An Integrated Approach to Training Graduate Teaching Assistants

ERIC Educational Resources Information Center

Gallardo-Williams, Maria Teresa; Petrovich, Lori Marie

2017-01-01

We describe the implementation of a graduate teaching assistant (GTA) training program in the Department of Chemistry designed to integrate with the professional development initiatives of the Graduate School at a large, public, research-intensive university. The program is a 1-year course of study that offers graduate students a chance to…

Video Reports as a Novel Alternate Assessment in the Undergraduate Chemistry Laboratory

ERIC Educational Resources Information Center

Erdmann, Mitzy A.; March, Joe L.

2014-01-01

The increased use of video capable cellular phones to document everyday life presents educators with an exciting opportunity to extend this capability into the introductory laboratory. The study assessed whether students enrolled in a southeastern U.S. university's first-year laboratory course retained technical information at a higher rate after…

Teaching Critical Thinking in Undergraduate Science Courses.

ERIC Educational Resources Information Center

Hager, Paul; Sleet, Ray; Logan, Peter; Hooper, Mal

2003-01-01

Explains the design and evaluation of a project aimed at fostering the critical thinking abilities and dispositions of first year students at an Australian university. Most of the tasks relate to applications of chemistry and physics in everyday life. Many students revealed that their thinking skills were enhanced by their experience in attempting…

Faculty Viewpoints on Teaching Large-Enrollment Science Courses with Clickers

ERIC Educational Resources Information Center

MacArthur, James; Jones, Loretta; Suits, Jerry

2011-01-01

In this interpretivist case study, four professors who have effectively used clickers to teach chemistry at a large university in a western state were observed and interviewed. Seventeen 50-minute class periods were observed and four 40-50 minute interviews were conducted. Having an institutional culture that promotes the use of clickers and…

"On Course" for Supporting Expanded Participation and Improving Scientific Reasoning in Undergraduate Thesis Writing

ERIC Educational Resources Information Center

Dowd, Jason E.; Roy, Christopher P.; Thompson, Robert J., Jr.; Reynolds, Julie A.

2015-01-01

The Department of Chemistry at Duke University has endeavored to expand participation in undergraduate honors thesis research while maintaining the quality of the learning experience. Accomplishing this goal has been constrained by limited departmental resources (including faculty time) and increased diversity in students' preparation to engage in…

Experimenting from a Distance in the Case of Rutherford Scattering

ERIC Educational Resources Information Center

Grober, S.; Vetter, M.; Eckert, B.; Jodl, H. -J.

2010-01-01

The Rutherford scattering experiment plays a central role in working out atomic models in physics and chemistry. Nevertheless, the experiment is rarely performed at school or in introductory physics courses at university. Therefore, we realized this experiment as a remotely controlled laboratory (RCL), i.e. the experiment is set up in reality and…

Applying TLC (a Targeted Learning Community) to Transform Teaching and Learning in Science

ERIC Educational Resources Information Center

Steiner, Hillary H.; Dean, Michelle L.; Foote, Stephanie M.; Goldfine, Ruth A.

2013-01-01

This article describes the development of a Targeted Learning Community (TLC) that supports first-year science students enrolled in a General Chemistry course. Drawing on student feedback and knowledge and expertise in their respective disciplines, four faculty members from two colleges at Kennesaw State University came together to develop a…

Designing a Flashcard with Knowledge Pills for Learning to Solve Chemistry Exercises

ERIC Educational Resources Information Center

Cancela, Angeles; Sanchez, Angel; Maceiras, Rocio

2012-01-01

Nowadays, universities tend to promote more learner-centred learning, creating a more interactive and motivational environment for students and teachers. This paper describes an expanded framework to help chemical educators to construct a quiz for solution of chemical exercises in their courses. The novelty of this contribution is that the…

Thinking outside the Classroom: Integrating Field Trips into a First-Year Undergraduate Chemistry Curriculum

ERIC Educational Resources Information Center

Forest, Kaya; Rayne, Sierra

2009-01-01

Studies on student learning during primary- and secondary-school course-related field trip activities have shown lasting cognitive and socio-cultural effects. However, fewer studies have investigated the potential benefits of incorporating field trip activities into post-secondary education. The curriculum in a first-year university chemistry…

Factors related to achievement in sophomore organic chemistry at the University of Arkansas

NASA Astrophysics Data System (ADS)

Lindsay, Harriet Arlene

The purpose of this study was to identify the significant cognitive and non-cognitive variables that related to achievement in the first semester of organic chemistry at the University of Arkansas. Cognitive variables included second semester general chemistry grade, ACT composite score, ACT English, mathematics, reading, and science reasoning subscores, and spatial ability. Non-cognitive variables included anxiety, confidence, effectance motivation, and usefulness. Using a correlation research design, the individual relationships between organic chemistry achievement and each of the cognitive variables and non-cognitive variables were assessed. In addition, the relationships between organic chemistry achievement and combinations of these independent variables were explored. Finally, gender- and instructor-related differences in the relationships between organic chemistry achievement and the independent variables were investigated. The samples consisted of volunteers from the Fall 1999 and Fall 2000 sections of Organic Chemistry I at the University of Arkansas. All students in each section were asked to participate. Data for spatial ability and non-cognitive independent variables were collected using the Purdue Visualization of Rotations test and the modified Fennema-Sherman Attitude Scales. Data for other independent variables, including ACT scores and second semester general chemistry grades, were obtained from the Office of Institutional Research. The dependent variable, organic chemistry achievement, was measured by each student's accumulated points in the course and consisted of scores on quizzes and exams in the lecture section only. These totals were obtained from the lecture instructor at the end of each semester. Pearson correlation and stepwise multiple regression analyses were used to measure the relationships between organic chemistry achievement and the independent variables. Prior performance in chemistry as measured by second semester general chemistry grade was the best indicator of performance in organic chemistry. The importance of other independent variables in explaining organic chemistry achievement varied between instructors. In addition, gender differences were found in the explanations of organic chemistry achievement variance provided by this study. In general, males exhibited stronger correlations between independent variables and organic chemistry achievement than females. The report contains 19 tables detailing the statistical analyses. Suggestions for improved practice and further research are also included

Effectiveness of an Asynchronous Online Module on University Students' Understanding of the Bohr Model of the Hydrogen Atom

NASA Astrophysics Data System (ADS)

Farina, William J.; Bodzin, Alec M.

2017-12-01

Web-based learning is a growing field in education, yet empirical research into the design of high quality Web-based university science instruction is scarce. A one-week asynchronous online module on the Bohr Model of the atom was developed and implemented guided by the knowledge integration framework. The unit design aligned with three identified metaprinciples of science learning: making science accessible, making thinking visible, and promoting autonomy. Students in an introductory chemistry course at a large east coast university completed either an online module or traditional classroom instruction. Data from 99 students were analyzed and results showed significant knowledge growth in both online and traditional formats. For the online learning group, findings revealed positive student perceptions of their learning experiences, highly positive feedback for online science learning, and an interest amongst students to learn chemistry within an online environment.

Creating a Context for Chemistry

NASA Astrophysics Data System (ADS)

Truman Schwartz, A.

Until relatively recently, the teaching of chemistry at the college and university level in the United States has been quite traditional and oriented primarily toward the preparation of chemists. Students not concentrating in the sciences have often been poorly served by existing courses. Chemistry in Context: Applying Chemistry to Society, a textbook for nonscience majors developed under the sponsorship of the American Chemical Society, is an effort to address the needs and interests of this audience. The book introduces the phenomena and principles of chemistry within the context of socially significant issues such as global warming, ozone depletion, alternate energy sources, nutrition, and genetic engineering. The chemistry is presented as needed to inform an understanding of the central topics, and the text features student-centered activities designed to promote critical thinking and risk-benefit analysis as well as an understanding of chemical principles. This paper summarizes the origin, development, content, pedagogy, evaluation, and influence of Chemistry in Context and considers its potential implications for other disciplines and the instruction of science majors.

The influence of high school academics on freshman college mathematics and science courses at SUNY Oswego

NASA Astrophysics Data System (ADS)

Hayali, Tolga

This study examined the relationship between 2011 freshman college mathematics and science grades and freshman students' high school academics and demographic data, exploring the factors that contribute to the success of first-year STEM majoring freshman students at State University of New York at Oswego. The variables were Gender, Race, SES, School Size, Parent with College Education, High School Grade Point Average (HSGPA), Transfer Credit, SAT Composite Score, and New York State Regents Exam results, based on data from 237 freshman students entering college immediately following high school. The findings show HSGPA as a significant predictor of success in freshman College Mathematics and Sciences, Transfer Credit as a significant predictor in College Mathematics and College Chemistry, SES as a significant predictor in College Biology and College Chemistry, Parent with College Education as a significant predictor in College Biology and New York State Chemistry Regents Exam as a significant predictor in College Chemistry. Based on these findings, guidance counselors, science educators, and education institutions can develop a framework to determine which measurements are meaningful and advise students to focus on excellent performance in the Chemistry Regents Exams, take more college courses during high school, and maintain a high grade point average.

What We Don't Test: What an Analysis of Unreleased ACS Exam Items Reveals about Content Coverage in General Chemistry Assessments

ERIC Educational Resources Information Center

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

2017-01-01

General chemistry courses are often the foundation for the study of other science disciplines and upper-level chemistry concepts. Students who take introductory chemistry courses are more often from health and science-related fields than chemistry. As such, the content taught and assessed in general chemistry courses is envisioned as building…

Green Goggles: Designing and Teaching a General Chemistry Course to Nonmajors Using a Green Chemistry Approach

ERIC Educational Resources Information Center

Prescott, Sarah

2013-01-01

A novel course using green chemistry as the context to teach general chemistry fundamentals was designed, implemented and is described here. The course design included an active learning approach, with major course graded components including a weekly blog entry, exams, and a semester project that was disseminated by wiki and a public symposium.…

[The beginning of the teaching of chemistry in Lorraine: the Royal College of Medicine and the Faculty of Medicine of Nancy (1752 and 1776)].

PubMed

Labrude, Pierre

2005-01-01

The faculty of medicine of the university created in Pont-à-Mousson in the second part of the XVIth century, transferred to Nancy in 1768, was not in possession of a chair of chemistry, but, in the middle of the XVIIIth century, it was interested by the development of this science. In Nancy, the Royal College of medicine, created by King Stanislas in 1752, disposed of a professor of chemistry since 1756, and also of a demonstrator who was one of the apothecaries of the town. In Metz, a course of this science occurred between 1756 and 1769 with the apothecary Thyrion. In 1776, the physician Henry Michel du Tennetar and the apothecary Pierre-François Nicolas opened a private course of chemistry, immediately transformed into a chair of the faculty of medicine. This chair will be maintained until Révolution. The personality and work of Michel du Tennetar and Nicolas, the circumstances and conditions of the creation of the chair, the inheritance of Michel, and the appointment of the demonstrator, also an apothecary, are successively described.

Teaching Green and Sustainable Chemistry: A Revised One-Semester Course Based on Inspirations and Challenges

ERIC Educational Resources Information Center

Marteel-Parrish, Anne E.

2014-01-01

An elective course, "Toward the Greening of Our Minds": Green and Sustainable Chemistry, has been offered at Washington College since 2005. This new course without laboratory is designed for chemistry and biology majors and minors who have previously taken two semesters of general chemistry and organic chemistry. Due to the popularity of…

Integrating Computational Chemistry into a Course in Classical Thermodynamics

ERIC Educational Resources Information Center

Martini, Sheridan R.; Hartzell, Cynthia J.

2015-01-01

Computational chemistry is commonly addressed in the quantum mechanics course of undergraduate physical chemistry curricula. Since quantum mechanics traditionally follows the thermodynamics course, there is a lack of curricula relating computational chemistry to thermodynamics. A method integrating molecular modeling software into a semester long…

Assessment of an undergraduate university chemistry course for science and engineering majors

NASA Astrophysics Data System (ADS)

Taggart, Austin Dale, II

An assessment of the introductory chemistry program for science and engineering majors at the University of Houston has been carried out. The goal of the study was to assess the program in light of its history and from the viewpoints of both the introductory chemistry students and their faculty members. Archival data for the program were reviewed over the time period 1998--2003. Included were the ethnographic data, the academic performance data of students as measured by their class grades, and the student satisfaction data as measured by their end-of-class student survey responses. Over 10,000 archival student records were reviewed. The existing end of class survey was expanded to cover a wider range of categories, including curriculum, instruction, student academic background, learning style, attitude, motivation, evaluation, and levels of effort. A survey pilot study and two research surveys were carried out; about one thousand students were surveyed in 2007--2008. By correlating the survey item responses given by students to their predicted student grades, student identified success factors were identified. Benchmarking insights from other successful programs and significant trends were provided to further benefit the program. Long interviews with four of the introductory chemistry instructors served to assess the nature of the program from the perspective of the teaching faculty. A set of 15 interview questions were posed to each faculty member, and the views of faculty embers were captured and summarized. The unintended consequences of maintaining high academic standards of success with evaluation based upon on-line problem solving for a student body with a great diversity of backgrounds in large lecture classes were high rates of failure and attrition. About half of the introductory chemistry students failed to complete their first semester course with a passing grade. Employing lecture styles that support greater student engagement, counseling underprepared students, enforcement of prerequisites, and ensuring that students in introductory chemistry are keeping up with assignments may also serve to improve attendance and achievement.

Design of a Dynamic Undergraduate Green Chemistry Course

ERIC Educational Resources Information Center

Kennedy, Sarah A.

2016-01-01

The green chemistry course taught at Westminster College (PA) incorporates nontraditional teaching techniques and texts to educate future chemists about the importance of using green chemistry principles. The course is designed to introduce green chemistry concepts and demonstrate their inherent necessity by discussing historical missteps by the…

Implementation of Protocols To Enable Doctoral Training in Physical and Computational Chemistry of a Blind Graduate Student.

PubMed

Minkara, Mona S; Weaver, Michael N; Gorske, Jim; Bowers, Clifford R; Merz, Kenneth M

2015-08-11

There exists a sparse representation of blind and low-vision students in science, technology, engineering and mathematics (STEM) fields. This is due in part to these individuals being discouraged from pursuing STEM degrees as well as a lack of appropriate adaptive resources in upper level STEM courses and research. Mona Minkara is a rising fifth year graduate student in computational chemistry at the University of Florida. She is also blind. This account presents efforts conducted by an expansive team of university and student personnel in conjunction with Mona to adapt different portions of the graduate student curriculum to meet Mona's needs. The most important consideration is prior preparation of materials to assist with coursework and cumulative exams. Herein we present an account of the first four years of Mona's graduate experience hoping this will assist in the development of protocols for future blind and low-vision graduate students in computational chemistry.

Evaluating a College-Prep Laboratory Exercise for Teenaged Homeschool Students in a University Setting

ERIC Educational Resources Information Center

Hercules, Daniel A.; Parrish, Cameron A.; Whitehead, Daniel C.

2016-01-01

We devised a half-day laboratory exercise for a group of 10th grade homeschooled students enrolled in an honors-level high school general chemistry course organized by a collective of homeschooling families associated with local Christian churches. Anecdotal evidence suggested that the students met the learning objectives of the exercise. The…

Replicating Peer-Led Team Learning in Cyberspace: Research, Opportunities, and Challenges

ERIC Educational Resources Information Center

Smith, Joshua; Wilson, Sarah Beth; Banks, Julianna; Zhu, Lin; Varma-Nelson, Pratibha

2014-01-01

This quasi-experimental, mixed methods study examined the transfer of a well-established pedagogical strategy, Peer-Led Team Learning (PLTL), to an online workshop environment (cPLTL) in a general chemistry course at a research university in the Midwest. The null hypothesis guiding the study was that no substantive differences would emerge between…

Piloting Blended Strategies to Resolve Laboratory Capacity Issues in a First-Semester General Chemistry Course

ERIC Educational Resources Information Center

Burchett, Shayna; Hayes, Jack; Pfaff, Annalise; Satterfield, Emmalou T.; Skyles, Amy; Woelk, Klaus

2016-01-01

Laboratory capacity is an issue that has plagued education for more than a century. New buildings, late night classes, and virtual laboratories have offered transitory relief at great expense. Missouri University of Science and Technology is employing blended strategies to increase capacity and student success. Blended strategies expand learning…

An Instructional System in Physical Science, Teacher's Guide and Keys.

ERIC Educational Resources Information Center

Washington State Univ., Pullman.

This manual is a teacher's guide to a self-instructional program in basic physical science, designed for high school students who have not had a course in chemistry or physics. There are six units in the manual relating to these areas: problem solving and experimental procedures; universal standards, metric system and conversion; mechanics; the…

Students' Understanding of Chemical Formulae: A Review of Empirical Research

ERIC Educational Resources Information Center

Taskin, Vahide; Bernholt, Sascha

2014-01-01

The fluent use of the chemical language is a major tool for successfully passing chemistry courses at school or university as well as for working as a chemist, since chemical formulae are both a descriptive and a heuristic tool. However, numerous studies have revealed remarkable difficulties of students with chemical formulae both at school and at…

Nuffield A-Level Chemistry: A Personal View

ERIC Educational Resources Information Center

Bailey, Roy

1972-01-01

Maintains that there are topics of thermodynamics and organic chemistry in Nuffield A-level chemistry program which should be reviewed critically for their content organization. The Nuffield course is considered better than the traditional courses in its educational value, yet highly biased for preparing students for college chemistry courses. (PS)

Report of the Polymer Core Course Committee: Polymer Principles in the Undergraduate Physical Chemistry Course, Part 1.

ERIC Educational Resources Information Center

Journal of Chemical Education, 1985

1985-01-01

Demonstrates, with a set of definitive examples, how polymer principles can be introduced into the first undergraduate physical chemistry course in a very natural way. The intent is to encourage introduction of polymer-related material into conventional physical chemistry courses without sacrificing any rigor associated with such courses. (JN)

Research Skills and Ethics--A Graduate Course Empowering Graduate Students for Productive Research Careers in Graduate School and Beyond

NASA Astrophysics Data System (ADS)

Mabrouk, Patricia Ann

2001-12-01

This paper describes a course for first-year graduate students that teaches the fundamental so-called "soft skills" required for success in graduate school and beyond. Topics covered are ethics, laboratory safety and waste management, chemical information retrieval and literacy, experimental design, scientific record keeping, statistics, career development, and communications, including technical writing and oral presentation. Whenever possible students are put in direct contact with local technical experts and available resources. The course, well regarded by both students and faculty, has now been taught at Northeastern University for five years in the summer academic quarter to graduate students in chemistry and related departments (pharmacy and chemical engineering) who have successfully completed their first-year course work.

Improving the Teaching/Learning Process in General Chemistry: Report on the 1997 Stony Brook General Chemistry Teaching Workshop

NASA Astrophysics Data System (ADS)

Hanson, David M.; Wolfskill, Troy

1998-02-01

Motivated by the widespread recognition that traditional teaching methods at postsecondary institutions no longer are meeting students' educational needs, 59 participants came to the first Stony Brook General Chemistry Teaching Workshop, July 20-July 25, 1997, on improving the teaching/learning process in General Chemistry. The instructors from 42 institutions across the country, including community colleges, liberal-arts colleges, and large research universities, had mutual concerns that students are having difficulty understanding and applying concepts, finding relevance, transferring knowledge within and across disciplines, and identifying and developing skills needed for success in college and a career. This situation has come about because challenges posed by students' increasing diversity in academic preparation, cultural background, motivation, and career goals go unmet, with too many courses maintaining the conventional objective of structuring and presenting information.

Effects of `Environmental Chemistry' Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables

NASA Astrophysics Data System (ADS)

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

2014-06-01

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

Students' conceptions of evidence during a university introductory forensic science course

NASA Astrophysics Data System (ADS)

Yeshion, Theodore Elliot

Students' Conceptions of Science, Scientific Evidence, and Forensic Evidence during a University Introductory Forensic Science Course This study was designed to examine and understand what conceptions undergraduate students taking an introductory forensic science course had about scientific evidence. Because the relationships between the nature of science, the nature of evidence, and the nature of forensic evidence are not well understood in the science education literature, this study sought to understand how these concepts interact and affect students' understanding of scientific evidence. Four participants were purposefully selected for this study from among 89 students enrolled in two sections of an introductory forensic science course taught during the fall 2005 semester. Of the 89 students, 84 were criminal justice majors with minimal science background and five were chemistry majors with academic backgrounds in the natural and physical sciences. All 89 students completed a biographical data sheet and a pre-instruction Likert scale survey consisting of twenty questions relating to the nature of scientific evidence. An evaluation of these two documents resulted in a purposeful selection of four varied student participants, each of whom was interviewed three times throughout the semester about the nature of science, the nature of evidence, and the nature of forensic evidence. The same survey was administered to the participants again at the end of the semester-long course. This study examined students' assumptions, prior knowledge, their understanding of scientific inference, scientific theory, and methodology. Examination of the data found few differences with regard to how the criminal justice majors and the chemistry majors responded to interview questions about forensic evidence. There were qualitative differences, however, when the same participants answered interview questions relating to traditional scientific evidence. Furthermore, suggestions are offered for undergraduate science teachers, science teaching programs, and future research.

Summer Institute for Physical Science Teachers

NASA Astrophysics Data System (ADS)

Maheswaranathan, Ponn; Calloway, Cliff

2007-04-01

A summer institute for physical science teachers was conducted at Winthrop University, June 19-29, 2006. Ninth grade physical science teachers at schools within a 50-mile radius from Winthrop were targeted. We developed a graduate level physics professional development course covering selected topics from both the physics and chemistry content areas of the South Carolina Science Standards. Delivery of the material included traditional lectures and the following new approaches in science teaching: hands-on experiments, group activities, computer based data collection, computer modeling, with group discussions & presentations. Two experienced master teachers assisted us during the delivery of the course. The institute was funded by the South Carolina Department of Education. The requested funds were used for the following: faculty salaries, the University contract course fee, some of the participants' room and board, startup equipment for each teacher, and indirect costs to Winthrop University. Startup equipment included a Pasco stand-alone, portable Xplorer GLX interface with sensors (temperature, voltage, pH, pressure, motion, and sound), and modeling software (Wavefunction's Spartan Student and Odyssey). What we learned and ideas for future K-12 teacher preparation initiatives will be presented.

Evaluation of a Flipped, Large-Enrollment Organic Chemistry Course on Student Attitude and Achievement

ERIC Educational Resources Information Center

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

2016-01-01

Organic Chemistry is recognized as a course that presents many difficulties and conceptual challenges for students. To combat the high failure rates and poor student attitudes associated with this challenging course, we implemented a "flipped" model for the first-semester, large-enrollment, Organic Chemistry course. In this flipped…

The Design and Transformation of Biofundamentals: A Nonsurvey Introductory Evolutionary and Molecular Biology Course

PubMed Central

Klymkowsky, Michael W.; Rentsch, Jeremy D.; Begovic, Emina; Cooper, Melanie M.

2016-01-01

Many introductory biology courses amount to superficial surveys of disconnected topics. Often, foundational observations and the concepts derived from them and students’ ability to use these ideas appropriately are overlooked, leading to unrealistic expectations and unrecognized learning obstacles. The result can be a focus on memorization at the expense of the development of a meaningful framework within which to consider biological phenomena. About a decade ago, we began a reconsideration of what an introductory course should present to students and the skills they need to master. The original Web-based course’s design presaged many of the recommendations of the Vision and Change report; in particular, a focus on social evolutionary mechanisms, stochastic (evolutionary and molecular) processes, and core ideas (cellular continuity, evolutionary homology, molecular interactions, coupled chemical reactions, and molecular machines). Inspired by insights from the Chemistry, Life, the Universe & Everything general chemistry project, we transformed the original Web version into a (freely available) book with a more unified narrative flow and a set of formative assessments delivered through the beSocratic system. We outline how student responses to course materials are guiding future course modifications, in particular a more concerted effort at helping students to construct logical, empirically based arguments, explanations, and models. PMID:27909020

Competency-based reforms of the undergraduate biology curriculum: integrating the physical and biological sciences.

PubMed

Thompson, Katerina V; Chmielewski, Jean; Gaines, Michael S; Hrycyna, Christine A; LaCourse, William R

2013-06-01

The National Experiment in Undergraduate Science Education project funded by the Howard Hughes Medical Institute is a direct response to the Scientific Foundations for Future Physicians report, which urged a shift in premedical student preparation from a narrow list of specific course work to a more flexible curriculum that helps students develop broad scientific competencies. A consortium of four universities is working to create, pilot, and assess modular, competency-based curricular units that require students to use higher-order cognitive skills and reason across traditional disciplinary boundaries. Purdue University; the University of Maryland, Baltimore County; and the University of Miami are each developing modules and case studies that integrate the biological, chemical, physical, and mathematical sciences. The University of Maryland, College Park, is leading the effort to create an introductory physics for life sciences course that is reformed in both content and pedagogy. This course has prerequisites of biology, chemistry, and calculus, allowing students to apply strategies from the physical sciences to solving authentic biological problems. A comprehensive assessment plan is examining students' conceptual knowledge of physics, their attitudes toward interdisciplinary approaches, and the development of specific scientific competencies. Teaching modules developed during this initial phase will be tested on multiple partner campuses in preparation for eventual broad dissemination.

Students' use of atomic and molecular models in learning chemistry

NASA Astrophysics Data System (ADS)

O'Connor, Eileen Ann

1997-09-01

The objective of this study was to investigate the development of introductory college chemistry students' use of atomic and molecular models to explain physical and chemical phenomena. The study was conducted during the first semester of the course at a University and College II. Public institution (Carnegie Commission of Higher Education, 1973). Students' use of models was observed during one-on-one interviews conducted over the course of the semester. The approach to introductory chemistry emphasized models. Students were exposed to over two-hundred and fifty atomic and molecular models during lectures, were assigned text readings that used over a thousand models, and worked interactively with dozens of models on the computer. These models illustrated various features of the spatial organization of valence electrons and nuclei in atoms and molecules. Despite extensive exposure to models in lectures, in textbook, and in computer-based activities, the students in the study based their explanation in large part on a simple Bohr model (electrons arranged in concentric circles around the nuclei)--a model that had not been introduced in the course. Students used visual information from their models to construct their explanation, while overlooking inter-atomic and intra-molecular forces which are not represented explicitly in the models. In addition, students often explained phenomena by adding separate information about the topic without either integrating or logically relating this information into a cohesive explanation. The results of the study demonstrate that despite the extensive use of models in chemistry instruction, students do not necessarily apply them appropriately in explaining chemical and physical phenomena. The results of this study suggest that for the power of models as aids to learning to be more fully realized, chemistry professors must give more attention to the selection, use, integration, and limitations of models in their instruction.

Mapping the relationship between a learner's belief system and their ability to learn competencies

NASA Astrophysics Data System (ADS)

Matthews, Graeme D.

2009-12-01

This study determines if a relationship exists between the perception that students have towards chemistry and their final grade in the course. A measurement instrument was administered to students enrolled in the first semester of a two semester general chemistry course that measured the perceptions that the students enrolled in the course had towards chemistry. The existence and nature of the relationship between the perceptions held by the students towards chemistry and their final grade in the course were studied. The primary research question determined if there was a relationship between the perceptions that the students have towards chemistry and the final grade they receive in the course. The data indicates that the less chemophobia that the participant had towards chemistry, the higher their final grade in the course and the less difficult the participant perceived chemistry to be as a discipline, the higher their final grade in the course. The secondary research question determines if men and women differ in their perceptions of chemistry. The data indicates that the male participants had a more negative perception of the aptitude, chemophobia, value and gender subscales then the female participants. This means that the male participants had the perception that they had less aptitude and saw less value in the subject matter than the female participants. It also means that because the subscales were all coded to be positively phrased before the final analysis was completed, that the male participants had more chemophobia and believed that gender was more important than the female participants. The tertiary research question determines if there is a relationship between the number of science courses the participants have taken and the perceptions that they have towards chemistry. The data indicates that there was a small negative relationship between the number of science courses taken previously by the participant and the chemophobia subscale. This means that the more science courses the participant has taken, the less chemophobia the participant has towards chemistry and the less they believe that gender plays an important role in being able to achieve a passing grade in a chemistry course.

Reliability of a science admission test (HAM-Nat) at Hamburg medical school.

PubMed

Hissbach, Johanna; Klusmann, Dietrich; Hampe, Wolfgang

2011-01-01

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

Reliability of a science admission test (HAM-Nat) at Hamburg medical school

PubMed Central

Hissbach, Johanna; Klusmann, Dietrich; Hampe, Wolfgang

2011-01-01

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

Research and Teaching. Are We Keeping the Promise? Investigation of Students' Critical Thinking Growth

ERIC Educational Resources Information Center

Carmel, Justin H.; Yezierski, Ellen J.

2013-01-01

College instruction aims not only to expand students' content knowledge, but also to help students develop practical skills, such as the ability to think critically. This study was conducted in a chemistry course for non science majors offered as part of a liberal education core curriculum at a large public university in the Midwest. Students…

In Pursuit of Professionalism in the Field of Chemistry Education in China: The Story of Zhixin Liu

ERIC Educational Resources Information Center

Wei, Bing

2012-01-01

In China, science educators as a professional group were originally referred to as academic staff responsible for teaching the subject-based science teaching methods course at the related science departments at teachers' universities. In this study, a biographic method was used to approach the professional life of Zhixin Liu, who was a senior…

Development of an Interdisciplinary Experimental Series for the Laboratory Courses of Cell and Molecular Biology and Advance Inorganic Chemistry

ERIC Educational Resources Information Center

Smith, Montserrat Rabago; McAllister, Robert; Newkirk, Kiera; Basing, Alexander; Wang, Lihua

2012-01-01

An interdisciplinary approach to education has become more important in the development of science and technology, which requires universities to have graduates with broad knowledge and skills and to apply these skills in solving real-world problems. An interdisciplinary experimental series has been developed for the laboratories in cell and…

Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines

ERIC Educational Resources Information Center

Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

2010-01-01

Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was…

The Gateway Science Workshop Program: Enhancing Student Performance and Retention in the Sciences Through Peer-Facilitated Discussion

NASA Astrophysics Data System (ADS)

Drane, Denise; Smith, H. David; Light, Greg; Pinto, Larry; Swarat, Su

2005-09-01

Minority student attrition and underachievement is a long-standing and widespread concern in higher education. It is especially acute in introductory science courses which are prerequisites for students planning to pursue science-related careers. Poor performance in these courses often results in attrition of minorities from the science fields. This is a particular concern at selective universities where minority students enter with excellent academic credentials but receive lower average grades and have lower retention rates than majority students with similar credentials. This paper reports the first year results of a large scale peer-facilitated workshop program designed to increase performance and retention in Biology, Chemistry, and Physics at a selective research university. After adjusting for grade point average or SAT-Math score, workshop participants earned higher final grades than nonparticipants in Biology and Chemistry, but not in Physics. Similar effects on retention were found. While, positive effects of the program were observed in both majority and minority students, effect sizes were generally largest for minority students. Because of practical constraints in Physics, implementation of the program was not optimal, possibly accounting for the differential success of the program across disciplines.

Correlation of preadmission organic chemistry courses and academic performance in biochemistry at a midwest chiropractic doctoral program.

PubMed

McRae, Marc P

2010-01-01

Organic chemistry has been shown to correlate with academic success in the preclinical years of medicine, dentistry, and graduate physiology. The purpose of this study is to examine the relationship between undergraduate organic chemistry grades and first-semester biochemistry grades at a Midwest chiropractic doctoral program. Students enrolled in a first-semester biochemistry course who had completed the prerequisite courses in organic chemistry offered at this same institution were entered into the study. The total grade for each of the three courses was calculated using the midterm and final exam raw scores with a weighting of 50% each. Analysis consisted of obtaining correlation coefficients between the total grades of organic 1 with biochemistry and organic 2 with biochemistry. Using the biochemistry total grade, the students were divided into quartiles and course grades for both organic chemistry 1 and 2 were calculated. For the 109 students in the study, the correlation coefficient between the biochemistry and organic chemistry 1 and biochemistry and organic chemistry 2 courses was r = 0.744 and r = 0.725, respectively. The difference in organic chemistry grades between those in the first and fourth quartiles was 63.2% and 86.9% for organic chemistry 1 (p < .001) and 60.9% and 79.4% for organic chemistry 2 (p < .001). This study shows that organic chemistry can be used as an indicator of future academic success in a chiropractic biochemistry course. Knowledge of such a relationship could prove useful to identify students who may potentially run into academic difficulty with first-year biochemistry.

Efforts to Recruit Secondary STEM Teachers at Columbus State University

NASA Astrophysics Data System (ADS)

Webster, Zodiac T.; MaSST Preparation Council

2006-12-01

Physics as a discipline is not alone in having difficulty finding qualified teachers. Under-qualified teachers are present in high school Mathematics, Chemistry, Biology, and Earth-science classrooms as well. Columbus State University (CSU) has formed the Mathematics and Science Secondary Teachers (MaSST) Preparation Council to recruit more majors into our existing secondary teaching programs: Mathematics, Biology, Chemistry, and Geology. College of Education and College of Science faculty are working together to create a higher profile for these majors at our institution within the state of Georgia. In addition, we are planning an aggressive campaign to recruit from within by implementing a peer-tutoring program using outstanding students who have completed introductory math and science courses. Our group’s organization and initiatives can serve as a model for other institutions concerned about recruiting more high-school teachers.

An Introduction to the Fundamentals of Chemistry for the Marine Engineer - An Audio-Tutorial Correspondence Course (CH-1C).

ERIC Educational Resources Information Center

Schlenker, Richard M.

This document provides a study guide for a three-credit-hour fundamentals of chemistry course for marine engineer majors. The course is composed of 17 minicourses including: chemical reactions, atomic theory, solutions, corrosion, organic chemistry, water pollution, metric system, and remedial mathematics skills. Course grading, objectives,…

Student Response to a Partial Inversion of an Organic Chemistry Course for Non-Chemistry Majors

ERIC Educational Resources Information Center

Rein, Kathleen S.; Brookes, David T.

2015-01-01

We report the student response to a two-year transformation of a one-semester organic chemistry course for nonchemistry majors. The transformed course adopted a peer led team learning approach and incorporated case studies. Student attitudes toward the course transformation were assessed throughout the semester, and adjustments to the methods were…

The persistence of Black males in the STEM fields at Texas State University

NASA Astrophysics Data System (ADS)

Day, Beverly Woodson

For the past five years, enrollment in the College of Science and Engineering by first-time undergraduate students has steadily increased. However, retaining the students through their first-year and their persistence to their second year of college and beyond has been problematic. The purpose of this study is to add to the knowledge of why Black students, specifically Black men, are not persisting at Texas State University in the STEM majors. It will also determine if specific factors like the SAT scores, parent's education, high school rank, college GPA, college science and math courses (physics, math, biology and chemistry), college credits earned and average GPA in all science and math college courses predict college preparation and college performance for all students and for Black male students.

Going Beyond the Lecture Class - Is it Worth it?

NASA Astrophysics Data System (ADS)

Funaro, G. M.; Paytan, A.; Arrigo, K. R.; Chandran, R.; Schindell, J.

2001-12-01

Lectures, labs, and seminars dominate the course offerings at most American universities. Students have been learning successfully from these teaching methods for hundreds of years. Alternatively, in order to provide a more personally meaningful learning experience, educational researchers espouse a constructivist approach to learning. To demonstrate this approach, we will describe a case study of two courses, marine chemistry and biological oceanography, that were taught as a single interdisciplinary experience by Stanford University faculty. The courses incorporated an innovative curriculum using active learning methodologies including problem-based learning and teamwork, a set of interactive and facilitative teaching practices, customized technology that worked in the background to make the course effective and efficient, and a goal to reveal the interdisciplinary nature of the content in the two courses. Videotapes of group problem solving revealed that students displayed higher order thinking skills. Students indicated in focus groups that teamwork provided a motivating, rich, learning environment. The communication technology supported both the faculty in the delivery and assessment of the course and the students in communicating with their teams. The technology was the glue that made the course work effectively and efficiently. The overall learning experience can be best expressed by the students themselves who said they felt like they were participating in "real science" for the first time.

Using a Deliberation of Energy Policy as an Educational Tool in a Nonmajors Chemistry Course

ERIC Educational Resources Information Center

Drury, Sara A. Mehltretter; Stucker, Kyle; Douglas, Anthony; Rush, Ryan A.; Novak, Walter R. P.; Wysocki, Laura M.

2016-01-01

A central goal of nonmajors chemistry courses is to instill within students the sense that chemistry does not occur in a vacuum but rather permeates everyday life. To encourage students to consider chemistry within the broader context of society and public policy, a week-long module in a survey course for nonmajors was designed to connect…

Evaluating Student Motivation in Organic Chemistry Courses: Moving from a Lecture-Based to a Flipped Approach with Peer-Led Team Learning

ERIC Educational Resources Information Center

Liu, Yujuan; Raker, Jeffrey R.; Lewis, Jennifer E.

2018-01-01

Academic Motivation Scale-Chemistry (AMS-Chemistry), an instrument based on the self-determination theory, was used to evaluate students' motivation in two organic chemistry courses, where one course was primarily lecture-based and the other implemented flipped classroom and peer-led team learning (Flip-PLTL) pedagogies. Descriptive statistics…

Summer Course Promotes Polymer Chemistry for Small Colleges.

ERIC Educational Resources Information Center

Stinson, Stephen

1989-01-01

Describes a three-week summer program teaching selected chemistry faculty how to incorporate polymer chemistry into chemistry courses. In addition to lectures, the program conducted many experiments and provided a trip to industry laboratories. (YP)

Assessing Student Preparation through Placement Tests

NASA Astrophysics Data System (ADS)

McFate, Craig; Olmsted, John, III

1999-04-01

The chemistry department at California State University, Fullerton, uses a placement test of its own design to assess student readiness to enroll in General Chemistry. This test contains items designed to test cognitive skills more than factual knowledge. We have analyzed the ability of this test to predict student success (defined as passing the first-semester course with a C or better) using data for 845 students from four consecutive semesters. In common with other placement tests, we find a weak but statistically significant correlation between test performance and course grades. More meaningfully, there is a strong correlation (R2 = 0.82) between test score and course success, sufficient to use for counseling purposes. An item analysis was conducted to determine what types of questions provide the best predictability. Six questions from the full set of 25 were identified as strong predictors, on the basis of discrimination indices and coefficients of determination that were more than one standard deviation above the mean values for test items. These questions had little in common except for requiring multistep mathematical operations and formal reasoning.

Investigation Of Student Learning In Thermodynamics And Implications For Instruction In Chemistry And Engineering

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2007-01-01

As part of an investigation into student learning of thermodynamics, we have probed the reasoning of students enrolled in introductory and advanced courses in both physics and chemistry. A particular focus of this work has been put on the learning difficulties encountered by physics, chemistry, and engineering students enrolled in an upper-level thermal physics course that included many topics also covered in physical chemistry courses. We have explored the evolution of students' understanding as they progressed from the introductory course through more advanced courses. Through this investigation we have gained insights into students' learning difficulties in thermodynamics at various levels. Our experience in addressing these learning difficulties may provide insights into analogous pedagogical issues in upper-level courses in both engineering and chemistry which focus on the theory and applications of thermodynamics.

Teaching about the Global Environment at a Jesuit Liberal Arts University

NASA Astrophysics Data System (ADS)

Dahl, E. E.

2012-12-01

Teaching about global environmental issues is often reserved to courses in environmental and/or geoscience departments. Universities that do not have departments that fall into these categories may be missing out on educating both science and non-science students about these important and timely issues. Loyola University Maryland is a private Jesuit liberal arts University with no environmental or geoscience department and prior to 2008 had no courses that focused on the science of global environmental issues. Global Environment in a course offered by the Chemistry Department that fills this niche. The course is designed for a general non-science audience, though the course content is also appropriate for science students. The primary goal of the course is for students to learn the basics about how the Earth system works and how our changing climate is related to biodiversity, pollution, water availability and society. The course is designated a diversity course which is a course that fulfills the University's call "to prepare students … to pursue justice by making an action-oriented response to the needs of the world." All students at Loyola University Maryland are required to take one diversity course. For this class, the diversity focus is environmental justice which is brought into the course through lectures, discussions and student projects. By bringing societal impacts into a science course the students can better understand why the environment is important and our actions affect both ourselves and others. The course has also evolved over four iterations into a course that maximizes student involvement while minimizing student angst. One way that this is accomplished is by eliminating tests and substituting daily quizzes using a student response system (clickers). Clickers are also used to poll students and to review what information the students are retaining. Students are able to self-guide their own learning in the course by creating a portfolio focusing on a topic of their choosing that fits within the course content. During class time, recent issues and examples are utilized to promote student discussion and thinking. The course also incorporates active learning such as playing games in class to demonstrate concepts, incorporating field trips into the course, and making posters to share what students have learned with the rest of the university community for Earth Day. To date, 94 students have completed the course which has an enrollment limit of 24 students per semester. These students represent primarily the business school (30%), humanities (38%) and social sciences (27%); however a few natural science majors have also taken the course. About half of the students that have taken the course have been either business (30%) or communications majors (19%). This presentation will feature the techniques and materials used in the course as well as some of the data related to the population and majors served, data from the clicker system and student responses to the course through evaluations and comments.

CHEMISTRY, A GUIDE FOR TEACHERS.

ERIC Educational Resources Information Center

WHEELER, HUBERT

THE VOLUME INCLUDES AN INTRODUCTION, THE COURSE CONTENT IN CHEMISTRY, AND FIVE APPENDIXES OF USEFUL INFORMATION. THE CHEMISTRY COURSE CONTENT IS FURTHER SUBDIVIDED INTO FIVE SECTIONS--(1) THE OVERVIEW, (2) CHEMICAL REACTIONS, (3) CHEMICAL BONDING AND MOLECULAR ARCHITECTURE, (4) DESCRIPTIVE CHEMISTRY, AND (5) ADVANCED CHEMISTRY. EACH OF THE FIVE…

Using the First Exam for Student Placement in Beginning Chemistry Courses

ERIC Educational Resources Information Center

Mills, Pamela; Sweeney, William; Bonner, Sarah M.

2009-01-01

The first exam in a typical first-semester general chemistry course is used to identify students at risk of failing the course. The performance at Hunter College of 667 students on the first exam in general chemistry in seven different classes between fall 2000 and fall 2005 was correlated with the students' final score in the course. The…

Foundations in Science and Mathematics Program for Middle School and High School Students

NASA Astrophysics Data System (ADS)

Desai, Karna Mahadev; Yang, Jing; Hemann, Jason

2016-01-01

The Foundations in Science and Mathematics (FSM) is a graduate student led summer program designed to help middle school and high school students strengthen their knowledge and skills in mathematics and science. FSM provides two-week-long courses over a broad spectrum of disciplines including astronomy, biology, chemistry, computer programming, geology, mathematics, and physics. Students can chose two types of courses: (1) courses that help students learn the fundamental concepts in basic sciences and mathematics (e.g., "Precalculus"); and (2) knowledge courses that might be excluded from formal schooling (e.g., "Introduction to Universe"). FSM has served over 500 students in the Bloomington, IN, community over six years by acquiring funding from Indiana University and the Indiana Space Grant Consortium. FSM offers graduate students the opportunity to obtain first hand experience through independent teaching and curriculum design as well as leadership experience.We present the design of the program, review the achievements, and explore the challenges we face. We are open to collaboration with similar educational outreach programs. For more information, please visit http://www.indiana.edu/~fsm/ .

Correlation of Preadmission Organic Chemistry Courses and Academic Performance in Biochemistry at a Midwest Chiropractic Doctoral Program*

PubMed Central

McRae, Marc P.

2010-01-01

Purpose: Organic chemistry has been shown to correlate with academic success in the preclinical years of medicine, dentistry, and graduate physiology. The purpose of this study is to examine the relationship between undergraduate organic chemistry grades and first-semester biochemistry grades at a Midwest chiropractic doctoral program. Methods: Students enrolled in a first-semester biochemistry course who had completed the prerequisite courses in organic chemistry offered at this same institution were entered into the study. The total grade for each of the three courses was calculated using the midterm and final exam raw scores with a weighting of 50% each. Analysis consisted of obtaining correlation coefficients between the total grades of organic 1 with biochemistry and organic 2 with biochemistry. Using the biochemistry total grade, the students were divided into quartiles and course grades for both organic chemistry 1 and 2 were calculated. Results: For the 109 students in the study, the correlation coefficient between the biochemistry and organic chemistry 1 and biochemistry and organic chemistry 2 courses was r = 0.744 and r = 0.725, respectively. The difference in organic chemistry grades between those in the first and fourth quartiles was 63.2% and 86.9% for organic chemistry 1 (p < .001) and 60.9% and 79.4% for organic chemistry 2 (p < .001). Conclusion: This study shows that organic chemistry can be used as an indicator of future academic success in a chiropractic biochemistry course. Knowledge of such a relationship could prove useful to identify students who may potentially run into academic difficulty with first-year biochemistry PMID:20480012

A Course in Chemistry of Silicates for Beginning Undergraduate Students: An Interdisciplinary Study

ERIC Educational Resources Information Center

Dunstone, John

1973-01-01

The course was designed: (1) to broaden the base for chemistry majors to build their courses; (2) to illustrate how some chemistry principles are applied to real situations; and (3) to serve as an introduction to geochemistry for geology majors. (DF)

Forensic Chemistry--A Symposium Collection.

ERIC Educational Resources Information Center

Journal of Chemical Education, 1985

1985-01-01

Presents a collection of articles to provide chemistry teachers with resource materials to add forensic chemistry units to their chemistry courses. Topics range from development of forensic science laboratory courses and mock-crime scenes to forensic serology and analytical techniques. (JN)

Collaborative learning and testing in introductory general chemistry

NASA Astrophysics Data System (ADS)

Amaral, Katie Elizabeth

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

Choices in higher education: Majoring in and changing from the sciences

NASA Astrophysics Data System (ADS)

Minear, Nancy Ann

This dissertation addresses patterns of retention of undergraduate science, engineering and mathematics (SEM) students, with special attention paid to female and under represented minority students. As such, the study is focused on issues related to academic discipline and institutional retention, rather than the retention of students in the overall system of higher education. While previous retention studies have little to say about rates of retention that are specific to the sciences (or any other specific area of study) or employ models that rely on students' performance at the college level, this work address both points by identifying the post secondary academic performance characteristics of persisters and non-persisters in the sciences by gender, ethnicity and matriculating major as well as identifying introductory SEM course requirements that prevent students from persisting in sciencegender, ethnicity and matriculating major as well as identifying introductory SEM course requirements that prevent students from persisting in science majors. A secondary goal of investigating the usefulness of institutional records for retention research is addressed. Models produced for the entire population and selected subpopulations consistently classified higher-performing (both SEM and non-SEM grade point averages) students into Bachelor of Science categories using the number of Introductory Chemistry courses attempted at the university. For lower performing students, those with more introductory chemistry courses were classified as changing majors out of the sciences, and in general as completing a Bachelor of Arts degree. Performance in gatekeeper courses as a predictor of terminal academic status was limited to Introductory Physics for a small number of cases. Performance in Introductory Calculus and Introductory Chemistry were not consistently utilized as predictor variables. The models produced for various subpopulations (women, ethnic groups and matriculation major) utilized the same set of predictor variables with varying cutpoints for classification.

Nano-education from a European perspective

NASA Astrophysics Data System (ADS)

Malsch, I.

2008-03-01

At a global level, educating the nanotechnology workforce has been discussed since the beginning of the new millennium. Scientists, engineers and technicians should be trained in nanotechnology. Most educators prefer training students first in their own discipline at the Bachelor level (physics, chemistry, biology, etc) followed by specialisation in nanoscience and technology at the Master's level. Some favour a broad interdisciplinary basic training in different nanosciences followed by specialisation in a particular application area. What constitutes a good nanoscience curriculum is also being discussed, as well as the application of e-learning methodologies. The European Union is stimulating the development of nanoscience education in universities. The Erasmus Mundus programme is funding nanoscience and nanotechnology education programmes involving universities in several European countries. The policy debate in Europe is moving towards vocational training in nanotechnology for educating the technicians needed in industry and research. The EU vocational training institute CEDEFOP published a report in 2005 The EU funded European gateway to nanotechnology Nanoforum has stimulated the accessibility of nano-education throughout Europe with reports and online databases of education courses and materials. For university education, they list courses at the Bachelor, Master's, and PhD level as well as short courses. The EU funded EuroIndiaNet project also reviewed Nano-education courses at the Master's level, short courses, e-learning programmes, summerschools and vocational training courses. In this presentation, I review Nanoforum and other publications on nano-education in Europe and highlight current trends and gaps.

Green Chemistry and Sustainability: An Undergraduate Course for Science and Nonscience Majors

ERIC Educational Resources Information Center

Gross, Erin M.

2013-01-01

An undergraduate lecture course in Green Chemistry and Sustainability has been developed and taught to a "multidisciplinary" group of science and nonscience majors. The course introduced students to the topics of green chemistry and sustainability and also immersed them in usage of the scientific literature. Through literature…

Integration of a Communicating Science Module into an Advanced Chemistry Laboratory Course

ERIC Educational Resources Information Center

Renaud, Jessica; Squier, Christopher; Larsen, Sarah C.

2006-01-01

A communicating science module was introduced into an advanced undergraduate physical chemistry laboratory course. The module was integrated into the course such that students received formal instruction in communicating science interwoven with the chemistry laboratory curriculum. The content of the communicating science module included three…

Transition from Traditional to ICT-Enhanced Learning Environments in Undergraduate Chemistry Courses

ERIC Educational Resources Information Center

Barak, Miri

2007-01-01

This paper describes a three-year study conducted among chemistry instructors (professors and teaching assistants) at a post-secondary institution. The goal was to explore the integration process of information and communication technologies (ICT) into traditional teaching. Four undergraduate chemistry courses incorporated a course website, an…

The Chemistry of Perfume: A Laboratory Course for Nonscience Majors

ERIC Educational Resources Information Center

Logan, Jennifer L.; Rumbaugh, Craig E.

2012-01-01

"The Chemistry of Perfume" is a lab-only course for nonscience majors. Students learn fundamental concepts of chemistry through the context of fragrance, a pervasive aspect of daily life. The course consists of laboratories pertaining to five units: introduction, extraction, synthesis, characterization, and application. The introduction unit…

Case-based studies in teaching medicinal chemistry in PharmD curriculum: Perspectives of students, faculty, and pharmacists from academia.

PubMed

Das, Joydip; Fernandez, Julianna; Shah, Dhara; Williams, Louis; Zagaar, Munder

Pharmacy practice has evolved tremendously over the years to meet the demands of the growing healthcare system. Foundational sciences like, medicinal chemistry can enhance the critical-thinking and therapeutic decision-making skills of today's professional pharmacists. The importance of medicinal chemistry for the doctor of pharmacy (PharmD) curriculum has been discussed from the perspectives of medicinal chemistry and practicing clinical faculty whose focused practices vary from infectious diseases to geriatrics. An Institutional Review Board (IRB)-approved perception survey and a year-end course evaluation were given to the second and third professional year students. Eighty-eight percent of the participating second-year students and 92% of the participating third-year students thought that the introduction of case studies in the medicinal chemistry curriculum enhanced their learning and appreciation for the subject. The Pharmacy Curriculum Outcomes Assessment (PCOA) exams, given at the University of Houston College of Pharmacy during the years of 2013-2015, were briefly discussed. Since the requirement to administer the PCOA went into effect in early 2016, the authors felt that not enough time existed to establish meaningful controls to conduct a correlation study with the student perspective survey results obtained and PCOA data provided in 2015. This study, therefore, highlights the importance of integrated approaches to pharmacy teaching at the University of Houston. Copyright © 2017 Elsevier Inc. All rights reserved.

Support for the American Chemical Society's Summer Schools in Nuclear and Radiochemistry

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

Mantica, Paul F.

The ACS Summer Schools in Nuclear and Radiochemistry were held at San Jose State University (SJSU) and Brookhaven National Laboratory (BNL). The Summer Schools offer undergraduate students with U.S. citizenship an opportunity to complete coursework through ACS accredited chemistry degree programs at SJSU or the State University of New York at Stony Brook (SBU). The courses include lecture and laboratory work on the fundamentals and applications of nuclear and radiochemistry. The number of students participating at each site is limited to 12, and the low student-to-instructor ratio is needed due to the intense nature of the six-week program. To broadenmore » the students’ perspectives on nuclear science, prominent research scientists active in nuclear and/or radiochemical research participate in a Guest Lecture Series. Symposia emphasizing environmental chemistry, nuclear medicine, and career opportunities are conducted as a part of the program.« less

Doing the Research that Informs Practice: A Retrospective View of One Group's Attempt to Study The Teaching and Learning of Organic Chemistry.

PubMed

Bodner, George M; Ferguson, Rob; Çalimsiz, Selçuk

2017-07-04

The idea that the focus of educational research should be on results that can inform the practice of teaching has been an implicit assumption for so many years that one would be hard-pressed to trace it back to an individual source. At one time, the people doing such research in STEM disciplines were faculty in schools or colleges of education who focused on K-12 classrooms and looked for ideas, concepts, and principles that would be valid across a range of STEM disciplines. Eventually, this research was done on college- or university-level students, as well, and there was a shift toward what has been called discipline-based educational research (DBER) that looks at the problems associated with the teaching and learning of a given discipline, such as chemistry. This paper will discuss the results of research on problem-solving in chemistry that has been done in our research group, with particular emphasis on the challenges of teaching and learning organic chemistry. The goal of this paper is to show what can happen when one listens carefully to students and begins to appreciate the difference between what we think we have taught and what the students learned. The examples we will use have the potential for convincing those of us who teach chemistry to rethink what we do in our classes to find better ways of helping our students understand the material we are trying to teach. Although this paper will focus on results from the second-year organic chemistry course, similar results have been observed in both inorganic and physical chemistry, as well as biochemistry courses. © 2017 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim.

Deconstructing Constructivism: Modeling Causal Relationships Among Constructivist Learning Environment Factors and Student Outcomes in Introductory Chemistry

NASA Astrophysics Data System (ADS)

Komperda, Regis

The purpose of this dissertation is to test a model of relationships among factors characterizing aspects of a student-centered constructivist learning environment and student outcomes of satisfaction and academic achievement in introductory undergraduate chemistry courses. Constructivism was chosen as the theoretical foundation for this research because of its widespread use in chemical education research and practice. In a constructivist learning environment the role of the teacher shifts from delivering content towards facilitating active student engagement in activities that encourage individual knowledge construction through discussion and application of content. Constructivist approaches to teaching introductory chemistry courses have been adopted by some instructors as a way to improve student outcomes, but little research has been done on the causal relationships among particular aspects of the learning environment and student outcomes. This makes it difficult for classroom teachers to know which aspects of a constructivist teaching approach are critical to adopt and which may be modified to better suit a particular learning environment while still improving student outcomes. To investigate a model of these relationships, a survey designed to measure student perceptions of three factors characterizing a constructivist learning environment in online courses was adapted for use in face-to-face chemistry courses. These three factors, teaching presence, social presence, and cognitive presence, were measured using a slightly modified version of the Community of Inquiry (CoI) instrument. The student outcomes investigated in this research were satisfaction and academic achievement, as measured by standardized American Chemical Society (ACS) exam scores and course grades. Structural equation modeling (SEM) was used to statistically model relationships among the three presence factors and student outcome variables for 391 students enrolled in six sections of a general chemistry course taught by four instructors at a single university using a common textbook. The quantitative analysis of student data was supported by investigating the instructor's approach to teaching using instructor responses to a modified version of the Approaches to Teaching Inventory (ATI), semi-structured interview questions, and information available in the course syllabus. The results of the SEM analysis indicate that incoming math ability, as measured by ACT math scores, has the largest effect on student academic achievement in introductory chemistry courses. Of the three presence factors, cognitive presence has the largest direct effect on academic achievement and student satisfaction. Teaching presence has a direct effect on satisfaction similar in size to the effect of cognitive presence. The relationship between social presence and student outcomes is found to be relatively small. Given the role that both teaching and social presence play in influencing cognitive presence, these results suggest that classroom teachers should emphasize the development of a learning environment with a large degree of cognitive presence where students take ownership of their own learning process. This type of learning environment can be supported by specific instructor behaviors such as facilitating discussions and implementing group work focused on collaboration and developing shared understandings.

Chemical Education in Bulgaria

NASA Astrophysics Data System (ADS)

Garkov, Vladimir N.

1999-08-01

The sociopolitical changes in Eastern Europe of the 1990s and the ongoing globalization of the chemical industry and chemical education prompted this analysis of the current status of chemical education in Bulgaria, which is not very different from the educational practices in the rest of Europe. The level of chemistry knowledge expected from all high-school graduates in Bulgaria is roughly equivalent to the general and organic chemistry courses for science majors at U.S. universities. The newly introduced four-year bachelor's degree curriculum (based on 15-week semesters) at the University of Sofia includes a core of 106 semester hours (labs counted as 1 hour each), 41 semester hours of electives, and 445 contact hours (11 weeks) of research, which ends with a thesis defense. The instructional techniques in Bulgaria are subject-centered and follow the hierarchical structure of knowledge in an integrated and unitary manner. In conclusion, the Bulgarian system of education in chemistry aims at preparing a scientifically literate citizenry and broadly trained chemists by imposing a very challenging and rigid curriculum with very few choices. It is speculated that the laissez-faire climate of free intellectual initiative seen only at American universities provides a more appropriate environment for talent encouragement and scientific innovation for overseas-educated undergraduate and graduate students than their home institutions.

Using Presentation Software to Flip an Undergraduate Analytical Chemistry Course

ERIC Educational Resources Information Center

Fitzgerald, Neil; Li, Luisa

2015-01-01

An undergraduate analytical chemistry course has been adapted to a flipped course format. Course content was provided by video clips, text, graphics, audio, and simple animations organized as concept maps using the cloud-based presentation platform, Prezi. The advantages of using Prezi to present course content in a flipped course format are…

Integrated Chemistry and Biology for First-Year College Students

ERIC Educational Resources Information Center

Abdella, Beth R. J.; Walczak, Mary M.; Kandl, Kim A.; Schwinefus, Jeffrey J.

2011-01-01

A three-course sequence for first-year students that integrates beginning concepts in biology and chemistry has been designed. The first two courses that emphasize chemistry and its capacity to inform biological applications are described here. The content of the first course moves from small to large particles with an emphasis on membrane…

Upper-Level Undergraduate Chemistry Students' Goals for Their Laboratory Coursework

ERIC Educational Resources Information Center

DeKorver, Brittland K.; Towns, Marcy H.

2016-01-01

Efforts to reform undergraduate chemistry laboratory coursework typically focus on the curricula of introductory-level courses, while upper-level courses are bypassed. This study used video-stimulated recall to interview 17 junior- and senior- level chemistry majors after they carried out an experiment as part of a laboratory course. It is assumed…

Incorporating Professional Service as a Component of General Chemistry Laboratory by Demonstrating Chemistry to Elementary Students

ERIC Educational Resources Information Center

Theall, Rachel A. Morgan; Bond, Marcus R.

2013-01-01

Formalized participation in professional service is not often part of the college experience, especially for first-year students in chemistry courses. When service opportunities are offered, they are most often through elective credit, upper-level courses, extracurricular clubs, and the rare service-learning courses. We have successfully…

Implementing Computer Based Laboratories

NASA Astrophysics Data System (ADS)

Peterson, David

2001-11-01

Physics students at Francis Marion University will complete several required laboratory exercises utilizing computer-based Vernier probes. The simple pendulum, the acceleration due to gravity, simple harmonic motion, radioactive half lives, and radiation inverse square law experiments will be incorporated into calculus-based and algebra-based physics courses. Assessment of student learning and faculty satisfaction will be carried out by surveys and test results. Cost effectiveness and time effectiveness assessments will be presented. Majors in Computational Physics, Health Physics, Engineering, Chemistry, Mathematics and Biology take these courses, and assessments will be categorized by major. To enhance the computer skills of students enrolled in the courses, MAPLE will be used for further analysis of the data acquired during the experiments. Assessment of these enhancement exercises will also be presented.

Building Bridges between Science Courses Using Honors Organic Chemistry Projects

ERIC Educational Resources Information Center

Hickey, Timothy; Pontrello, Jason

2016-01-01

Introductory undergraduate science courses are traditionally offered as distinct units without formalized student interaction between classes. To bridge science courses, the authors used three Honors Organic Chemistry projects paired with other science courses. The honors students delivered presentations to mainstream organic course students and…

How to manage continuing education and retraining programs on optical physics and laser technology at a university: Moscow State experience

NASA Astrophysics Data System (ADS)

Zadkov, Victor N.; Koroteev, Nikolai I.

1995-10-01

An experience of managing the continuing education and retraining programs at the International Laser Center (ILC) of Moscow State University is discussed. The offered programs are in a wide range of areas, namely laser physics and technology, laser biophysics and biomedicine, laser chemistry, and computers in laser physics. The attendees who are presumably scientists, engineers, technical managers, and graduate students can join these programs through the annual ILC term (6 months), individual training and research programs (up to a year), annual ILC Laser Graduate School, graduate study, and post-docs program, which are reviewed in the paper. A curriculum that includes basic and specialized courses is described in detail. A brief description of the ILC Laser Teaching and Computer Labs that support all the educational courses is given as well.

Selected chapters from general chemistry in physics teaching with the help of e - learning

NASA Astrophysics Data System (ADS)

Feszterová, Melánia

2017-01-01

Education in the field of natural disciplines - Mathematics, Physics, Chemistry, Ecology and Biology takes part in general education at all schools on the territory of Slovakia. Its aim is to reach the state of balanced development of all personal characteristics of pupils, to teach them correctly identify and analyse problems, propose solutions and above all how to solve the problem itself. High quality education can be reached only through the pedagogues who have a good expertise knowledge, practical experience and high level of pedagogical abilities. The teacher as a disseminator of natural-scientific knowledge should be not only well-informed about modern tendencies in the field, but he/she also should actively participate in project tasks This is the reason why students of 1st year of study (bachelor degree) at the Department of Physics of Constantine the Philosopher University in Nitra attend lectures in the frame of subject General Chemistry. In this paper we present and describe an e - learning course called General Chemistry that is freely accessible to students. One of the aims of this course is to attract attention towards the importance of cross-curricular approach which seems to be fundamental in contemporary natural-scientific education (e.g. between Physics and Chemistry). This is why it is so important to implement a set of new topics and tasks that support development of abilities to realise cross-curricular goals into the process of preparation of future teachers of Physics.

An investigation comparing traditional recitation instruction to computer tutorials which combine three-dimensional animation with varying levels of visual complexity, including digital video in teaching various chemistry topics

NASA Astrophysics Data System (ADS)

Graves, A. Palmer

This study examines the effect of increasing the visual complexity used in computer assisted instruction in general chemistry. Traditional recitation instruction was used as a control for the experiment. One tutorial presented a chemistry topic using 3-D animation showing molecular activity and symbolic representation of the macroscopic view of a chemical phenomenon. A second tutorial presented the same topic but simultaneously presented students with a digital video movie showing the phenomena and 3-D animation showing the molecular view of the phenomena. This experimental set-up was used in two different experiments during the first semester of college level general chemistry course. The topics covered were the molecular effect of heating water through the solid-liquid phase change and the kinetic molecular theory used in explaining pressure changes. The subjects used in the experiment were 236 college students enrolled in a freshman chemistry course at a large university. The data indicated that the simultaneous presentation of digital video, showing the solid to liquid phase change of water, with a molecular animation, showing the molecular behavior during the phase change, had a significant effect on student particulate understanding when compared to traditional recitation. Although the effect of the KMT tutorial was not statistically significant, there was a positive effect on student particulate understanding. The use of computer tutorial also had a significant effect on student attitude toward their comprehension of the lesson.

A New Chemistry Course for Non-Chemistry Majors.

ERIC Educational Resources Information Center

Ariel, Magda; And Others

1982-01-01

A two-semester basic chemistry course for nonchemistry engineering majors is described. First semester provides introductory chemistry for freshmen while second semester is "customer-oriented," based on a departmental choice of three out of six independent modules. For example, aeronautical engineering "customers" would select…

Profile of laboratory instruction in secondary school level chemistry and indication for reform

NASA Astrophysics Data System (ADS)

Wang, Mei

This study is a profile of the laboratory component of instruction in secondary school level chemistry. As one of several companion studies, the purpose of the study is to investigate present practices related to instruction as a means of producing reform that improve cognitive and non-cognitive learning outcomes. Five hundred-forty students, from 18 chemistry classes taught by 12 teachers in ten high schools were involved in this study. Three schools included public and private schools, urban school, suburban schools, and rural schools. Three levels or types of chemistry courses were offered in these schools: school regular chemistry for college bound students, Chemistry in the Community or "ChemCom" for non-college bound students, and a second year of chemistry or advanced placement chemistry. Laboratory sessions in each of these three levels of courses were observed, videotaped, and later analyzed using the Modified Revised Science Teachers Behaviors Inventory (MR-STBI). The 12 chemistry teachers, eight science supervisors, and selected students were interviewed to determine their professional backgrounds and other factors that might influence how they teach, how they think, and how they learn. The following conclusions developed from the research are: (1) The three levels of chemistry courses are offered across high schools of varying sizes and locations. (2) Teachers perceive that students come to chemistry classes poorly prepared to effectively carry out laboratory experiences and/or investigations. (3) While students indicated that they are able to effectively use math skills in analyzing the results of chemistry laboratory experiments, teachers, in general, are not satisfied with the level at which students are prepared to use these skills, or to use writing skills. (4) Students working in pairs, is the typical approach. Group cooperation is sometimes used in carrying out the laboratory component of chemistry instruction in the ChemCom and AP chemistry courses. (5) Computers and other technology were not observed in use commonly in laboratory component of instruction in any levels of chemistry courses. (6) The results of MR-STBI (Modified Revised Science Teachers Behavior Inventory) indicates that the rank order of use of the teaching behaviors in laboratory based instruction among the three types of chemistry courses are similar. (7) A summary of recommended practices for use in teaching each of the three levels of high school chemistry courses is presented in Chapter 5.

Problem-based learning on quantitative analytical chemistry course

NASA Astrophysics Data System (ADS)

Fitri, Noor

2017-12-01

This research applies problem-based learning method on chemical quantitative analytical chemistry, so called as "Analytical Chemistry II" course, especially related to essential oil analysis. The learning outcomes of this course include aspects of understanding of lectures, the skills of applying course materials, and the ability to identify, formulate and solve chemical analysis problems. The role of study groups is quite important in improving students' learning ability and in completing independent tasks and group tasks. Thus, students are not only aware of the basic concepts of Analytical Chemistry II, but also able to understand and apply analytical concepts that have been studied to solve given analytical chemistry problems, and have the attitude and ability to work together to solve the problems. Based on the learning outcome, it can be concluded that the problem-based learning method in Analytical Chemistry II course has been proven to improve students' knowledge, skill, ability and attitude. Students are not only skilled at solving problems in analytical chemistry especially in essential oil analysis in accordance with local genius of Chemistry Department, Universitas Islam Indonesia, but also have skilled work with computer program and able to understand material and problem in English.

The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-Service Chemistry Teachers' Conceptual Understanding of Chemistry in the Laboratory Course

ERIC Educational Resources Information Center

Aydin, Sevgi; Aydemir, Nurdane; Boz, Yezdan; Cetin-Dindar, Ayla; Bektas, Oktay

2009-01-01

The present study aimed to evaluate whether a chemistry laboratory course called "Laboratory Experiments in Science Education" based on constructivist instruction accompanied with concept mapping enhanced pre-service chemistry teachers' conceptual understanding. Data were collected from five pre-service chemistry teachers at a university…

What Do Conceptual Holes in Assessment Say about the Topics We Teach in General Chemistry?

ERIC Educational Resources Information Center

Luxford, Cynthia J.; Holme, Thomas A.

2015-01-01

Introductory chemistry has long been considered a service course by various departments that entrust chemistry departments with teaching their students. As a result, most introductory courses include a majority of students who are not chemistry majors, and many are health and science related majors who are required to take chemistry. To identify…

Understanding the Impact of a General Chemistry Course on Students' Transition to Organic Chemistry

ERIC Educational Resources Information Center

Collins-Webb, Alexandra; Jeffery, Kathleen A.; Sweeder, Ryan D.

2016-01-01

The move from general chemistry to organic chemistry can be a challenge for students as it often involves a transition from quantitatively-oriented to mechanistically-oriented thinking. This study found that the design of the general chemistry course can change the student experience of this transition as assessed by a reflective survey. The…

A transformative model for undergraduate quantitative biology education.

PubMed

Usher, David C; Driscoll, Tobin A; Dhurjati, Prasad; Pelesko, John A; Rossi, Louis F; Schleiniger, Gilberto; Pusecker, Kathleen; White, Harold B

2010-01-01

The BIO2010 report recommended that students in the life sciences receive a more rigorous education in mathematics and physical sciences. The University of Delaware approached this problem by (1) developing a bio-calculus section of a standard calculus course, (2) embedding quantitative activities into existing biology courses, and (3) creating a new interdisciplinary major, quantitative biology, designed for students interested in solving complex biological problems using advanced mathematical approaches. To develop the bio-calculus sections, the Department of Mathematical Sciences revised its three-semester calculus sequence to include differential equations in the first semester and, rather than using examples traditionally drawn from application domains that are most relevant to engineers, drew models and examples heavily from the life sciences. The curriculum of the B.S. degree in Quantitative Biology was designed to provide students with a solid foundation in biology, chemistry, and mathematics, with an emphasis on preparation for research careers in life sciences. Students in the program take core courses from biology, chemistry, and physics, though mathematics, as the cornerstone of all quantitative sciences, is given particular prominence. Seminars and a capstone course stress how the interplay of mathematics and biology can be used to explain complex biological systems. To initiate these academic changes required the identification of barriers and the implementation of solutions.

A Transformative Model for Undergraduate Quantitative Biology Education

PubMed Central

Driscoll, Tobin A.; Dhurjati, Prasad; Pelesko, John A.; Rossi, Louis F.; Schleiniger, Gilberto; Pusecker, Kathleen; White, Harold B.

2010-01-01

The BIO2010 report recommended that students in the life sciences receive a more rigorous education in mathematics and physical sciences. The University of Delaware approached this problem by (1) developing a bio-calculus section of a standard calculus course, (2) embedding quantitative activities into existing biology courses, and (3) creating a new interdisciplinary major, quantitative biology, designed for students interested in solving complex biological problems using advanced mathematical approaches. To develop the bio-calculus sections, the Department of Mathematical Sciences revised its three-semester calculus sequence to include differential equations in the first semester and, rather than using examples traditionally drawn from application domains that are most relevant to engineers, drew models and examples heavily from the life sciences. The curriculum of the B.S. degree in Quantitative Biology was designed to provide students with a solid foundation in biology, chemistry, and mathematics, with an emphasis on preparation for research careers in life sciences. Students in the program take core courses from biology, chemistry, and physics, though mathematics, as the cornerstone of all quantitative sciences, is given particular prominence. Seminars and a capstone course stress how the interplay of mathematics and biology can be used to explain complex biological systems. To initiate these academic changes required the identification of barriers and the implementation of solutions. PMID:20810949

Chemistry for Artists and Art Buffs.

ERIC Educational Resources Information Center

Denio, Allen A.

1979-01-01

This course provides an attractive introduction to chemistry for a group of students who would normally avoid traditional chemistry courses. Topics include color, pigments, metals, ceramics, glass, paints, plastics, fibers, and dyes. (BB)

Student selection: are the school-leaving A-level grades in biology and chemistry important?

PubMed

Green, A; Peters, T J; Webster, D J

1993-01-01

This study determined the relationships of grades in A-level biology and chemistry with examination success or failure during the medical course. By inspection of medical student records, A-level grades at entry to medical school and examination performance were obtained for 128 (91%) of the students who sat their final MBBCh examination at the University of Wales College of Medicine in June 1988. The majority, 92 (72%), completed their medical school careers with no professional examination failures; 15 failed examinations just in the period up to 2nd MB; 11 failed examinations in the clinical period only and 10 failed examinations in both periods. Whereas grade achieved in A-level chemistry was not associated with undergraduate examination performance, students with a grade A or B in A-level biology were less likely to have problems than the others (21% compared with 47%; the difference of 26% has a 95% confidence interval of 7% to 44%). Specifically, there appears to be a strong relationship between a low grade in biology and difficulties in the preclinical examinations. Moreover, for those who have difficulties at this stage, this association continues later in the course.

Quality improvement on chemistry practicum courses through implementation of 5E learning cycle

NASA Astrophysics Data System (ADS)

Merdekawati, Krisna

2017-03-01

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

Materials Science and Technology Teachers Handbook

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

Wieda, Karen J.; Schweiger, Michael J.; Bliss, Mary

The Materials Science and Technology (MST) Handbook was developed by Pacific Northwest National Laboratory, in Richland, Washington, under support from the U.S. Department of Energy. Many individuals have been involved in writing and reviewing materials for this project since it began at Richland High School in 1986, including contributions from educators at the Northwest Regional Education Laboratory, Central Washington University, the University of Washington, teachers from Northwest Schools, and science and education personnel at Pacific Northwest National Laboratory. Support for its development was also provided by the U.S. Department of Education. This introductory course combines the academic disciplines of chemistry,more » physics, and engineering to create a materials science and technology curriculum. The course covers the fundamentals of ceramics, glass, metals, polymers and composites. Designed to appeal to a broad range of students, the course combines hands-on activities, demonstrations and long term student project descriptions. The basic philosophy of the course is for students to observe, experiment, record, question, seek additional information, and, through creative and insightful thinking, solve problems related to materials science and technology. The MST Teacher Handbook contains a course description, philosophy, student learning objectives, and instructional approach and processes. Science and technology teachers can collaborate to build the course from their own interests, strengths, and experience while incorporating existing school and community resources. The course is intended to meet local educational requirements for technology, vocational and science education.« less

Applied Biology and Chemistry. Course Materials: Chemistry 111, 112, 113, 114. Seattle Tech Prep Applied Academics Project.

ERIC Educational Resources Information Center

South Seattle Community Coll., Washington.

This publication contains materials for four courses in Applied Biology/Chemistry in the Applied Academics program at South Seattle Community College. It begins with the article, "Community College Applied Academics: The State of the Art?" (George B. Neff), which describes the characteristics, model, courses, and coordination activity…

First Year Chemistry Laboratory Courses for Distance Learners: Development and Transfer Credit Acceptance

ERIC Educational Resources Information Center

Brewer, Sharon E.; Cinel, Bruno; Harrison, Michelle; Mohr, Christina L.

2013-01-01

In delivering chemistry courses by distance, a key challenge is to offer the learner an authentic and meaningful laboratory experience that still provides the rigour required to continue on in science. To satisfy this need, two distance general chemistry laboratory courses appropriate for Bachelor of Science (B.Sc.) students, including chemistry…

Investigating Art Objects through Collaborative Student Research Projects in an Undergraduate Chemistry and Art Course

ERIC Educational Resources Information Center

Wells, Gary; Haaf, Michael

2013-01-01

Inspired in part by Chemistry Collaborations, Workshops, and Community of Scholars workshops, the Chemistry and Art course offered at Ithaca College is team-taught by a chemist and an art historian, underscoring the complementary nature of the two disciplines. The course, populated primarily by nonscience majors, highlights the importance of using…

42 CFR 493.1491 - Technologist qualifications on or before February 28, 1992.

Code of Federal Regulations, 2013 CFR

2013-10-01

... training was completed before September 15, 1963. At least 24 semester hours in chemistry and biology... were in other chemistry courses; and (2) At least 12 semester hours in biology courses pertinent to the... acceptable toward a major in chemistry; (2) 16 semester hours in biology courses that are pertinent to the...

42 CFR 493.1491 - Technologist qualifications on or before February 28, 1992.

Code of Federal Regulations, 2014 CFR

2014-10-01

... training was completed before September 15, 1963. At least 24 semester hours in chemistry and biology... were in other chemistry courses; and (2) At least 12 semester hours in biology courses pertinent to the... acceptable toward a major in chemistry; (2) 16 semester hours in biology courses that are pertinent to the...

42 CFR 493.1491 - Technologist qualifications on or before February 28, 1992.

Code of Federal Regulations, 2012 CFR

2012-10-01

... training was completed before September 15, 1963. At least 24 semester hours in chemistry and biology... were in other chemistry courses; and (2) At least 12 semester hours in biology courses pertinent to the... acceptable toward a major in chemistry; (2) 16 semester hours in biology courses that are pertinent to the...

42 CFR 493.1491 - Technologist qualifications on or before February 28, 1992.

Code of Federal Regulations, 2011 CFR

2011-10-01

... training was completed before September 15, 1963. At least 24 semester hours in chemistry and biology... were in other chemistry courses; and (2) At least 12 semester hours in biology courses pertinent to the... acceptable toward a major in chemistry; (2) 16 semester hours in biology courses that are pertinent to the...

Teaching a Chemistry MOOC with a Virtual Laboratory: Lessons Learned from an Introductory Physical Chemistry Course

ERIC Educational Resources Information Center

O'Malley, Patrick J.; Agger, Jonathan R.; Anderson, Michael W.

2015-01-01

An analysis is presented of the experience and lessons learned of running a MOOC in introductory physical chemistry. The course was unique in allowing students to conduct experimental measurements using a virtual laboratory constructed using video and simulations. A breakdown of the student background and motivation for taking the course is…

Insights from a Subject Knowledge Enhancement Course for Preparing New Chemistry and Physics Teachers

ERIC Educational Resources Information Center

Inglis, Michael; Mallaburn, Andrea; Tynan, Richard; Clays, Ken; Jones, Robert Bryn

2013-01-01

A recent Government response to shortages of new physics and chemistry teachers is the extended subject knowledge enhancement (SKE) course. Graduates without a physics or chemistry bachelor degree are prepared by an SKE course to enter a Postgraduate Certificate in Education (PGCE) programme to become science teachers with a physics or chemistry…

42 CFR 493.1491 - Technologist qualifications on or before February 28, 1992.

Code of Federal Regulations, 2010 CFR

2010-10-01

... training was completed before September 15, 1963. At least 24 semester hours in chemistry and biology... were in other chemistry courses; and (2) At least 12 semester hours in biology courses pertinent to the... acceptable toward a major in chemistry; (2) 16 semester hours in biology courses that are pertinent to the...

Charting an Alternate Pathway to Reaction Orders and Rate Laws in Introductory Chemistry Courses

ERIC Educational Resources Information Center

Rushton, Gregory T.; Criswell, Brett A.; McAllister, Nicole D.; Polizzi, Samuel J.; Moore, Lamesha A.; Pierre, Michelle S.

2014-01-01

Reaction kinetics is an axiomatic topic in chemistry that is often addressed as early as the high school course and serves as the foundation for more sophisticated conversations in college-level organic, physical, and biological chemistry courses. Despite the fundamental nature of reaction kinetics, students can struggle with transforming their…

The Effects of Instructors' Autonomy Support and Students' Autonomous Motivation on Learning Organic Chemistry: A Self-Determination Theory Perspective.

ERIC Educational Resources Information Center

Black, Aaron E.; Deci, Edward L.

2000-01-01

Applies self-determination theory to investigate the effects of students' course-specific self-regulation and their perceptions of their instructors' autonomous support on adjustment and academic performance in a college-level organic chemistry course. Hypothesizes that students taking the organic chemistry course for relatively autonomous reasons…

An Investigation into the Effectiveness of Problem-Based Learning in a Physical Chemistry Laboratory Course

ERIC Educational Resources Information Center

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

2007-01-01

The aim of this study was to investigate the effectiveness of a problem-based learning (PBL) approach in a physical chemistry laboratory course. The parameters investigated were students' attitudes towards a chemistry laboratory course, scientific process skills of students and their academic achievement. The design of the study was one group…

The Influence of Modern Instrumentation on the Analytical and General Chemistry Curriculum at Bates College

NASA Astrophysics Data System (ADS)

Wenzel, Thomas J.

2001-09-01

The availability of state-of-the-art instruments such as high performance liquid chromatograph, gas chromatograph-mass spectrometer, inductively coupled plasma-atomic emission spectrometer, capillary electrophoresis system, and ion chromatograph obtained through four Instructional Laboratory Improvement and one Course, Curriculum, and Laboratory Improvement grants from the National Science Foundation has led to a profound change in the structure of the analytical and general chemistry courses at Bates College. Students in both sets of courses now undertake ambitious, semester-long, small-group projects. The general chemistry course, which fulfills the prerequisite requirement for all upper-level chemistry courses, focuses on the connection between chemistry and the study of the environment. The projects provide students with an opportunity to conduct a real scientific investigation. The projects emphasize problem solving, team work, and communication, while still fostering the development of important laboratory skills. Cooperative learning is also used extensively in the classroom portion of these courses.

Effects of '"Environmental Chemistry" Elective Course via Technology-Embedded Scientific Inquiry Model on Some Variables

ERIC Educational Resources Information Center

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

2014-01-01

The purpose of this study is to examine the effects of "environmental chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge…

Investigating the Impact of Adding an Environmental Focus to a Developmental Chemistry Course

ERIC Educational Resources Information Center

Robelia, Beth; McNeill, Kristopher; Wammer, Kristine; Lawrenz, Frances

2010-01-01

This study explores how adding environmental perspectives to a developmental chemistry course affected student learning of both general chemistry and environmental chemistry concepts. In addition to measuring learning changes, changes in students' environmental attitudes and behaviors were also measured. A pretest-posttest design measured…

Making a Natural Product Chemistry Course Meaningful with a Mini Project Laboratory

ERIC Educational Resources Information Center

Hakim, Aliefman; Liliasari; Kadarohman, Asep; Syah, Yana Maolana

2016-01-01

This paper discusses laboratory activities that can improve the meaningfulness of natural product chemistry course. These laboratory activities can be useful for students from many different disciplines including chemistry, pharmacy, and medicine. Students at the third-year undergraduate level of chemistry education undertake the project to…

Does the Arrangement of Embedded Text versus Linked Text in Homework Systems Make a Difference in Students Impressions, Attitudes, and Perceived Learning?

ERIC Educational Resources Information Center

Zumalt, Caitlin J.; Williamson, Vickie M.

2016-01-01

Students in a first-semester general chemistry course at a large southwestern university completed a 3-week homework assignment using MindTap, a Cengage Learning product. MindTap is the first major electronic system that has homework questions embedded in the text, such that students read a short section of the textbook and then answer a question…

Effects of Jigsaw Cooperative Learning and Animation Techniques on Students' Understanding of Chemical Bonding and Their Conceptions of the Particulate Nature of Matter

ERIC Educational Resources Information Center

Karacop, Ataman; Doymus, Kemal

2013-01-01

The aim of this study was to determine the effect of jigsaw cooperative learning and computer animation techniques on academic achievements of first year university students attending classes in which the unit of chemical bonding is taught within the general chemistry course and these students' learning of the particulate nature of matter of this…

"What Do You Think the Aims of Doing a Practical Chemistry Course Are?" A Comparison of the Views of Students and Teaching Staff across Three Universities

ERIC Educational Resources Information Center

George-Williams, Stephen R.; Ziebell, Angela L.; Kitson, Russell R. A.; Coppo, Paolo; Thompson, Christopher D.; Overton, Tina L.

2018-01-01

The aims of teaching laboratories is an important and ever-evolving topic of discussion amongst teaching staff at teaching institutions. It is often assumed that both teaching staff and students are implicitly aware of these aims, although this is rarely tested or measured. This assumption can lead to mismatched beliefs between students and…

Mathematics Preparation and Success in Introductory College Science Courses

NASA Astrophysics Data System (ADS)

Avallone, L. M.; Geiger, L. C.; Luebke, A. E.

2008-12-01

It is a long-held belief that adequate mathematics preparation is a key to success in introductory college science courses. Indeed, a number of recent studies have tested mathematics "fluency" and compared that to performance in introductory physics or chemistry courses. At the University of Colorado at Boulder, we administered a twenty-question math assessment to incoming first-year students as part of orientation registration. The intent of this tool was to provide information for advising new college students about their readiness for college-level science courses, both those for science majors and those for non-scientists. In this presentation we describe the results of the mathematics assessment for two incoming classes in the College of Arts and Sciences at CU-Boulder (about 9,000 students) and its predictive capabilities for success in introductory science courses. We also analyze student performance in these courses (i.e., course grade) with respect to ACT and/or SAT scores. We will present data on the relative success of students in college science courses both with and without prior college-level mathematics courses as well.

Descriptive Inorganic Chemistry at the Second Year Level.

ERIC Educational Resources Information Center

Webb, Michael J.; Canham, Geoffrey W. Rayner

1982-01-01

Describes the descriptive inorganic chemistry component of a second year course in intermediate general chemistry at Sir Wilfred Grenfall College (Canada). Includes course content, listing of audiovisual aids, and discussion of textbooks used. (Author/JN)

A qualitative case study of instructional support for web-based simulated laboratory exercises in online college chemistry laboratory courses

NASA Astrophysics Data System (ADS)

Schulman, Kathleen M.

This study fills a gap in the research literature regarding the types of instructional support provided by instructors in online introductory chemistry laboratory courses that employ chemistry simulations as laboratory exercises. It also provides information regarding students' perceptions of the effectiveness of that instructional support. A multiple case study methodology was used to carry out the research. Two online introductory chemistry courses were studied at two community colleges. Data for this study was collected using phone interviews with faculty and student participants, surveys completed by students, and direct observation of the instructional designs of instructional support in the online Blackboard web sites and the chemistry simulations used by the participating institutions. The results indicated that the instructors provided multiple types of instructional support that correlated with forms of effective instructional support identified in the research literature, such as timely detailed feedback, detailed instructions for the laboratory experiments, and consistency in the instructional design of lecture and laboratory course materials, including the chemistry lab simulation environment. The students in one of these courses identified the following as the most effective types of instructional support provided: the instructor's feedback, opportunities to apply chemistry knowledge in the chemistry lab exercises, detailed procedures for the simulated laboratory exercises, the organization of the course Blackboard sites and the chemistry lab simulation web sites, and the textbook homework web sites. Students also identified components of instructional support they felt were missing. These included a desire for more interaction with the instructor, more support for the simulated laboratory exercises from the instructor and the developer of the chemistry simulations, and faster help with questions about the laboratory exercises or experimental calculations. Students believed that having this additional instructional support would lead to increased understanding of the laboratory exercises, allowing them to complete them with less difficulty, and giving them increased access to the instructor. Recommendations for the instructors of these two courses include: increased participation in the online course environment, increased emphasis on laboratory safety, and increased emphasis on the differences between simulated and real life chemistry laboratory experiments.

Training Undergraduate Physics Peer Tutors

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Jacob, A. T.

2004-05-01

The University of Wisconsin's Physics Peer Mentor Tutor Program matches upper level undergraduate physics students in small study groups with students studying introductory algebra-based physics. We work with students who are potentially at-risk for having academic trouble with the course. They include students with a low exam score, learning disabilities, no high school physics, weak math backgrounds, and/or on academic probation. We also work with students from groups under represented in the sciences and who may be feeling isolated or marginal on campus such as minority, returning adult, and international students. The tutors provide a supportive learning environment, extra practice problems, and an overview of key concepts. In so doing, they help our students to build confidence and problem solving skills applicable to physics and other areas of their academic careers. The Physics Peer Mentor Tutor Program is modeled after a similar program for chemistry created by the University of Wisconsin's Chemistry Learning Center. Both programs are now run in collaboration. The tutors are chosen for their academic strength and excellent communication skills. Our tutors are majoring in physics, math, and secondary-level science education. The tutors receive ongoing training and supervision throughout the year. They attend weekly discipline-specific meetings to discuss strategies for teaching the content currently being discussed in the physics course. They also participate in a weekly teaching seminar with science tutors from chemistry and biochemistry to discuss teaching methods, mentoring, and general information relating to the students with whom we work. We will describe an overview of the Physics Peer Mentor Tutor Program with a focus on the teacher training program for our undergraduate tutors.

Designing a Study Abroad Course in Chemistry: Information from Three Different Courses to Europe

ERIC Educational Resources Information Center

Marine, Susan Sonchik

2013-01-01

Guidelines for planning a study abroad course in chemistry start with defining the course objectives and outcomes. These, in turn, guide the choice of course content and format, location, length of travel, activities, and assessment. Budgetary issues include transportation, lodging, admission fees, activities, docents and guides (including audio…

In-Depth Coursework in Undergraduate Inorganic Chemistry: Results from a National Survey of Inorganic Chemistry Faculty

ERIC Educational Resources Information Center

Raker, Jeffrey R.; Reisner, Barbara A.; Smith, Sheila R.; Stewart, Joanne L.; Crane, Johanna L.; Pesterfield, Les; Sobel, Sabrina G.

2015-01-01

A national survey of inorganic chemists explored the self-reported topics covered in in-depth inorganic chemistry courses at the postsecondary level; an in-depth course is defined by the American Chemical Society's Committee on Professional Training as a course that integrates and covers topics that were introduced in introductory and foundation…

Comprehensive Approach to the Development of Communication and Critical Thinking: Bookend Courses for Third- and Fourth-Year Chemistry Majors

ERIC Educational Resources Information Center

Klein, Geoffrey C.; Carney, Jeffrey M.

2014-01-01

Communication and critical thinking skills are integral to the undergraduate chemistry major. A bookend, two-course model has been implemented to supplement chemistry subfield knowledge with the development of these skills. The third-year course introduces the chemical literature and addresses these skills through the synthesis of a literature…

Relating Chemistry to Healthcare and MORE: Implementation of MORE in a Survey Organic and Biochemistry Course for Prehealth Students

ERIC Educational Resources Information Center

Schroeder, Lianne; Bierdz, Joshua; Wink, Donald J.; King, Maripat; Daubenmire, Patrick L.; Clark, Ginevra A.

2018-01-01

We implemented a laboratory curriculum reform to teach foundational concepts in chemistry, particularly those concepts related to healthcare, in a chemistry course for prenursing students. Here, we discuss the reform, exploring how students built upon understandings gained in lab and correlating lab learning to course outcomes. We further discuss…

Improving Chemistry Education by Offering Salient Technology Training to Preservice Teachers: A Graduate-Level Course on Using Software to Teach Chemistry

ERIC Educational Resources Information Center

Tofan, Daniel C.

2009-01-01

This paper describes an upper-level undergraduate and graduate-level course on computers in chemical education that was developed and offered for the first time in Fall 2007. The course provides future chemistry teachers with exposure to current software tools that can improve productivity in teaching, curriculum development, and education…

The Efficacy of Problem-Based Learning in an Analytical Laboratory Course for Pre-Service Chemistry Teachers

ERIC Educational Resources Information Center

Yoon, Heojeong; Woo, Ae Ja; Treagust, David; Chandrasegaran, A. L.

2014-01-01

The efficacy of problem-based learning (PBL) in an analytical chemistry laboratory course was studied using a programme that was designed and implemented with 20 students in a treatment group over 10 weeks. Data from 26 students in a traditional analytical chemistry laboratory course were used for comparison. Differences in the creative thinking…

The Chemically Elegant Proton Pump Inhibitors

PubMed Central

Roche, Victoria F.

2006-01-01

Medicinal chemistry instruction at Creighton University is designed to provide an in-depth scientifically grounded and clinically relevant learning experience for pharmacy students. Each topic covered in the 2-semester required course sequence is selected based on the general utility of the compounds in question and/or the therapeutic importance of the drugs in treating life-threatening diseases. All lessons provided to campus- and Web-based students by the author are in the form of a descriptive and conversational narrative and course requirements are in place to assure that students read the lesson prior to the class period in which it is discussed. Learning tools and aids are provided to help students more readily discern the most critical aspects of each lesson, to practice required critical thinking and structure analysis skills, and to self-assess competency in meeting specific learning objectives. This manuscript illustrates this approach by sharing a lesson on the chemistry and clinically relevant structure-activity relationships of proton pump inhibitors. PMID:17149430

On Study of Teaching Reform of Organic Chemistry Course in Applied Chemical Industry Technology

NASA Astrophysics Data System (ADS)

Zhang, Yunshen

2017-11-01

with the implementation of new curriculum reform, the education sees great changes in teaching methods. Teaching reform is profound in organic chemistry course in applied chemical industry technology. However, many problems which have never been noticed before occur when reform programs are implemented which harm students’ ability for learning and enthusiasm in side face. This paper proposes reform measures like combining theory and practice, improving professional quality, supplementing professional needs and integrating teaching into life after analyzing organic chemistry course teaching in applied chemical industry technology currently, hoping to play a role of reference for organic chemistry course teaching reform in applied chemical industry technology.

Engineering Faculty Attitudes to General Chemistry Courses in Engineering Curricula

ERIC Educational Resources Information Center

Garip, Mehmet; Erdil, Erzat; Bilsel, Ayhan

2006-01-01

A survey on the attitudes of engineering faculty to chemistry, physics, and mathematics was conducted with the aim of clarifying the attitudes of engineering faculty to chemistry courses in relation to engineering education or curricula and assessing their expectations. The results confirm that on the whole chemistry is perceived as having a…

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

ERIC Educational Resources Information Center

Gebru, Misganaw T.

2012-01-01

Retention of an introductory general chemistry course material is vital for student success in future chemistry and chemistry-related courses. This study investigated the effects of clickers versus online homework on students' long-term content retention, examined the effectiveness of online homework versus no graded homework on…

A Closer Look at Phase Diagrams for the General Chemistry Course.

ERIC Educational Resources Information Center

Gramsch, Stephen A.

2000-01-01

Information concerning structural chemistry and phase equilibria contained in the full phase diagrams of common substances is a great deal richer than the general chemistry students are given to believe. Discusses ways of enriching the traditional presentation of phase diagrams in general chemistry courses. (Contains over 20 references.) (WRM)

"Molecules-in-Medicine": Peer-Evaluated Presentations in a Fast-Paced Organic Chemistry Course for Medical Students

ERIC Educational Resources Information Center

Kadnikova, Ekaterina N.

2013-01-01

To accentuate the importance of organic chemistry in development of contemporary pharmaceuticals, a three-week unit entitled "Molecules-in-Medicine" was included in the curriculum of a comprehensive one-semester four-credit organic chemistry course. After a lecture on medicinal chemistry concepts and pharmaceutical practices, students…

Chemistry vs. Physics: A Comparison of How Biology Majors View Each Discipline

NASA Astrophysics Data System (ADS)

Perkins, K. K.; Barbera, J.; Adams, W. K.; Wieman, C. E.

2007-01-01

A student's beliefs about science and learning science may be more or less sophisticated depending on the specific science discipline. In this study, we used the physics and chemistry versions of the Colorado Learning Attitudes about Science Survey (CLASS) to measure student beliefs in the large, introductory physics and chemistry courses, respectively. We compare how biology majors — generally required to take both of the courses — view these two disciplines. We find that these students' beliefs are more sophisticated about physics (more like the experts in that discipline) than they are about chemistry. At the start of the term, the average % Overall Favorable score on the CLASS is 59% in physics and 53% in chemistry. The students' responses are statistically more expert-like in physics than in chemistry on 10 statements (P ⩽ 0.01), indicating that these students think chemistry is more about memorizing disconnected pieces of information and sample problems, and has less to do with the real world. In addition, these students' view of chemistry degraded over the course of the term. Their favorable scores shifted -5.7% and -13.5% in `Overall' and the `Real World Connection' category, respectively, in the physics course, which used a variety of research-based teaching practices, these scores shifted 0.0% and +0.3%, respectively. The chemistry shifts are comparable to those previously observed in traditional introductory physics courses.

Creation of Medicinal Chemistry Learning Communities Through Enhanced Technology and Interdisciplinary Collaboration

PubMed Central

Roche, Victoria

2012-01-01

Objectives. To build an integrated medicinal chemistry learning community of campus and distance pharmacy students though the use of innovative technology and interdisciplinary teaching. Design. Mechanisms were implemented to bring distance students into campus-based medicinal chemistry classrooms in real time, stimulate interaction between instructors and various student cohorts, and promote group work during class. Also, pharmacy clinician colleagues were recruited to contribute to the teaching of the 3 medicinal chemistry courses. Assessment. Student perceptions on the value of technology to build community and advance learning were gleaned from course evaluations, in class feedback, and conversations with class officers and student groups. Responses on a survey of second-year students confirmed the benefits of interdisciplinary content integration on engagement and awareness of the connection between drug chemistry and pharmacy practice. A survey of clinician colleagues who contributed to teaching the 3 medicinal chemistry courses found their views were similar to those of students. Conclusions. The purposeful use of technology united learners, fostered communication, and advanced content comprehension in 3 medicinal chemistry courses taught to campus and distance students. Teaching collaboration with pharmacy clinicians enhanced learner interest in course content and provided insight into the integrated nature of the profession of pharmacy. PMID:23129857

Creation of medicinal chemistry learning communities through enhanced technology and interdisciplinary collaboration.

PubMed

Henriksen, Brian; Roche, Victoria

2012-10-12

Objectives. To build an integrated medicinal chemistry learning community of campus and distance pharmacy students though the use of innovative technology and interdisciplinary teaching.Design. Mechanisms were implemented to bring distance students into campus-based medicinal chemistry classrooms in real time, stimulate interaction between instructors and various student cohorts, and promote group work during class. Also, pharmacy clinician colleagues were recruited to contribute to the teaching of the 3 medicinal chemistry courses.Assessment. Student perceptions on the value of technology to build community and advance learning were gleaned from course evaluations, in class feedback, and conversations with class officers and student groups. Responses on a survey of second-year students confirmed the benefits of interdisciplinary content integration on engagement and awareness of the connection between drug chemistry and pharmacy practice. A survey of clinician colleagues who contributed to teaching the 3 medicinal chemistry courses found their views were similar to those of students.Conclusions. The purposeful use of technology united learners, fostered communication, and advanced content comprehension in 3 medicinal chemistry courses taught to campus and distance students. Teaching collaboration with pharmacy clinicians enhanced learner interest in course content and provided insight into the integrated nature of the profession of pharmacy.

The plight of premedical education: myths and misperceptions--Part II: science "versus" the liberal arts.

PubMed

Brieger, G H

1999-11-01

For decades it has been known that students who major in non-science fields perform as well as science majors who go to medical school. Yet the overwhelming majority of future medical students still major in biology or chemistry, and organic chemistry has come to be the defining premedical science course. This article traces the history of the liberal arts tradition, discusses its importance for medicine, and urges that readers think about the medical college in the age of the university. The author believes that the medical faculties should take a lead in helping to reshape the premedical as well as the medical education of future doctors.

Chemistry and Detective Fiction.

ERIC Educational Resources Information Center

Labianca, Dominick A.; Reeves, William J.

1981-01-01

Describes an interdisciplinary program consisting of two courses. The first course deals with the chemistry of drugs and poisons; the second course focuses on fictional works in which these drugs and poisons are central to the plots. (SK)

Polymer Chemistry--An Elective in the New Leaving Chemistry Course: A Method of Teaching It

ERIC Educational Resources Information Center

Lister, G.

1972-01-01

A scheme is suggested for teaching concepts of polymer chemistry. Laboratory activities are suggested for the major topics. Interrelationships of different industrial uses of polymers are emphasized during the course. (PS)

Introducing the "Human Element" in Chemistry by Synthesizing Blue Pigments and Creating Cyanotypes in a First-Year Chemistry Course

ERIC Educational Resources Information Center

Morizot, Olivier; Audureau, Eric; Briend, Jean-Yves; Hagel, Gaetan; Boulc'h, Florence

2015-01-01

In this article, we present two concrete applications of the concept of the human element to chemistry education; starting with a course and experimental project on blue pigment synthesis and concluding with cross-disciplinary lessons and experiments on blue photography. In addition to the description of the content of these courses, we explore…

Finding Support in Moodle: A Face-to-Face Chemistry Course for Engineers

ERIC Educational Resources Information Center

de Vega, Carolina Armijo; McAnally-Salas, Lewis

2011-01-01

The aim of this paper was to know the students' perceptions of using online support in a chemistry course. To achieve this objective, a qualitative research was conducted over a chemistry course that was imparted in a face-to-face modality using a LMS (learning management system) for on-line support. The supports available in the LMS were forums,…

Cryogenic Frequency Domain Optical Mass Memory.

DTIC Science & Technology

1982-12-10

Schuster Dr. William M. Jackson Chemistry Department Department of Chemistry University of Illinois Howard University Urbana, Illinois 61801 Washington...DC 20059 Dr. A. Adamson Dr. George E. Walraffen Department of Chemistry Department of Chemistry University of Southern Howard University California...University of Illinois Howard University Urbana, Illinois 61801 1 Washixgton, DC 20059 Dr. A. Adamson Dr. George E. Walraffen Department of Chemistry

The Impact of Nursing Students' Prior Chemistry Experience on Academic Performance and Perception of Relevance in a Health Science Course

ERIC Educational Resources Information Center

Boddey, Kerrie; de Berg, Kevin

2015-01-01

Nursing students have typically found the study of chemistry to be one of their major challenges in a nursing course. This mixed method study was designed to explore how prior experiences in chemistry might impact chemistry achievement during a health science unit. Nursing students (N = 101) studying chemistry as part of a health science unit were…

Development, Implementation, and Assessment of General Chemistry Lab Experiments Performed in the Virtual World of Second Life

ERIC Educational Resources Information Center

Winkelmann, Kurt; Keeney-Kennicutt, Wendy; Fowler, Debra; Macik, Maria

2017-01-01

Virtual worlds are a potential medium for teaching college-level chemistry laboratory courses. To determine the feasibility of conducting chemistry experiments in such an environment, undergraduate students performed two experiments in the immersive virtual world of Second Life (SL) as part of their regular General Chemistry 2 laboratory course.…

High Structure Active Learning Pedagogy for the Teaching of Organic Chemistry: Assessing the Impact on Academic Outcomes

ERIC Educational Resources Information Center

Crimmins, Michael T.; Midkiff, Brooke

2017-01-01

Organic Chemistry is a required course for programs in chemistry, biology, and many health science careers. It has historically been considered a highly challenging course with significant failure rates. As with many science disciplines, the teaching of Organic Chemistry has traditionally focused on unstructured exposition-centered delivery of…

Learning Quantum Chemistry via a Visual-Conceptual Approach: Students' Bidirectional Textual and Visual Understanding

ERIC Educational Resources Information Center

Dangur, Vered; Avargil, Shirly; Peskin, Uri; Dori, Yehudit Judy

2014-01-01

Most undergraduate chemistry courses and a few high school honors courses, which focus on physical chemistry and quantum mechanics, are highly mathematically-oriented. At the Technion, Israel Institute of Technology, we developed a new module for high school students, titled "Chemistry--From 'the Hole' to 'the Whole': From the Nanoscale to…

Feasibility of Integration of Selected Aspects of (CBA) Chemistry, (CHEMS) Chemistry and (PSSC) Physics into a Two Year Physical Science Sequence.

ERIC Educational Resources Information Center

Fiasca, Michael Aldo

Compared, for selected outcomes, were integrated chemistry-physics courses with chemistry and physics courses taught separately. Three classes studying integrated Physical Science Study Committee (PSSC)-Chemical Bond Approach (CBA), and three classes studying integrated Physical Science Study Committee-Chemical Education Materials Study (CHEMS)…

Teaching and Learning Distillation in Chemistry Laboratory Courses.

ERIC Educational Resources Information Center

Keulen, Hanno van; And Others

1995-01-01

Investigated the problems chemistry majors have with learning distillation concepts in traditional chemistry laboratory courses. Reports that students take the generalized concepts at face value, construct decontextualized concepts for distillation, and cannot interpret their observations or make reasoned decisions based on the theoretical…

Enhancing interdisciplinary, mathematics, and physical science in an undergraduate life science program through physical chemistry.

PubMed

Pursell, David P

2009-01-01

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

Enhancing Interdisciplinary, Mathematics, and Physical Science in an Undergraduate Life Science Program through Physical Chemistry

PubMed Central

2009-01-01

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

General chemistry courses that can affect achievement: An action research study in developing a plan to improve undergraduate chemistry courses

NASA Astrophysics Data System (ADS)

Shweikeh, Eman

Over the past 50 years, considerable research has been dedicated to chemistry education. In evaluating principal chemistry courses in higher education, educators have noted the learning process for first-year general chemistry courses may be challenging. The current study investigated perceptions of faculty, students and administrators on chemistry education at three institutions in Southern California. Via action research, the study sought to develop a plan to improve student engagement in general chemistry courses. A mixed method was utilized to analyze different perceptions on key factors determining the level of commitment and engagement in general chemistry education. The approach to chemistry learning from both a faculty and student perspective was examined including good practices, experiences and extent of active participation. The research study considered well-known measures of effective education with an emphasis on two key components: educational practices and student behavior. Institutional culture was inclusively assessed where cognitive expectations of chemistry teaching and learning were communicated. First, the extent in which faculty members are utilizing the "Seven Principles for Good Practice in Undergraduate Education" in their instruction was explored. Second, student attitudes and approaches toward chemistry learning were examined. The focus was on investigating student understanding of the learning process and the structure of chemistry knowledge. The seven categories used to measure students' expectations for learning chemistry were: effort, concepts, math link, reality link, outcome, laboratory, and visualization. This analysis represents the views of 16 faculty and 140 students. The results validated the assertion that students need some competencies and skills to tackle the challenges of the chemistry learning process to deeply engage in learning. A mismatch exists between the expectations of students and those of the faculty. Furthermore, improving attitudes and beliefs could be a potential for bringing about successful interventions to general chemistry learning. Importantly, the role of collaboration between chemistry educators is essential to forming instructional strategies. Additionally, shifting paradigms should be given utmost attention, including differences among student engagement in general chemistry, ways in which faculty can modify practices to meet student expectations, and the role of administrators in providing the necessary tools that stimulate chemistry education and research.

Summer Institute for High School Teachers

NASA Astrophysics Data System (ADS)

Maheswaranathan, Ponn; Calloway, Cliff

2008-04-01

We have conducted again a summer institute for high-school teachers in South Carolina at Winthrop University. The target audience were 9th grade physical science teachers in schools within a 50-mile radius from Winthrop. We developed a graduate level physics professional development course covering selected topics from the physics and chemistry content areas of the South Carolina Science Standards. Delivery of the material included the traditional lectures and the following innovative approaches in science teaching: hands-on experiments, group activities, computer based data collection, group discussions, and presentations. Two master teachers assisted us during the delivery of the course which took place in June 20-29, 2007 using Winthrop facilities. Requested funds were used for the following: salary for us and master teachers, contract course fee, some of the participants' room and board, startup equipment for all the teachers, and indirect costs to Winthrop University. Startup equipment included Pasco's stand-alone and portable Xplorer GLX interface and sensors (temperature, voltage, pH, pressure, motion, and sound). What we learned and ideas for continued K-12 teacher preparation initiatives will be presented.

Writing and Computing across the USM Chemistry Curriculum

NASA Astrophysics Data System (ADS)

Gordon, Nancy R.; Newton, Thomas A.; Rhodes, Gale; Ricci, John S.; Stebbins, Richard G.; Tracy, Henry J.

2001-01-01

The faculty of the University of Southern Maine believes the ability to communicate effectively is one of the most important skills required of successful chemists. To help students achieve that goal, the faculty has developed a Writing and Computer Program consisting of writing and computer assignments of gradually increasing sophistication for all our laboratory courses. The assignments build in complexity until, at the junior level, students are writing full journal-quality laboratory reports. Computer assignments also increase in difficulty as students attack more complicated subjects. We have found the program easy to initiate and our part-time faculty concurs as well. The Writing and Computing across the Curriculum Program also serves to unite the entire chemistry curriculum. We believe the program is helping to reverse what the USM chemistry faculty and other educators have found to be a steady deterioration in the writing skills of many of today's students.

An approach to teaching general chemistry II that highlights the interdisciplinary nature of science.

PubMed

Sumter, Takita Felder; Owens, Patrick M

2011-01-01

The need for a revised curriculum within the life sciences has been well-established. One strategy to improve student preparation in the life sciences is to redesign introductory courses like biology, chemistry, and physics so that they better reflect their disciplinary interdependence. We describe a medically relevant, context-based approach to teaching second semester general chemistry that demonstrates the interdisciplinary nature of biology and chemistry. Our innovative method provides a model in which disciplinary barriers are diminished early in the undergraduate science curriculum. The course is divided into three principle educational modules: 1) Fundamentals of General Chemistry, 2) Medical Approaches to Inflammation, and 3) Neuroscience as a connector of chemistry, biology, and psychology. We accurately anticipated that this modified approach to teaching general chemistry would enhance student interest in chemistry and bridge the perceived gaps between biology and chemistry. The course serves as a template for context-based, interdisciplinary teaching that lays the foundation needed to train 21st century scientists. Copyright © 2010 Wiley Periodicals, Inc.

An Approach to Teaching General Chemistry II that Highlights the Interdisciplinary Nature of Science*,†

PubMed Central

Sumter, Takita Felder; Owens, Patrick M.

2012-01-01

The need for a revised curriculum within the life sciences has been well-established. One strategy to improve student preparation in the life sciences is to redesign introductory courses like biology, chemistry, and physics so that they better reflect their disciplinary interdependence. We describe a medically relevant, context-based approach to teaching second semester general chemistry that demonstrates the interdisciplinary nature of biology and chemistry. Our innovative method provides a model in which disciplinary barriers are diminished early in the undergraduate science curriculum. The course is divided into three principle educational modules: 1) Fundamentals of General Chemistry, 2) Medical Approaches to Inflammation, and 3) Neuroscience as a connector of chemistry, biology, and psychology. We accurately anticipated that this modified approach to teaching general chemistry would enhance student interest in chemistry and bridge the perceived gaps between biology and chemistry. The course serves as a template for context-based, interdisciplinary teaching that lays the foundation needed to train 21st century scientists. PMID:21445902

Representative Nature of Scientific Literacy Themes in a High School Chemistry Course: The Case of Zambia

ERIC Educational Resources Information Center

Mumba, Frackson; Hunter, William J. F.

2009-01-01

The purpose of this study was to find out how the scientific literacy themes are represented in the current Zambian high school chemistry syllabus, textbooks and grade twelve chemistry examination papers in an attempt to find out whether or not the chemistry course has adequate potential to contribute to the preparation of scientifically literate…

Industrial Chemistry: A Series of New Courses at the Undergraduate Level.

ERIC Educational Resources Information Center

Jasinski, Jerry P.; Miller, Robert E.

1985-01-01

Describes four courses in the undergraduate bachelor of science program in industrial chemistry at Keene State College (NH). They are (1) introduction to industrial chemistry; (2) polymers--synthesis and separation techniques; (3) inorganic industrial processes; and (4) organic industrial processes. (JN)

The Teach for America RockCorps, Year 2: Using Authentic Research Experiences in Geophysics for STEM Teachers to Inspire Earth Science-Themed Lessons in High School Classrooms

NASA Astrophysics Data System (ADS)

Parsons, B.; Kassimu, R.; Borjas, C. N.; Griffith, W. A.

2016-12-01

Brooke Parsons1, Rahmatu Kassimu2, Christopher Borjas3, and W. Ashley Griffith31Uplift Hampton Preparatory High School, Dallas, TX, 75232 2H. Grady Spruce High School, Dallas, TX, 75217 3Department of Earth and Environmental Sciences, University of Texas Arlington, Arlington, TX, 76019 As Earth Science courses appear in fewer high school curricula, we seek to find creative ways to integrate Earth Science themes as contextual examples into other K-12 STEM courses in order to develop (A) Earth Science literacy, and (B) a pipeline of young talent into our field. This presentation details the efforts of the 2nd year Teach for America (TFA) Rock Corps, a five year NSF-sponsored partnership between TFA and the University of Texas at Arlington designed to provide STEM teachers with genuine research opportunities using components that can be extrapolated to develop dynamic Geophysics-themed lesson plans and materials for their classrooms. Two teachers were selected from the Dallas-Fort Worth region of TFA to participate in original research modeling off-fault damage that occurs during earthquakes in a lab setting using a Split-Hopkinson-Pressure Bar (SHPB). In particular, we simulate a coseismic transient stress perturbation in a fault damage zone by combining traditional SHPB with a traveling harmonic oscillator: Two striker bars attached by an elastic spring are launched with a gas gun allowing us to create the double stress pulse expected during an earthquake rupture. This research affords teachers inspiration to implement Geophysics-themed lesson plans for their courses, Physics/Pre-AP Physics and Chemistry. The physics course will adopt principles of seismic wave propagation to teach concepts of impulse, momentum, conservation of energy, harmonic motion, wave velocity, wave propagation, and real world applications of waves. The chemistry course will implement geochemistry themed techniques into applying the scientific method, density, isotopic composition, pH calculations, and conservation of mass/energy. These course adaptations will address different learning objectives specified by the Texas Essential Knowledge and Skills (TEKS), and provide students with concrete labs, examples, and demonstrations of concepts through a geoscience lens.

Plants and Chemistry: A Teaching Course Based on the Chemistry of Substances of Plant Origin

NASA Astrophysics Data System (ADS)

Andreoli, Katia; Calascibetta, Franco; Campanella, Luigi; Favero, Gabriele; Occhionero, Francesca

2002-08-01

Over the past few years, we developed an idea about the teaching of chemistry by determining the links between theory and the real world. The principles, concepts, and experimental procedures of chemistry were illustrated through an original approach based on useful substances obtained from plants. The starting point was substances that have always been obtained from trees and vegetables. The approach was implemented during many refresher courses for secondary school teachers of chemistry. The courses were divided into sections, each called "Plants and ...", dedicated to colors, odors, tastes, medicines and drugs, fibers, soaps, and alcoholic beverages. Each section consisted of a theoretical lesson followed by a laboratory session.

Integrating Computational Chemistry into the Physical Chemistry Curriculum

ERIC Educational Resources Information Center

Johnson, Lewis E.; Engel, Thomas

2011-01-01

Relatively few undergraduate physical chemistry programs integrate molecular modeling into their quantum mechanics curriculum owing to concerns about limited access to computational facilities, the cost of software, and concerns about increasing the course material. However, modeling exercises can be integrated into an undergraduate course at a…

New Guidelines for Undergraduate Chemistry Curricula Examined.

ERIC Educational Resources Information Center

Worthy, Ward

1989-01-01

Reviews current biochemistry, education, and polymer course options found in chemistry programs. Proposes a new core curriculum with 28 semester hours with courses in inorganic, chemical, and instrumental analysis, organic, bioorganic, and physical chemistry. Notes that the new curriculum would better prepare students for the existing employment…

Creatine Synthesis: An Undergraduate Organic Chemistry Laboratory Experiment

ERIC Educational Resources Information Center

Smith, Andri L.; Tan, Paula

2006-01-01

Students in introductory chemistry classes typically appreciate seeing the connection between course content and the "real world". For this reason, we have developed a synthesis of creatine monohydrate--a popular supplement used in sports requiring short bursts of energy--for introductory organic chemistry laboratory courses. Creatine monohydrate…

Development and validation of an achievement test in introductory quantum mechanics: The Quantum Mechanics Visualization Instrument (QMVI)

NASA Astrophysics Data System (ADS)

Cataloglu, Erdat

The purpose of this study was to construct a valid and reliable multiple-choice achievement test to assess students' understanding of core concepts of introductory quantum mechanics. Development of the Quantum Mechanics Visualization Instrument (QMVI) occurred across four successive semesters in 1999--2001. During this time 213 undergraduate and graduate students attending the Pennsylvania State University (PSU) at University Park and Arizona State University (ASU) participated in this development and validation study. Participating students were enrolled in four distinct groups of courses: Modern Physics, Undergraduate Quantum Mechanics, Graduate Quantum Mechanics, and Chemistry Quantum Mechanics. Expert panels of professors of physics experienced in teaching quantum mechanics courses and graduate students in physics and science education established the core content and assisted in the validating of successive versions of the 24-question QMVI. Instrument development was guided by procedures outlined in the Standards for Educational and Psychological Testing (AERA-APA-NCME, 1999). Data gathered in this study provided information used in the development of successive versions of the QMVI. Data gathered in the final phase of administration of the QMVI also provided evidence that the intended score interpretation of the QMVI achievement test is valid and reliable. A moderate positive correlation coefficient of 0.49 was observed between the students' QMVI scores and their confidence levels. Analyses of variance indicated that students' scores in Graduate Quantum Mechanics and Undergraduate Quantum Mechanics courses were significantly higher than the mean scores of students in Modern Physics and Chemistry Quantum Mechanics courses (p < 0.05). That finding is consistent with the additional understanding and experience that should be anticipated in graduate students and junior-senior level students over sophomore physics majors and majors in another field. The moderate positive correlation coefficient of 0.42 observed between students' QMVI scores and their final course grades was also consistent with expectations in a valid instrument. In addition, the Cronbach-alpha reliability coefficient of the QMVI was found to be 0.82. Limited findings were drawn on students' understanding of introductory quantum mechanics concepts. Data suggested that the construct of quantum mechanics understanding is most likely multidimensional and the Main Topic defined as "Quantum Mechanics Postulates" may be an especially important factor for students in acquiring a successful understanding of quantum mechanics.

Student Success in Intensive versus Traditional Introductory College Chemistry Courses

ERIC Educational Resources Information Center

Hall, Mildred V.; Wilson, Linda A.; Sanger, Michael J.

2012-01-01

The goal of this study was to determine whether students would be more successful in a traditional 15-week introductory college chemistry course or an intensive three-week version of the same course. In addition to course format, we also analyzed whether the students' academic experience (measured as the number of college credit hours taken by…

Mother Earth Chemistry: A Laboratory Course for Nonmajors

NASA Astrophysics Data System (ADS)

Roberts, J. L.; Selco, J. I.; Wacks, D. B.

1996-08-01

Mother Earth Chemistry is a laboratory-based course designed to introduce nonscience majors to chemistry using familiar products such as beer, soap, yogurt, and cheese as well as products made from soybeans, including soymilk, tofu, and tempeh. Students make the products and learn some of the chemistry and biochemistry involved in their home manufacture as well as the rudiments of chemical analysis, stoichiometry, and the scientific method.

Effects of Implementing a Hybrid Wet Lab and Online Module Lab Curriculum into a General Chemistry Course: Impacts on Student Performance and Engagement with the Chemistry Triplet

ERIC Educational Resources Information Center

Irby, Stefan M.; Borda, Emily J.; Haupt, Justin

2018-01-01

Here, we describe the implementation a hybrid general chemistry teaching laboratory curriculum that replaces a portion of a course's traditional "wet lab" experiences with online virtual lab modules. These modules intentionally utilize representations on all three levels of the chemistry triplet-macroscopic, submicroscopic, and symbolic.…

Chemistry and Warfare: A General Studies Course

NASA Astrophysics Data System (ADS)

Gooch, E. Eugene

2002-07-01

Liberal arts courses with a science focus have been welcome in college curricula for a number of years. A course for nonmajors that blends basic chemistry with military history is described. It includes a regional conflict simulation involving the development and use of chemical weapons.

Contextualising Nanotechnology in Chemistry Education

ERIC Educational Resources Information Center

O'Connor, Christine; Hayden, Hugh

2008-01-01

In recent years nanotechnology has become part of the content of many undergraduate chemistry and physics degree courses. This paper deals with the role of contextualisation of nanotechnology in the delivery of the content, as nanotechnology is only now being slowly integrated into many chemistry degree courses in Ireland and elsewhere. An…

Nationwide Survey of the Undergraduate Physical Chemistry Course

ERIC Educational Resources Information Center

Fox, Laura J.; Roehrig, Gillian H.

2015-01-01

A nationwide survey of the undergraduate physical chemistry course was conducted to investigate the depth and breadth of content that is covered, how content is delivered, how student understanding is assessed, and the experiences and beliefs of instructors. The survey was administered to instructors of physical chemistry (N = 331) at American…

Improving General Chemistry Course Performance through Online Homework-Based Metacognitive Training

ERIC Educational Resources Information Center

Casselman, Brock L.; Atwood, Charles H.

2017-01-01

In a first-semester general chemistry course, metacognitive training was implemented as part of an online homework system. Students completed weekly quizzes and multiple practice tests to regularly assess their abilities on the chemistry principles. Before taking these assessments, students predicted their score, receiving feedback after…

Connecting Achievement Motivation to Performance in General Chemistry

ERIC Educational Resources Information Center

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

2016-01-01

Student success in chemistry is inherently tied to motivational and other affective processes. We investigated three distinct constructs tied to motivation: self-efficacy, interest, and effort beliefs. These variables were measured twice over the course of a semester in three sections of a first-semester general chemistry course (n = 170). We…

A COURSE OF STUDY IN CHEMISTRY.

ERIC Educational Resources Information Center

HELWIG, G. ALFRED; AND OTHERS

AN ELECTIVE CHEMISTRY COURSE IS DESIGNED TO BE EQUALLY VALUABLE TO BOTH FUTURE SCIENTISTS AND NONSCIENTISTS. THE EMPHASIS IS PLACED ON FUNDAMENTAL CONCEPTS AND RELATIONSHIPS RATHER THAN ON DESCRIPTIVE AND APPLIED CHEMISTRY. MAJOR OBJECTIVES ARE--TO SURVEY THE PRESENT STATE OF CHEMICAL KNOWLEDGE, TO EXAMINE IN SOME DEPTH CENTRAL CHEMICAL CONCEPTS…

An Experiential Research-Focused Approach: Implementation in a Nonlaboratory-Based Graduate-Level Analytical Chemistry Course

ERIC Educational Resources Information Center

Toh, Chee-Seng

2007-01-01

A project is described which incorporates nonlaboratory research skills in a graduate level course on analytical chemistry. This project will help students to grasp the basic principles and concepts of modern analytical techniques and also help them develop relevant research skills in analytical chemistry.

Piltdown Man: Combining the Instruction of Scientific Ethics and Qualitative Analysis

NASA Astrophysics Data System (ADS)

Vincent, John B.

1999-11-01

In combination with lectures on scientific method and the problems of scientific misconduct in a freshman chemistry course at The University of Alabama, a laboratory experiment was developed to allow students to feel some of the sense of scientific discovery associated with the exposure of the Piltdown Man fraud. This is accomplished by modifying a commonly performed freshman chemistry laboratory experiment, qualitative analysis of group III metal ions. Pieces of chalk are treated with chromium, manganese, and iron to simulate the treatment used to forge the Piltdown "fossils"; students can use techniques in qualitative analysis schemes for the group III ions to determine whether the samples are "forgeries" and if so which metal ion(s) were used.

Strengthening STEM performance and persistence: Influence of undergraduate teaching assistants on entry-level STEM students

NASA Astrophysics Data System (ADS)

Philipp, Stephanie B.

Increasing retention of students in science, technology, engineering, or mathematics (STEM) programs of study is a priority for many colleges and universities. This study examines an undergraduate teaching assistant (UTA) program implemented in a general chemistry course for STEM majors to provide peer learning assistance to entrylevel students. This study measured the content knowledge growth of UTAs compared to traditional graduate teaching assistants (GTAs) over the semester, and described the development of peer learning assistance skills of the UTAs as an outcome of semesterlong training and support from both science education and STEM faculty. Impact of the UTA program on final exam grades, persistence of students to enroll in the next chemistry course required by their intended major, and STEM identity of students were estimated. The study sample comprised 284 students in 14 general chemistry recitation sections led by six UTAs and 310 students in 15 general chemistry recitation sections led by three traditional GTAs for comparison. Results suggested that both UTAs and GTAs made significant learning gains in general chemistry content knowledge, and there was no significant difference in content knowledge between UTA and GTA groups. Student evaluations, researcher observations, and chemistry faculty comments confirm UTAs were using the learning strategies discussed in the semester-long training program. UTA-led students rated their TAs significantly higher in teaching quality and student care and encouragement, which correlated with stronger STEM recognition by those students. The results of hierarchical linear model (HLM) analysis showed little variance in final exam grades explained by section-level variables; most variance was explained by student-level variables: mathematics ACT score, college GPA, and intention to enroll in the next general chemistry course. Students having higher college GPAs were helped more by having a UTA. Results from logistic regression of persistence outcome variable showed that students are three times more likely to persist to CHEM 202 if they had a UTA in CHEM 201. Other positive predictors of retention included having strong college grades, and having strong ACT math scores. Coupled with HLM analysis result that UTAs were more effective at helping students with higher college GPAs achieve higher grades, the stronger persistence of UTA-led students showed that the UTA program is an effective program for retention of introductory-level students in STEM majors.

Chemistry in "The Ascent of Man."

ERIC Educational Resources Information Center

Hostettler, John D.; Brooks, Kenneth

1980-01-01

Describes "The Ascent of Man," a course emphasizing science and human values. Detailed are some chemical topics covered in the course, and how these topics are used in other traditional chemistry courses. Topics discussed include alchemy, the chemical revolution, steam engines, the Manhattan project, and several bioethical problems. (CS)

Exploring Transmedia: The Rip-Mix-Learn Classroom

ERIC Educational Resources Information Center

Benedict, Lucille A.; Champlin, David T.; Pence, Harry E.

2013-01-01

Google Docs was used to create the rip-mix-learn (RML) classroom in two, first-year undergraduate introductory chemistry and biology courses, a second-semester introductory chemistry course, and an upper-level developmental biology course. This "transmedia" approach assigned students to create sets of collaborative lecture notes into…

An active-learning assignment requiring pharmacy students to write medicinal chemistry examination questions.

PubMed

Kolluru, Srikanth

2012-08-10

To implement and assess the effectiveness of an assignment requiring doctor of pharmacy (PharmD) students to write examination questions for the medicinal chemistry sections of a pharmacotherapeutics course. Students were divided into groups of 5-6 and given detailed instructions and grading rubrics for writing multiple-choice examination questions on medicinal chemistry topics. The compiled student-written questions for each examination were provided to the entire class as a study aid. Approximately 5% of the student-written questions were used in course examinations. Student appreciation of and performance in the medicinal chemistry portion of the course was significantly better than that of the previous year's class. Also, students' responses on a qualitative survey instrument indicated that the assignment provided students' guidance on which concepts to focus on, helped them retain knowledge better, and fostered personal exploration of the content, which led to better performance on examinations. Adding an active-learning assignment in which students write examination questions for the medicinal chemistry portion of a pharmacotherapeutics course was an effective means of increasing students engagement in the class and knowledge of the course material.

Additional evidence of far transfer of scientific reasoning skills acquired in a CLASP reformed physics course

NASA Astrophysics Data System (ADS)

Potter, Wendell H.; Lynch, Robert B.

2013-01-01

The introductory physics course taken by biological science majors at UC Davis, Physics 7, was radically reformed 16 years ago in order to explicitly emphasize the development of scientific reasoning skills in all elements of the course. We have previously seen evidence of increased performance on the biological and physical science portions of the MCAT exam, in a rigorous systemic physiology course, and higher graduating GPAs for students who took Physics 7 rather than a traditionally taught introductory physics course. We report here on the increased performance by a group of biological-science majors in a general chemistry course who took the first quarter of Physics 7 prior to beginning the chemistry course sequence compared to a similar group who began taking physics after completing the first two quarters of general chemistry.

Two Photon Spectroscopy of UF6 in the Near Ultraviolet

DTIC Science & Technology

1981-03-10

Chemistry Department Department of Chemistry University of Illinois Howard University Urbana, Illinois 61801 Washington, DC 20059 Dr. A. Adamson Dr. George...E. Walraffer Department of Chemistry Department of Chemistry University of Southern Howard University California Washington, DC 20059 Los Angeles

[Modeling the academic performance of medical students in basic sciences and pre-clinical courses: a longitudinal study].

PubMed

Zúñiga, Denisse; Mena, Beltrán; Oliva, Rose; Pedrals, Nuria; Padilla, Oslando; Bitran, Marcela

2009-10-01

The study of predictors of academic performance is relevant for medical education. Most studies of academic performance use global ratings as outcome measure, and do not evaluate the influence of the assessment methods. To model by multivariate analysis, the academic performance of medical considering, besides academic and demographic variables, the methods used to assess students' learning and their preferred modes of information processing. Two hundred seventy two students admitted to the medical school of the Pontificia Universidad Católica de Chile from 2000 to 2003. Six groups of variables were studied to model the students' performance in five basic science courses (Anatomy, Biology, Calculus, Chemistry and Physics) and two pre-clinical courses (Integrated Medical Clinic I and IT). The assessment methods examined were multiple choice question tests, Objective Structured Clinical Examination and tutor appraisal. The results of the university admission tests (high school grades, mathematics and biology tests), the assessment methods used, the curricular year and previous application to medical school, were predictors of academic performance. The information processing modes influenced academic performance, but only in interaction with other variables. Perception (abstract or concrete) interacted with the assessment methods, and information use (active or reflexive), with sex. The correlation between the real and predicted grades was 0.7. In addition to the academic results obtained prior to university entrance, the methods of assessment used in the university and the information processing modes influence the academic performance of medical students in basic and preclinical courses.

Revitalizing chemistry laboratory instruction

NASA Astrophysics Data System (ADS)

McBride, Phil Blake

This dissertation involves research in three major domains of chemical education as partial fulfillment of the requirements for the Ph.D. program in chemistry at Miami University with a major emphasis on chemical education, and concurrent study in organic chemistry. Unit I, Development and Assessment of a Column Chromatography Laboratory Activity, addresses the domain of Instructional Materials Development and Testing. This unit outlines the process of developing a publishable laboratory activity, testing and revising that activity, and subsequently sharing that activity with the chemical education community. A laboratory activity focusing on the separation of methylene blue and sodium fluorescein was developed to demonstrate the effects of both the stationary and mobile phase in conducting a separation. Unit II, Bringing Industry to the Laboratory, addresses the domain of Curriculum Development and Testing. This unit outlines the development of the Chemistry of Copper Mining module, which is intended for use in high school or undergraduate college chemistry. The module uses the learning cycle approach to present the chemistry of the industrial processes of mining copper to the students. The module includes thirteen investigations (three of which are web-based and ten which are laboratory experiments) and an accompanying interactive CD-ROM, which provides an explanation of the chemistry used in copper mining with a virtual tour of an operational copper mine. Unit III, An Alternative Method of Teaching Chemistry. Integrating Lecture and the Laboratory, is a project that addresses the domain of Research in Student Learning. Fundamental Chemistry was taught at Eastern Arizona College as an integrated lecture/laboratory course that met in two-hour blocks on Monday, Wednesday, and Friday. The students taking this integrated course were compared with students taking the traditional 1-hour lectures held on Monday, Wednesday, and Friday, with accompanying 3-hour lab on Tuesday or Thursday. There were 119 students in the test group, 522 students in the Shelton control group and 556 students in the McBride control group. Both qualitative data and quantitative data were collected. A t-test was used to test significance.

Impact of General Chemistry on Student Achievement and Progression to Subsequent Chemistry Courses: A Regression Discontinuity Analysis

ERIC Educational Resources Information Center

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

2015-01-01

General chemistry is a gateway course that impacts the STEM trajectory of tens of thousands of students each year, and its role in the introductory curriculum as well as its pedagogical design are the center of an ongoing debate. To investigate the role of general chemistry in the curriculum, we report the results of a posthoc analysis of 10 years…

Sparky IntroChem: A Student-Oriented Introductory Chemistry Course.

ERIC Educational Resources Information Center

Butcher, David J.; Brandt, Paul F.; Norgaard, Nicholas J.; Atterholt, Cynthia A.; Salido, Arthur L.

2003-01-01

Describes an introductory chemistry course that incorporates student-oriented approaches such as inquiry and problem-based laboratories. Provides an overview of the modules. (Contains 16 references.) (DDR)

Building capacity in laboratory medicine in Africa by increasing physician involvement: a laboratory medicine course for clinicians.

PubMed

Guarner, Jeannette; Amukele, Timothy; Mehari, Meheretu; Gemechu, Tufa; Woldeamanuel, Yimtubezinash; Winkler, Anne M; Asrat, Daniel; Wilson, Michael L; del Rio, Carlos

2015-03-01

To describe a 4-day laboratory medicine course for clinicians given at Addis Ababa University, Ethiopia, designed to improve the use of laboratory-based diagnoses. Each day was dedicated to one of the following topics: hematology, blood bank/transfusion medicine and coagulation, chemistry, and microbiology. The course included lectures, case-based learning, laboratory tours, and interactive computer case-based homework. The same 12-question knowledge quiz was given before and after the course. Twenty-eight participants took the quiz before and 21 after completing the course. The average score was 5.28 (range, 2-10) for the initial quiz and 8.09 (range, 4-11) for the second quiz (P = .0001). Two of 12 and 8 of 12 questions were answered correctly by more than 60% of trainees on the initial and second quiz, respectively. Knowledge and awareness of the role of the laboratory increased after participation in the course. Understanding of laboratory medicine principles by clinicians will likely improve use of laboratory services and build capacity in Africa. Copyright© by the American Society for Clinical Pathology.

Report of the Polymer Core Course Committee: Inclusion of Polymer Topics into Undergraduate Inorganic Chemistry Courses.

ERIC Educational Resources Information Center

Miller, Norman E.; And Others

1984-01-01

Suggests polymer topics for study in inorganic chemistry courses. Commercial materials (including list of inorganic compounds utilized in polymer industry), anchored metal catalysis, polymers modified or formed by coordination, polysiloxanes, phosphazene or phosphonitrilic halide polymers, and hetergeneous polymerization catalysts are considered.…

Chemistry for Energy Technology I. Energy Technology Series.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This course in chemistry for energy technology is one of 16 courses in the Energy Technology Series developed for an Energy Conservation-and-Use Technology curriculum. Intended for use in two-year postsecondary technical institutions to prepare technicians for employment, the courses are also useful in industry for updating employees in…

Group Discussions in the Chemistry Classroom and the Problem-Solving Skills of Students.

ERIC Educational Resources Information Center

Fasching, James L.; Erickson, Bette LaSere

1985-01-01

Five years ago, an introductory chemistry course for chemists and chemical engineers was redesigned to stress the scientific method, problem-solving, and reasoning skills. Describes: (1) changes made in the course; (2) impacts on student achievement; and (3) student ratings of the course. (JN)

Undergraduate Introductory Quantitative Chemistry Laboratory Course: Interdisciplinary Group Projects in Phytoremediation

ERIC Educational Resources Information Center

Van Engelen, Debra L.; Suljak, Steven W.; Hall, J. Patrick; Holmes, Bert E.

2007-01-01

The laboratory course around the phytoremediation is designed to develop both individual skills and promote cooperative learning while starting students work on projects in a specific area of environmental chemistry and analysis. Many research-active undergraduate institutions have developed courses, which are interdisciplinary in nature that…

A Course for the Non-Science Major in an Open Admissions Urban Community College

ERIC Educational Resources Information Center

Jaffe, Marvin R.; And Others

1975-01-01

Describes an introductory chemistry course for non-science majors with poor backgrounds in mathematics and English. The course goal was to develop an appreciation of the importance of chemistry to everyday life experiences and to the major area of the student. (GS)

Developmental Draft for Regents Chemistry Syllabus.

ERIC Educational Resources Information Center

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

This booklet represents a developmental draft syllabus for Regents chemistry course in New York State. The introduction to the syllabus includes information about the prerequisites to the course, the teaching sequence, the laboratory procedure, the time requirement, and how to use the course for credit towards a State diploma. The syllabus is…

Chemistry for Energy Technology II. Energy Technology Series.

ERIC Educational Resources Information Center

Center for Occupational Research and Development, Inc., Waco, TX.

This course in chemistry for energy technology is one of 16 courses in the Energy Technology Series developed for an Energy Conservation-and-Use Technology curriculum. Intended for use in two-year postsecondary technical institutions to prepare technicians for employment, the courses are also useful in industry for updating employees in…

Transitioning from Expository Laboratory Experiments to Course-Based Undergraduate Research in General Chemistry

ERIC Educational Resources Information Center

Clark, Ted M.; Ricciardo, Rebecca; Weaver, Tyler

2016-01-01

General chemistry courses predominantly use expository experiments that shape student expectations of what a laboratory activity entails. Shifting within a semester to course-based undergraduate research activities that include greater decision-making, collaborative work, and "messy" real-world data necessitates a change in student…

Teacher's Guide to SERAPHIM Software IV Chemistry: A Modern Course.

ERIC Educational Resources Information Center

Bogner, Donna J.

Designed to assist chemistry teachers in selecting appropriate software programs, this publication is the fourth in a series of six teacher's guides from Project SERAPHIM, a program sponsored by the National Science Foundation. This guide is keyed to the chapters of the text "Chemistry: A Modern Course." Program suggestions are arranged…

Students' Understanding of Mathematical Expressions in Physical Chemistry Contexts: An Analysis Using Sherin's Symbolic Forms

ERIC Educational Resources Information Center

Becker, Nicole; Towns, Marcy

2012-01-01

Undergraduate physical chemistry courses require students to be proficient in calculus in order to develop an understanding of thermodynamics concepts. Here we present the findings of a study that examines student understanding of mathematical expressions, including partial derivative expressions, in two undergraduate physical chemistry courses.…

A Comparison of Online and Traditional Chemistry Lecture and Lab

ERIC Educational Resources Information Center

Faulconer, E. K.; Griffith, J. C.; Wood, B. L.; Acharyya, S.; Roberts, D. L.

2018-01-01

While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The existing literature has only one study that investigated chemistry lectures at an entire course level as opposed to particular course components such as…

Curriculum Outline for Introduction to Engineering Chemistry. First Edition. Review Cycle-Annual.

ERIC Educational Resources Information Center

Schlenker, Richard M.

This curriculum outline consists of behavioral objectives (called terminal and enabling objectives) for Introduction to Engineering Chemistry, a one-semester, post-secondary course consisting of four 1-hour lectures each week. Course goal is to introduce marine engineering students to the rudiments of basic/introductory inorganic chemistry. The…

Introducing Undergraduates to Research Using a Suzuki-Miyaura Cross-Coupling Organic Chemistry Miniproject

ERIC Educational Resources Information Center

Oliveira, Deyvid G. M.; Rosa, Clarissa H.; Vargas, Bruna P.; Rosa, Diego S.; Silveira, Ma´rcia V.; de Moura, Neusa F.; Rosa, Gilber R.

2015-01-01

A five-week miniproject is described for an upper-division experimental organic chemistry course. The activities include synthesis of a phenylboronic acid via a Grignard reaction and its use in a Suzuki-Miyaura cross-coupling reaction. Technical skills and concepts normally presented in practical organic chemistry courses are covered, including…

How Do Students Work through Organic Synthesis Learning Activities?

ERIC Educational Resources Information Center

Flynn, Alison B.

2014-01-01

Organic chemistry has the long-standing reputation as a challenging course, and organic synthesis is an aspect of organic chemistry that requires students to make the most links between concepts and requires the highest order of thinking. One-on-one interviews were conducted with students from a second undergraduate organic chemistry course in…

Ethnically Diverse Students' Knowledge Structures in First-Semester Organic Chemistry

ERIC Educational Resources Information Center

Lopez, Enrique J.; Shavelson, Richard J.; Nandagopal, Kiruthiga; Szu, Evan; Penn, John

2014-01-01

Chemistry courses remain a challenge for many undergraduate students. In particular, first-semester organic chemistry has been labeled as a gatekeeper with high attrition rates, especially among students of color. Our study examines a key factor related to conceptual understanding in science and predictive of course outcomes-knowledge structures.…

The Role of Student Major in Grade Perception in Chemistry Courses

ERIC Educational Resources Information Center

Karatjas, Andrew; Webb, Jeffrey

2017-01-01

The Kruger-Dunning effect was studied as it related to performance in chemistry courses based on student differences in academic background. Student major was chosen as the classification to look at the effect of students with different interests/specializations. Chemistry majors tended to predict lower performance than biology majors, while…

Experienced Teachers' Pedagogical Content Knowledge of Teaching Acid-Base Chemistry

ERIC Educational Resources Information Center

Drechsler, Michal; Van Driel, Jan

2008-01-01

We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in a teacher training course on students' difficulties and the use of models in teaching acid-base chemistry, electrochemistry, and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1)…

Assessment of student learning with hypermedia tools in first-year college chemistry

NASA Astrophysics Data System (ADS)

Skov, Neil Martin

Learning chemistry is difficult for some students. In response to this difficulty, many educators argue that hypermedia technology can promote learning of abstract chemistry concepts. This research assesses learning outcomes and use patterns exhibited by first-year college general chemistry students using an instructional hypermedia system called Seeing Through Chemistry (STC) as part of their first course. STC was designed to help students with inadequate preparation for college chemistry. The assessment answers two questions: (a) do students learn from instructional hypermedia, and (b) what kind of students benefit from this medium? This non-experimental, quantitative research involved 82 student volunteers in their first college chemistry course. Data include SAT scores, high school science and mathematics grades, career orientation, chemistry placement score, motivation, laboratory and lecture section enrollment, and chemistry course grade. The investigation requires two specialized assessment tools: a measure of conceptual understanding of acids and bases, and a measure of cognitive engagement with hypermedia. Data analysis methods include two causal path models to examine hypermedia use and learning outcomes: one showing STC's effect on overall chemistry course performance, and the other demonstrating the effect of a single STC module on students' conceptual knowledge of acids and bases. Though there is no significant effect on course grade, the second analysis shows statistically significant learning from students' work with instructional hypermedia. Both causal models demonstrate that students with poorer preparation for college chemistry used STC more than students with better preparation, which matches the designers' intent. Some better prepared students were relatively more motivated to use the hypermedia system. Other findings show positive effects of high school science and college laboratory coursework on concept learning. This research informs the field of hypermedia design. Since STC's developers used particular parameters to guide their design, the medium's positive effect on learning indirectly supports the underlying design parameters. This research also demonstrates an effective method for assessing hypermedia learning in large course settings. In addition, the study exhibits a new tool for investigating conceptual understandings of large numbers of students, and a new way to measure cognitive engagement of students using instructional hypermedia.

Evaluation of an instructional model to teach clinically relevant medicinal chemistry in a campus and a distance pathway.

PubMed

Alsharif, Naser Z; Galt, Kimberly A

2008-04-15

To evaluate an instructional model for teaching clinically relevant medicinal chemistry. An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses.

Flipping organic chemistry course: Possibilities and challenges

NASA Astrophysics Data System (ADS)

Cha, J.; Kim, H. B.

2016-06-01

The flipped classroom approach was applied to an introductory organic chemistry course. A total of 76 video clips (15 hours of running time) were developed and delivered to 41 sophomores (21 females and 20 males) through Youtube in addition to the university's learning management system. The students were asked to preview the lecture contents before each class by watching a pre-class video. For in-class activities, exercise problems were presented to groups of 3-5 students. An instructor and a teaching assistant guided each group to solve problems cooperatively, monitored the students’ group activity and answered their questions. At the end of every chapter, the students were asked to evaluate their group work and personal preparedness for the class and also to write a short reflective journal. The muddiest point of each chapter, i.e., the topic posing the most difficulty to students’ understanding, was surveyed through Google Forms®. The students liked watching the videos before each class and performing student-centered, in-class group activities but a few limitations were also found and reported.

Pedagogical progeniture or tactical translation? George Fordyce's additions and modifications to William Cullen's philosophical chemistry--Part I.

PubMed

Taylor, Georgette

2014-02-01

This article contributes to a growing body of research on the dissemination, dispersion or diffusion of scientific knowledge via pedagogical networks. By examining students' handwritten lecture notes, I compare the eighteenth-century chemistry lectures given by William Cullen (1710-1790) at Glasgow and Edinburgh Universities with those of his one-time student George Fordyce (1736-1802), in London, at first privately and then as part of the medical education of physicians at St. Thomas's Hospital. Part I examines the broad structure of Cullen's and Fordyce's courses, comparing both course content and pedagogical approaches to ask how far knowledge flowed directly 'downstream,' and the extent to which it was transformed, translated or transmuted in the process of transmission. Part II (forthcoming) will approach the affinity theories of Cullen and Fordyce in greater depth, revealing the dynamics of knowledge transfer. The results shed light on the transmission of knowledge and skills between master and student, and reflect on whether Fordyce can be better described as Cullen's pedagogical progeny, or less straightforwardly as a tactical translator.

The Design and Transformation of Biofundamentals: A Nonsurvey Introductory Evolutionary and Molecular Biology Course.

PubMed

Klymkowsky, Michael W; Rentsch, Jeremy D; Begovic, Emina; Cooper, Melanie M

2016-01-01

Many introductory biology courses amount to superficial surveys of disconnected topics. Often, foundational observations and the concepts derived from them and students' ability to use these ideas appropriately are overlooked, leading to unrealistic expectations and unrecognized learning obstacles. The result can be a focus on memorization at the expense of the development of a meaningful framework within which to consider biological phenomena. About a decade ago, we began a reconsideration of what an introductory course should present to students and the skills they need to master. The original Web-based course's design presaged many of the recommendations of the Vision and Change report; in particular, a focus on social evolutionary mechanisms, stochastic (evolutionary and molecular) processes, and core ideas (cellular continuity, evolutionary homology, molecular interactions, coupled chemical reactions, and molecular machines). Inspired by insights from the Chemistry, Life, the Universe & Everything general chemistry project, we transformed the original Web version into a (freely available) book with a more unified narrative flow and a set of formative assessments delivered through the beSocratic system. We outline how student responses to course materials are guiding future course modifications, in particular a more concerted effort at helping students to construct logical, empirically based arguments, explanations, and models. © 2016 M. W. Klymkowsky et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Development and Use of a Web Site with Multimedia Contents as a Complement to Traditional Unit Operations Courses

ERIC Educational Resources Information Center

Tapia, Cristian; Muller, Mauricio; Sapag-Hagar, Jaime; Valenzuela, Fernando; Basualto, Carlos; Abugoch, Lilian

2005-01-01

The Unit Operations Laboratory offers 2 courses in unit operations. One is a 2-semester course for chemistry and food engineering students that is more demanding because it considers more unit operations and places more emphasis on solving exercises. The other is a 1-semester course for chemistry and pharmacy students that considers fewer unit…

Using the Theme of Mass Extinctions to Teach Science to Non-Science Major College and University Students

NASA Astrophysics Data System (ADS)

Boness, D. A.

2013-12-01

The general public is heavily exposed to "news" and commentary---and arts and entertainment---that either inadvertently misrepresents science or even acts to undermine it. Climate change denial and evolution denial is well funded and pervasive. Even university-educated people get little exposure to the aims, methods, debates, and results of scientific inquiry because unless they earn degrees in science they typically only take one or two introductory science courses at the university level. This presentation reports the development of a new, non-science major Seattle University course on mass extinctions throughout earth history. Seattle University is an urban, Jesuit Catholic university. The topic of mass extinctions was chosen for several reasons: (1) To expose the students to a part of current science that has rich historical roots yet by necessity uses methods and reasoning from geology, geophysics, oceanography, physics, chemistry, biology, and astronomy. This multidisciplinary course provides some coverage of sciences that the student would not typically ever see beyond secondary school. (2) To enable the students to learn enough to follow some of the recent and current debates within science (e.g., mass extinctions by asteroid impact versus massive volcanism, ocean anoxia, and ocean acidification), with the students reading some of the actual literature, such as articles in Science, Nature, or Nature Geoscience. (3) To emphasize the importance of "deep time" as evolutionary biological processes interact with massive environmental change over time scales from hundreds of millions of years down to the seconds and hours of an asteroid or comet strike. (4) To show the effects of climate change in the past, present, and future, due to both natural and anthropogenic causes. (5) To help the student critically evaluate the extent to which their future involves a human-caused mass extinction.

Effects on Student Achievement in General Chemistry Following Participation in an Online Preparatory Course. ChemPrep, a Voluntary, Self-Paced, Online Introduction to Chemistry

NASA Astrophysics Data System (ADS)

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

2007-03-01

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

Peer Learning as a Tool to Strengthen Math Skills in Introductory Chemistry Laboratories

ERIC Educational Resources Information Center

Srougi, Melissa C.; Miller, Heather B.

2018-01-01

Math skills vary greatly among students enrolled in introductory chemistry courses. Students with weak math skills (algebra and below) tend to perform poorly in introductory chemistry courses, which is correlated with increased attrition rates. Previous research has shown that retention of main ideas in a peer learning environment is greater when…

Curriculum Outline for Introduction to Engineering Chemistry. Second Edition. Review Cycle-Annual.

ERIC Educational Resources Information Center

Schlenker, Richard M.

Introduction to Engineering Chemistry is a four-credit hour (one semester) course designed to introduce marine engineering students to the rudiments of basic (introductory) inorganic chemistry. The course consists of 18 units (numbered 1.0 through 18.0) focusing on these subject areas: fundamental concepts; structure of the atom and the periodic…

Integrating the Liberal Arts and Chemistry: A Series of General Chemistry Assignments to Develop Science Literacy

ERIC Educational Resources Information Center

Miller, Diane M.; Chengelis Czegan, Demetra A.

2016-01-01

This paper describes assignments that have been implemented in a General Chemistry I course to promote science literacy. This course was chosen in particular because it reaches a broad audience, which includes nonscience majors. The assignment series begins with several discussions and tasks to develop information literacy, in which students find…

An Inquiry-Based Chemistry Laboratory Promoting Student Discovery of Gas Laws

ERIC Educational Resources Information Center

Bopegedera, A. M. R. P.

2007-01-01

Gas laws are taught in most undergraduate general chemistry courses and even in some high school chemistry courses. This article describes the author's experience of using the laboratory to allow students to "discover" gas laws instead of the conventional approach of using the lecture to teach this concept. Students collected data using Vernier…

Foundation Coursework in Undergraduate Inorganic Chemistry: Results from a National Survey of Inorganic Chemistry Faculty

ERIC Educational Resources Information Center

Raker, Jeffrey R.; Reisner, Barbara A.; Smith, Sheila R.; Stewart, Joanne L.; Crane, Johanna L.; Pesterfield, Les; Sobel, Sabrina G.

2015-01-01

A national survey of inorganic chemists explored the self-reported topics covered in foundation-level courses in inorganic chemistry at the postsecondary level; the American Chemical Society's Committee on Professional Training defines a foundation course as one at the conclusion of which, "a student should have mastered the vocabulary,…

Peer Instruction in Chemistry Education: Assessment of Students' Learning Strategies, Conceptual Learning and Problem Solving

ERIC Educational Resources Information Center

Gok, Tolga; Gok, Ozge

2016-01-01

The aim of this research was to investigate the effects of peer instruction on learning strategies, problem solving performance, and conceptual understanding of college students in a general chemistry course. The research was performed students enrolled in experimental and control groups of a chemistry course were selected. Students in the…

DIFFERENCES IN AIMS OF HIGH SCHOOL AND COLLEGE TEACHERS OF CHEMISTRY.

ERIC Educational Resources Information Center

D'AGOSTINO, BROTHER C. JOSEPH

AN INVESTIGATION WAS MADE OF THE ARTICULATION GAP WHICH RESULTS FROM THE LACK OF COMMUNICATION IN CHEMISTRY EDUCATION BETWEEN HIGH SCHOOL TEACHERS AND COLLEGE INSTRUCTORS OF FIRST-YEAR COURSES, AND FROM A LACK OF AGREEMENT ABOUT THE AIMS AND OBJECTIVES OF CHEMISTRY COURSES AT THE SECONDARY LEVEL. ELIMINATION OF THIS GAP WAS CONSIDERED BY THE…

Factors Influencing Student Prerequisite Preparation for and Subsequent Performance in College Chemistry Two: A Statistical Investigation

ERIC Educational Resources Information Center

Easter, David C.

2010-01-01

For students entering Chemistry Two following a Chemistry One course, an assessment exam was given and the results were evaluated in combination with other variables to develop a predictive model that forecasts student achievement in the course. Variables considered in the analysis included student major, GPA, classification (student standing:…

Gaining Insights from a Case Study of High School Student Performance in Dual-Credit College Chemistry Courses

ERIC Educational Resources Information Center

White, Jacob; Hopkins, Robert; Shockley, Denise

2014-01-01

This report describes student performance in a state-level initiative that provided first-year college coursework in chemistry to high school students. Upon successful completion of the coursework, students received both high school and college credit. In this initiative, high school teachers team taught college-level chemistry courses in…

S.E.A. Lab. Science Experiments and Activities. Marine Science for High School Students in Chemistry, Biology and Physics.

ERIC Educational Resources Information Center

Hart, Kathy, Ed.

A series of science experiments and activities designed for secondary school students taking biology, chemistry, physics, physical science or marine science courses are outlined. Each of the three major sections--chemistry, biology, and physics--addresses concepts that are generally covered in those courses but incorporates aspects of marine…

A Course in Biophysics: An Integration of Physics, Chemistry, and Biology

ERIC Educational Resources Information Center

Giancoli, Douglas C.

1971-01-01

Describes an interdisciplinary course for advanced undergraduates in the physical and biological sciences. The goal is to understand a living cell from the most basic standpoint possible. The ideas of physics, chemistry, and molecular biology are all essential to the course, which leads to a unified view of the sciences. (PR)

A Wiki-Based Group Project in an Inorganic Chemistry Foundation Course

ERIC Educational Resources Information Center

Kristian, Kathleen E.

2015-01-01

A semester-long group project that utilizes wiki sites to enhance collaboration was developed for a foundation course in inorganic chemistry. Through structured assignments, student groups use metal-based or metal-combating therapeutic agents as a model for applying and understanding course concepts; they also gain proficiency with scientific- and…

Implementing and Evaluating a Chemistry Course in Chemical Ethics and Civic Responsibility

ERIC Educational Resources Information Center

McClure, Craig P.; Lucius, Aaron L.

2010-01-01

An upper-level undergraduate course that explores ethics in chemistry and the impact of chemical innovations on society has been developed. Goals of this course were to promote student recognition of ethical considerations in chemical innovations and chemical research and demonstrate the link between the application of chemical innovations and the…

Using a Systematic Approach to Develop a Chemistry Course Introducing Students to Instrumental Analysis

ERIC Educational Resources Information Center

Shen, Hao-Yu; Shen, Bo; Hardacre, Christopher

2013-01-01

A systematic approach to develop the teaching of instrumental analytical chemistry is discussed, as well as a conceptual framework for organizing and executing lectures and a laboratory course. Three main components are used in this course: theoretical knowledge developed in the classroom, simulations via a virtual laboratory, and practical…

Chemical Structure and Properties: A Modified Atoms-First, One-Semester Introductory Chemistry Course

ERIC Educational Resources Information Center

Schaller, Chris P.; Graham, Kate J.; Johnson, Brian J.; Jakubowski, Henry V.; McKenna, Anna G.; McIntee, Edward J.; Jones, T. Nicholas; Fazal, M. A.; Peterson, Alicia A.

2015-01-01

A one-semester, introductory chemistry course is described that develops a primarily qualitative understanding of structure-property relationships. Starting from an atoms-first approach, the course examines the properties and three-dimensional structure of metallic and ionic solids before expanding into a thorough investigation of molecules. In…

Design and Implementation of a Studio-Based General Chemistry Course

ERIC Educational Resources Information Center

Gottfried, Amy C.; Sweeder, Ryan D.; Bartolin, Jeffrey M.; Hessler, Jessica A.; Reynolds, Benjamin P.; Stewart, Ian C.; Coppola, Brian P.; Holl, Mark Banaszak M.

2007-01-01

The design and implementation of a new value-added general chemistry course, which could use the studio instructional method to incorporate the existing educational research is reviewed. These teaching methods and activities were woven into the course to provide the students with ways of learning chemical concepts and practicing scientific…

Rethinking Physics for Biologists: A design-based research approach

NASA Astrophysics Data System (ADS)

Sawtelle, Vashti

2015-03-01

Biology majors at the University of Maryland are required to take courses in biology, chemistry, and physics - but they often see these courses as disconnected. Over the past three years the NEXUS/Physics course has been working to develop an interdisciplinary learning environment that bridges the disciplinary domains of biology and physics. Across the three years we have gone from teaching in a small class with one instructor to teaching in a large lecture hall with multiple instructors. We have used a design-based research approach to support critical reflection of the course at multiple-time scales. In this presentation I will detail our process of collecting systematic data, listening to and valuing students' reasoning, and bridging diverse perspectives led. I will demonstrate how this process led to improved curricular design, refined assessment objectives, and new design heuristics. This work is supported by NSF-TUES DUE 11-22818, the HHMI NEXUS grant, and a NSF Graduate Research Fellowship (DGE 0750616).

Students' perceptions of academic dishonesty in the chemistry classroom laboratory

NASA Astrophysics Data System (ADS)

del Carlo, Dawn I.; Bodner, George M.

2004-01-01

Although the literature on both academic dishonesty and scientific misconduct is extensive, research on academic dishonesty has focused on quizzes, exams, and papers, with the virtual exclusion of the classroom laboratory. This study examined the distinctions undergraduate chemistry majors made between academic dishonesty in the classroom laboratory and scientific misconduct in the research laboratory. Across the spectrum of undergraduate chemistry courses, from the introductory course for first-semester chemistry majors to the capstone course in instrumental analysis, we noted that students believe the classroom lab is fundamentally different from a research or industrial lab. This difference is so significant that it carries over into students' perceptions of dishonesty in these two environments.

Elementary and middle school science improvement project

NASA Technical Reports Server (NTRS)

Mcguire, Saundra Y.

1989-01-01

The Alabama A and M University Elementary and Middle School Science Improvement Project (Project SIP) was instituted to improve the science knowledge of elementary and middle school teachers using the experimental or hands-on approach. Summer workshops were conducted during the summers of 1986, 1987, and 1988 in the areas of biology, chemistry, physics, and electricity, and magnetism. Additionally, a manual containing 43 lessons which included background information, experiments and activities for classroom and home use was provided to each teacher. During the course of the project activities, the teachers interacted with various university faculty members, scientists, and NASA staff. The administrative aspects of the program, the delivery of the services to participating teachers, and the project outcome are addressed.

Meeting Report: Teaching Signal Transduction

PubMed Central

Kramer, IJsbrand; Thomas, Geraint

2006-01-01

In July, 2005, the European Institute of Chemistry and Biology at the campus of the University of Bordeaux, France, hosted a focused week of seminars, workshops, and discussions around the theme of “teaching signal transduction.” The purpose of the summer school was to offer both junior and senior university instructors a chance to reflect on the development and delivery of their teaching activities in this area. This was achieved by combining open seminars with restricted access workshops and discussion events. The results suggest ways in which systems biology, information and communication technology, Web-based investigations, and high standard illustrations might be more effectively and efficiently incorporated into modern cell biology courses. PMID:17012185

Teaching applied optics at the Univ. of Minho

NASA Astrophysics Data System (ADS)

Costa, Manuel F. M.

1995-10-01

In this communication we make a brief presentation of the branch of Applied Optics of the University of Mihno's undergraduate course of Applied Physics. The course of Applied Physics began in the year 1988/89. Previously we had just a course devoted to the formation of future physics and chemistry teachers at high school level. The Applied Physics course specialized in Optics appeared due to the growth of the physics department and due to request from the industry. The Applied Physics course has two specialization's on the field of applied optics: Optometry; and Optics and Lasers. The topics covered in the two first years of the course ar common to the two branches. On the second semester of the third year the students must choose between either one. The number of students on the Optometry branch was usually almost four times the number of Applied Optics and Lasers students. Nevertheless this tendency is rapidly changing. A short analysis of the result obtained will be presented focusing on last couple of years' advances. Presented will also be the results of an inquest made on students's opinions about the quality of the course, and their own performance and expectations.

Education in applied and instrumental optics at the University of Helsinki

NASA Astrophysics Data System (ADS)

Stenman, Folke

1997-12-01

The teaching of applied and instrumental optics at the University of Helsinki Department of Physics originally grew out of the needs of the research group of molecular physics as a basis for the experimental work in the group. The training program starts with a one-year course for senior undergraduates and graduates comprising geometrical optics, eikonal theory, image forming components, matrix methods, optical instruments, the optics of laser beams, radiometry and photometry, ray tracing methods, optics of anisotropic media, diffraction theory, general image formation theory and Fourier optics. The course starts from fundamentals, but the mathematical level is kept adequate for serious work. Further applications are treated in courses on molecular spectroscopy, where ruled and holographic diffraction gratings (both plane and spherical), interferometric spectroscopy and imaging properties of spectral equipment are treated. Aspects of image analysis, information in optics, signal-to-noise ratio, etc. are treated in separate courses on Fourier method and digital spectral analysis. The applicability of optical techniques to various fields of physics and engineering and the analogies with them are especially brought out. Experimental and calculational and skills are stressed throughout. Computer programming is introduced as an indispensable tool for the optics practitioner, and the students are required to write programs of their own. The students gain practical experience, e.g., by working in the molecular physics group. Close cooperation is maintained with other research groups in laser physics, ultrasonics and physical chemistry. The training in optics has proved very useful, with students frequently ending up working in the industry on optics and spectroscopy problems. Parts of these courses have also been given at other universities and to engineers and scientists working in the industry.

Predictors of student success in entry-level science courses

NASA Astrophysics Data System (ADS)

Singh, Mamta K.

Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses. Similarly, students' performance and success in entry-level physics courses were influenced by high school physics. Finally, the study developed student success equation with high school GAP and high school chemistry as good predictors of students' success in entry-level science courses.

Introducing chemical biology applications to introductory organic chemistry students using series of weekly assignments.

PubMed

Kanin, Maralee R; Pontrello, Jason K

2016-01-01

Calls to bring interdisciplinary content and examples into introductory science courses have increased, yet strategies that involve course restructuring often suffer from the need for a significant faculty commitment to motivate change. Minimizing the need for dramatic course reorganization, the structure, reactivity, and chemical biology applications of classes of biological monomers and polymers have been integrated into introductory organic chemistry courses through three series of semester-long weekly assignments that explored (a) Carbohydrates and Oligosaccharides, (b) Amino Acids, Peptides, and Proteins, and (c) Nucleosides, Nucleotides, and Nucleic Acids. Comparisons of unannounced pre- and post tests revealed improved understanding of a reaction introduced in the assignments, and course examinations evaluated cumulative assignment topics. Course surveys revealed that demonstrating biologically relevant applications consistently throughout the semesters enhanced student interest in the connection between basic organic chemistry content and its application to new and unfamiliar bio-related examples. Covering basic material related to these classes of molecules outside of the classroom opened lecture time to allow the instructor to further build on information developed through the weekly assignments, teaching advanced topics and applications typically not covered in an introductory organic chemistry lecture course. Assignments were implemented as homework, either with or without accompanying discussion, in both laboratory and lecture organic courses within the context of the existing course structures. © 2015 The International Union of Biochemistry and Molecular Biology.

Introduction of Differential Scanning Calorimetry in a General Chemistry Laboratory Course: Determination of Heat Capacity of Metals and Demonstration of Law of Dulong and Petit

ERIC Educational Resources Information Center

D'Amelia, Ronald P.; Stracuzzi, Vincent; Nirode, William F.

2008-01-01

Today's general chemistry students are introduced to many of the principles and concepts of thermodynamics. In first-year general chemistry undergraduate courses, thermodynamic properties such as heat capacity are frequently discussed. Classical calorimetric methods of analysis and thermal equilibrium experiments are used to determine heat…

Techniques To Enhance Instructors' Teaching Effectiveness with Chemistry Students Who Are Blind or Visually Impaired

NASA Astrophysics Data System (ADS)

Supalo, Cary

2005-10-01

This paper describes techniques developed as solutions to problems encountered while teaching blind or visually impaired students in chemistry courses at high school and postsecondary levels. Establishing and maintaining a sound student instructor relationship is critical to the success and implementation of a plan of action for blind or visually impaired students enrolled in chemistry courses.

Structure and Evaluation of Flipped Chemistry Courses: Organic & Spectroscopy, Large and Small, First to Third Year, English and French

ERIC Educational Resources Information Center

Flynn, Alison B.

2015-01-01

Organic chemistry is a traditionally difficult subject with high failure & withdrawal rates and many areas of conceptual difficulty for students. To promote student learning and success, four undergraduate organic chemistry and spectroscopy courses at the first to third year level (17-420 students) were "flipped" in 2013-2014. In the…

An Alternative Educational Approach for an Inorganic Chemistry Laboratory Course in Industrial and Chemical Engineering

ERIC Educational Resources Information Center

Garces, Andres; Sanchez-Barba, Luis Fernando

2011-01-01

We describe an alternative educational approach for an inorganic chemistry laboratory module named "Experimentation in Chemistry", which is included in Industrial Engineering and Chemical Engineering courses. The main aims of the new approach were to reduce the high levels of failure and dropout on the module and to make the content match the…

Evaluation of an Instructional Model to Teach Clinically Relevant Medicinal Chemistry in a Campus and a Distance Pathway

PubMed Central

Galt, Kimberly A.

2008-01-01

Objectives To evaluate an instructional model for teaching clinically relevant medicinal chemistry. Methods An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Results Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. Conclusion The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses. PMID:18483599

Predicting continued participation in college chemistry for men and women

NASA Astrophysics Data System (ADS)

Deboer, George E.

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

Comparison of High School Dual-Enrollment and Traditional First-Term General/Organic/Biochemistry College Chemistry Class Outcomes

ERIC Educational Resources Information Center

Zuidema, Daniel R.; Eames, Kevin J.

2014-01-01

Student performance in a high school dual-enrollment chemistry course was compared with student performance in the corresponding traditional college course. The two courses were taught by the same instructor and evaluated using the same American Chemical Society (ACS) standardized examination. Interestingly, the high school dual-enrollment…

Accelerated Integrated Science Sequence (AISS): An Introductory Biology, Chemistry, and Physics Course

ERIC Educational Resources Information Center

Purvis-Roberts, Kathleen L.; Edwalds-Gilbert, Gretchen; Landsberg, Adam S.; Copp, Newton; Ulsh, Lisa; Drew, David E.

2009-01-01

A new interdisciplinary, introductory science course was offered for the first time during the 2007-2008 school year. The purpose of the course is to introduce students to the idea of working at the intersections of biology, chemistry, and physics and to recognize interconnections between the disciplines. Interdisciplinary laboratories are a key…

Nuclear Science Curriculum and Curriculum para la Ciencia Nuclear.

ERIC Educational Resources Information Center

American Nuclear Society, La Grange Park, IL.

This document presents a course in the science of nuclear energy, units of which may be included in high school physics, chemistry, and biology classes. It is intended for the use of teachers whose students have already completed algebra and chemistry or physics. Included in this paper are the objectives of this course, a course outline, a…

Using Undergraduate Facilitators for Active Learning in Organic Chemistry: A Preparation Course and Outcomes of the Experience

ERIC Educational Resources Information Center

Jardine, Hannah E.; Friedman, Lee A.

2017-01-01

In this study, we describe a course to educate and prepare undergraduate "facilitators" for small group problem solving sessions in a large, first semester, introductory undergraduate organic chemistry course. We then explore the outcomes of the facilitator experience for one cohort of facilitators through qualitative analysis of written…

Implementation of Argument-Driven Inquiry as an Instructional Model in a General Chemistry Laboratory Course

ERIC Educational Resources Information Center

Kadayifci, Hakki; Yalcin-Celik, Ayse

2016-01-01

This study examined the effectiveness of Argument-Driven Inquiry (ADI) as an instructional model in a general chemistry laboratory course. The study was conducted over the course of ten experimental sessions with 125 pre-service science teachers. The participants' level of reflective thinking about the ADI activities, changes in their science…

Teaching with the Case Study Method to Promote Active Learning in a Small Molecule Crystallography Course for Chemistry Students

ERIC Educational Resources Information Center

Campbell, Michael G.; Powers, Tamara M.; Zheng, Shao-Liang

2016-01-01

Implementing the case study method in a practical X-ray crystallography course designed for graduate or upper-level undergraduate chemistry students is described. Compared with a traditional lecture format, assigning small groups of students to examine literature case studies encourages more active engagement with the course material and…

An Industrial Chemistry Course that Optimizes the Value of Plant Tours

ERIC Educational Resources Information Center

Hartman, J. Stephen

2005-01-01

Plant tours, when emphasized appropriately and fully integrated into an industrial chemistry course, are very useful in motivating students and deepening their understanding of the chemical industry. Emphasis is placed on plant tours as it adds immediacy and a practical flavor to the course and is a good preparation for the graduates who move from…

The Biology and Chemistry of Brewing: An Interdisciplinary Course

ERIC Educational Resources Information Center

Hooker, Paul D.; Deutschman, William A.; Avery, Brian J.

2014-01-01

For the past nine years, we have been offering an interdisciplinary course for science majors: The Biology and Chemistry of Brewing. This course is primarily laboratory- and inquiry-based; from a total of 24 h of student/instructor contact time, approximately 6 h are devoted to lecture, and the other 18 h are divided between laboratory exercises,…

The Energy Retrofit of a Building: A Journey Through Bloom's Learning Domains

ERIC Educational Resources Information Center

Morgenstern, Mark; Meyer, Sally; Whitten, Barbara; Reuer, Matt

2008-01-01

At Colorado College, the energy retrofit of a building is used as a service-learning research project to teach physics and chemistry in a variety of courses. In introductory courses for nonscience majors, the project helps students appreciate the scientific method and quantitative reasoning. Within the physical-chemistry course, students see that…

Chemical Industry: A New Interdisciplinary Course for Secondary Schools.

ERIC Educational Resources Information Center

Nae, Nehemia; And Others

1980-01-01

Describes an advanced high school course which incorporates an industrial approach into the chemistry curriculum. Presents three case studies as examples taken from the local chemistry industry--the production of copper, bromine, and plastics. (CS)

Students' confidence in the ability to transfer basic math skills in introductory physics and chemistry courses at a community college

NASA Astrophysics Data System (ADS)

Quinn, Reginald

2013-01-01

The purpose of this study was to examine the confidence levels that community college students have in transferring basic math skills to science classes, as well as any factors that influence their confidence levels. This study was conducted with 196 students at a community college in central Mississippi. The study was conducted during the month of November after all of the students had taken their midterm exams and received midterm grades. The instrument used in this survey was developed and validated by the researcher. The instrument asks the students to rate how confident they were in working out specific math problems and how confident they were in working problems using those specific math skills in physics and chemistry. The instrument also provided an example problem for every confidence item. Results revealed that students' demographics were significant predictors in confidence scores. Students in the 18-22 year old range were less confident in solving math problems than others. Students who had retaken a math course were less confident than those who had not. Chemistry students were less confident in solving math problems than those in physics courses. Chemistry II students were less confident than those in Chemistry I and Principals of Chemistry. Students were least confident in solving problems involving logarithms and the most confident in solving algebra problems. In general, students felt that their math courses did not prepare them for the math problems encountered in science courses. There was no significant difference in confidence between students who had completed their math homework online and those who had completed their homework on paper. The researcher recommends that chemistry educators find ways of incorporating more mathematics in their courses especially logarithms and slope. Furthermore, math educators should incorporate more chemistry related applications to math class. Results of hypotheses testing, conclusions, discussions, and recommendations for future research are included.

Chemistry beyond the academy: diversity in Scotland in the early nineteenth century.

PubMed

Anderson, Robert G W

2010-03-01

Outside formal university chemistry classes in Scotland, which existed mainly to fulfil the requirements of medical courses, chemistry teaching was available from extramural lecturers. This form of teaching was often aimed at medical students, who could fulfil their graduation requirements if the lecturer had approved status. However, most of those attending would not have been seeking any formal qualification: there was a wave of enthusiasm among people from many walks of life about gaining chemical knowledge. Audiences included fashionable gentlefolk, manufacturers and industrialists, apprentice surgeons, mechanics, and artisans. Much of the teaching was at a highly proficient level, chemists of the stature of Thomas Thomson, Andrew Ure, Andrew Fyfe, Edward Turner, William Gregory, Thomas Graham, David Boswell Reid and George Wilson all offering classes. For several such teachers, it was the first step in a career that would later lead to significant academic or governmental appointments. In an Appendix, the article lists forty-eight chemists who have been identified as having taught extramurally between the later eighteenth and mid-nineteenth centuries.

Advanced Organic Chemistry: Reactions and Mechanisms (by Bernard Miller)

NASA Astrophysics Data System (ADS)

Berger, Daniel

1998-12-01

Prentice Hall: Upper Saddle River, NJ, 1998. 338 pp, index. ISBN 0-13-373275-4. $59.00. Recently several short texts on intermediate organic chemistry have been published, intended for use in one-term courses for advanced undergraduates and for graduate students who need more background before taking a graduate-level course. These books fill a need not fully met by graduate-level texts such as Lowry and Richardson's Mechanism and Theory in Organic Chemistry or Carey and Sundberg's Advanced Organic Chemistry.

Learning to Argue and Arguing to Learn: Argument-Driven Inquiry as a Way to Help Undergraduate Chemistry Students Learn How to Construct Arguments and Engage in Argumentation during a Laboratory Course

ERIC Educational Resources Information Center

Walker, Joi Phelps; Sampson, Victor

2013-01-01

This study examines whether students enrolled in a general chemistry I laboratory course developed the ability to participate in scientific argumentation over the course of a semester. The laboratory activities that the students participated in during the course were designed using the Argument-Driven Inquiry (ADI) an instructional model. This…

Chemistry 300. Administration Manual for Supervising Teachers, Provincial Examination, Answer Key--Multiple-Choice and Written-Answer Questions, and Provincial Summary Report = Chimie 300. Guide d'administration a l'intention des surveillants d'examen, Examen provincial, Cle de correction--Questions choix multiple et Questions responses ouvertes, et Rapport sommaire provincial.

ERIC Educational Resources Information Center

Manitoba Dept. of Education and Training, Winnipeg.

This collection of manuals contains the Manitoba Provincial Chemistry Examination for students seeking credit in Senior 4 Chemistry (Chemistry 300) and instructions for its use and grading. The examination is based on the Core Topics of the Senior 4 Chemistry course and accounts for 30% of the student's final grade in the course. The examination…

An Introduction to the Fundamentals of Chemistry for the Marine Engineer.

ERIC Educational Resources Information Center

Schlenker, Richard M.

This document describes an introduction course in the fundamentals of chemistry for marine engineers. The course is modularized, audio tutorial allowing the student to progress at his own rate while integrating laboratory and lecture materials. (SL)

Geochemistry for Chemists.

ERIC Educational Resources Information Center

Hostettler, John D.

1985-01-01

A geochemistry course for chemists is described. Includes: (1) general course information; (2) subject matter covered; and (3) a consideration of the uses of geochemistry in a chemistry curriculum, including geochemical "real world" examples, geochemistry in general chemistry, and geochemistry as an elective. (JN)

Determination of Heats of Fusion: Using Differential Scanning Calorimetry for the AP Chemistry Courses.

ERIC Educational Resources Information Center

Temme, Susan M.

1995-01-01

Describes an exercise designed to be used in an Advanced Placement (AP) chemistry course to accompany the study of thermodynamics. Uses Differential Scanning Calorimetry in teaching the concepts of thermochemistry and thermodynamics. (JRH)

Cross-Course Collaboration in the Undergraduate Chemistry Curriculum: Isotopic Labeling with Sodium Borodeuteride in the Introductory Organic Chemistry Laboratory

ERIC Educational Resources Information Center

Kjonaas, Richard A.; Fitch, Richard W.; Noll, Robert J.

2017-01-01

A microscale isotopic labeling experiment is described for the introductory organic chemistry laboratory course wherein half of the students use sodium borohydride (NaBH[subscript 4]) and the other half use sodium borodeuteride (NaBD[subscript 4]) to reduce acetophenone to 1-phenylethanol and then compare spectral data. The cost is reasonable, and…

Students' perception of an integrated approach of teaching entire sequence of medicinal chemistry, pharmacology, and pharmacotherapeutics courses in PharmD curriculum.

PubMed

Islam, Mohammed A; Schweiger, Teresa A

2015-04-01

To develop an integrated approach of teaching medicinal chemistry, pharmacology, and pharmacotherapeutics and to evaluate students' perceptions of integration as they progress through the PharmD curriculum. Instructors from each discipline jointly mapped the course contents and sequenced the course delivery based on organ systems/disease states. Medicinal chemistry and pharmacology contents were integrated and aligned with respective pharmacotherapeutics contents to deliver throughout second and third year of the curriculum. In addition to classroom lectures, active learning strategies such as recitation, case studies, online-discussion boards, open book quizzes, and writing patient progress notes were incorporated to enhance student learning. Student learning was assessed by examination scores, patient progress notes, and writing assignments. The impact of course integration was evaluated by a Web-based survey. One hundred and sixty-nine students completed the survey. Students exhibited positive attitude toward the integrated approach of teaching medicinal chemistry, pharmacology, and therapeutics. The P3 and P4 students better appreciated the benefits of integration compared to P2 students (P < .05). Students perceived the course integration as an effective way of learning. This study supports course improvement and the viability of expanding the concept of integration to other courses in the curriculum. © The Author(s) 2014.

Impact of the Flipped Classroom on Student Performance and Retention: A Parallel Controlled Study in General Chemistry

ERIC Educational Resources Information Center

Ryan, Michael D.; Reid, Scott A.

2016-01-01

Despite much recent interest in the flipped classroom, quantitative studies are slowly emerging, particularly in the sciences. We report a year-long parallel controlled study of the flipped classroom in a second-term general chemistry course. The flipped course was piloted in the off-semester course in Fall 2014, and the availability of the…

Water as Life, Death, and Power: Building an Integrated Interdisciplinary Course Combining Perspectives from Anthropology, Biology, and Chemistry

ERIC Educational Resources Information Center

Willermet, Cathy; Mueller, Anja; Juris, Stephen J.; Drake, Eron; Upadhaya, Samik; Chhetri, Pratik

2013-01-01

In response to a request from a campus student organization, faculty from three fields came together to develop and teach an integrated interdisciplinary course on water issues and social activism. This course, "Water as Life, Death, and Power", brought together topics from the fields of anthropology, biology and chemistry to explore…

An Introduction to Boiler Water Chemistry for the Marine Engineer: A Text of Audio-Tutorial Instruction.

ERIC Educational Resources Information Center

Schlenker, Richard M.; And Others

Presented is a manuscript for an introductory boiler water chemistry course for marine engineer education. The course is modular, self-paced, audio-tutorial, contract graded and combined lecture-laboratory instructed. Lectures are presented to students individually via audio-tapes and 35 mm slides. The course consists of a total of 17 modules -…

The Flipped Classroom for Teaching Organic Chemistry in Small Classes: Is It Effective?

ERIC Educational Resources Information Center

Fautch, Jessica M.

2015-01-01

The flipped classroom is a pedagogical approach that moves course content from the classroom to homework, and uses class time for engaging activities and instructor-guided problem solving. The course content in a sophomore level Organic Chemistry I course was assigned as homework using video lectures, followed by a short online quiz. In class,…

A Competency-Based Clinical Chemistry Course for the Associate Degree Medical Laboratory Technician Graduate in a Medical Technology Baccalaureate Program.

ERIC Educational Resources Information Center

Buccelli, Pamela

Presented is a project that developed a competency-based clinical chemistry course for associate degree medical laboratory technicians (MLT) in a medical technology (MT) baccalaureate program. Content of the course was based upon competencies expected of medical technologists at career-entry as defined in the statements adopted in 1976 by the…

A Parallel Controlled Study of the Effectiveness of a Partially Flipped Organic Chemistry Course on Student Performance, Perceptions, and Course Completion

ERIC Educational Resources Information Center

Shattuck, James C.

2016-01-01

Organic chemistry is very challenging to many students pursuing science careers. Flipping the classroom presents an opportunity to significantly improve student success by increasing active learning, which research shows is highly beneficial to student learning. However, flipping an entire course may seem too daunting or an instructor may simply…

Subject Knowledge Enhancement Courses for Creating New Chemistry and Physics Teachers: The Students' Perceptions

ERIC Educational Resources Information Center

Tynan, Richard; Jones, Robert Bryn; Mallaburn, Andrea; Clays, Ken

2016-01-01

Subject knowledge enhancement (SKE) courses are one option open in England to graduates with a science background whose first degree content is judged to be insufficient to train to become chemistry or physics teachers. Previous articles in "School Science Review" have discussed the structure of one type of extended SKE course offered at…

Incorporating Modeling and Simulations in Undergraduate Biophysical Chemistry Course to Promote Understanding of Structure-Dynamics-Function Relationships in Proteins

ERIC Educational Resources Information Center

Hati, Sanchita; Bhattacharyya, Sudeep

2016-01-01

A project-based biophysical chemistry laboratory course, which is offered to the biochemistry and molecular biology majors in their senior year, is described. In this course, the classroom study of the structure-function of biomolecules is integrated with the discovery-guided laboratory study of these molecules using computer modeling and…

What is the Effect of Case-Based Learning on the Academic Achievement of Students on the Topic of "Biochemical Oxygen Demand?"

NASA Astrophysics Data System (ADS)

Günter, Tuğçe; Alpat, Sibel Kılınç

2017-11-01

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

Introducing integrated product and process development into the education of science and engineering undergraduates: a lecture course with an accompanying case-study programme at the ETH chemistry department.

PubMed

Fenner, K; Jödicke, G; Alean-Kirkpatrick, P; Hungerbühler, K

2001-04-01

Increased quality requirements in the development of chemical products and a growing awareness within society of the activities of chemical companies present a new challenge to the education of young scientists. Nowadays, the teaching of chemists, chemical engineers and environmental scientists at universities has to go beyond the traditional, discipline-orientated knowledge acquisition. The students also have to learn to work and communicate in interdisciplinary teams, to solve application-oriented tasks and to integrate scientific, economical, ecological and social aspects into their work. For this reason, a case-study programme was launched at the chemistry department of the Swiss Federal Institute of Technology. In this paper, we describe the organisational aspects of the programme, its inclusion into academic and industrial environments and summarise some of the scientific methodologies applied. One of the seven case-studies, an assessment of a modern insecticide, is presented in more detail. Finally, we discuss how far the case-study programme is suitable for introducing a new mode of knowledge production to universities.

Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students

PubMed Central

Toven-Lindsey, Brit; Levis-Fitzgerald, Marc; Barber, Paul H.; Hasson, Tama

2015-01-01

The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most “gatekeeper” chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap. PMID:25828403

A Modern Approach to College Analytical Chemistry.

ERIC Educational Resources Information Center

Neman, R. L.

1983-01-01

Describes a course which emphasizes all facets of analytical chemistry, including sampling, preparation, interference removal, selection of methodology, measurement of a property, and calculation/interpretation of results. Includes special course features (such as cooperative agreement with an environmental protection center) and course…

Coaxial Measurement of the Translational Distribution of CS Produced in the Laser Photolysis of CS2 at 193nm.

DTIC Science & Technology

1983-11-04

Division AREA & WORK UNIT NUMBERS . Department of Chemistry Howard University Washington, D. C. 20059 NR-051-733 1t. CONTROLLING OFFICE NAME AND...Journal of Physical Chemistry Laser Chemistry Division Department of Chemistry Howard University Washington, D. C. 20059 November 4, 1983 *Reproduction in...Victor McCrary, David Zakheim, and William M. Jackson Laser Chemistry Division Chemistry Departmient Howard University Washington, D.C.. 20059 ABSTRACT The

Salt Effects in Photoinduced Electron Transfer Reactions.

DTIC Science & Technology

1986-09-14

Department of Chemistry University of California Howard University Los Angeles, California 90024 Washington, D.C. 20059 Dr. E. R. Bernstein Dr. Joe Brandellk...ana, Illinois 61801 Durham, New Hampshire 03824 Dr. J.B. Halpern Dr. Kent R. Wilson Department of Chemistry Chemistry Department Howard University University

Teaching ``The Physics of Energy'' at MIT

NASA Astrophysics Data System (ADS)

Jaffe, Robert

2009-05-01

New physics courses on energy are popping up at colleges and universities across the country. Many require little or no previous physics background, aiming to introduce a broad audience to this complex and critical problem, often augmenting the scientific message with economic and policy discussions. Others are advanced courses, focussing on highly specialized subjects like solar voltaics, nuclear physics, or thermal fluids, for example. About two years ago Washington Taylor and I undertook to develop a course on the ``Physics of Energy'' open to all MIT students who had taken MIT's common core of university level calculus, physics, and chemistry. By avoiding higher level prerequisites, we aimed to attract and make the subject relevant to students in the life sciences, economics, etc. --- as well as physical scientists and engineers --- who want to approach energy issues in a sophisticated and analytical fashion, exploiting their background in calculus, mechanics, and E & M, but without having to take advanced courses in thermodynamics, quantum mechanics, or nuclear physics beforehand. Our object was to interweave teaching the fundamental physics principles at the foundations of energy science with the applications of those principles to energy systems. We envisioned a course that would present the basics of statistical, quantum, and fluid mechanics at a fairly sophisticated level and apply those concepts to the study of energy sources, conversion, transport, losses, storage, conservation, and end use. In the end we developed almost all of the material for the course from scratch. The course debuted this past fall. I will describe what we learned and what general lessons our experience might have for others who contemplate teaching energy physics broadly to a technically sophisticated audience.

The Relationships between University Students' Chemistry Laboratory Anxiety, Attitudes, and Self-Efficacy Beliefs

ERIC Educational Resources Information Center

Kurbanoglu, N. Izzet; Akin, Ahmet

2010-01-01

The aim of this study is to examine the relationships between chemistry laboratory anxiety, chemistry attitudes, and self-efficacy. Participants were 395 university students. Participants completed the Chemistry Laboratory Anxiety Scale, the Chemistry Attitudes Scale, and the Self-efficacy Scale. Results showed that chemistry laboratory anxiety…

Ambient Temperature Rechargeable Lithium Cells: State of the Art; Problems and Opportunities.

DTIC Science & Technology

1982-12-01

Brigham Young University Dr. Royce W. Murray Provo, Utah 84602 1 Department of Chemistry University of North Carolina Dr. R. A. Marcus Chapel Hill, North...Chemistry Department Dr. Michael J. Weaver Massachusetts Institute Department of Chemistry of Technology Michigan State University Cambridge...Chudacek McGraw-Edison Company Dr. Janet Osteryoung Edison Battery Division Department of Chemistry Post Office Box 28 State University of Bloomfield

First-year success in a nursing baccalaureate plan of study: A descriptive research study.

PubMed

Ott, Vivian; Thomas, Jessica A; Fernando, Harshini

2018-08-01

Predicting students' aptitude for post-secondary success remains a widely studied topic. This descriptive study explored demographic variables contributing to success in quantitative courses required by the nursing degree plan. Identification of an "at risk" student profile may inform interventions with which to support attainment of an academic degree. The purpose of this study was to examine the associations between demographic characteristics and successful completion of baccalaureate nursing courses thought to enhance quantitative reasoning skills: first-year math, first-year chemistry, and second-year pathopharmacology nursing. This retrospective analysis accessed 4521 academic records of students who took these three courses at a United States university sometime between Fall 2008 and Fall 2015. De-identified student data included course grades, gender, full-time study, income, marital status, first generation, secondary school (also known as high school) location, dual credit, and high school and university grade point averages. Descriptive statistical analysis was conducted to describe the important features of the data. Of the 4521 records, 2556 undergraduates (57%) passed the courses in which they were enrolled. Among successful students, females outnumbered males (66%), ages ranged from 20 to 24 years, 86% were classified as low income, 54% fit the designation of first generation, and 12% earned dual credit (university credit during secondary school). Our data demonstrate a positive relationship between dual credit and success, with the strongest correlation (0.62) noted for students in pathopharmacology. In the baccalaureate-nursing plan of study, courses thought to enhance students' quantitative reasoning skills remain difficult for some to successfully complete. We conclude that the more successful students tend to be older, have a higher income, and a higher high school grade point average, while those less successful are directly out of high school and have not earned dual credit. Copyright © 2018 Elsevier Ltd. All rights reserved.

Role of physics in Saudi engineering education

NASA Astrophysics Data System (ADS)

Ahmed, M.

1984-05-01

In recent years some engineering schools in the Middle East have proposed reducing the amount of basic science courses in their curricula. A conference on engineering education in the Arabian Gulf countries held in Kuwait in 1980 suggested that the number of courses in physics and chemistry should be reduced from the present level (Jamjoom 1980). The arguments often put forward can be summarised as follows. First, engineering students are at present overburdened with too many basic science courses which puts a strain on the average student. This in turn leads to a high drop-out as is witnessed in many engineering colleges in this region. This drop-out, as high as 20% in some Saudi universities, is a cause of great concern among the university authorities. Secondly, it is argued that the number of credit hours allocated to departmental requirements is not sufficient to give a student enough breadth and depth of knowledge in his specialisation in particular engineering branches. Universities in Saudi Arabia follow the American credit-hour system in which courses are given certain credit hours, ranging from two to four, depending on the number of lectures per week as well as laboratory and tutorial requirements. Engineering students have to complete about 150 credit hours to graduate, which they normally do in four to five years. Out of these credit hours, about two-thirds are allocated to core courses (including physics) common to all branches of engineering. The remaining one-third are reserved for departmental specialisation. Since there is no possibility of increasing the overall credit hours necessary for graduation, it is suggested that the extra credit hours demanded for increasing the number of departmental courses should be obtained by correspondingly curtailing those for the basic sciences. When carefully scrutinised the arguments do not appear to be well founded. The reasons for high drop-out can be traced to more deep-rooted factors.

Grade 12 Diploma Examination: Chemistry 30. June 1988 = Examen en vue du Diplome Douzieme Annee: Chimie 30. Juin 1988.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Chemistry 30 is a 12th-grade chemistry course for students in Alberta, Canada. This document is the final test for the course. Intended for administration during June, 1988, it contains 56 multiple-choice questions and three written-response questions. Two-and-one-half hours are allowed for completing the test. No answer key is included since…

Grade 12 Diploma Examination: Chemistry 30. June 1986. = Examen en vue du Diplome Douzieme Annee: Chimie 30. Juin 1986.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton.

Chemistry 30 is a twelfth-grade chemistry course for students in Alberta, Canada. This document is a final test for the course. Both English and French versions of the test are provided. Intended for administration during June 1986, it contains 56 multiple-choice questions and three written-response problems. Two-and-one-half hours are allowed for…

Effects on Student Achievement in General Chemistry following Participation in an Online Preparatory Course: ChemPrep, a Voluntary, Self-Paced, Online Introduction to Chemistry

ERIC Educational Resources Information Center

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

2007-01-01

ChemPrep was developed to be a stand-alone preparatory short-course to help students succeed in general chemistry. It is Web-based and delivered using the OWL system. Students reported that the ChemPrep materials (short information pages, parameterized questions with detailed feedback, tutorials, and answers to questions through the OWL message…

Ambarish Nag | NREL

Science.gov Websites

|Mathematical biology Education Ph.D., Computational Chemistry, University of Chicago M.S., Chemistry , University of Chicago M.S., (2-Year) Chemistry, Indian Institute of Technology, Kanpur, India B.S., Chemistry

Determination of the Rapid Quenching Rates of Excited State F-Centers by OH(-) Defects in KC1.

DTIC Science & Technology

1986-08-29

M. A. E - eDr. George E. Walrafen Departme f Chemistry Department of Chemistry Univ ty of California Howard University . Angeles, California 90024...Wilson Department of Chemistry Chemistry Department Howard University University of California Washington, D.C. 20059 La Jolla, California 92093 Dr. M. S

Perceptions of Student-Teacher Relationships, Self-Efficacy, and Subject Matter Retention in a Secondary Chemistry Course

ERIC Educational Resources Information Center

Bechtel, Michael Dean

2012-01-01

This was a study of students who had completed a chemistry course taught by one instructor in a large urban high school during 2009-2010. It was conducted in two phases: Phase One assessed self-efficacy, teaching practices, and subject matter retention taken 16 months after course completion. Phase Two consisted of a multiple-choice final exam…

Development and Implementation of a First-Semester Hybrid Organic Chemistry Course: Yielding Advantages for Educators and Students

ERIC Educational Resources Information Center

Ealy, Julie B.

2013-01-01

A first-semester organic chemistry course was developed as a hybrid course. The students met face-to-face for one class each week (50 minutes) and the lectures were accessible online via Adobe Connect. Quizzes were scheduled for almost every lecture with access online through ANGEL. In addition, the students had three in-class tests and one final…

A Comparison of the Usage of Tablet PC, Lecture Capture, and Online Homework in an Introductory Chemistry Course

ERIC Educational Resources Information Center

Revell, Kevin D.

2014-01-01

Three emerging technologies were used in a large introductory chemistry class: a tablet PC, a lecture capture and replay software program, and an online homework program. At the end of the semester, student usage of the lecture replay and online homework systems was compared to course performance as measured by course grade and by a standardized…

Mathematics Models in Chemistry--An Innovation for Non-Mathematics and Non-Science Majors

ERIC Educational Resources Information Center

Rash, Agnes M.; Zurbach, E. Peter

2004-01-01

The intention of this article is to present a year-long interdisciplinary course, Mathematical Models in Chemistry. The course is comprised of eleven units, each of which has both a mathematical and a chemical component. A syllabus of the course is given and the format of the class is explained. The interaction of the professors and the content is…

Assessment of Chemistry Anxiety in a Two-Year College

ERIC Educational Resources Information Center

McCarthy, Wanda C.; Widanski, Bozena Barbara

2009-01-01

Chemistry anxiety encompasses apprehension regarding learning chemistry, evaluation in chemistry courses, and fears about handling chemicals. Our goal was to ascertain the prevalence of these three types of anxiety in college students enrolled in a two-year college. In our sample, chemistry-evaluation provoked the most chemistry anxiety followed…

Toward better physics labs for future biologists

NASA Astrophysics Data System (ADS)

Moore, K.; Giannini, J.; Losert, W.

2014-05-01

We have developed a set of laboratories and hands on activities to accompany a new two-semester interdisciplinary physics course that has been developed and tested in two small test classes at the University of Maryland, College Park (UMD) in 2012-2013. We have designed the laboratories to be taken accompanying a reformed course in the student's second year, with calculus, biology, and chemistry as prerequisites. These prerequisites permit the laboratories to include significant content on physics relevant to cellular scales, from chemical interactions to random motion and charge screening in fluids. We also introduce students to research-grade equipment and modern physics analysis tools in contexts relevant to biology while maintaining the pedagogically valuable open-ended laboratory structure of reformed laboratories. Preliminary student response results from these two classes are discussed.

PREFACE: 10th Joint Conference on Chemistry

NASA Astrophysics Data System (ADS)

2016-02-01

The 10th Joint Conference on Chemistry is an international conference organized by 4 chemistry departments of 4 universities in central Java, Indonesia. The universities are Sebelas Maret University, Diponegoro University, Semarang State University and Soedirman University. The venue was at Solo, Indonesia, at September 8-9, 2015. The total conference participants are 133 including the invited speakers. The conference emphasized the multidisciplinary chemical issue and impact of today's sustainable chemistry which covering the following topics: • Material innovation for sustainable goals • Development of renewable and sustainable energy based on chemistry • New drug design, experimental and theoretical methods • Green synthesis and characterization of material (from molecule to functionalized materials) • Catalysis as core technology in industry • Natural product isolation and optimization

What a Chemist Needs to Know--Other than Chemistry.

ERIC Educational Resources Information Center

Chemical and Engineering News, 1980

1980-01-01

Recommends a range of courses of study which may be important for one pursuing a career in chemistry. Discusses courses in computer science, statistics, public speaking, technical writing, mathematics, physics, economics, market research, psychology, chemical engineering, toxicology, history, foreign language, and science history. (CS)

(Role) Playing Politics in an Environmental Chemistry Lecture Course

ERIC Educational Resources Information Center

Smythe, Meredith A.; Higgins, Daniel A.

2007-01-01

Participation of environmental chemistry students in mock congressional hearings is described, as a means of helping them better develop their speaking and debating skills. The activity brings active learning principles into the classroom and greatly increases student participation in an otherwise traditional lecture course.

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

NASA Astrophysics Data System (ADS)

Gebru, Misganaw T.

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

US Air Force 1989 Research Initiation Program. Volume 4.

DTIC Science & Technology

1992-06-25

Kentucky University Specialty: Mechanical Engineering Svecialty: Analytical Chemistry 760-7MG-079 and 210-IOMG-095 Dr. Thomas Lalk Texas A&M University...Base) Dr. Peter Armendarez Mr. William Newbold (GSRP) Brescia College University of Florida Secialty: Physical Chemistry Specialty: Aerospace...Research Dr. Roger Bunting Dr. Steven Trogdon Illinois State University University of Minnesota-Duluth Specialty: Inorganic Chemistry Specialty

Teaching biochemistry to medical students in Singapore--from organic chemistry to problem-based learning.

PubMed

Khoo, H E

2005-07-01

The medical faculty in the National University of Singapore started in 1905 but the Chair in Biochemistry was only established in 1927. For many years the biochemistry course consisted of the teaching of the organic chemistry of substances of physiological importance, nutrition, metabolism and hormones. In 1961, clinical biochemistry was introduced and in the 1980s, genetics and molecular biology were included. By then, most of the organic chemistry content had been removed as greater emphasis was placed on clinical correlation. Laboratory classes consisted of mock glucose tolerance tests and the measurement of various enzymes. By the 1990s, students were no longer interested in such practical classes, so a bold decision was made around 1995 to remove laboratory classes from the curriculum. Unfortunately, this meant that the medical students who might have been interested in laboratory work could no longer do such work. However, the new curriculum in 1999 gave the department an opportunity to offer a laboratory course as an elective for interested students. This new curriculum adopted an integrated approach with Genetics being taught as part of Paediatrics, and a new module (Structural and Cell Biology) comprising aspects of cell biology and biochemistry was introduced. This module is currently taught by staff from Anatomy, Physiology and Biochemistry. Some biochemistry content is now incorporated into the clinical problem scenarios of problem-based learning such as jaundice, diabetes mellitus, anorexia nervosa, etc. So the evolution of teaching biochemistry to medical students in Singapore has paralleled worldwide trends and moved from the didactic teaching of organic chemistry of biomolecules to problem-based learning using clinical cases.

Structure and Evaluation of a Flipped General Chemistry Course as a Model for Small and Large Gateway Science Courses at an Urban Public Institution

ERIC Educational Resources Information Center

Deri, Melissa A.; Mills, Pamela; McGregor, Donna

2018-01-01

A flipped classroom is one where students are first introduced to content outside of the classroom. This frees up class time for more active learning strategies and has been shown to enhance student learning in high school and college classrooms. However, many studies in General Chemistry, a college gateway science course, were conducted in small…

Customized Videos on a YouTube Channel: A beyond the Classroom Teaching and Learning Platform for General Chemistry Courses

ERIC Educational Resources Information Center

Ranga, Jayashree S.

2017-01-01

Videos are an integral part of online courses. In this study, customized YouTube videos were explored as teaching and learning materials in place of face-to-face discussion sessions in General Chemistry courses. The videos were created using a budget-friendly and interactive app on an iPad. The customized YouTube videos were available to students…

Learning How Students Learn: An Exploration of Self-Regulation Strategies in a Two-Year College General Chemistry Class

ERIC Educational Resources Information Center

Miller, Dionne A.

2015-01-01

This study investigated how students in an urban 2-year college used self-regulation strategies in a General Chemistry I course and whether their use was correlated with both performance and the ability to correctly predict performance on a course exam. The 142 students enrolled in all 10 sections of the course were asked to complete the Motivated…

Suitable Class Experiments in Biochemistry for High-school Chemistry and Biology Courses.

ERIC Educational Resources Information Center

Myers, A.

1987-01-01

Illustrates the scope of experimental investigations for biochemistry education in high school biology and chemistry courses. Gives a brief overview of biochemistry experiments with proteins, enzymes, carbohydrates, lipids, nucleic acids, vitamins, metabolism, electron transport, and photosynthesis including materials, procedures, and outcomes.…

Laboratory Measurements of Cometary Photochemical Phenomena.

DTIC Science & Technology

1981-12-04

PROGFIAM ELEMENT.PROJECT TASK Laser .Chemistry Division AREA & WORK UNIT NUMaZRS Department of Chemistry - Howard University NR.051-733 Wash’ ngtQn, D. C...William M. Jackson Laser Chemistry Division Department of Chemistry Howard University .Washington, D. C. 20059 / Published by Jet Propulsion Laboratory...MEASUREMENTS OF COMETARY PHOTOCHEMICAL PHENOMENA William M. Jackson Howard University Washington, DC 20059 Abstract Laboratory experiments are described

The relative role of "A" level chemistry, physics and biology in the medical course.

PubMed

Tomilson, R W; Clack, G B; Pettingale, K W; Anderson, J; Ryan, K C

1977-03-01

The performance of 209 students in the 2nd MBBS, first clinical year and final MBBS examinations has been compared retrospectively with their grades in chemistry, physics and biology at "A" level. The mean grade has also been determined for students from different social classes and secondary education. Significant differences in marks for biology were found between successful and not so successful students, especially in the pre-clinical part of the course. Significnat differences in marks and significant correlations were also found for physics but not to any great extent for chemistry. The relative role of these three basic sciences in the medical course is discussed. The suggestion is made that there is a need for a re-appraisal of the privleged position of chemistry and an unquestioned science requirement for entry to medical school.

A Genetically Optimized Predictive System for Success in General Chemistry Using a Diagnostic Algebra Test

NASA Astrophysics Data System (ADS)

Cooper, Cameron I.; Pearson, Paul T.

2012-02-01

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

Investigations of nitrogen oxide plasmas: Fundamental chemistry and surface reactivity and monitoring student perceptions in a general chemistry recitation

NASA Astrophysics Data System (ADS)

Blechle, Joshua M.

Part I of this dissertation focuses on investigations of nitrogen oxide plasma systems. With increasing concerns over the environmental presence of NxOy species, there is growing interest in utilizing plasma-assisted conversion techniques. Advances, however, have been limited because of the lack of knowledge regarding the fundamental chemistry of these plasma systems. Understanding the kinetics and thermodynamics of processes in these systems is vital to realizing their potential in a range of applications. Unraveling the complex chemical nature of these systems, however, presents numerous challenges. As such, this work serves as a foundational step in the diagnostics and assessment of these NxOy plasmas. The partitioning of energy within the plasma system is essential to unraveling these complications as it provides insight into both gas and surface reactivity. To obtain this information, techniques such as optical emission spectroscopy (OES), broadband absorption spectroscopy (BAS), and laser induced fluorescence (LIF) were utilized to determine species energetics (vibrational, rotational, translational temperatures). These temperature data provide mechanistic insight and establish the relationships between system parameters and energetic outcomes. Additionally, these data are also correlated to surface reactivity data collected with the Imaging of Radicals Interacting with Surfaces (IRIS) technique. IRIS data demonstrate the relationship between internal temperatures of radicals and their observed surface scatter coefficients (S), the latter of which is directly related to surface reactivity (R) [R = 1-S]. Furthermore, time-resolved (TR) spectroscopic techniques, specifically TR-OES, revealed kinetic trends in NO and N2 formation from a range of precursors (NO, N2O, N2/O2). By examining the rate constants associated with the generation and destruction of various plasma species we can investigate possible mechanistic implications. All told, such data provides unparalleled insight into the chemistry of these plasma systems. Part II of this work is focused on understanding the efficacy of a general chemistry recitation program. Such programs can be an valuable tool for improving students' problem solving skills and understanding using methods that are difficult to implement in large lecture settings. Here, general chemistry students at Colorado State University participated in a variety of recitation activities throughout the first semester of a 2-semester general chemistry sequence, including peer-led exercises, games, and scaffolded worksheets. Through weekly surveys, students were asked to evaluate and assess recitation activities for both interest and effectiveness as part of their course homework. Also included in these survey assignments were content questions relevant to the weekly themes, providing a measure of student learning of recitation topics. Student opinions were correlated with content retention, and these data were compared against student responses to a pre-survey administered before the first recitation session. This analysis allows for monitoring students' expectations of recitation courses and how well those expectations are met through the various types of activities employed. Ultimately, this work has found that students have positive feeling with respect to individual assignments, but that perspectives on chemistry and the course in general decrease dramatically from the beginning to the end of the semester. Thus, this work can serve as a significant starting points for future efforts to monitor and record student perceptions in the general chemistry recitation classroom, leading to further investigation into the source of changing attitudes and the role that week-to-week activities have on global course attitudes.

The academic majors of students taking American soil science classes: 2004-2005 to 2013-2014 academic years

NASA Astrophysics Data System (ADS)

Brevik, Eric C.; Vaughan, Karen L.; Parikh, Sanjai J.; Dolliver, Holly; Lindbo, David; Steffan, Joshua J.; Weindorf, David; McDaniel, Paul; Mbila, Monday; Edinger-Marshall, Susan

2017-04-01

Many papers have been written in recent years discussing the interdisciplinary and transdisciplinary aspects of soil science. Therefore, it would make sense that soil science courses would be taken by students in a wide array of academic majors. To investigate this, we collected data from eight different American universities on the declared academic majors of students enrolled in soil science courses over a 10 year time period (2004-2005 to 2013-2014 academic years). Data was collected for seven different classes taught at the undergraduate level: introduction to soil science, soil fertility, soil management, pedology, soil biology/microbiology, soil chemistry, and soil physics. Overall trends and trends for each class were evaluated. Generally, environmental science and crop science/horticulture/agronomy students were enrolled in soil science courses in the greatest numbers. Environmental science and engineering students showed rapid increases in enrollment over the 10 years of the study, while the number of crop science/ horticulture/ agronomy students declined. In the introduction to soil science classes, environmental science and crop science/ horticulture/ agronomy students were enrolled in the greatest numbers, while declared soil science majors only made up 6.6% of the average enrollment. The highest enrollments in soil fertility were crop science/ horticulture/ agronomy students and other agricultural students (all agricultural majors except crop science, horticulture, agronomy, or soil science). In both the soil management and pedology classes, environmental science and other agricultural students were the largest groups enrolled. Other agricultural students and students from other majors (all majors not otherwise expressly investigated) were the largest enrolled groups in soil biology/microbiology courses, and environmental science and soil science students were the largest enrolled groups in soil chemistry classes. Soil physics was the only class investigated where declared soil science students made up the largest single group of students, with other agricultural students being the second largest group. Results of the study showed that students from many different academic majors take soil science classes at American universities, and the most common majors in these classes depended on the class and the material it addressed.

Minimal Impact of Organic Chemistry Prerequisite on Student Performance in Introductory Biochemistry

ERIC Educational Resources Information Center

Wright, Robin; Cotner, Sehoya; Winkel, Amy

2009-01-01

Curriculum design assumes that successful completion of prerequisite courses will have a positive impact on student performance in courses that require the prerequisite. We recently had the opportunity to test this assumption concerning the relationship between completion of the organic chemistry prerequisite and performance in introductory…

Results of a Practicum Offering Teaching-Focused Graduate Student Professional Development

ERIC Educational Resources Information Center

Richards-Babb, Michelle; Penn, John H.; Withers, Michelle

2014-01-01

Providing chemistry graduate students with opportunities to learn about evidence-based teaching and to practice teaching skills in a mentored environment is crucial to their professional development. Herein is described the model for a graduate-level teaching practicum course specifically focused on the chemistry discipline. This course addressed…

Making Chemistry Relevant to the Engineering Major

ERIC Educational Resources Information Center

Basu-Dutt, Sharmistha; Slappey, Charles; Bartley, Julie K.

2010-01-01

As part of a campus-wide, externally funded project to increase performance in, enthusiasm for, and retention within STEM disciplines, we developed an interdisciplinary, team-taught first-year seminar course. The construction and delivery of this course was designed to show the relevance of selected general chemistry topics such as matter and…

Design of Chemistry Teacher Education Course on Nature of Science

ERIC Educational Resources Information Center

Vesterinen, Veli-Matti; Aksela, Maija

2013-01-01

To enhance students' understanding of nature of science (NOS), teachers need adequate pedagogical content knowledge related to NOS. The educational design research study presented here describes the design and development of a pre-service chemistry teacher education course on NOS instruction. The study documents two iterative cycles of…

Using Wikis to Develop Collaborative Communities in an Environmental Chemistry Course

ERIC Educational Resources Information Center

Pence, Laura E.; Pence, Harry E.

2015-01-01

Group construction of wikis in an environmental chemistry course provided an effective framework for students to develop and to manage collaborative communities, characterized by interactive projects designed to deepen learning. A sequence of assignments facilitated improvement of the students' wiki construction and editing skills and these…

General Chemistry for Waste Handlers.

ERIC Educational Resources Information Center

Sixtus, Michael E.

This manual is intended for use in presenting a course which provides the content-specific general chemistry education required for the safety awareness and job enhancement of persons employed as waste handlers. The course, which was designed to be delivered to technicians at job sites in a lecture/demonstration format with several hands-on…

Adaptive Instructional Aids for Teaching a Blind Student in a Nonmajors College Chemistry Course

ERIC Educational Resources Information Center

Boyd-Kimball, Debra

2012-01-01

Adaptive tools and techniques for lecture instruction were developed for a blind student in a nonmajors college chemistry course. These adaptive instructional aids assisted the student in writing and balancing chemical reactions, calculating unit conversions and concentrations, drawing Lewis dot structures, understanding structural representations…

Mineral Analysis of Whole Grain Total Cereal

ERIC Educational Resources Information Center

Hooker, Paul

2005-01-01

The quantitative analysis of elemental iron in Whole Grain Total Cereal using visible spectroscopy is suitable for a general chemistry course for science or nonscience majors. The more extensive mineral analysis, specifically for the elements iron, calcium and zinc, is suitable for an instrumental or quantitative analysis chemistry course.

Promoting Student Learning in a Large General Chemistry Course

ERIC Educational Resources Information Center

Buchanan, Stacey A.; Reynolds, Melissa M.; Duersch, Brett S.; Lohr, Lawrence L.; Coppola, Brian P.; Zusho, Akane; Pintrich, Paul R.

2004-01-01

Based on recent reports in the science education literature, curricular modifications were made to one section of a freshman-level general chemistry course. Assessment results indicate that these modifications resulted in a more student-centered learning environment and increased student learning and satisfaction as compared to results from…

High-Ability Women and Men in Undergraduate Mathematics and Chemistry Courses.

ERIC Educational Resources Information Center

Bali, John; And Others

1985-01-01

Using samples of college students of very high ability and strong academic background, sex differences in performance and perceptions of performance in introductory chemistry and mathematics courses were studied. Considerable differences favoring men were found, and these appeared to be due primarily to differences in mathematics background.…

Integrated Lecture and Laboratory Chemistry Components of Science Education Program for Early and Middle Childhood Education Majors

NASA Astrophysics Data System (ADS)

Lunsford, S. K.

2004-05-01

Two new chemistry courses were developed for early childhood and middle childhood education majors. The results of a pre- and posttest in the courses indicate success in developing student content knowledge and ability to problem solve. In addition these courses are designed to develop preservice teachers' understanding of the National Science Education Standards and foster support for implementing these standards in their classrooms. These courses provide materials, resources, and guidance in implementing the standards in their future teaching careers.

Embedded Mathematics in Chemistry: A Case Study of Students' Attitudes and Mastery

NASA Astrophysics Data System (ADS)

Preininger, Anita M.

2017-02-01

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

A novel electronic assessment strategy to support applied Drosophila genetics training in university courses.

PubMed

Fostier, Maggy; Patel, Sanjai; Clarke, Samantha; Prokop, Andreas

2015-02-25

The advent of "omic" technologies has revolutionized genetics and created a demand to focus classical genetics on its present-day applications (Redfield, 2012, PLoS Biol 10: e1001356). This demand can be met by training students in Drosophila mating scheme design, which is an important problem-solving skill routinely applied in many modern research laboratories. It promotes a thorough understanding and application of classical genetics rules and introduces to transgenic technologies and the use of model organisms. As we show here, such training can be implemented as a flexible and concise module (~1-day home study, ~8-hour course time) on university courses by using our previously published training package designed for fly researchers (Roote and Prokop, 2013, G3 (Bethesda) 3: 353-358). However, assessing this training to make it an accredited course element is difficult, especially in large courses. Here, we present a powerful assessment strategy based on a novel hybrid concept in which students solve crossing tasks initially on paper and then answer automatically marked questions on the computer (1.5 hours total). This procedure can be used to examine student performance on more complex tasks than conventional e-assessments and is more versatile, time-saving, and fairer than standard paper-based assignments. Our evaluation shows that the hybrid assessment is effective and reliably detects varying degrees of understanding among students. It also may be applicable in other disciplines requiring complex problem solving, such as mathematics, chemistry, physics, or informatics. Here, we describe our strategies in detail and provide all resources needed for their implementation. Copyright © 2015 Fostier et al.

The Journal of Kitchen Chemistry: A Tool for Instructing the Preparation of a Chemistry Journal Article

ERIC Educational Resources Information Center

Meyers, Jonathan K.; LeBaron, Tyler W.; Collins, David C.

2014-01-01

Writing assignments are typically incorporated into chemistry courses in an attempt to enhance the learning of chemistry or to teach technical writing to chemistry majors. This work addresses the development of chemistry-major writing skills by focusing on the rigorous guidelines and conventions associated with the preparation of a journal…

Insights from a Modular Interdisciplinary Laboratory Course

NASA Astrophysics Data System (ADS)

Bouvier-Brown, N. C.; Carmona, V.

2016-12-01

A laboratory curriculum is naturally oriented towards "hands on" and problem-based learning. An earth science course, like chemical ecology, has the additional advantage of interdisciplinary education. Our Chemical Ecology course at Loyola Marymount University was structured as a small modular workshop. Students first gained hands-on experience with each analytical technique in the laboratory. The class then discussed these first datasets, delved into lecture topics, and tweaked their experimental procedures. Lastly, students were given time to design and execute their own experiments and present their findings. Three-to-four class periods were allotted for each laboratory topic. Detailed information and student reflections will be presented from the Spectroscopy module. Students used the Folin-Ciocalteau reagent method to extract the phenolic content of vegetation and/or soils. Because phenols are produced by plants for defense, this spectroscopic laboratory activity provided insight on allelopathy using analytical chemistry. Students were extremely engaged and learned not only the lab theory and technique, but also its application to our local ecology.

Design and Development of a Chemistry Subject Portal at Panjab University Library, India

ERIC Educational Resources Information Center

Singh, Neeraj Kumar; Mahajan, Preeti

2010-01-01

Purpose: This paper aims to give a brief description of some chemistry portals available worldwide, followed by a description of the chemistry portal developed for Panjab University Library, Chandigarh (India). Design/methodology/approach: A well-structured chemistry portal was designed for chemistry and its allied departments at Panjab University…