lillie Tucker-Akin, the High School Day program chair; and Fred Johnson, Assistant Superintendent of Shelby County (TN) schools and Immediate Past President of NSTA. The recipient of the James Bryant Conant Award in High School Chemistry Teaching is Frank G. Cardulla, who taught for many years at Niles North High School, Skokie, Illinois. His extensive record of service to fellow teachers includes editing the JCE "View from My Classroom" feature for several years and writing several articles, as well as his recent appointment to the JCE Board of Publication. The recipient of the George C. Pimentel Award in Chemical Education is Jerry A. Bell of the American Chemical Society in Washington, DC. An author of numerous articles appearing in JCE and a member of the JCE Board of Publication for several years, he currently serves as Board Chair. The 16th Biennial Conference on Chemical Education Readers who attended the 15th BCCE in Waterloo, Ontario, know that much of the programming at these conferences is of interest to high school teachers. Many work shops, papers, and demonstrations are presented by high school teachers. There are many other outstanding papers and posters, plenary speakers, and exciting demonstrations. The 16th BCCE will be held at the University of Michigan in Ann Arbor, July 30-August 3, 2000. Among the high school teachers already scheduled to present workshops at the 16th BCCE are George Hague, Lynn Hershey, and Jack Randall, and there will be many more before the program is completed. The High School Chemistry Program Chair is Tim Graham, Roosevelt High School (MI). The Organizing Committee is seeking the assistance of local sections of the American Chemical Society within a 300-mile radius of Ann Arbor in providing support for high school teachers to attend the conference. High school teachers who wish to attend, whether within the 300-mile radius or beyond, are encouraged to contact their local section of the ACS. Information about local sections can be found on the Web at www.acs.org. See p 1482 for more information about the conference, including deadlines for proposals and abstracts and for the conference Web site address. Secondary School Feature Articles * The Chemistry of Modern Dental Filling Materials, by John W. Nicholson and H. Mary Anstice, p 1497 * JCE Classroom Activity #21: Hunting for Chemicals in Consumer Products, p 1504A, by Arthur M. Last * Science for Kids Outreach Programs, by Birgit G. Koehler, Lee Y. Park, and Lawrence J. Kaplan, p 1505 *Henry's Law and Noisy Knuckles by Doris R. Kimbrough, p 1509 *Investigating the Cuprammonium Rayon Process in a High School Laboratory, by Lauren J. Pickard and Mary E. Harris, p 1512 * Lightstick Kinetics, by Charles E. Roser and Catherine L. McCluskey, p 1514
General Chemistry Collection for Students (CD-ROM), Abstract of Special Issue 16, 4th Edition
NASA Astrophysics Data System (ADS)
2000-07-01
The General Chemistry Collection contains both new and previously published JCE Software programs that are intended for use by introductory-level chemistry students. These peer-reviewed programs for Macintosh and for Windows are available on a single CD-ROM for convenient distribution to and access by students, and the CD may be adopted for students to purchase as they would a textbook. General Chemistry Collection covers a broad range of topics providing students with interesting information, tutorials, and simulations that will be useful to them as they study chemistry for the first time. There are 22 programs included in the General Chemistry Collection 4th Edition. Their titles and the general chemistry topics they cover are listed in Table 1. Features in This Edition General Chemistry Collection, 4th edition includes:
JCE Digital Library Grand Opening
ERIC Educational Resources Information Center
Journal of Chemical Education, 2004
2004-01-01
The National Science, Technology, Engineering and Mathematical Education Digital Library (NSDL), inaugurated in December 2002, is developed to promote science education on a comprehensive scale. The Journal of Chemical, Education (JCE) Digital Library, incorporated into NSDL, contains its own collections of digital resources for chemistry…
The Jackson Career Explorer: Two Further Validity Studies
ERIC Educational Resources Information Center
Schermer, Julie Aitken
2012-01-01
The present report consists of two further validity studies using the Jackson Career Explorer (JCE), a short form and continuous version of the Jackson Vocational Interest Survey, measuring 34 interests. The first study examined the relationships between the JCE and five personality factors, from a sample of 528 individuals. The correlations found…
The Jackson Career Explorer in Relation to the Career Directions Inventory
ERIC Educational Resources Information Center
Schermer, Julie Aitken; MacDougall, Robyn
2011-01-01
The Jackson Career Explorer (JCE) is a short form and continuous version of the Jackson Vocational Interest Survey (JVIS). The 34 scales of the JCE were investigated in relation to the Career Directions Inventory (CDI). Participants (N = 282) aged 14-57 years were volunteers from local high schools and colleges and completed both measures. The…
Especially for High School Teachers
NASA Astrophysics Data System (ADS)
Howell, J. Emory
2000-02-01
Secondary School Feature Articles JCE Classroom Activity: #24. The Write Stuff: Using Paper Chromatography to Separate an Ink Mixture, p 176A Teaching Chemistry in the Midwinter Every year, forecasters around the world provide us with long-range predictions of what the seasons will afford us in the coming year. And each year, the weather provides a few surprises that the forecasters did not predict - such as a record amount of snow or record heat indexes, depending on where you live. Although the weatherman didn't predict it, we still must pull out our snow shovels or sun block and take the necessary steps to adapt to the situation. As teachers, we make predictions of teaching and learning goals that we aspire to achieve during a given year, and like the weather, the year brings surprises that aren't in line with our predictions. With that in mind, I would like to offer JCE as the scholastic snow shovel or sun shield you need to jump-start your class and reach the goals you have set. So find a warm (or cool) place, get comfortable, and spend some time with the February issue of JCE. Articles of General Interest in This Issue For readers living where snow falls, Williams's article on page 148 offers some historical background on the use of calcium chloride as a deicer. A diver that depends for its buoyancy upon gas given off by a chemical reaction is described by Derr, Lewis, and Derr in the article beginning on page 171. In her article appearing on pages 249-250, Wang describes a laboratory exercise that makes the mastery of solution preparation skills fun. The students' skill is tested by using the solutions they make to carry out the Briggs-Rauscher oscillating reaction. For high school class applications I recommend use of 3% hydrogen peroxide, described as an option in the article. A well-organized approach to separating an ink mixture, with some possibly new twists, is laid out in the student- and teacher-friendly format of JCE Classroom Activity: #24, pages 176A-176B. Addressing Some Specialized Interests As in any issue of the Journal, there are several articles that are not designated with the secondary school mark (?) but are likely to be of interest to some high school teachers. For example, if you are interested in staying abreast of educational applications of computational chemistry, the articles on pages 199-221 will be among those you will wish to examine even though the focus is on meeting the learning needs of college students. For those with an interest in electronics, there are several articles on pages 252-262, on building on modifying useful devices. Among the topics: building a digital monitor for analyzing spectrophotometer signals, building a digital interface for a graphing calculator, and using an inexpensive commercial analog-to-digital converter. JCE Reviewers The standard of quality in JCE articles is due in great measure to the careful scrutiny and helpful suggestions of reviewers. I am proud to note that the names of several high school teachers are in the list of individuals who have reviewed manuscripts for JCE recently. This month's list, which appears on page 152, is a continuation from page 24 of the January issue. Keep watching if your name has not yet appeared. If you are not currently serving as a reviewer, I encourage you to sign up today. As a reviewer, you would review potential articles that have been submitted to the Journal. You may choose from a variety of subject areas to review and choose as few or as many manuscripts as you can handle. To find out how to become a reviewer, read the information on page 162 or visit our Web site at jchemed.chem.wisc.edu/Journal/Reviewers. NACS 3/2000 Reminder NACS 3/2000 is the heading Carolyn Abbott uses in email correspondence about the High School Day program, which be held Monday, March 27, 2000, at the American Chemical Society National Meeting in San Francisco. Carolyn is High School Program Chair and she and her committee have assembled a full day of interesting and useful sessions for teachers. Among the sessions will be three workshops: CBL (John Heil), Laboratory Safety (James Kaufman), and ICE: Chemistry and Material Science (Kathleen Shanks and David Shaw). John Moore and I will conduct a session in which you are invited to share your thoughts about how the Journal could be made more useful to you. We will also provide an update on the breadth of resources available through JCE. The High School/College Interface Luncheon will feature Michael Tinnesand speaking about teaching resources available from the American Chemical Society. Also, there will be sessions on teaching organic and polymer chemistry, developing survival skills for teaching, and "Living by Chemistry". Several outstanding California teachers are among the presenters of these sessions. NACS 3/2000 is a concise way of reminding those of you who can attend, particularly those teaching in the San Francisco Bay area, to put this important date on the calendar now. More details about the High School Day program, as well as other Division of Chemical Education sessions, will appear in the March issue of JCE.
The End of Education As We Know It?
NASA Astrophysics Data System (ADS)
Moore, John W.
2000-10-01
One of my main goals for JCE is that it should serve our profession by helping organize the human resources of chemical education. One example appears on p 1375. David Whisnant has created a new way to help students tie together concepts from disparate parts of an introductory course: Web-deliverable Multimedia Problems. He was able to draw on work of literally dozens of others who had created videos of chemical reactions, apparatus, and techniques. These were available in JCE Software's Chemistry Comes Alive! series of CD-ROMs--a digital library of videos. Thus JCE was able to mediate development of a new learning aid that might not have been possible for one individual to create. This is but one small step toward the rich learning environment that I envision, but a lot of people developing a lot of new materials can begin to make a real difference. I encourage you to collaborate with JCE to achieve this goal.
NASA Astrophysics Data System (ADS)
Moore, John W.
1999-09-01
When I began subscribing to this Journal, I was an undergraduate chemistry major. One of my professors suggested that I should read JCE because I had expressed interest in both chemistry and teaching. I did so, and I have never regretted subscribing. To me the Journal seemed an incredible bargain. It cost less than a textbook and brought a similar quantity of information each yearand that information was often presented in a more interesting fashion than I was used to in textbooks. As we move into a new millennium, it is useful to reflect on what a current undergraduate with interests in chemistry and teaching might expect of this Journal. How should the Journal develop over the next decades to serve that student most effectively? Younger readers are often more attuned to computers and information technology than are their elders. They expecteven demanda format that recognizes and adapts to the advantages and opportunities presented by such new media. This is a good thing, because by adapting to these readers' interests, this Journal can continue to grow with the times, serving all of us better. During the past decade it has become clear that the print medium can deliver only a fraction of the broad range of information that you or I could use effectively to help students learn. Chemistry content and learning aids are no longer limited to what can be printed on paper, and even what can be printed is often more useful in electronic format. My goal for this Journal is to make use of various ways to deliver information, capitalizing on the strengths of each, but also accommodating the experience and interests of a broad range of readers. We recognize that no single medium is best for all our content or all our clientele, and we are working toward a seamless integration of everything our authors contribute to JCE. We want you to be able to find what interests you, obtain and peruse it in an appropriate format, and use it effectively with students. I like to get my copy of JCE in the mail each month, and I expect you do too. I can glance at the cover to get an overview of an issue's content, and I usually am enticed inside by intriguing cover art. I can scan the table of contents to find articles I want to read, or I can just browse through the issue to see what looks interesting. Usually the editors have juxtaposed related articles so that I often find a small treasure trove. The printed Journal is quite portable and can be read in a car or airplane. It will last a long time, and until the paper deteriorates, I will never have a problem reading back issues. I have almost every issue from the first day I subscribed and have even added some older ones from collections of retired colleagues who no longer had shelf space for them. I certainly would not want to give up my printed copies, and I want to keep getting them. I find that JCE Online provides a different kind of resource that is equally valuable. It contains more information, and information that is more appropriate in electronic form. It links related ideas into a much more complex web of information than is possible in print. And it opens pathways to lots of information that is not part of JCE but resides elsewhere. Using this issue as an example, let's take a tour of what JCE Online can do.
Using "Blueprint Photography by the Cyanotype Process"
NASA Astrophysics Data System (ADS)
Editorial Staff, Jce
2008-05-01
Do you want to try the cyanotype process with your students? That's easy to do! Start with JCE Classroom Activity #19, "Blueprint Photography by the Cyanotype Process", by Glen D. Lawrence and Stuart Fishelson ( JCE , 1999 , 76 , 1216A-1216B ). In this ready-to-use activity, students create their own cyanotype paper and use it to make blueprint photographs in the sunlight. It's a great way to connect chemistry with art.
Especially for High School Teachers
NASA Astrophysics Data System (ADS)
Howell, J. Emory
1999-06-01
Secondary School Feature Article * JCE Classroom Activity #18: Photochemistry and Pinhole Photography: An Interdisciplinary Experiment, by Angeliki A. Rigos and Kevin Salemme, p 736A High School Program at Anaheim ACS Meeting
Congratulations to Barbara Sitzman of Chatsworth High School (Los Angeles) and her committee for organizing an outstanding day of activities! With support from the Southern California Section of the American Chemical Society and the encouragement of Tom Wildeman, CHED Program Committee Chair, the program attracted a large number of Southern California teachers and some from much greater distances. A synopsis of some of the day's activities is included in the Chemical Education Program Meeting Report, p 747. Other workshop topics included gel chromatography, forensic chemistry, art preservation and authentication, well water purification, and toxins in waste water. Also, a workshop on fitting polymers into the chemistry course was conducted by the Polymer Ambassadors. I thank Mickey Sarquis, founding editor of the JCE Secondary School Chemistry Section, for joining me in conducting an information workshop. The pictures appearing on this page were taken at the High School/College Interface Luncheon, which featured an address by Paul Boyer. In addition to the opportunity to visit with colleagues, enjoy a meal together, and win door prizes, those in attendance enjoyed a lively hands-on workshop led by Michael Tinnesand, Department Head of K-12 Science, ACS Education Division. Don't you wish you could have attended the High School Program? Plan Now: High School Program in New Orleans Mark your calendar for Sunday, August 22, 1999. The Fall ACS National Meeting will be held in New Orleans and the High School Program is scheduled on Sunday so that teachers will be able to avoid conflicts with the opening of the school year. Teachers in the Mid-South region are especially encouraged to plan on attending an outstanding program put together by Lillie Tucker Akin and her committee. Watch the Journal for program and registration information. Glenn Seaborg Memorial Periodic Table Quilt Raffle Harvey Gendreau of Framingham High School, MA, reports that Barbara McCarty, award-winning quilter and president of the Wayside Quilters Guild, has made a wall-sized periodic table quilt to honor the memory of Glenn Seaborg. The quilt will be raffled at ChemEd99 and funds from the raffle will be used to defray conference costs. The quilt is 2.5 meters wide by 1.5 meters high and the element squares are 13 cm on each side. Each of the 109 element squares contains the appliqué of the symbol and has stenciling for its atomic number and mass. The major periodic families are color coded and the border fabric has an eye-catching symbolic atom design. Nine colors for the elements include royal blue, deep purple, lilac, pink, burgundy and gold. The element square for seaborgium, atomic number 106, has been autographed by Glenn T. Seaborg. A certificate of authenticity will accompany the quilt. This is a unique opportunity to win a classroom (or home) art treasure. Each ticket is 2 or a book of 3 is 5. Tickets may be purchased on the ChemEd99 registration form and will be included in your conference packet. The quilt will be on display at the exposition hall and additional tickets can be purchased at the Unlimited Potential booth. Drawing will be on Wednesday, August 4th, in the expo area when door prizes are announced. You need not be present to win. Information about ChemEd99 may be obtained online at http://www.sacredheart.edu/chemed/. 1999 CMA Catalyst Awards Special congratulations to the High School and Pre-High School award recipients. National Winners are George R. Hague, Dallas, TX, and Wayne Goates, Goddard, KS. Regional winners are Rhonda Lynn Reist, Olathe, KS, and Anne Marie Holbrook, Cincinnati, OH. A complete list of the awardees, including the post-high-school recipients, is in the News & Announcements section of this issue, p 753. NSTA Convention in Boston Thank you to each reader who visited the JCE booth at the NSTA National Convention. With such a large number of exhibits we know that every minute counted and we are glad that you included JCE. We appreciate your suggestions for making JCE more useful to you, as well as hearing about the features of JCE that you like. Highlights from the convention that are of interest to chemistry teachers will be reported next month in this column.
NASA Astrophysics Data System (ADS)
Holmes, Jon L.; Gettys, Nancy S.
2000-01-01
We begin 2000 with a message about our plans for JCE Software and what you will be seeing in this column as the year progresses. Floppy Disk --> CD-ROM Most software today is distributed on CD-ROM or by downloading from the Internet. Several new computers no longer include a floppy disk drive as "standard equipment". Today's software no longer fits on one or two floppies (the installation software alone can require two disks) and the cost of reproducing and distributing several disks is prohibitive. In short, distribution of software on floppy disks is no longer practical. Therefore, JCE Software will distribute all new software publications on CD-ROM rather than on disks. Regular Issues --> Collections Distribution of all our software on CD-ROM allows us to extend our concept of software collections that we started with the General Chemistry Collection. Such collections will contain all the previously published software that is still "in print" (i.e., is compatible with current operating systems and hardware) and any new programs that fall under the topic of the collection. Proposed topics in addition to General Chemistry currently include Advanced Chemistry, Instrument and Laboratory Simulations, and Spectroscopy. Eventually, all regular issues will be replaced by these collections, which will be updated annually or semiannually with new programs and updates to existing programs. Abstracts for all new programs will continue to appear in this column when a collection or its update is ready for publication. We will continue to offer special issues of single larger programs (e.g. Periodic Table Live!, Chemistry Comes Alive! volumes) on CD-ROM and video on videotape. Connect with Your Students outside Class JCE Software has always offered network licenses to allow instructors to make our software available to students in computer labs, but that model no longer fits the way many instructors and students work with computers. Many students (or their families) own a personal computer allowing them much more flexibility than a campus computer lab. Many instructors utilize the World Wide Web, creating HTML pages for students to use. JCE Software has options available to take advantage of both of these developments. Software Adoption To provide students who own computers access to JCE Software programs, consider adopting one or more of our CD-ROMs as you would a textbook. The General Chemistry Collection has been adopted by several general chemistry courses. We can arrange to bundle CDs with laboratory manuals or to be sold separately to students through the campus bookstore. The cost per CD can be quite low (as little as $5) when large numbers are ordered, making this a cost-effective method of allowing students access to the software they need whenever and wherever they desire. Web-Ready Publications Several JCE Software programs use HTML to present the material. Viewed with the ubiquitous Internet Browser, HTML is compatible with both Mac OS and Windows (as well most other current operating systems) and provides a flexible hypermedia interface that is familiar to an increasing number of instructors and students. HTML-based publications are also ready for use on local intranets, with appropriate licensing, and can be readily incorporated into other HTML-based materials. Already published in this format are: Chemistry Comes Alive!, Volumes 1 and 2 (Special Issues 18 and 21), Flying over Atoms (Special Issue 19), and Periodic Table Live! Second Edition (Special Issue 17). Solid State Resources Second Edition (Special Issue 12) and Chemistry Comes Alive!, Volume 3 (Special Issue 23) will be available soon. Other submissions being developed in HTML format include ChemPages Laboratory and Multimedia General Chemistry Problems. Contact the JCE Software office to learn about licensing alternatives that take advantage of the World Wide Web. Periodic Table Live! 2nd ed. is one of JCE Software's "Web-ready" publications. Publication Plans for 2000 We have several exciting new issues planned for publication in the coming year. Chemistry Comes Alive! The Chemistry Comes Alive! (CCA!) series continues with additional CD-ROMs for Mac OS and Windows. Each volume in this series contains video and animations of chemical reactions that can be easily incorporated into your own computer-based presentations. Our digital video now uses state-of-the-art compression that yields higher quality video with smaller file sizes and data rates more suited for WWW delivery. Video for Periodic Table Live! 2nd edition, Chemistry Comes Alive! Volumes 3, ChemPages Laboratory, and Multimedia General Chemistry Problems use this new format. We will be releasing updates of CCA! Volumes 1 and 2 to take advantage of this new technology. We are very pleased with the results and think you will be also. The reaction of aluminum with chlorine is included in Chemistry Comes Alive! Volume 3. ChemPages Laboratory ChemPages Laboratory, developed by the New Traditions Curriculum Project at the University of Wisconsin-Madison, is an HTML-based CD-ROM for Mac OS and Windows that contains lessons and tutorials to prepare introductory chemistry students to work in the laboratory. It includes text, photographs, computer graphics, animations, digital video, and voice narration to introduce students to the laboratory equipment and procedures. ChemPages Laboratory teaches introductory chemistry students about laboratory instruments, equipment, and procedures. Versatile Video Video demonstrating the "drinking bird" is included in the Chemistry Comes Alive! video collection. Video from this collection can be incorporated into many other projects. As an example, David Whisnant has used the drinking bird in his Multimedia General Chemistry Problems, where students view the video and are asked to explain why the bird bobs up and down. JCE Software anticipates publication of Multimedia General Chemistry Problems on CD-ROM for Mac OS and Windows in 2000. It will be "Web-ready". General Chemistry Collection, 4th Edition The General Chemistry Collection will be revised early in the summer and CDs will be shipped in time for fall adoptions. The 4th edition will include JCE Software publications for general chemistry published in 1999, as well as any programs for general chemistry accepted in 2000. Regular Issues We have had many recent submissions and submissions of work in progress. In 2000 we will work with the authors and our peer-reviewers to complete and publish these submissions individually or as part of a software collection on CD-ROM. An Invitation In collaboration with JCE Online we plan to make available in 2000 more support files for JCE Software. These will include not only troubleshooting tips and technical support notes, but also supporting information submitted by users such as lessons, specific assignments, and activities using JCE Software publications. All JCE Software users are invited to contribute to this area. Get in touch with JCE Software and let us know how you are using our materials so that we can share your ideas with others! Although the word software is in our name, many of our publications are not traditional software. We also publish video on videotape, videodisc, and CD-ROM and electronic documents (Mathcad and Mathematica, spreadsheet files and macros, HTML documents, and PowerPoint presentations). Most chemistry instructors who use a computer in their teaching have created or considered creating one or more of these for their classes. If you have an original computer presentation, electronic document, animation, video, or any other item that is not printed text it is probably an appropriate submission for JCE Software. By publishing your work in any branch of the Journal of Chemical Education, you will share your efforts with chemistry instructors and students all over the world and get professional recognition for your achievements. All JCE Software publications are Y2K compliant.
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.
Fabrication and properties of multifilamentary MgB 2 wires by in-situ powder-in-tube process
NASA Astrophysics Data System (ADS)
Wang, Q. Y.; Jiao, G. F.; Liu, G. Q.; Xiong, X. M.; Yan, S. C.; Zhang, P. X.; Sulpice, A.; Mossang, E.; Feng, Y.; Yan, G.
2010-11-01
We have fabricated the long TiC-doped MgB2 wires with 6 filaments by in-situ powder-in-tube method using Nb as the barrier and copper as the stabilizer. To improve the strength of wires, the Nb-core was used as the central filament. The transport engineering critical current density (Jce) of the samples sintered at different temperature were measured, which reaches 2.5 × 104 A/cm2 at 4.2 K, 5 T. 100 m MgB2 wires with different diameter were wound into coils and the transport critical current (Ic) of the coil were measured at 30 K in self-field. The Jce value 100 m coil achieves 1.1 × 104 A/cm2 in 1.2 mm wire. The reasons leading to the enhancement of high field Jce were discussed. The results show a good potential to fabricate high performance MgB2 wires and tapes at ambient pressure on an industrial scale.
Science Underlying 2008 Nobel Prizes
NASA Astrophysics Data System (ADS)
Caldwell, Bernadette A.
2009-01-01
JCE offers a wealth of materials for teaching and learning chemistry that you can explore online. In the list below, Bernadette Caldwell of the Editorial Staff suggests additional resources that are available through JCE for teaching the science behind some of the 2008 Nobel Prizes . Discovering and Applying the Chemistry of GFP The Royal Swedish Academy of Sciences awarded the 2008 Nobel Prize in Chemistry for the discovery and development of the green fluorescent protein, GFP to three scientists: Osamu Shimomura, Martin Chalfie, and Roger Y. Tsien. These scientists led the field in discovering and introducing a fluorescing protein from jellyfish into cells and genes under study, which allows researchers to witness biochemistry in action. Now tags are available that emit light in different colors, revealing myriad biological processes and their interactions simultaneously. Identifying HPV and HIV, HIV's Replication Cycle, and HIV Virus-Host Interactions The Nobel Assembly at Karolinska Institutet awarded the 2008 Nobel Prize in Medicine or Physiology for their discovery of human immunodeficiency virus (HIV) to two scientists: Françoise Barré-Sinoussi and Luc Montagnier; and for his discovery of human papilloma viruses [HPV] causing cervical cancer to one scientist, Harald zur Hausen. Diseases caused by these infectious agents significantly affect global health. While isolating and studying the virus, researchers discovered HIV is an uncommon retrovirus that infects humans and relies on the host to make its viral DNA, infecting and killing the host's white blood cells, ultimately destroying the immune systems of infected humans. Related Resources at JCE Online The Journal has published articles relating to GFP specifically, and more generally to fluorescing compounds applied to biochemistry. The Journal has also published an article and a video on protease inhibition—a strategy to suppress HIV's biological processes. With the video clips, an accompanying guide for teachers includes instructions for three student activities that use enzymes. The resources below may help introduce students to the science behind some of these Nobel Prizes. Turning on the Light: Lessons from Luminescence. O'Hara, P. B.; Engelson, C.; St. Peter, W. J. Chem. Educ. 2005, 82, 49 . (See especially the bioluminescence section on page 51 that concisely explains GFP.) JCE Classroom Activity #68: Turning on the Light. O'Hara, P. B.; Engelson, C.; St. Peter, W. J. Chem. Educ. 2005, 82, 48A . JCE Classroom Activity #81: pHantastic Fluorescence. Muyskens, M. J. Chem. Educ. 2006, 83, 768A . Recombinant Green Fluorescent Protein Isoforms: Exercises To Integrate Molecular Biology, Biochemistry, and Biophysical Chemistry. Hicks, B. W. J. Chem. Educ. 1999, 76, 409 . C-SNARF-1 as a Fluorescent Probe for pH Measurements in Living Cells: Two-Wavelength-Ratio Method versus Whole-Spectral-Resolution Method. Ribou, A-C.; Vigo, J.; Salmon, J-M. J. Chem. Educ. 2002, 79, 1471 . An Attack on the AIDS Virus: Inhibition of the HIV-1 Protease: New Drug Development Based on the Structure and Activity of the Protease and Its Role in the Replication and Maturation of the Virus. Volker, E. J. J. Chem. Educ. 1993, 70, 3 . From Chemistry Comes Alive!, five video clips demonstrate properties and mechanisms involved in the chemistry of HIV. HIV-1 Protease: An Enzyme at Work . All articles from Volume 1 to the current issue are available in full-text PDF at JCE Online : Browse by year, month, and page , or choose title and author searching of all issues of JCE.
Johnson, Lenora; Ousley, Anita; Swarz, Jeffrey; Bingham, Raymond J; Erickson, J Bianca; Ellis, Steven; Moody, Terra
2011-03-01
Cancer education is a constantly evolving field, as science continues to advance both our understanding of cancer and its effects on patients, families, and communities. Moving discoveries to practice expeditiously is paramount to impacting cancer outcomes. The continuing education of cancer care professionals throughout their practice life is vital to facilitating the adoption of therapeutic innovations. Meanwhile, more general educational programs serve to keep cancer patients, their families, and the public informed of the latest findings in cancer research. The National Cancer Institute conducted an assessment of the current knowledge base for cancer education which involved two literature reviews, one of the general literature of the evaluation of medical and health education efforts, and the other of the preceding 5 years of the Journal of Cancer Education (JCE). These reviews explored a wide range of educational models and methodologies. In general, those that were most effective used multiple methodologies, interactive techniques, and multiple exposures over time. Less than one third of the articles in the JCE reported on a cancer education or communication product, and of these, only 70% had been evaluated for effectiveness. Recommendations to improve the evaluation of cancer education and the educational focus of the JCE are provided.
NASA Astrophysics Data System (ADS)
1999-09-01
Unification of Journal Options Beginning in 2000, the Journal subscription form will get much simpler and your Journal subscription will bring you even more than previously. Below is an outline of how the new system will work for individuals. Subscriptions for Individuals
Online Subscription Expires | JCE Subscriptions Extended By |
| Sept. 1, 1999 - Feb. 29, 2000 | 3 months |
| Mar. 1, 2000 - Aug. 31, 2000 | 6 months |
| Sept. 1, 2000 - Feb. 28, 2001 | 9 months |
| Mar. 1, 2001 - Aug. 31, 2001 | 12 months |
| Sept. 1, 2001 - Feb. 28, 2002 | 15 months |
| Mar. 1, 2002 - Aug. 31, 2002 | 18 months |
| Sept. 1, 2002 - Feb. 28, 2003 | 21 months |
| **************************FIRM 53706 | ||
| 99990 Z | Mar 2000 | Z0142 |
| Jane L. Doe Premier School and College Avogadro Avenue Anywhere, USA | ||
Immediate Access to Online At present new subscribers are not able to get immediate access to JCE Onlinea limitation for subscribers who order over the telephone using a credit card. We now have an arrangement with our subscription fulfillment agent to give new subscribers immediate access to JCE Online by a guest account. The temporary guest account information will be provided as a part of the telephone order; when the new account is active, the account information will be emailed. Remember to Provide Your Email Address Knowing your email address has become important for Journal communication. In addition to account information, we will send an order confirmation to each subscriber who provides an email address. For those who want it, we intend, in the near future, to send an email message announcing when each month's issue goes online. We do not sell or give email addresses to anyone else. Keeping Up to Date with JCE Online JCE Online will continue to change and expand, as the technology around us changes and as new features and columns are added. The best way to keep abreast of new developments is to look for the JCE Online column in both print and online. Jon Holmes, editor of JCE Online, uses this column to keep readers in touch with the latest happenings: Proposal Deadlines
National Science Foundation Division of Undergraduate Education (DUE)
The Camille and Henry Dreyfus Foundation, Inc.
Research Corporation
Especially for High School Teachers
NASA Astrophysics Data System (ADS)
Howell, J. Emory
1999-04-01
Secondary School Feature Articles * Amino Acid Wordsearch, by Terry L. Helser, p 495. Games, Puzzles, and Humor In honor of April Fools' Day this issue contains 22 pages devoted to games and puzzles that can be used to teach aspects of chemistry. Most are designed for high school and first-year college students. The lead article, p 481, contains an annotated bibliography of chemistry games, complete with a vendor list. Many of the annotated games must be purchased, but the other articles that follow in this issue describe some games and puzzles that require minimal preparation using a word processor and readily available materials. Actually, JCE has a long tradition of publishing games and puzzles for chemistry teachers and their students. Read the letter by Helser and the Editor's response, p 468, for some recent background. Not having counted articles over past years, I became curious and turned to the online index, accessed by way of http://jchemed.chem.wisc.edu/. Because I wanted to search the entire 75-year life of the Journal, I searched titles for the words "game", "puzzle", and "humor" and obtained a total of 85 hits from the three searches. After eliminating titles of articles that were not applicable, I found that at least 25 games, 48 puzzles, and 5 humor articles have appeared during the past 75 years. At an average of one per year, the JCE editors hardly can be accused of frivolity, but game, puzzle, and humor articles have been published. The term "game" did not appear in any titles during 1945-1970, "puzzle" did not appear from 1927 to 1953, and there was no mention of humor (in the titles) prior to 1974. What appears to be the earliest article (1929) about a game was authored by an undergraduate student at the University of Colorado (1). It was titled "Chemical Bank", and the game pieces were tokens cut from cork stoppers. Wire hooks were inserted in the side of the token to represent valence electrons available for bonding. Carbon contained 4 hooks at 90° relative to each other, nitrogen contained three hooks at 120°, etc. The wires were sufficiently long and flexible that multiple bonding could be represented. Each player was dealt several game pieces and the first player received an extra carbon. The objective was to hook pieces together to make an acceptable molecule. Players took turns and the first player to use all his or her pieces was declared the winner. The first crossword puzzle to appear in JCE was written by a high school teacher from Hollywood, California (2). Ruth Van Vleet had observed that her students were caught up in the popularity of crossword puzzles of the time (1925) and used that interest to help students learn chemical facts. The puzzle published in the article was submitted by one of her students after completing one year of chemistry. The first article which carried the term "humor" in the title was published in 1974 (3). To meet the requirements of a class assignment to compare two elements, one student wrote an imaginary dialog between ytterbium and lutetium. Word play and puns were used to described similar and differing properties of the two elements. This article, however, was not the first account of using humor as a vehicle for stimulating student interest. Games, puzzles, and humor certainly can be overused. Usually they do not lead to the development of conceptual understanding. However, appropriate use, as many JCE readers have discovered, can stimulate student interest and reinforce factual knowledge. Some strategy games may help develop problem-solving and critical-thinking skills. The games, humor, and puzzles published in JCE are peer-reviewed so that inaccuracies and errors are not perpetuated. So why not take advantage of this resource? And look forward to next April, or whenever, for more games, puzzles, and humor. Feedback Requested for View from My Classroom Feature David Byrum, editor of the View From My Classroom feature, requests the assistance of readers. During a recent conference on the preparation of new teachers, a question was asked about what specific ideas, procedures, concepts, and skills teachers wished that they had known more about as they started their first job. Some of the responses at the conference were:
NASA Astrophysics Data System (ADS)
1999-07-01
New Source of Information from Advertisers The Journal has a new feature effective with the June 1999 issue. If you would like additional information about our advertisers or their products, the quickest and easiest way to get it is via JCE Online: go to http://jchemed.chem.wisc.edu click on Ad Index This will take you to the list of advertisers, each conveniently linked to their home page. When you do contact our advertisers, be sure to tell them that you saw their ad in the Journal of Chemical Education. This is important to them, and to us. JCE Software Receives Award The Journal recently received notice that JCE Software portion of JCE Online has been selected as a Links2Go Key Resource for the topic of chemistry software. According to Links2Go (www.links2go.com), JCE Software's home page is one of the top fifty most accessed online resources in the area of chemistry software (currently ranked 45). Thanks to all of you who have visited JCE Online and the JCE Software area to make this possible. If you haven't visited the site yet, you can go there directly (http://jchemed.chem.wisc.edu/JCESoft/index.html ) as well as via our JCE Online home page. You will be greeted with a short video of nitrogen triiodide exploding and be able to get a wealth of information about our latest releases, software, CD-ROMs/Video, student resources, materials for authors and software developers. You can see color graphics from our CD-ROMs, video, and software,... Actually, if you are familiar with our Catalog, this is much better. 1999 Welch Chemistry Prize Richard N. Zare, the Marguerite Blake Wilbur Professor of Natural Science at Stanford University, has been named the 1999 recipient of the Welch Award in Chemistry for his lifetime achievements in physical and analytical chemistry. Zare's interests focus on the development and application of lasers and other novel instruments to explore chemical frontiers, ranging from molecules to chemical processes, from the inside of cells to the inside of meteorites. Zare and colleague Andrew Alexander are contributors to the Journal's Viewpoints series, sponsored by the Camille and Henry Dreyfus Foundation: "Anatomy of Elementary Chemical Reactions", JCE, 1998, 75, 1105. The Welch Award in Chemistry has been given by the Welch Foundation since 1972 to honor lifetime achievements in the field. Zare will be honored and presented with a $300,000 prize and gold medallion during the Foundation's annual award banquet held in Houston in October. NEACT Conference: Chemistry of Materials and Material Science The 61st Summer Conference of NEACT, the New England Association of Chemistry Teachers, will be held from Monday, August 9, through Thursday, August 12, at Massachusetts Institute of Technology in Cambridge, MA. The four-day conference will feature an exploration of the chemistry of materials and material science and effective methods of presenting these in the classroom and laboratory. The keynote address is "Teaching Solid State Chemistry at MIT" by Ron Latanision of MIT's Department of Material Science. Other presentations include "Driving Force", James Livingston; "The Colorful Nanoworld", Moungi Bawendi; "Molecular Wire-Based Amplification in Chemical Sensors", Timothy Swager; "Putting Solids in the Foundation", Arthur Ellis, George Lisensky, and Karen Nordell; "Miracle Materials", Valerie Wilcox; "Teaching About Polymers to Chemistry Students", Richard Stein; and "Using Software in Teaching About Polymers to Chemistry Students", William Vining. There will be a selection of workshops on the conference theme as well. The conference is open to all. The program chairperson is Peter J. Nassiff, Science Department Chairperson at Burlington High School. For further information contact Nassiff at 80 Gregory Road, Framingham, MA 01701; email: pnassiff@massed.net. Call for Symposia, Papers, & Workshops: 16th BCCE The Web site for the 16th Biennial Conference on Chemical Education, July 30-August 3, 2000, at the University of Michigan in Ann Arbor, is up and running at http://www.umich.edu/ bcce. Organizers of symposia and workshops as well as proposers of papers are invited to submit their ideas over the Web or in writing to the Program Chair, Brian Coppola; phone: 734/764-7329; email: bcoppola@umich.edu, or to the Workshop Coordinator, Evelyn Jackson; phone: 517/355-9715 ext 204; email: ejackson@argus.cem.msu.edu. For general information please contact Seyhan Ege, phone: 734/764-7340, email: snege@umich.edu. ChemCareers Debuts on ChemCenter The ACS ChemCenter website has recently launched a moderated career forum where chemists, chemical engineers, scientists in related fields, students, and other interested persons pose their questions related to career development in the chemical sciences. At the site you can hear what your peers think about preparing for, launching, maintaining, and advancing a career in chemistry. You can bring questions, share experiences, or offer advice. The forum is moderated by ACS career consultants who offer their expert opinions as a part of the discussion. The address is http://www.chemcenter.org. Click on the "discussions" hypertext link under "Discover Chemistry." Green Chemistry The closing date for grant funding from the EPA/NSF Technologies for a Sustainable Environment Solicitation is July 26, 1999. For specific grant information, visit the Web site www.nsf.gov/pubs/1999/nsf99108/nsf99108.txt. For general grant information about green chemistry, go to www.epa.gov/greenchemistry, es.epa.gov/ncerqa/grants, and www.nsf.gov; phone: 202/260-2659. Grad Resources Hotline A national crisis hotline sponsored by Grad Resources was set up effective April 1999. Graduate students who face overwhelming stress or despair may call 1/877-GRAD-HLP, toll-free, 24 hours a day, every day, to speak anonymously with a counselor specially trained in graduate issues. Grad Resources is a non-profit organization serving graduate students. For further references and information, visit the Grad Resources Website at www.gradresources.org or contact Nick Repak at 1-800/867-0188. Proposal Deadlines National Science Foundation Division of Undergraduate Education (DUE)
Especially for High School Teachers
NASA Astrophysics Data System (ADS)
Howell, J. Emory
1999-05-01
Secondary School Feature Articles * An Elementary Outreach Program-Have Demo Will Travel, by James Swim, p 628 * Pressure and Stoichiometry, by Charles E. Roser and Catherine L. McCluskey, p 638 Making Connections vs Relevance: Chemistry and Biology For many years there has been a movement to make chemistry more relevant to learners, particularly in introductory chemistry courses. Sidebars describing chemical applications to real-world settings are sprinkled throughout textbooks. Consumer products are often used in place of reagent-grade chemicals, not only as a means of cost saving, but also in an attempt to make chemistry more relevant for the beginning learner. The Journal has published many articles dealing with the application of chemistry to other disciplines. As our understanding of the importance of constructivism in intellectual development has increased, the need to help students make connections between the knowledge they have constructed and their experiences in the classroom and laboratory has become more evident. The need is much deeper than simply recognizing familiar products or observing visible chemical changes. Relevance appears to be a helpful and perhaps necessary condition for learning, but it does not appear to be sufficient to ensure that connections are made between chemical concepts new to the learner and previously constructed knowledge. This month's JCE Classroom Activity "Soup or Salad? Investigating the Action of Enzymes in Fruit on Gelatin" (p 624A) is an example of an experiment that requires the student to use biological concepts to carry out a chemical investigation. The action of proteases from fresh or frozen pineapple and meat tenderizers on the proteins that provide the structure of gelatin is compared with the action of fruit that has been canned or heated in a microwave. Like other JCE Classroom Activities, references, additional information, and related activities are cited. The activity can be used in the classroom or assigned as a take-home activity. JCE Classroom Activity #15, "Liver and Onions: DNA Extraction from Animal and Plant Tissues" (p 400A, March 1999) also integrates chemical and biological concepts. The JCE Software videotape HIV-1 Protease: An Enzyme at Work is another useful resource. It can be used in any classroom where kinetics, catalysis, proteins, or enzymes are discussed. Information about JCE Software products can be found in recent issues of the Journal or by accessing JCE Online (http://jchemed.chem.wisc.edu). Because most high school students complete at least one year of biology before enrolling in chemistry, developing the connections between biology and chemistry can be especially productive. Connections between chemistry and biology often seem to be more real to students than do many of the phenomena we cite as applications. For example, students often are not able to make the connection between the excitation of electrons to produce electromagnetic radiation and anything that is personally relevant. The light given off by sodium or mercury vapor lights provides a common example of relating atomic emission to a useful process, but many students do not seem to find that particularly interesting. The need to make a connection between biology and chemistry becomes especially meaningful to students when the chemical change occurs within the human body. As an example, the interaction of emitted electromagnetic radiation with human cells to cause well-tanned skin seems more relevant to a greater number of students than the color of lights in a parking lot. This issue contains an article that describes a useful application of light to kill cancer cells through use of photosensitizers (p 592). The process of photodynamic therapy (PDT) provides another example that could help students make a connection between the emission of electromagnetic radiation and the challenge of killing cancer cells without harming healthy cells. Certainly this example is not a magic antidote to "why do we have to learn this stuff" and it doesn't directly relate atomic spectra to quantum theory. It does, however, deal with energy-matter interactions in a topic that is more relevant to students' daily lives. And in turn, the concept of electromagnetic radiation interacting with matter may be more important for most students to understand than is the quantum mechanical explanation of electronic configuration. This issue contains several other articles from which useful examples connecting chemistry and biology can be drawn. Most of these are not indicated in the table of contents with the high school mark (*) because they are written primarily for college biochemistry faculty members. However, many high school teachers who read this column have strong backgrounds in biology and can find useful information in some of these articles. A keyword search for "enzyme" using the online index (http://jchemed.chem.wisc.edu/Journal/Search/ ) yielded 75 articles published between January 1990 and the present, illustrating that a great deal about this topic alone has been published in this Journal. Other "biochemical" keywords that can be used to search the index include amino acids, biotechnology, hormones, lipids, metabolism, nucleic acids/DNA/RNA, and proteins/peptides. Other biological connections are evidenced through keywords such as drugs/pharmaceuticals, food science, medicinal chemistry, nutrition, and vitamins. Chemical Mysteries Revealed Online Ron DeLorenzo, editor of the Applications and Analogies feature, recently sent an email message describing a resource of interest to high school teachers. The Greenwich Science Education Center, Greenwich, Connecticut, is now displaying on their Web site (http://www.educationcenter.org) about 100 of DeLorenzo's interesting mystery articles. Anaheim and Boston To those readers who stopped by the JCE booth at the ACS National Meeting in Anaheim or at the NSTA convention Boston we wish to say thank you. Also, thank you to those with whom we spoke at the outstanding High School Program at Anaheim. Watch the June issue for more about these two outstanding conventions.
NASA Astrophysics Data System (ADS)
1999-08-01
News from Journal House Perspective on JCE Online Recently a reader asked us for a perspective on JCE Onlinehow the chemical education community is receiving it and how the Journal staff itself views it. We share our responses below. Subscriber Numbers How many people subscribe to JCE Online+? As of June 1, 1999, our records show that 13% of individual JCE subscriptions in the USA include JCE Online+. This percentage has increased significantly during the past year- in June 1998 it was approximately 4% and December 1998 about 7%. Almost all subscribers to JCE Online subscribe to print as well. Since JCE Online has only very recently been made available to institutional subscribers, there are no numbers to report. There has been considerable interest in online from libraries. Given that JCE Online+ is a fairly recent subscriber option and that many subscribers have a wait-and-see approach to any new option, we feel that the numbers above are quite high. The steady growth is encouraging. Online Usage How many people visit our Web site? Statistics for the period January 1, 1999, through May 31, 1999, that may be of interest include:
Total Pages Served 361,115
Total Visits 138,377
Total Unique Visitors 51,744
Total Repeat Visitors 11,536
Average Visit Length 03:05
Average Requests/Visit 10.8
Average Pages/Visit 2.6
Average Daily Visits 916 Online Rationale and Expectations JCE Online is a very important part of the whole Journal, but we do not expect it to supplant print: online and print are very different media. Usage of JCE Online is growing steadily; our subscribers are realizing what we have learned: it is not possible to deliver the Journal in the print medium alone- print is no longer adequate to accomplish our mission. Examples of things not possible in print include:
·JCE Index to all 76 years of Journal issues, available all the time with responses within seconds.
·Supplementary materials that are important to only a limited number of our subscribers; materials that augment laboratory experiments are a good example.
·Supplementary videos, such as the videos, still images, and excerpts from interviews with nuclear chemists that give fuller meaning to the Viewpoints article "Chemistry of the Heaviest Elements- One Atom at a Time" referred to below.
·Internet feature columns are more effective in a dynamic medium. Two that are in place are Mathcad in the Chemistry Curriculum (edited by Theresa Zielinski) and Conceptual Questions and Challenge Problems (edited by William Robinson and Susan Nurrenbern).
·Buyers Guides have their content updated often and link to other useful sites. There is one for books and software and another for supplies and equipment. Elements Added to Periodic Table Two new transuranic elements have been added to the list in the Viewpoints article "Chemistry of the Heaviest ElementsOne Atom at a Time" by Darleane C. Hoffman and Diana M. Lee (JCE, 1999, 76, 331). The new elements have atomic numbers 118 and 116. The path to the discovery of these elements was predicted by Robert Smolanczuk, a young Polish theorist whose calculations led him to conclude that a lead-krypton collision technique could produce element 118, which then decays to element 116. Others questioned his results, but Hoffman invited him to join the team at the Lawrence Berkeley National Laboratory and a decision was made to try out his ideas. The result was almost complete verification of Smolanczuk's calculations. The experimental team was headed by Kenneth E. Gregorich; Darleane Hoffman is one of 15 codiscoverers of element 118. Awards Willard Gibbs Medal Lawrence F. Dahl of the University of Wisconsin-Madison is the recipient of 1999 Willard Gibbs Medal, the highest award of the Chicago Section of the American Chemical Society. It is awarded annually to a world-renowned scientist selected by a jury of panelists composed of eminent chemists elected by the Board of Directors of the Chicago Section. The award was presented at the Chicago Section's meeting in May 1999. Courses, Seminars, Meetings, Opportunities Grant Program for Senior Scientist Mentors The Camille and Henry Dreyfus Foundation announces a new initiative within its Special Grant Program in the Chemical Sciences: the Senior Scientist Mentors. Undergraduate participation in research is generally acknowledged to be one of the most effective ways for students to learn and appreciate chemistry. Key to a meaningful research experience is the advising and counseling a student can receive from leaders in chemical research. Application Details Emeritus faculty who maintain active research programs in the chemical sciences may apply for one of a limited number of awards that will allow undergraduates to do research under their guidance. Successful applicants, who are expected to be closely engaged in a mentoring relationship with the students, will receive grants of 10,000 annually for two years (20,000 total) for undergraduate stipends and modest research support. In approximately three pages, applicants should describe their ongoing research and the nature of the participation by undergraduates in the research activity. The role of the applicant as mentor should be clearly outlined. The application should also contain a curriculum vitae of no more than five pages that includes representative publications; a letter of support from the department chair that also commits appropriate space and facilities for the undergraduate participants; and a letter of support from a colleague (preferably from outside the department) who is familiar with the applicant's research and teaching. This initiative is open to all institutions that offer bachelor's or higher degrees in the chemical sciences. Use the standard cover page for the Special Grant Program in the Chemical Sciences, which is available at www.dreyfus.org. "Senior Scientist Mentors" should be entered as the project title. An original and five copies of the application are required. Applications should be received in the Foundation office (555 Madison Avenue, Suite 1305, New York, NY 10022) by September 1, 1999; awards will be announced toward the end of January 2000.
Proposal Deadlines
National Science Foundation Division of Undergraduate Education (DUE)
The Camille and Henry Dreyfus Foundation, Inc.
Research Corporation
NASA Astrophysics Data System (ADS)
2001-09-01
To see a list of advertisers from the three most recent issues of JCE, go to the Ad Index. This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. To view a list of the companies that advertised in this issue of JCE, click here. Advertising Representative McNeill Group, Inc. 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
NASA Astrophysics Data System (ADS)
2000-12-01
To see a list of advertisers from the three most recent issues of JCE, go to the HTML Ad Index. This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. To view a list of the companies that advertised in this issue of JCE, click here. Advertising Representative McNeill Group, Inc. 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
NASA Astrophysics Data System (ADS)
2001-02-01
To see a list of advertisers from the three most recent issues of JCE, go to the Ad Index. This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. To view a list of the companies that advertised in this issue of JCE, click here. Advertising Representative McNeill Group, Inc. 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
NASA Astrophysics Data System (ADS)
2000-04-01
To see a list of advertisers from the three most recent issues of JCE, go to the HTML Ad Index. This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. To view a list of the companies that advertised in this issue of JCE, click here. Advertising Representative McNeill Group, Inc. 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
NASA Astrophysics Data System (ADS)
2001-05-01
To see a list of advertisers from the three most recent issues of JCE, go to the Ad Index. This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. To view a list of the companies that advertised in this issue of JCE, click here. Advertising Representative McNeill Group, Inc. 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
NASA Astrophysics Data System (ADS)
2000-02-01
To see a list of advertisers from the three most recent issues of JCE, go to the HTML Ad Index. This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. To view a list of the companies that advertised in this issue of JCE, click here. Advertising Representative McNeill Group, Inc. 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
NASA Astrophysics Data System (ADS)
2001-04-01
To see a list of advertisers from the three most recent issues of JCE, go to the Ad Index. This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. To view a list of the companies that advertised in this issue of JCE, click here. Advertising Representative McNeill Group, Inc. 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
NASA Astrophysics Data System (ADS)
2000-10-01
To see a list of advertisers from the three most recent issues of JCE, go to the HTML Ad Index. This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. To view a list of the companies that advertised in this issue of JCE, click here. Advertising Representative McNeill Group, Inc. 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
NASA Astrophysics Data System (ADS)
2001-07-01
To see a list of advertisers from the three most recent issues of JCE, go to the Ad Index. This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. To view a list of the companies that advertised in this issue of JCE, click here. Advertising Representative McNeill Group, Inc. 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
NASA Astrophysics Data System (ADS)
2000-09-01
To see a list of advertisers from the three most recent issues of JCE, go to the HTML Ad Index. This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. To view a list of the companies that advertised in this issue of JCE, click here. Advertising Representative McNeill Group, Inc. 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
NASA Astrophysics Data System (ADS)
2000-07-01
To see a list of advertisers from the three most recent issues of JCE, go to the HTML Ad Index. This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. To view a list of the companies that advertised in this issue of JCE, click here. Advertising Representative McNeill Group, Inc. 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
Especially for High School Teachers
NASA Astrophysics Data System (ADS)
Howell, J. Emory
1999-07-01
Secondary School Feature Articles * Super Science Connections, by Patricia B. McKean, p 916 * A pHorseshoe, by Roger Plumsky, p 935 National Conferences in Your Part of the Country For the past several months, considerable space in this column has been devoted to forthcoming national conferences and conventions and to highlights of conferences past. For some of us, location is fairly unimportant; but for most of us travel costs and time are both factors to consider when choosing a conference. The community of high school chemistry teachers is favored by the number of national conventions and conferences that are held each year in different locations. In 1999, for example, the spring National Meeting of the American Chemical Society was in Anaheim and the National Science Teachers Association National Convention was in Boston. This summer CHEMED '99 will be held in Fairfield, CT, August 1-5, and the fall National ACS Meeting will be in New Orleans. Teachers from the mid-South especially should consider attending the High School Program at New Orleans, described below by Lillie Tucker Akin, Chairperson of the Division's High School Program Committee. The event will be held on Sunday to minimize conflicts with the beginning of the school year. JCE at CHEMED '99 Stop by the JCE booth at CHEMED '99 in the exhibits area to learn more about the wide array of print and nonprint resources you can use in your classroom and laboratory. Members of the editorial staff will be on hand to talk with you. You are invited to participate in a workshop, "Promoting Active Learning through JCE Activity Sheets and Software", on Monday, August 1, 8:30-10:30. The free hands-on workshop is number WT11 and we encourage you to include it among your choices in the blanks provided on the third page of the registration form. We will also conduct an interactive session to listen to ideas for making the Journal more useful to you. Check the final program for location and time or inquire at the JCE exhibit booth. NSTA in Boston For the representatives of the Journal, the highlight of the National Science Teachers Association Convention was visiting with the many readers who stopped by the JCE booth. Among them were several who have authored an article or reviewed manuscripts. We hope that number increases from year to year. JCE exists for its readers and because many readers are willing to devote the time and effort necessary to write a manuscript and revise it based on peer review. The convention offered such a variety of opportunities to acquire useful information that it is impossible to name a single highlight, or even to list the top ten. Representative of the many outstanding chemistry-oriented sessions presented by high school teachers were "Ultraviolet, Visible and Infrared Spectroscopy in the Chemistry and Physics Laboratory", "Kool Conversions in a Block Schedule", and "Hot Packs, Cold Packs, and a Six-Pack of Chemistry Projects". Reports from Other Journals On pages 882-885, Steve Long and Kathy Thorsen have summarized interesting articles that have appeared recently in The Science Teacher and Chem 13 News, respectively. Even if you are a regular reader of one or both of these journals, you will enjoy reading these summaries. Steve and Kathy have done a great job of highlighting interesting and useful information. I thank both of them for these fine contributions to the Journal. High School Day in New Orleans Mark August 22, 1999, on your calendar now and plan to attend High School Chemistry Day at the National ACS Meeting in New Orleans. The High School Program Committee, with support from local ACS sections, has planned an extravaganza of workshops and presentations, including environmental programs and workshops conducted by Sargent-Welch; an afternoon of instrumentation by Buck Laboratories with the Alabama Science in Motion vans and drivers to show how to transport chemistry on wheels; 12 demonstrations by nationally recognized chemical demonstration experts; a series of nine oral presentations on "hot" topics in chemistry today; Carolina Biological's showcasing of Chemistry Set to Music and demonstrations where you can watch the periodic table come to life in front of your eyes; an afternoon of safety by Kauffman and Associates; and Penny Sconzo's entire day on calculator literacy in chemistry and biology with sessions for beginners and advanced users. In addition to five concurrent sessions specifically for high school teachers, the Division of Chemical Education will offer a variety of programs throughout the conference. A high school-college interface luncheon will feature chemical educator Glenn Crosby as keynote speaker. An array of door prizes will be given away, including a crisp 100 bill. Tickets for the luncheon are limited and will only be sold through preregistration. Registration information can be obtained through the ACS Internet home page, http://www.acs.org, in Chemical and Engineering News, or in the summer issue of the Division of Chemical Education Newsletter. Eisenhower funds can be used as support funds (check with your school coordinator for title programs). There will be a membership registration desk for teachers interested in joining the ACS Division of Chemical Education. Membership dues are 15 per year. We have a lot planned for you and we need all our high school chemistry teachers to attend and make this event a huge success! I look forward to seeing each of you in 'Nawlins! Lillie Tucker Akin
Journal of Chemical Education on CD-ROM, 1999
NASA Astrophysics Data System (ADS)
1999-12-01
The Journal of Chemical Education on CD-ROM contains the text and graphics for all the articles, features, and reviews published in the Journal of Chemical Education. This 1999 issue of the JCE CD series includes all twelve issues of 1999, as well as all twelve issues from 1998 and from 1997, and the September-December issues from 1996. Journal of Chemical Education on CD-ROM is formatted so that all articles on the CD retain as much as possible of their original appearance. Each article file begins with an abstract/keyword page followed by the article pages. All pages of the Journal that contain editorial content, including the front covers, table of contents, letters, and reviews, are included. Also included are abstracts (when available), keywords for all articles, and supplementary materials. The Journal of Chemical Education on CD-ROM has proven to be a useful tool for chemical educators. Like the Computerized Index to the Journal of Chemical Education (1) it will help you to locate articles on a particular topic or written by a particular author. In addition, having the complete article on the CD-ROM provides added convenience. It is no longer necessary to go to the library, locate the Journal issue, and read it while sitting in an uncomfortable chair. With a few clicks of the mouse, you can scan an article on your computer monitor, print it if it proves interesting, and read it in any setting you choose. Searching and Linking JCE CD is fully searchable for any word, partial word, or phrase. Successful searches produce a listing of articles that contain the requested text. Individual articles can be quickly accessed from this list. The Table of Contents of each issue is linked to individual articles listed. There are also links from the articles to any supplementary materials. References in the Chemical Education Today section (found in the front of each issue) to articles elsewhere in the issue are also linked to the article, as are WWW addresses and email addresses. If you have Internet access and a WWW browser and email utility, you can go directly to the Web site or prepare to send a message with a single mouse click.
Full-text searching of the entire CD enables you to find the articles you want. Price and Ordering An order form is inserted in this issue that provides prices and other ordering information. If this insert is not available or if you need additional information, contact: JCE Software, University of Wisconsin-Madison, 1101 University Avenue, Madison, WI 53706-1396; phone: 608/262-5153 or 800/991-5534; fax: 608/265-8094; email: jcesoft@chem.wisc.edu. Information about all our publications (including abstracts, descriptions, updates) is available from our World Wide Web site at: http://jchemed.chem.wisc.edu/JCESoft/. Hardware and Software Requirements Hardware and software requirements for JCE CD 1999 are listed in the table below:
Literature Cited 1. Schatz, P. F. Computerized Index, Journal of Chemical Education; J. Chem. Educ. Software 1993, SP 5-M. Schatz, P. F.; Jacobsen, J. J. Computerized Index, Journal of Chemical Education; J. Chem. Educ. Software 1993, SP 5-W.
NASA Astrophysics Data System (ADS)
Mason, Diana S.
2002-04-01
Other fun things in this issue include three Quote Boxes by Olney (3) that will allow your students to engage in deductive reasoning to solve the puzzles. Kelkar (4) presents a slightly more difficult but very clever mystery element game; it provides clues to element symbols that all fit into a single matrix. Ibanez's game (5) lists popular sayings or proverbs and the student's job is to match each with an analogous chemical phenomenon. As always, answers are provided. For the more sophisticated among us, there is Who Wants to Be a Chemist Extraordinaire? devised by Campbell and Muzyka (6), who describe their use of online chemistry game shows patterned on popular TV programs. Examples of the HTML files with sample questions are available through JCE Online. These are just some of the many suggestions that can be found in this issue of JCE. Try a few, you might like them!
Enthusiastic Teachers, Vivid Experiments
NASA Astrophysics Data System (ADS)
Moore, John W.
2000-04-01
ascination with materials and chemical change is a hallmark of chemists, and it is also an important pedagogical tool. A fringe benefit of editing JCE is that I encounter so many nice people who send interesting and helpful communications. One of the first of these to cross my desk this year was from E. J. Behrman, who recommended that I read and call to your attention "Brilliant Light: A Chemical Boyhood" by Oliver Sacks, noted neurologist and author. It appeared in the December 20, 1999, issue of The New Yorker and is well worth your time and effort to find and read. Sacks's reminiscence of his boyhood interest in chemistry is fascinating. His obvious love of our science is inspiring. And he has expressed both in words that are brilliantly chosen and a joy to read. In a profile of Sacks that appeared in Chemical and Engineering News (January 10, 2000), Madeleine Jacobs relates that he is writing a book on his boyhood encounters with chemistry (to be published by Alfred A. Knopf). I am looking forward to that with great anticipation. During 1999 he also wrote an article on the periodic table in the New York Times Magazine (April 18) and an op-ed piece on chemistry sets in the New York Times (May 13). In the latter he describes how hard it is these days for a nonchemist, especially a young one, to obtain chemicals to experiment with. Chemistry sets are not what they used to be! Sacks's writings contain important messages for all of us who teach chemistry and all who are involved in piquing students' interest in our subject. A brief excerpt from his New Yorker article illustrates my point.
I knew zinc--the dull, slightly bluish birdbath in the garden was made of zinc--and tin, from the heavy tinfoil in which sandwiches were wrapped for a picnic. My mother showed me that when tin or zinc was bent it uttered a special "cry." "It's due to deformation of the crystal structure," she said, forgetting that I was five and could not understand her--and yet her words made me want to know more.Fascination with materials and chemical change is a hallmark of chemists, and it is also an important pedagogical tool. Real substances have very interesting properties--ones that can excite students and spur them to greater achievement. Sacks's writing is full of such fascinating factoids. It inspires me to try to use them much more effectively to help students develop the curiosity and commitment that will help them learn. Everyday things, such as the startling cold of a diamond engagement ring when it touches one's lips, can illustrate otherwise tiresome topics like thermal conductivity far better than a table of data. Sacks was fortunate that his parents, both physicians, had the means and took the time to show him interesting phenomena and respond to his many questions, as did two uncles. In addition, his father's office was in their home, providing a broad range of interesting substances and solutions that enhanced his curiosity and experience. Few of our students have had such opportunities before they come to us, but we can resolve that they should not leave our classes without seeing and experiencing real chemistry that grabs their attention and interest. If we are to do this, we must be familiar with lots of chemical phenomena and realize how they can be applied effectively in our classrooms and laboratories. And we need to know which of them are appropriate for students to observe and interact with without violating rules of good sense and chemical safety. That's no mean feat, especially if our own backgrounds are much less rich than was Sacks's childhood--an extremely likely possibility. Formal education is important, but it is unreasonable to expect that it can provide all the knowledge that would be useful to any of us in our teaching. And new chemistry is discovered every day. Learning more and more chemistry and improving our teaching skills are processes that continually require our attention and effort. I hope that JCE contributes in important ways to such professional development. My overriding goal for this Journal is to provide accurate, interesting, relevant information that can enhance chemistry teaching and learning. Your editorial staff organize the information so that access is as quick and easy as possible, and we try to make connections both by juxtaposition of articles in print and by linking information electronically. The latest example of this is being introduced this month. It is a new feature directed especially to busy high school chemistry teachers: the JCE High School Chemed Learning Information Center (JCE HS CLIC). In this special section of JCE Online we have collected and organized JCE's many articles that are of interest to high school teachers, aiming to provide the quickest, easiest access to the information. You can read more about it on page 536. We look forward to feedback from those who have tried CLIC and have suggestions for adding to it or otherwise improving it. When asked how children today could be weaned from the many distractions of modern life and turned on to chemistry, Oliver Sacks recommended, "Enthusiastic teachers, vivid experiments". I recommend that you read Sacks's article in the New Yorker to rejuvenate your enthusiasm and read JCE to find new, vivid experiments. The combination may be just what is needed to capture students' attention for the rest of this school year and to enhance learning for many years to come.
Johnson, Claire D; Green, Bart N
2008-01-01
To review trends in articles published during the first 20 years of The Journal of Chiropractic Education (JCE), which is the primary periodical that publishes chiropractic educational research. This study focused on article type, country of origin, contributions by institutions, use of references, and use of structured abstracts. All volumes of the JCE were retrieved (1987-2006). Only full articles were included in this study; abstracts from proceedings and ephemera were excluded from this analysis. Articles that presented no data (eg, commentary, narrative descriptions) were classified as nondata articles. Articles that reported data (eg, experimental studies, survey research, etc) were classified as data articles. Each article was reviewed by hand for the type of study (data vs nondata), geographic region of origin, college of origin, use of references, and the presence of a structured or unstructured abstract. After applying the inclusion and exclusion criteria, 153 papers were assessed. Published articles came from 5 countries and represented 23 chiropractic colleges. A majority (80.2%) of papers were from the United States. Of all articles, 101 articles (66%) were nondata in nature. Consistent use of references and structured abstracts increased over time. During its first 20 years, the JCE has published more nondata than data studies and the number of data papers published per year has remained constant. The journal has reached a consistent level of quality in its publication of manuscripts containing structured abstracts and references, and articles have been authored primarily by US authors. It is recommended that more efforts and resources are dedicated to data-driven studies and that greater geographic diversity is obtained to better represent the worldwide distribution of the chiropractic profession's educational institutions.
Classroom Activity Connections: Lessons from Fluorescence
ERIC Educational Resources Information Center
MacCormac, Aoife; O'Brien, Emma; O'Kennedy, Richard
2010-01-01
This Classroom Activity Connections paper describes an extension to the "JCE" Classroom Activity #68 "Turning on the Light". A number of additional common items that display fluorescence under UV light are described, including fruits, vegetables, and seashells. Two classroom extensions on fluorescence are also described. From these activities,…
Window Cleaner—New and Improved?
NASA Astrophysics Data System (ADS)
Jacobsen, Erica K.
2007-11-01
A recent coupon advertisement for window cleaner in the Sunday newspaper was reminiscent of a past JCE Classroom Activity . The new product says it offers a cheaper way to clean your windows and is a way to cut down on the number of plastic spray containers you throw away.
A New Java Animation in Peer-Reviewed "JCE" Webware
ERIC Educational Resources Information Center
Coleman, William F.; Fedosky, Edward W.
2006-01-01
"Computer Simulations of Salt Solubility" by Victor M. S. Gil provides an animated, visual interpretation of the different solubilities of related salts based on simple entropy changes associated with dissolution such as configurational disorder and thermal disorder. This animation can help improve students' conceptual understanding of…
Interactive Spreadsheets in JCE Webware
ERIC Educational Resources Information Center
Coleman, William F.; Fedosky, Edward W.
2005-01-01
A description of the Microsoft Excel spreadsheet simulation, Anharmonicity.xls that can be used to smoothly and continuously switch a plotted function and its quadratic approximation is presented. It can be used in a classroom demonstration or incorporated into a student-centered computer-laboratory exercise to examine the qualitative behavior of…
"JCE" Classroom Activity #111: Redox Reactions in Three Representations
ERIC Educational Resources Information Center
Nieves, Edgardo L. Ortiz; Barreto, Reizelie; Medina, Zuleika
2012-01-01
This activity introduces students to the concept of reduction-oxidation (redox) reactions. To help students obtain a thorough understanding of redox reactions, the concept is explored at three levels: macroscopic, submicroscopic, and symbolic. In this activity, students perform hands-on investigations of the three levels as they work at different…
Advanced Chemistry Collection, 2nd Edition
NASA Astrophysics Data System (ADS)
2001-11-01
Software requirements are given in Table 3. Some programs have additional special requirements. Please see the individual program abstracts at JCE Online or the documentation included on the CD-ROM for more specific information. Table 3. General software requirements for the Advanced Chemistry Collection.
| Computer | System | Other Software(Required by one or more programs) |
| Mac OS compatible | System 7.6.1 or higher | Acrobat Reader (included)Mathcad; Mathematica;MacMolecule2; QuickTime 4; HyperCard Player |
| Windows Compatible | Windows 2000, 98, 95, NT 4 | Acrobat Reader (included)Mathcad; Mathematica;PCMolecule2; QuickTime 4;HyperChem; Excel |
"JCE" Classroom Activity #107. And the Oscar Goes to...A Chemist!
ERIC Educational Resources Information Center
Howder, Collin R.; Groen, Kyle D.; Kuntzleman, Thomas S.
2010-01-01
A hands-on activity and demonstration, both applicable to the 2010 National Chemistry Week theme of Behind the Scenes with Chemistry, are presented. In the activity, students compare and contrast the properties of heat conductors and heat insulators. During the demonstration, students learn that water absorbed by a superabsorbent polymer can…
"JCE" Classroom Activity #105. A Sticky Situation: Chewing Gum and Solubility
ERIC Educational Resources Information Center
Montes-Gonzalez, Ingrid; Cintron-Maldonado, Jose A.; Perez-Medina, Ilia E.; Montes-Berrios, Veronica; Roman-Lopez, Saurie N.
2010-01-01
In this Activity, students perform several solubility tests using common food items such as chocolate, chewing gum, water, sugar, and oil. From their observations during the Activity, students will initially classify the substances tested as soluble or insoluble. They will then use their understanding of the chemistry of solubility to classify the…
"JCE" Classroom Activity #110: Artistic Anthocyanins and Acid-Base Chemistry
ERIC Educational Resources Information Center
Lech, Jenna; Dounin, Vladimir
2011-01-01
Art and science are sometimes viewed as opposing subjects, but are united in many ways. With an increased awareness of the benefits of interdisciplinary studies in education, it is desirable to show students how different subjects impact one another. Visual arts are greatly connected to chemistry in several ways. Pigments are usually synthetically…
"JCE" Classroom Activity #109: My Acid Can Beat Up Your Acid!
ERIC Educational Resources Information Center
Putti, Alice
2011-01-01
In this guided-inquiry activity, students investigate the ionization of strong and weak acids. Bead models are used to study acid ionization on a particulate level. Students analyze seven strong and weak acid models and make generalizations about the relationship between acid strength and dissociation. (Contains 1 table and 2 figures.)
Changes in Journal Financial Management
NASA Astrophysics Data System (ADS)
Editorial Staff, Jce
2009-06-01
This report announces the retirement of Mary Orna from the position of Publication Manager of JCE and gives information on the Board of Publication decision to change the management of the Journal 's business and financial affairs to a new system consisting of a treasurer and a business manager, and announces the appointments to those positions.
A Novel, Simplified Scheme for Plastics Identification: "JCE" Classroom Activity 104
ERIC Educational Resources Information Center
Harris, Mary E.; Walker, Barbara
2010-01-01
In this Activity, students identify samples of seven types of recyclable plastic by using a flowchart scheme. The flowchart procedure includes making density comparisons of the plastic samples in water and alcohol and observing physical changes of plastic samples subjected to boiling water temperatures and exposure to acetone. This scheme is…
Classroom Activity Connections: Demonstrating Various Flame Tests Using Common Household Materials
ERIC Educational Resources Information Center
Baldwin, Bruce W.; Hasbrouck, Scott; Smith, Jordan; Kuntzleman, Thomas S.
2010-01-01
In "JCE" Activity #67, "Flame Tests: Which Ion Causes the Color?", Michael Sanger describes how to conduct flame tests with household items. We have used this activity in outreach settings, and have extended it in a variety of ways. For example, we have demonstrated large-scale strontium (red), copper (green), and carbon (blue) flames using only…
Telling It like It Is: Teaching Mechanisms in Organic Chemistry
ERIC Educational Resources Information Center
Ault, Addison
2010-01-01
In this article I support and extend the ideas presented by J. Brent Friesen in his article "Saying What You Mean; Teaching Mechanisms in Organic Chemistry" ("JCE" November, 2008). I emphasize "telling the truth" about proton transfers. The truth is that in aqueous acid most reactions are subject to "specific" acid catalysis: the only kinetically…
ERIC Educational Resources Information Center
Chen, Yueh-Huey; Lin, Jia-Ying; Lin, Li-Pin; Liang, Han; Yaung, Jing-Fun
2010-01-01
This activity explores an alternative use of a superabsorbent polymer known as a water absorbing material. A dilute solution of CuCl[subscript 2] is treated with a small piece of unused disposable diaper containing superabsorbent sodium polyacrylates. The polymer is used for the removal of Cu[superscript 2+] ions from the solution. The…
Chemical Applications of a Programmable Image Acquisition System
NASA Astrophysics Data System (ADS)
Ogren, Paul J.; Henry, Ian; Fletcher, Steven E. S.; Kelly, Ian
2003-06-01
Image analysis is widely used in chemistry, both for rapid qualitative evaluations using techniques such as thin layer chromatography (TLC) and for quantitative purposes such as well-plate measurements of analyte concentrations or fragment-size determinations in gel electrophoresis. This paper describes a programmable system for image acquisition and processing that is currently used in the laboratories of our organic and physical chemistry courses. It has also been used in student research projects in analytical chemistry and biochemistry. The potential range of applications is illustrated by brief presentations of four examples: (1) using well-plate optical transmission data to construct a standard concentration absorbance curve; (2) the quantitative analysis of acetaminophen in Tylenol and acetylsalicylic acid in aspirin using TLC with fluorescence detection; (3) the analysis of electrophoresis gels to determine DNA fragment sizes and amounts; and, (4) using color change to follow reaction kinetics. The supplemental material in JCE Online contains information on two additional examples: deconvolution of overlapping bands in protein gel electrophoresis, and the recovery of data from published images or graphs. The JCE Online material also presents additional information on each example, on the system hardware and software, and on the data analysis methodology.
"JCE" Classroom Activity Connections: NaCl or CaCl[subscript 2], Smart Polymer Gel Tells More
ERIC Educational Resources Information Center
Chen, Yueh-Huey; Lin, Jia-Ying; Wang, Yu-Chen; Yaung, Jing-Fun
2010-01-01
This classroom activity connection demonstrates the differences between the effects of NaCl (a salt of monovalent metal ions) and CaCl[subscript 2] (a salt of polyvalent metal ions) on swollen superabsorbent polymer gels. Being ionic compounds, NaCl and CaCl[subscript 2] both collapse the swollen polymer gels. The gel contracted by NaCl reswells…
"JCE" Classroom Activity #108. Using Archimedes' Principle to Explain Floating and Sinking Cans
ERIC Educational Resources Information Center
Sanger, Michael J.
2011-01-01
In this activity, students (working alone or in groups) measure the mass of several soda cans (diet and regular soda) along with the mass of water that each can displaces. The students are then asked to compare these two mass values for the sinking cans and for the floating cans. The purpose of this activity is for students to determine that the…
Especially for High School Teachers
NASA Astrophysics Data System (ADS)
Howell, J. Emory
2000-06-01
It Was Nice to See You It was great to meet and talk to so many high school chemistry teachers who attended the High School Program at the ACS National Meeting in San Francisco or attended the NSTA National Convention in Orlando. Thank you to every teacher who visited the JCE Booth at either meeting and to the approximately 100 individuals who attended the JCE workshop early Monday morning at the ACS. At the NSTA meeting, the Mole Day Breakfast was a special occasion that was made very enjoyable by National Mole Day Foundation leaders Art Logan and Maury Oehler and the enthusiasm and camaraderie of the audience. For more about NMDF activities check out the website http://gamstcweb.gisd.k12.mi.us/~nmdf. Bringing Quality Visualization into the Classroom Turn to page 799 of this issue to learn about the release of Chemistry Comes Alive! Volume 4. The Chemistry Comes Alive! series of CD-ROMs are packed with Quicktime movies and still photos depicting chemical reactions, many of which are too hazardous or expensive to carry out in the classroom or laboratory. Many of the demonstrations are accompanied by background information, and they are also correlated with popular chemistry textbooks. An innovation appearing in Volume 4 is an interactive section on reactions in aqueous solution. Among the appealing features of the CCA! series is the ability to incorporate QuickTime movies of these demonstrations into your own presentations. The Reprise of Chemical Principles Revisited I am very pleased that Cary Kilner has agreed to edit the Chemical Principles Revisited feature. Please read his Mission Statement below. If you have an idea for a manuscript that fits this feature, now is the time to take action either by discussing it with Cary or by submitting a manuscript for review. This feature has the potential to be very useful to teachers, but it can reach its potential only through your suggestions and submissions. Let us hear from you soon. Scenes from High School Day at the ACS meeting in San Francisco. (Top photo, left to right) Carolyn Abbott, chair of the program, with Michael Tinnesand and Mare Taagepera. (Bottom photo) Michael Tinnesand speaking at the Luncheon. Photo by Morton Z. Hoffman. Mission Statement for Chemical Principles Revisited W. Cary Kilner, Feature Editor Exeter High School, 7 Salmon Street, Newmarket, NH 03857; 603/659-6825; CaryPQ@aol.com Through this feature, teachers are invited to share how they introduce and present a specific chemical principle, how students investigate the principle or its applications in the laboratory, and how student understanding of this principle is assessed. In most cases the principle would be one that is difficult for students to learn or apply, or one in which chemical research has led to a new understanding that has not yet appeared in textbooks. Discussion of content underlying the principle should provide insight that goes beyond the treatment of high school or general chemistry texts, providing depth that will enable the teacher to become confident in his or her understanding. The account may be a brief vignette that will inspire the reader to try something new and that can be easily implemented. Alternatively, it may be a longer discussion of phenomena that have been neglected or misinterpreted and to which a fresh, reflective, and informed view is provided. An example of a brief article is "The Disappearing Act: Teaching Students to Expect the Unexpected" (J. Chem. Educ. 1987, 64, 155). An example of a longer article is "Studying the Activity Series of Metals" (J. Chem. Educ. 1995, 72, 51), although a current submission should also include discussion of assessment and actual outcomes whenever possible. Teachers who have an idea for an article that fits this mission may contact the feature editor if they have questions.
Especially for High School Teachers
NASA Astrophysics Data System (ADS)
Howell, J. Emory
2000-01-01
Ideas and Resources in This Issue This issue contains a broad spectrum of topics of potential interest to high school teachers, including chemical safety, history, demonstrations, laboratory activities, electrochemistry, small group learning, and instructional software. In his report on articles published recently in The Science Teacher, Steve Long includes annotated references from that journal, and also from JCE, that provide timely and practical information (pp 21-22). The chemical significance of several anniversaries that will occur in the year 2000 are discussed in an article by Paul Schatz (pp 11-14). Scientists and inventors mentioned include Dumas, Wöhler, Goodyear, Joliot-Curie, Krebs, Pauli, Kjeldahl, and Haworth. Several discoveries are also discussed, including development of the voltaic pile, the use of chlorine to purify water, and the discovery of element 97, berkelium. This is the fourth consecutive year that Schatz has written an anniversaries article (1-3). Although most readers probably do not plan to be teaching in the years 2097-3000, these articles can make a nice addition to your file of readily available historical information for use now in meeting NSES Content Standard G (4). In contrast to the short historical summaries, an in-depth account of the work of Herman Boerhaave is provided by Trinity School (NY) teacher Damon Diemente. You cannot recall having heard of Boerhaave? Diemente explains in detail how Boerhaave's scientific observations, imperfect though they were, contributed significantly to the understanding of temperature and heat by scientists who followed him. Chemical demonstrations attract the interest of most of us, and Kathy Thorsen discusses several that appeared in Chem 13 News during the past year (pp 18-20). Included are demonstrations relating to LeChâtelier's principle, electronegativity, and the synthesis and reactions of carbon monoxide. Ideas for investigating the hydrophobic nature of Magic Sand are given in JCE Classroom Activity #23 (pp 40A-40B) and in an article by Robert Goldsmith (p 41). The 1999 Nobel Prize in chemistry and the research that led to the awards are discussed in an article beginning on p 14. An account of the 1998 winners appeared in last January's issue (5), providing the basis for another convenient resource file. Water droplets on a surface of Magic Sand. For many students electrochemistry is among the least favorite of the topics included in first- or second-year high school chemistry - despite the many interesting applications that students encounter every day. There are many reasons why students find the topic difficult, but misconceptions about current flow seem to present the largest obstacle to developing a conceptual understanding of electrochemical processes. Two university faculty members and a high school teacher, Huddle, White, and Rogers, have developed a teaching model to help students confront and overcome their misconceptions (pp 104-110). They have conducted studies of the impact of the model's use on student learning in both high school and introductory college chemistry courses. Particularly encouraging were the learning gains made by students with weak academic backgrounds. An action research project focused on student perspectives of small-group learning is described by Towns, Kreke, and Fields (pp 111-119). Although the project involved upper-division undergraduate university students, action research can be useful to any chemistry teacher who wishes to systematically examine and improve instructional methods and strategies. This article may be especially interesting to readers who frequently employ small-group learning techniques in their classroom. Advances in the technology of multimedia delivery are having an impact on the format in which new JCE Software releases are available. In particular, CD-ROM and Internet browsers are becoming increasingly important as the medium and method of access respectively. To better understand what is available for use in your classroom, read the article by Jon Holmes and Nancy Gettys (pp 135-136). Congratulations to Winners of ACS Regional Awards The winners of the 1999 regional awards in high school chemistry teaching are listed on page 26. Our congratulations go to each of these individuals who, as stated in the announcement, have "demonstrated excellence in teaching, exceptional ability to challenge and inspire students, extracurricular work, and willingness to keep up-to-date in the field". Additional information about the awards and the nomination process through which the regional awards and the national James Bryant Conant Award are selected can be found at http://www.acs.org/awards. High School Day Program at San Francisco in March If you live in the San Francisco Bay Area be sure to circle Monday, March 27, on your calendar now. Carolyn Abbott and her organizing committee have planned a full day of interesting activities. The full schedule of the day's activities will be published in the March issue of JCE. Literature Cited
NASA Astrophysics Data System (ADS)
Williams, Kathryn R.
1999-08-01
Since The Journal's inception in 1924, almost every issue has contained at least one article relating to the history of chemistry. But JCE should not be overlooked as a source for social and political history. At no time did the Journal better serve as a mirror of society than during the World War II era. This month's look at the past focusses on volume 19 (1942), which illustrates the response of the entire nation, especially colleges and universities, to the attack on Pearl Harbor.
1982-09-01
factor which could influence one’s needs levels is that of birth order . A review of the literature indicated a strong correlation between birth order and...questionnaire that accompanied the JCE is located at Appendix A. Missing Values Within the sample, one SOS subject omitted birth order information. Information...compare the regression methodology that con- trolled for other variables such as school, years service, supervisory status, and birth order , we performed
Torsional Angle Driver (TorAD) System for HyperChem/Excel
NASA Astrophysics Data System (ADS)
Starkey, Ronald
1999-02-01
The torsional angle driver system for HyperChem/Excel is a package of several Excel spreadsheets and macro programs to be used with HyperChem to obtain and plot information, such as total energy, for the conformations that result from a 360° rotation about a torsional angle system in a molecule. The TorAD system also includes several HyperChem scripts to facilitate its use. TorAD was developed for use in the undergraduate organic chemistry laboratory. The results obtained with TorAD could be obtained manually with HyperChem, but it would take considerable time and would not be instructive to the students. Use of the TorAD system allows students to spend their time on the more important aspect of conformation analysisinterpretation of results. The Excel spreadsheet/macro programs in TorAD include:
· Tor_xl_a and tor_xl obtain and plot the total energy at 5° torsional-angle intervals. The calculation method, the torsional-angle restraint, and the structure to be used at each angle can be set by the user. The advanced version, tor_xl_a, which requires HyperChem 4.5 or later, also allows torsional-angle structures to be saved for later recall as individual structures or, using a HyperChem script, in a movie format. It also provides a rapid scan of the 360° rotation where only single-point calculations, rather than geometry optimizations, are performed. The tor_xl system will perform routine tasks in a manner suitable for most instructional settings. · Tor_Comp performs molecular mechanics optimizations at 5° intervals and obtains and plots four energy parameters (total, torsional, nonbonded, and bond [bend plus stretch] energy) as a function of torsional angle. The calculation method and the restraint can be specified.Both tor2_180 and tor2_360 provide an x, y, z plot (x = angle 1, y = angle 2, z = energy) and a topo plot (x = angle 1, y = angle 2, z = topo lines and color coding). The molecular mechanics method and the restraint can be specified. Hardware and Software Requirement Hardware and software requirements for Torsional Angle Driver (TorAD) are shown in Table 1. These programs require a version of HyperChem 4.0 or later that supports DDE. Also required is Microsoft Excel 5.0 or higher. HyperChem and Excel are not included with the issue.· TorDipol produces a plot of the total energy and the calculated dipole moment at 5° steps of the torsional angle. The default calculation is the semi-empirical AM1 method, but other methods can be used. The calculation method and the restraint can be specified. · Tor2_180 and Tor2_360 rotate two torsional angles to provide a 3D plot of the resulting total energy surface. Tor2_180 performs a 0 to 180° rotation, in 10° steps, on each of the two torsional angle systems (tor1 and tor2) selected. Tor2_360 will do a -180° to +180° (360° total) rotation of the two torsional angles in 20° steps.

The Science Teacher: Spring 2008
NASA Astrophysics Data System (ADS)
Long, Steve
2008-06-01
This article reviews chemistry-related articles published between Summer 2007 and February 2008, in The Science Teacher ( TST ). A new TST column addresses safety-with emphases in reviewed articles on chemical hygiene plans, bloodborne pathogens, ionizing radiation, eyewash and shower stations, electrical safety, and chemical management. In addition, activities for teaching about ionic compounds, an inquiry-based lab and card sorting project on freezing point depressions, and a simulation of Rutherford's Gold Foil Experiment are described. Also included is a career focus on a green product chemist. Supplementary JCE articles for these articles and topics are referenced.
Asymmetric bagging and feature selection for activities prediction of drug molecules.
Li, Guo-Zheng; Meng, Hao-Hua; Lu, Wen-Cong; Yang, Jack Y; Yang, Mary Qu
2008-05-28
Activities of drug molecules can be predicted by QSAR (quantitative structure activity relationship) models, which overcomes the disadvantages of high cost and long cycle by employing the traditional experimental method. With the fact that the number of drug molecules with positive activity is rather fewer than that of negatives, it is important to predict molecular activities considering such an unbalanced situation. Here, asymmetric bagging and feature selection are introduced into the problem and asymmetric bagging of support vector machines (asBagging) is proposed on predicting drug activities to treat the unbalanced problem. At the same time, the features extracted from the structures of drug molecules affect prediction accuracy of QSAR models. Therefore, a novel algorithm named PRIFEAB is proposed, which applies an embedded feature selection method to remove redundant and irrelevant features for asBagging. Numerical experimental results on a data set of molecular activities show that asBagging improve the AUC and sensitivity values of molecular activities and PRIFEAB with feature selection further helps to improve the prediction ability. Asymmetric bagging can help to improve prediction accuracy of activities of drug molecules, which can be furthermore improved by performing feature selection to select relevant features from the drug molecules data sets.
DOE Office of Scientific and Technical Information (OSTI.GOV)
Sadjadi, Seyedabdolreza; Zhang, Yong; Kwok, Sun, E-mail: sunkwok@hku.hk
The 3.3 μ m unidentified infrared emission feature is commonly attributed to the C–H stretching band of aromatic molecules. Astronomical observations have shown that this feature is composed of two separate bands at 3.28 and 3.30 μ m, and the origin of these two bands is unclear. In this paper, we perform vibrational analyses based on quantum mechanical calculations of 153 organic molecules, including both pure aromatic molecules and molecules with mixed aromatic/olefinic/aliphatic hydridizations. We find that many of the C–H stretching vibrational modes in polycyclic aromatic hydrocarbon (PAH) molecules are coupled. Even considering the uncoupled modes only, the correlationmore » between the band intensity ratios and the structure of the PAH molecule is not observed, and the 3.28 and 3.30 μ m features cannot be directly interpreted in the PAH model. Based on these results, the possible aromatic, olefinic, and aliphatic origins of the 3.3 μ m feature are discussed. We suggest that the 3.28 μ m feature is assigned to aromatic C–H stretch whereas the 3.30 μ m feature is olefinic. From the ratio of these two features, the relative olefinic to aromatic content of the carrier can be determined.« less
To Stretch and Search for Better Ways
NASA Astrophysics Data System (ADS)
Moore, John W.
2000-06-01
There's a lot to do to get each issue of this Journal ready for publication, and there's a lot that can go awry during that process. We the editorial staff do our utmost to make certain that each issue is the best it can possibly be, but, of necessity, a lot of our effort is focused on solving problems, correcting errors, and avoiding pitfalls. It is not surprising that we sometimes lose sight of the bigger picture--all of the things that came out as well as or better than we hoped they would. Therefore it gives us great pleasure when a reader applauds (and thereby rewards) our efforts. One such communication inspired this editorial.
I have appreciated the extra effort put forward by the staff to make the Journal really come alive. The high quality of the Journal serves as an incentive to chemical educators to stretch and search for better ways to inspire our students.I fervently hope that we do encourage you "to stretch and search for better ways", not only to inspire students but in everything you do. Stretching and searching for better ways is what life, science, chemistry, and teaching are all about, and it is a wonderfully stimulating and exciting way to approach anything and everything. Sometimes, though, one's ability to stretch is akin to that of a rubber band exposed too long to sunlight. Change becomes a threat or a burden instead of an opportunity. This often happens in one area but not others, as in the case of someone doing original research but whose lecture notes are yellow with age, or someone who experiments with new teaching approaches but neglects the latest chemical discoveries. Whatever its manifestation, failure to stretch and search for better ways is a great loss, both for the individual directly involved and for others. Fortunately there are many who continually stretch and search, often in conjunction with JCE. For example, some time ago the Chair of the Board of Publication, Jerry Bell, challenged Journal readers to become Journal Ambassadors. The response has been wonderful. Many people are willing and eager to show others what JCE has to offer and encourage them to subscribe. The program began in the latter half of 1999, and there were 37 Journal Ambassadors by year's end. Some are located as far away as South America and Europe, and requests for information packets for meetings and workshops now arrive several times a week. We thank everyone who has been involved in this program for getting it off to a great start. Our authors and reviewers actively search for better ways to teach chemistry and for better ways to communicate to other teachers what they have learned. This enriches their own classes first and then a much wider audience. Others have volunteered to help make JCE articles easier to find and more accessible on the Web. The ACS student affiliates at one college have taken on the project of assigning keywords to articles published in some of the years before 1995. We will add these to the JCE Index online, making it an even more effective means for finding articles on specified topics. There are many possibilities for collaboration with JCE. If you would like to contribute to an ongoing project or would like to initiate a new one, please let us know. We welcome anyone who would like to help us make this Journal better. It is important that students learn how to stretch and search for better ways. This will not happen unless we challenge them within a humane and supportive learning environment. We should expect more than memorization or unthinking application of algorithmic solutions to exercises. We should provide means by which those who do not succeed at first can try again and again. And we should provide an intellectual scaffold for those whose climb toward understanding is difficult. These are not easy goals to achieve, but the more we try and the more we communicate with others who are attempting similar tasks, the more likely we are to be successful. Most important of all is that students be inspired to always stretch and search for better ways, and that they maintain this attitude long after they leave us. A mindset that values quality and originality, and that continually strives to achieve them, is better encouraged by example than by exhortation. If we attend first to our own attitudes and actions, those of our students are more likely to follow. This makes it all the more necessary that we maintain flexibility and keep experimenting with new approaches. I hope that this Journal does provide an incentive to you to stretch and search for better ways to inspire students. When you find those better ways, I hope that you will report them in our pages, thereby enabling many others to benefit.
NASA Astrophysics Data System (ADS)
Howell, J. Emory
1999-01-01
Secondary School Feature Articles * Animating Reactions: A Low-Cost Activity for Particle Conceptualization at the Secondary Level, by Robert W. Milne, p 50. * The Gravity of the Situation, by Damon Diemente, p 55. You must be the change you wish to see in the world. Mahatma Ghandi The beginning of a new year always brings with it a feeling of anticipation, a desire to achieve new goals, and a certain urgency to accomplish. Beginning the last year of the 1900s seems somehow to amplify these feelings. This week I was reminded twice of the challenge that lies in focusing on those things that we can change and not being fettered by those we cannot. The first example occurred in my office on a Monday afternoon. A young woman was considering the choice between entering graduate school or seeking a high school teaching position. After approximately 10 years in the workforce, she had entered college and was now within a semester of graduation. While pursuing her studies she had served as a substitute teacher in her home community, believing the experience would affirm her longstanding desire to teach. The behavioral characteristics of some students seemed to be at odds with her memories of high school only a dozen years earlier. Now she was questioning whether she could make a difference in young lives or if she should give up the idea of teaching in high school in favor of graduate degrees in her discipline, which would lead to a career in post-secondary education. Although I assured her that she could indeed have a great impact on high school students, I empathized with the concern she was feeling. The second example occurred the same day, in a class for chemistry majors who are preparing to teach high school chemistry. While considering the importance of performance assessment, with discussion centered on a JCE article ((a href="//1998/jan/abs64.html">Rasp, S. L. J. Chem. Educ. 1998, 75, 64-66), one class member asked why we only discussed and read about what teachers could do to improve the learning environment, with nothing being said about the student's responsibility. Sensing there was considerable emotion behind the question, I encouraged the individual to explain why he raised the question. He related his experience during the previous week in observing the class of an experienced and accomplished teacher. Although the teaching methods were appropriate and the delivery of instruction was excellent, several students returned to class the next day with incomplete assignments and a seeming air of indifference. As I looked around the class I could see others nodding their heads in agreement; evidently they had noticed similar behavior in their field experience observations. Soon, others in the class began discussing their similar experiences. In response I opened up the discussion to probe possible reasons for an apparent lack of self-motivation among the students. The list that resulted need not be repeated here because is so familiar. After relatively brief discussion, the class came to the consensus that even though the issues raised were out of their control, this did not grant them the right to surrender willingly to defeat. They would not allow themselves to give up and not put forth their best efforts as teachers, for in that surrender they would provide students with an example that would be easily lived up to-one of apathy and no self-motivation. A multitude of resources are available to help the high school chemistry teacher stay abreast of developments within the field and aid in the development of new methods. JCE is a rich source of practical information and research-based discussion of issues. In this issue are articles that may be of particular interest to high school teachers: misconceptions about molecular structure and bonding (page 124); a low-cost animation approach to conceptualizing reactions (page 50); using "amounts tables" to detect flawed stoichiometric reasoning (page 52); and instructions for student construction of a Ag/AgCl reference electrode (page 97). A report prepared by Steve Long contains a summary of articles about chemistry learning that have appeared in The Science Teacher (page 17). Each article is methodically cross-referenced to JCE and other sources. An article on page 8 contains a list of anniversaries of scientists who contributed to chemical understanding, which can be used to provide historical perspective to topics studied in first- and second-year chemistry classes. This month's JCE Activity Sheet involves lightsticks, which can be used to introduce kinetics or to study chemiluminescence. During the coming year we hope that you will find many articles that will be helpful to you-a new experiment or demonstration, a new teaching strategy, more effective assessment, connections with other disciplines, or updates on the results of chemical research. As always we welcome your suggestions for topics you would like to see included, your service as reviewers, and especially your contributions. High School Program, National ACS Meeting in Anaheim, Barbara Sitzman, Chair Mark your calendar! March 22, 1999 is designated "High School Day" at the National American Chemical Society Meeting in Anaheim. The high school committee with Southern California Section (SCalACS) support is planning a special day of workshops, presentations, and a high school/college interface luncheon. Paul D. Boyer, professor emeritus and Nobel Laureate, Department of Biochemistry, UCLA, will be the featured speaker. Teachers may choose from a variety of hands-on workshops such as computers in the chemistry lab, polymer chemistry, and gel chromatography. Division of Chemical Education symposia of particular interest to high school teachers will be offered on Sunday and Monday. Tickets for the luncheon are limited and will be sold only through preregistration. The high school committee welcomes chemistry teachers of all levels-high school, college, and university-to attend the program.
Breaking the polar-nonpolar division in solvation free energy prediction.
Wang, Bao; Wang, Chengzhang; Wu, Kedi; Wei, Guo-Wei
2018-02-05
Implicit solvent models divide solvation free energies into polar and nonpolar additive contributions, whereas polar and nonpolar interactions are inseparable and nonadditive. We present a feature functional theory (FFT) framework to break this ad hoc division. The essential ideas of FFT are as follows: (i) representability assumption: there exists a microscopic feature vector that can uniquely characterize and distinguish one molecule from another; (ii) feature-function relationship assumption: the macroscopic features, including solvation free energy, of a molecule is a functional of microscopic feature vectors; and (iii) similarity assumption: molecules with similar microscopic features have similar macroscopic properties, such as solvation free energies. Based on these assumptions, solvation free energy prediction is carried out in the following protocol. First, we construct a molecular microscopic feature vector that is efficient in characterizing the solvation process using quantum mechanics and Poisson-Boltzmann theory. Microscopic feature vectors are combined with macroscopic features, that is, physical observable, to form extended feature vectors. Additionally, we partition a solvation dataset into queries according to molecular compositions. Moreover, for each target molecule, we adopt a machine learning algorithm for its nearest neighbor search, based on the selected microscopic feature vectors. Finally, from the extended feature vectors of obtained nearest neighbors, we construct a functional of solvation free energy, which is employed to predict the solvation free energy of the target molecule. The proposed FFT model has been extensively validated via a large dataset of 668 molecules. The leave-one-out test gives an optimal root-mean-square error (RMSE) of 1.05 kcal/mol. FFT predictions of SAMPL0, SAMPL1, SAMPL2, SAMPL3, and SAMPL4 challenge sets deliver the RMSEs of 0.61, 1.86, 1.64, 0.86, and 1.14 kcal/mol, respectively. Using a test set of 94 molecules and its associated training set, the present approach was carefully compared with a classic solvation model based on weighted solvent accessible surface area. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.
United States Army, Seventh Army Field Order No. 1 (ANVIL)
1944-07-29
4471- FHANCE, 1/100,000, GSGS 4249. ’ FR..fu."JCE, road maps, 1/200,000, GSGS 4238. FR.~~CE, 1/250,000, GSGS 2738. Target Area Beach panoramas . All...8217These plants are link.... ed to the thermal plants in the nor-th by a high tension. grid system of 150 and 220 kv, . b. The hydro-electric piants in...Saint-Lary Soulcm Trame zaygues ~ Sms~M’·- BIGOT ANVIL BAY OF BI~ ~: Thermal II II .§PANISH BORDE1t Type: Hydro 11 11 11 II II 11 "" "II "II tI "" II
Especially for High School Teachers
NASA Astrophysics Data System (ADS)
Howell, J. Emory
1999-12-01
Chemistry and the Environment This issue contains more than 20 articles relating to the environment. Several articles of potential interest are indicated in the Table of Contents with the SSC mark (
). Others are not so indicated because they depict use of expensive instrumentation or costly procedures, but if you have an interest in environmental chemistry you may wish to examine all the environmentally related articles. While many of the articles, both marked and unmarked, are targeted to college-level environmental chemistry curricula or to introductory courses for non-major, the methods described in several could be readily adapted to high school chemistry courses. One article likely to be of interest to teachers is found in News from Online, pp 1608-1609. The author explains how to use the U.S. Environment Protection Agency's EnviroMapper Web site to view and query environmental information. She mentioned finding a hazardous waste handler located near her home, so I decided to check the area near my home. I quickly located a natural gas salt dome storage facility marked on the map and, with a few more mouse clicks, I found information that included status of compliance with regulations, amounts of each compound released to the air in tons per year, and how to contact the corporation owning the site. Email and Web site addresses were included for the convenience of anyone wishing to contact the corporation. Students could learn a great deal about where they live that is relevant to chemistry by using the EPA site. Additional Web sites dealing with environmental issues and chemistry are cited in the sidebar at the bottom of p 1609. Among the articles that could be adapted to an advanced high school chemistry class or possibly even to an introductory class is one titled Bridge of Mandolin County (pp 1671-1672). It describes a case-study strategy similar to the scenarios used in ChemStudy. Students analyze information from various sources, including laboratory experiments if desired, discuss their findings, and make a recommendation regarding which of two road deicers should be used on the bridge. The article Pesticides in Drinking Water: Project-Based Learning within the Introductory Chemistry Curriculum (pp 1673-1667) describes class involvement in field data collection and analysis. Since more sophisticated instrumentation than is possessed by many schools is required, 6th grade science and high school chemistry classes work with a college class to obtain and analyze data. Everyone involved in this approach wins. The 6th graders, high school students, and college students all gain experience in sampling, preparing samples for analysis, determining pollutant levels, and drawing conclusions, each at an appropriate level of understanding. Plus, the high school students are exposed to instrumentation that otherwise would not be accessible, such as gas chromatography coupled with mass spectrometry (GC-MS). Although the project described was started by the college faculty members who wrote the article, such an approach to many interesting environmental chemistry problems could be initiated by a high school teacher by seeking out a nearby college or university with whom to partner. An article that probably would not have received the SSC mark had I not noticed that two of the coauthors are high school students, is titled Remediation of Water Contaminated with an Azo Dye (pp 1680-1683). In addition to being interesting, the article is a good reminder that research opportunities for high school students exist. Still another article that received the SSC mark because of a high school connection is Chemical Analysis of Soils (pp 1693-1694). The authors mention that with modification their techniques could be used in high school chemistry. They cite a reference to an article published several years ago, titled Soil Analysis for High School Chemistry Students (J. Chem. Educ. 1980, 57, 897-899). It was published in a feature titled the 50-Minute Experiment. Block scheduling has brought an end to the 50-minute period in many classrooms, but the experiment is valid and potentially useful in providing experience with real-world samples. Write Now! With the coming of December days are shorter and nights are longer, and for many readers in the United States and Canada winter weather has set in. If you have been thinking about writing an article for JCE perhaps now is a good time to be doing it. I would like to call your attention to four feature columns designed especially for high school teachers: Chemical Principles Revisited Cary Kilner, Editor Exeter High School, 7 Salmon Street, Newmarket, NH 03857 Phone: 603/659-6825; Fax: 603/772-8287; email: CaryPQ@aol.com Interdisciplinary Connections Mark Alber, Editor Darlington School, 1014 Cave Spring Road, Rome, GA 30161 Phone: 706/236-0442; Fax: 706/236-0443; email: malber@darlington.rome.ga.us Second Year and Advanced Placement Chemistry John Fischer, Editor Ashwaubenon High School, 2391 Ridge Road, Green Bay, WI 54304 Phone: 414/492-2955 ext 2020; email: fischer@netnet.net View from My Classroom David Byrum, Editor Flowing Wells High School, 3301 E. Ft. Lowell Rd., Tucson, AZ 85716 Phone: 520/795-2928; email: DavidB1032@aol.com The titles are descriptive of the content sought for each feature, whose mission statement can be found at the JCE Web site, jchemed.chem.wisc.edu. Click on "Features" in the left-hand frame on your screen. All these editors will be happy to discuss your ideas for an article. Secondary School Feature Articles
JCE Classroom Activity #22: Colors to Dye for: Preparation of Natural Dyes, p 1688A
Applications of Biocatalysis to Industrial Processes, by John T. Sime, p 1658
2013-01-01
Cross-conjugated molecules are known to exhibit destructive quantum interference, a property that has recently received considerable attention in single-molecule electronics. Destructive quantum interference can be understood as an antiresonance in the elastic transmission near the Fermi energy and leading to suppressed levels of elastic current. In most theoretical studies, only the elastic contributions to the current are taken into account. In this paper, we study the inelastic contributions to the current in cross-conjugated molecules and find that while the inelastic contribution to the current is larger than for molecules without interference, the overall behavior of the molecule is still dominated by the quantum interference feature. Second, an ongoing challenge for single molecule electronics is understanding and controlling the local geometry at the molecule-surface interface. With this in mind, we investigate a spectroscopic method capable of providing insight into these junctions for cross-conjugated molecules: inelastic electron tunneling spectroscopy (IETS). IETS has the advantage that the molecule interface is probed directly by the tunneling current. Previously, it has been thought that overtones are not observable in IETS. Here, overtones are predicted to be strong and, in some cases, the dominant spectroscopic features. We study the origin of the overtones and find that the interference features in these molecules are the key ingredient. The interference feature is a property of the transmission channels of the π system only, and consequently, in the vicinity of the interference feature, the transmission channels of the σ system and the π system become equally transmissive. This allows for scattering between the different transmission channels, which serves as a pathway to bypass the interference feature. A simple model calculation is able to reproduce the results obtained from atomistic calculations, and we use this to interpret these findings. PMID:24067128
Constant size descriptors for accurate machine learning models of molecular properties
NASA Astrophysics Data System (ADS)
Collins, Christopher R.; Gordon, Geoffrey J.; von Lilienfeld, O. Anatole; Yaron, David J.
2018-06-01
Two different classes of molecular representations for use in machine learning of thermodynamic and electronic properties are studied. The representations are evaluated by monitoring the performance of linear and kernel ridge regression models on well-studied data sets of small organic molecules. One class of representations studied here counts the occurrence of bonding patterns in the molecule. These require only the connectivity of atoms in the molecule as may be obtained from a line diagram or a SMILES string. The second class utilizes the three-dimensional structure of the molecule. These include the Coulomb matrix and Bag of Bonds, which list the inter-atomic distances present in the molecule, and Encoded Bonds, which encode such lists into a feature vector whose length is independent of molecular size. Encoded Bonds' features introduced here have the advantage of leading to models that may be trained on smaller molecules and then used successfully on larger molecules. A wide range of feature sets are constructed by selecting, at each rank, either a graph or geometry-based feature. Here, rank refers to the number of atoms involved in the feature, e.g., atom counts are rank 1, while Encoded Bonds are rank 2. For atomization energies in the QM7 data set, the best graph-based feature set gives a mean absolute error of 3.4 kcal/mol. Inclusion of 3D geometry substantially enhances the performance, with Encoded Bonds giving 2.4 kcal/mol, when used alone, and 1.19 kcal/mol, when combined with graph features.
Especially for High School Teachers
NASA Astrophysics Data System (ADS)
Howell, J. Emory
1999-09-01
Secondary School Feature Articles * Authentic Research within the Grasp of High School Students, by Annis Hapkiewicz, p 1212 * JCE Classroom Activity #19: Blueprint Photography by the Cyanotype Process, by Glen D. Lawrence and Stuart Fishelson, p 1216A Author Recognition A new program has been instituted to recognize high school teachers who are authors or coauthors of manuscripts published in the Journal. In May, letters were sent to teachers who wrote articles published in JCE beginning with Volume 74 (1997). If you were an author, you should have received a letter from us in late May or early June stating that your high school principal has been sent a Certificate of High School Author Recognition to be presented to you at a suitable occasion. Because the letters were sent late in the school year, you may not see the certificate until fall, or you may not receive your letter until then if we had only your school address. If you have authored or coauthored an article published in JCE and did not receive a letter, please contact me using the information about the Secondary School Chemistry Editor appearing on the Information Page in this issue. Syllabus Swap In the August issue, this column contained an invitation to exchange high school syllabi. The day after my copy of the August issue arrived, I received an email from a teacher indicating an interest in participating in an exchange. If you are interested, check the August "Especially for High School Chemistry Teachers" column for a brief discussion of the informal exchange program, or contact me. Research Conducted by High School Students In his June 1999 editorial "Learning Is a Do-It-Yourself Activity", p 725, John Moore wrote about the need to engage students actively in the learning process. As I have mentioned in this column previously, research conducted by students is one means of accomplishing this goal. In this issue, p 1212, Annis Hapkiewicz explains how she has drawn her Okemos [Michigan] High School students into a class research project that employs simple materials but leads to an elegant solution. It is highly likely that her students'
conceptual understanding of solution properties, density, heat capacity, phase change, diffusion, and scientific inquiry was greatly enhanced by the experience. Other accounts of research by high school students in class, small-group, and individual settings will be published in future issues. I hope that the various approaches described will stimulate new ideas for student-conducted research to facilitate learning. One frustration that high school teachers and students may experience is difficult access to instrumentation needed to carry out investigations. Calculator Based Laboratory (CBL) and other new technologies provide some relatively low-cost solutions to the problem, but the cost of specialized sensors can still be a barrier. In this issue a method for constructing an electrode for determining carbon dioxide concentration is described (p 1253). The article is not identified with Secondary School Chemistry mark (t) because it might not be of interest to a large number of high school teachers, but if the idea is appealing I encourage you to read the article. JCE has received several submissions from high school teachers describing devices constructed by their students, so I know there is some interest in low-cost build-it-yourself instrumentation. If you are among those who find this type of article interesting, please let me know. It will guide me in assigning the SSC icon to articles. Beginning Anew, Again For many readers, this issue will arrive only a few weeks or days before the beginning of the new school year. Others will already have begun the new school year. One of the joys of teaching lies in the cyclic nature of the school year. Ideas from summer workshops and conferences can be developed and implemented. Fresh faces in our classrooms provide another opportunity to try new approaches and to perfect proven teaching strategies. With all the publicity given to the occasion in the popular press, it seems trite to mention that this school year will end in the 21st century. Nevertheless it is an inescapable fact that this year's senior class will be the first to live out all their post-high-school years in a new century and a new millennium in a world where technological change occurs at breathtaking speed. When they become adults, this school year's students will face the host of problems that plague our planetproblems that will not be left behind with the mere turn of a calendar page: poverty, hunger, political upheaval, disease, natural disasters, environmental degradation. The new school year provides us with an opportunity to help these students equip themselves with the intellectual skills and working knowledge necessary to tackle global problems and local problems. It is a daunting task, one that can only be understood fully by those who teach high school students year after year, often with limited resources and inadequate reward. So why devote this space to something that every experienced teacher knows? Precisely to wish you well, to encourage, to say hurrah, and especially to thank you for what you have done and what you are going to do to educate youth for a productive and chemically literate life in the new millennium.
Chemistry Comes Alive!, Volume 4: Abstract of Special Issue 25 on CD-ROM
NASA Astrophysics Data System (ADS)
Jacobsen, Jerrold J.; Bain, Gordon; Bruce, Kara; Moore, John W.
2000-06-01
The answers can be found on p676 of the PDF version of the Table of Contents. Chemistry Comes Alive!, Volume 4 is the fourth in a series of CD-ROMs for Macintosh and Windows computers. (Chemistry Comes Alive!, Volumes 1, 2, and 3 (1-3), are also available from JCE Software.) Volume 4 contains two main topics, Reactions in Aqueous Solution and Reactions of the Elements. Chemistry truly does come to life through this collection of pictures, animations, and movies depicting chemical reactions. Topic I. Reactions in Aqueous Solution Reactions in Aqueous Solution includes video of the mixing and subsequent reaction, if any, of aqueous solutions of inorganic compounds. The compounds and ions included are listed below. Reactions with a specific compound can be accessed either by selecting the compound from an alphabetical list of the compounds or from a matrix of reactions. There are more than 200 movies of reactions from which to choose. There are also still images of each reaction. Reactions are shown in which reactants are mixed in either order; there are images of solution 2 being added to solution 1 as well as images of solution 1 being added to solution 2. In addition to videos of reactions, a quiz is available in which a matrix of unknown solutions is presented. Students attempt to identify the solutions by viewing video of each unknown solution as it is mixed with another unknown solution. Students may compare their observations from mixing the unknowns with reactions of known solutions. Topic II. Reactions of the Elements Reactions of the Elements includes video of the elements reacting with air, water, acids, and base. (This video is also used in JCE Software's popular Periodic Table Live! (4) and is included here to allow you greater freedom to use the video in your own presentations under the Chemistry Comes Alive! license.) In addition you may purchase an additional license that allows you to place all or a portion of the video on your WWW site. Contact JCE Software for more details. Chemistry Comes Alive! Volume 4: Reactions in Aqueous Solution Compounds and Ions Ammonia, NH3 Barium chloride, BaCl2 Cadmium nitrate, Cd(NO3)2 Chromium(III) chloride, CrCl3 Cobalt(II) chloride, CoCl2 Copper(II) nitrate, Cu(NO3)2 Copper(II) sulfate, CuSO4 Hydrochloric acid, HCl Iron(II) ion, Fe2+ Iron(III) ion, Fe3+ Lead(II) nitrate, Pb(NO3)2 Manganese(II) chloride, MnCl2 Mercury(I) nitrate, Hg2(NO3)2 Mercury(II) ion, Hg2+ Nickel(II) nitrate, Ni(NO3)2 Silver nitrate, AgNO3 Sodium bromide, NaBr Sodium carbonate, Na2CO3 Sodium chloride, NaCl Sodium hydroxide, NaOH Sodium iodide, NaI Sodium sulfate, Na2SO4 Sodium sulfide, Na2S Strontium chloride, SrCl2 Sulfuric acid, H2SO4 Zinc nitrate, Zn(NO3)2 About the Chemistry Comes Alive! Series In Chemistry Comes Alive!, the emphasis is on the chemistry. Reactions are shown close up. Only where scale is important can more than the demonstrator's hands be seen. Most movies in Chemistry Comes Alive! include a voice-over narration and the sound of a reaction is included when it is important. Reactions or demonstrations have been chosen because they illustrate an important aspect of chemistry, involve substances or equipment that are not available in many schools, or are hazardous or cause problems of disposal or cleanup. All are certain to stimulate students' curiosity and help them learn. The Chemistry Comes Alive! series is divided into several CD volumes on related topics as recommended by a group of chemistry educators. How to Use This CD-ROM The Chemistry Comes Alive! CD-ROMs are organized in the manner of a World Wide Web site. You access their contents with a browser such as Netscape Navigator or Microsoft Internet Explorer. Chemistry Comes Alive! Volume 4 provides links to JCE Online where you can find information about other Chemistry Comes Alive! volumes. JCE Software hopes you will let us know how you use Chemistry Comes Alive! in your classroom so that we can share with others contributed ideas, lessons, or instructional materials that utilize Chemistry Comes Alive! The movies on this CD-ROM are QuickTime movies. In addition to viewing with a WWW browser, the video can be played directly using QuickTime MoviePlayer. Images from the CD can be easily incorporated into multimedia presentations or lessons. Use of the Bookmark function of the Web browser is a particularly convenient method of organizing material for a lecture or for a student lesson. Remember that an additional license must be purchased before you place video from any CCA! volume on your local WWW server. Images of the reactions of potassium, selected from movies on Reactions of the Elements Acknowledgments Funding for Chemistry Comes Alive! was provided by the National Science Foundation, New Traditions, grant DUE-9455928 and National Science Foundation, Instructional Materials Development grant ESI-9154099. Many individuals made significant contributions to the development of this project. These include Alton Banks, North Carolina State University; Joe March, University of Alabama at Birmingham. Price and Ordering An order form is inserted in this issue that provides prices and other ordering information. If this card is not available or if you need additional information, contact JCE Software, University of Wisconsin-Madison, 1101 University Avenue, Madison, WI 53706-1396; phone; 608/262-5153 or 800/991-5534; fax: 608/265-8094; email: jcesoft@chem.wisc.edu. Information about all our publications (including abstracts, descriptions, updates) is available from our World Wide Web site. Literature Cited
NASA Technical Reports Server (NTRS)
Lacy, J. H.; Baas, F.; Allamandola, L. J.; Van De Bult, C. E. P.; Persson, S. E.; Mcgregor, P. J.; Lonsdale, C. J.; Geballe, T. R.
1984-01-01
Spectra obtained at a resolving power of 840, for seven protostellar sources in the region of the 4.67-micron fundamental vibrational band of CO, indicate that the deep absorption feature in W33A near 4.61 microns consists of three features which are seen in other sources, but with varying relative strength. UV-irradiation laboratory experiments with 'dirty ice' temperature cycling allow the identification of two of the features cited with solid CO and CO complexed to other molecules. Cyano group-containing molecules have a lower vapor pressure than CO, and can therefore survive in much warmer environments. The formation and location of the CO- and CN-bearing grain mantles and sources of UV irradiation in cold molecular clouds are discussed. Plausible UV light sources can produce the observed cyano group features, but only under conditions in which local heat sources do not cause evaporation of the CO molecules prior to their photoprocessing.
Especially for High School Teachers
NASA Astrophysics Data System (ADS)
Howell, J. Emory
1999-10-01
Writing Across the Curriculum The notion that student learning is enhanced through writing is widely accepted at all educational levels if the product is fairly assessed and the learner is provided with feedback. Finding the time to critically evaluate student papers is difficult at best and competes with time needed to prepare laboratory investigations. A few weeks ago a teacher who has extensive extracurricular responsibilities that include extensive interaction with parents and community members shared with me his frustration in not being able to grade written reports. This teacher is the head football coach at his school, but many readers experience the same difficulties due to a variety of duties. There are no easy or completely satisfying answers to this problem, but this issue contains an account of a successful approach (Writing in Chemistry: An Effective Learning Tool, pp 1399-1403). Although they are based on experience in college courses, several ideas described in the article could be applied in high school chemistry courses. In another article, the author of Precise Writing for a Precise Science (pp 1407-1408) identifies 20 examples of familiar, but incorrect, grammatical constructions and explains how to phrase each one correctly. Chemical Education Research: Improving Chemistry Learning The results from research on how students learn have greatly increased our understanding of cognition in recent years. However, the results are often published in the science education research literature and are not readily accessible to the classroom teacher. Additionally, the research reports are couched in specialized terminology. This issue contains a Viewpoints article (pp 1353-1361) that bridges the gap between research results and classroom application. It was written by two veteran chemical educators, Dudley Herron and Susan Nurrenbern. The shift from behaviorism to constructivism as the dominant theory of learning is described briefly to provide a context for constructivist approaches. In the section titled "What Research Has Revealed", the authors provide a succinct summary of specific research findings under three tantalizing subheadings: "What You Think You Know May Not Be the Way It Is", "Learning Is Not a Spectator Sport!", and "Appropriate Outcomes Must Be Identified and Measured". The authors' insight into future research challenges is detailed in a sidebar. ChemEd'99: A Great Success The 1999 ChemEd Conference was a great success, judging by the many very favorable comments of high school teachers who attended. Thanks and congratulations go to Babu George and to the many volunteers who made this event possible through a great deal of hard work, ingenuity, and creativity. Many of the volunteers who gave so generously of their time, before and during the conference, are high school teachers. The program reflected the broad range of needs and interests of high school teachers. Credit for the success also should go to the many presenters. The workshops, demonstrations, papers, and posters that I attended were of high quality and useful to teachers. Conversation with other attendees convinced me that the same degree of quality and utility was characteristic of the entire conference program. Demonstrations are always an outstanding feature of ChemEd conferences and the Signature Demonstrations continued this tradition, as did the large number of demonstration sessions scheduled throughout the general program. The Reg Friesen Memorial Lecture, delivered by Steve Spangler, featured spectacular and stimulating demonstrations in the context of building connections between chemical concepts and real-world applications. Some other themes that permeated the general program were Internet applications, methods of assessment, safety and waste disposal, calculator and computer based laboratory methods, and ideas for making classroom instruction interesting and effective. Thank you to each reader who visited the JCE Exhibit or participated in our workshop on using JCE Activities. We enjoyed talking with you and appreciate the many helpful suggestions and comments. We want to express special thanks to the large number of new subscribers. Finally, the conference was fun. The opening ceremony parade included flags of all countries represented at the conference, individual element flags carried students, and moles of all descriptions. The Lobster/Clam Bake was an obvious success, evidenced by the mountains of mouth-watering food that was consumed. Seeing the periodic table emerge from the assemblage of large blocks of ice was a fitting sequel to witnessing the world's largest periodic table being put together at ChemEd'95 in Norfolk. It is exciting to anticipate how the periodic table might be represented at future ChemEd conferences. Start planning now to attend ChemEd'2001 in Toronto. Mole Day 1999 Remember National Mole Day is October 23!
Read about the mole of the year on page 1335. National Chemistry Week 1999 Celebrate National Chemistry Week! starting on November 7th. An announcement on page 1338 describes this year's activity on finding creative uses for sodium polyacrylate. Secondary School Feature Articles * JCE Classroom Activity #20: Cleaning Up with Chemistry: Investigating the Action of Zeolite in Laundry Detergent, p 1416A. * Experiments with Zeolites at the Secondary-School Level: Experience from the Netherlands, by Eric N. Coker, Pamela J. Davis, Aonne Kerkstra, Herman van Bekkum, p 1417.
Especially for High School Teachers
NASA Astrophysics Data System (ADS)
Howell, J. Emory
1999-02-01
Secondary School Feature Articles * Building the Interest of High School Students for Science-A PACT Ambassador Program To Investigate Soap Manufacturing and Industrial Chemistry, by Matthew Lynch, Nicholas Geary, Karen Hagaman, Ann Munson, and Mark Sabo, p 191. * Promoting Chemistry at the Elementary Level, by Larry L. Louters and Richard D. Huisman, p 196. * Is It Real Gold? by Harold H. Harris, p 198. * The "Big Dog-Puppy Dog" Analogy for Resonance, by Todd P. Silverstein, p 206. * The Fizz Keeper, a Case Study in Chemical Education, Equilibrium, and Kinetics, by Reed A. Howald, p 208. Staying on Top: Curricular Projects, Relativistic Effects, and Standard-State Pressure You may wonder why some articles are identified with the Secondary School Chemistry logo (*) this month even though at first glance they appear to be of greater interest to college faculty.1 The three articles discussed below are representative of three broad categories: (i) the interrelatedness of science teaching and learning, K-16+; (ii) new understandings of chemical phenomena; and (iii) information about the use of SI units. For each article I have highlighted the major point(s) and the reasons it may be of interest to high school teachers. First, the article "The NSF 'Systemic' Projects- A New Tradition" (G. M. Barrow, p 158) is a commentary on changes in post-secondary introductory chemistry courses in which a distinction is drawn between information management and individual understanding. The author is of the opinion that most students expect the former and that the NSF-funded systemic projects "will thrive only if they are consistent with their information-management mission". Three individuals provided responses to the commentary from their perspective. Has a student asked you why mercury is a liquid, or why gold is the most electronegative metal? "Gold Chemistry: The Aurophilic Attraction" by J. Bardají and A. Laguna (p 201) and "Why Gold and Copper Are Colored but Silver Is Not" by A. H. Guerreor, H. J. Fasoli, and J. L. Costa (p 200) provide useful information in answering these questions. Have you thought about the effect of changing the standard-state pressure from 1 atm to the SI unit of 1 bar? The question is addressed in "How Thermodynamic Data and Equilibrium Constants Changed When the Standard-State Pressure Became 1 Bar" by R. S. Treptow (p 212). The author points out that although textbook authors have not yet abandoned use of 1 atm as standard-state pressure, thermodynamic data are reported in the research literature on the basis of 1 bar standard-state pressure. The author provides the information needed to readily convert thermodynamic data from one standard to the other. These articles represent just a few that may be of interest to you. I encourage you to explore other articles within the Journal that are not noted with the secondary school section logo. As we each continue to broaden our knowledge of chemistry and chemical education, JCE will continue to serve as an invaluable resource in our educational quest. Anaheim and Boston in March; Fairfield in August JCE will have a booth in the exhibition hall both at the ACS National Meeting in Anaheim, March 21-24, and at the NSTA National Convention in Boston, March 25-29. Additionally, the all-day High School Program on Monday, March 22, will be held as part of the ACS meeting. More details will be provided in the March issue of JCE. Make your plans to attend now. Registration information may be found at http://www.acs.org/meetings/anaheim/welcome.htm and http://www.nsta.org/conv/natgen.htm. Another outstanding event, ChemEd '99, will held on the campus of Sacred Heart University, Fairfield, CT, August 1-5, 1999. Information, including a call for presentation proposals, is available at http://www.sacredheart.edu/chemed/. The deadline for abstracts is March 1, 1999, so don't delay. Chemistry for Kids-Looking for New Ideas Over the life of the Chemistry for Kids (CFK) feature a relatively large number of articles have been published that describe outreach by college or high school faculty and students. The majority of these have dwelt on the details of delivery-be it demonstrations or hands-on activities. An article in this issue, "Promoting Chemistry at the Elementary Level: A Low-Maintenance Program of Chemical Demonstration" by Larry L. Louters and Richard D. Huisman (p 196), details an on-campus program that could be a model for others to use. We believe that almost every combination of interaction has been described in CFK articles. What we would like now are more CFK articles with an emphasis on science instruction in the elementary classroom. Learner-centered activities and teaching strategies that integrate chemistry into the curriculum, successful curricula, and applications of software or other technological innovations are among topics that could be of interest to readers. If you have an idea for a manuscript, the co-editors of the CFK feature would be happy to discuss it with you. Any suggestions regarding types of articles that you think would be helpful within this section are welcomed too. To contact the CFK feature editors: John T. Moore, Stephen F. Austin State University Department of Chemistry, Box 13006 SFA Station, Nacogdoches, TX 75962; 409/468-2384; jmoore@sfasu.edu; David Tolar, Ennis Intermediate School, Ennis, TX 75120; 903/872-5364; TolarD@ennis.ednet10.net. Note 1. Comments from readers regarding the appropriateness of the recommendations are always welcome (j.e.howell@usm.edu).
NASA Astrophysics Data System (ADS)
1999-10-01
If you would like additional information about the products of the advertisers in this issue, the quickest and easiest way is via JCE Online's new service: Ad Index This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. Advertising Representative McNeill Group, Inc. · 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 · phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
NASA Astrophysics Data System (ADS)
1999-09-01
If you would like additional information about the products of the advertisers in this issue, the quickest and easiest way is via JCE Online's new service: Ad Index This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. Advertising Representative McNeill Group, Inc. · 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 · phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
NASA Astrophysics Data System (ADS)
1999-12-01
If you would like additional information about the products of the advertisers in this issue, the quickest and easiest way is via JCE Online's new service: Ad Index This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. Advertising Representative McNeill Group, Inc. · 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 · phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
NASA Astrophysics Data System (ADS)
1999-11-01
If you would like additional information about the products of the advertisers in this issue, the quickest and easiest way is via JCE Online's new service: Ad Index This will take you to the list of advertisers, each conveniently linked to their home page. To get advertising information via mail, fax, or email, refer to the top portion of the Readers Service Card inserted in the print issue. Whatever method of communication you use, be sure to mention to advertisers that you saw their ad in the Journal of Chemical Education. Advertising Representative McNeill Group, Inc. · 301 Oxford Valley Road, Suite 804 Yardley, PA 19067 · phone: 215/321-9662 or 800/275-5084 fax: 215/321-9636; email: jchemed@mcneill-group.com
General Chemistry Collection for Students, 6th Edition
NASA Astrophysics Data System (ADS)
2002-05-01
System requirements are given in Tables 2a and b. Some programs have additional special requirements. Please see the individual program abstracts at JCE Online or the documentation included on the CD-ROM for more specific information.
Table 2a. Hardware Required| Computer | CPU | RAM | Drives | Graphics |
|---|---|---|---|---|
| Mac OS | Power Macintosh | ≥ 64 MB | CD-ROMHard Drive | ≥ 256 colors;≥ 800x600 |
| Windows | Pentium | ≥ 64 MB | CD-ROMHard Drive | SVGA;≥ 256 colors;≥ 800x600 |
| Computer | Operating System | Other(required by one or more programs) |
|---|---|---|
| Mac OS | System 8.6 or higher | Acrobat Reader (included); Internet Browser such as Netscape Navigator or Internet Explorer; MacMolecule2; QuickTime 4 or higher; HyperCard Player |
| Windows | Windows XP, ME, 2000, 98, 95, NT 4 | Acrobat Reader (included); Internet Browser such as Netscape Navigator or Internet Explorer; PCMolecule2; QuickTime 4 or higher |