Concenirated Chemlcal Concepts Richard Cornelius. John Wiley 8 Sons. 605 Third Avenue. New York, NY 10158 Hardware 48K Apple II. I!+, IIE Software Applesoft, DOS 3.3 Components: 9 disks Level and subject: General chemistry Cost: $550; additional diskettes $15 each: 1 free set of backup diskenes with purchase Summary Ratlngs
Gcd
Owd (Same =
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Excellent) (Some = Excellent) Review I "Concentrated Chemical Concepts," according u, its author, ra "d~signrdfor courses that cover general, organic, and biological chemistry and that assume the student ha$ little chrmistry or mathematics backymund." The set of nine disks ronarsta of thrcr Darts coverine eeneral chemistrv. oreanic chemistrv.. andl;io~aeiea~ ehemisik. *he oromams ~. are wrrtten to pnrnlld closely the mnrerial in John R. Holum's "Fundamantnls of General, Organic, and Bahgical Chemisrry" w r o n d ed.) and contain references tospecific chapters, tables, and pages. For those who use a different text, a mechanism is provided for removing these references. The author's choice of topics is germane to an introductory chemistry course for students who are planning careers in health-related professions. However, thefour disks of General Chemistry would he suitable far any introductory course offered at a two-year or four-year college, as well as those taught a t the secondary school level. Some of the material in the three Organic Chemistry disks would also be suitable for secondary school
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students; and students in Advanced Placement (A. P.) Hiolop) courses might henefit from the material in the twodisksd Bioloeical Chemistry, especially the programs dealing with DNA. One caueot is, however, in order. Twentynine of the eighty-five programs deal with "Definitions" in which a term is displayed and the student is asked to type thenumber that corresponds to the best of five definitions shown. Because of the correlation with the Holum text, the author of this software program includes such biologicaljbealth terms as "hypothermia," "sensible perspiration," and "basal metabolic rate"-even in some of the early programs such as "Matter and Energy." A number of my students who tried out these programs had little or no idea of the meaning of these terms which were not covered in their current chemistry courses. Although a mechanism for weening terms is presented in the "Definitions" program, it might be appropriate for the instructor to prepare a list of terms deemed "irrelevant" for the students so that they would not get upset at heing ignorant of these definitions. Both this reviewer and his students expresped concern ovrr thr fact that a goodly fract~onof the defin~twnquntlonsare, in the pato~sof the students. "gweaways." In these cases, someone with little or no previous knowledge of the material could give acorreet response through simple elimination or shrewd reading. A good example of this is the choice "compound made up of molecules" for the acceptable definition of the term "molecular compound." The 30 pages of printed documentation that accompany the disks include concise notes to the instructor and a single page of notes to the student. Eighteen pages are devoted to detailed descriptions of each promam for the instructor's use. Each of the nine disks contain f w r pagrs ( i e., rrrcenw of general instructiuns, as well nu a listing ofthe complete r u n k n t j uf all the disks which may be accessed a t the user's command or hypassed from the disk menu. The doeumentation, in all cases, is clear and accurate. The programs are easy to use, as attested hv the fact that students who had no mior exprr~encrwiththr ~ p p l had e nodiffic'ulty, havmg been assured that, if they could turn
Reviewed in this Issue Richard Cornelius, Concentrated Chemical Concepts RaymondE. Davis, Kenneth D. Gailey, and Kenneth W. Whitten, Principles of Chemistry Alex Kaplan and LaVerne L. Szabo, Clinical Chemistry. Interpretation and Techniques, Second Edition Jean L. Graef, Selecting and Using Microcomputers in Science Instruction William S. Emerson, Guide To The Chemical Industry New Volumes in Continuing Series Monographs Titles of Interest
Volume 61
on a TV, throw a light switch, and "mail a letter" (my "gimmick" far inserting a disk correctly into the drive), they could use the computer. Responses are made by using the RETURN and ESC keys, as well as the Key and the Space Bar. An audible click acknowledges each entry. Deliberate mistakes were made to test the program's ability to recover from them.. .themost drastic being the depression of the RESET key in lieu of RETURN. The disk simply reboots and the student can choose once again from the menu. Users are never "left stranded" through erroneous inputs. No special equipment is called for, except for hand calculators, which are required for some programs involving mathematical computation. Programs that require the use of calculators are listed on the menu with a (C) following their titles. The computer d w s not perform the arithmetic, but the programs will show the student the correct mathematical layout for a program after two unsuccessful attempts. In all cases, the rules for correct significant figures must he observed for an answer to be deemed "acceotable." If rhestudrnt'sanswer is within range hut violates the rules, the computrr will prompt the user fur the correct number of significant figures. Questions in the drills are randomly selected. Some programs have a bank of questions from which random choices are made; other programs randomly generate questions. One of the problems presented in Part 8, Disk # 1, "Density of Liquids," asks the user to enter the volume of 9.8 g of Liquid that has a density of 1.4 g1mL. My entry was deemed erroneous; I was even more surprised when I asked for the correct answer and the screen revealed: "Correct answer in 9.8 gl1.4 g/mL = 700 mL." One such "glitch" is no reason to reject the entire program, but this can he disconcerting to both students and teacher-
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Moat of the graphics in this set of programs are quite clear and enhance the content of the
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material. In the DrWam dealing with Bode's Law. however. the student is to add or r&ve
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Reviewer Dennis J. Clancy J a m e s A. Petrich Norman E. Miller
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Doris K. Kolb
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Jerry L. Sarquis Harold A. Wittcoff
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Number 11
November 1984
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ROOH REVIEW/ -
mercury from a closed-end manomewr using the keyboard. Some students had incorrect answers because it was difficult to "guesstimate" the precise markinr on the manometer. Students found the inclusion of questions on catalysts and enzymes with Defmitions on Gases and the Kinetic Molecular Theory disconcerting. The Kinetic Molecular Theory of Gases is generally taught in the first half year whereas catalysis, usually discussed in the Kinetics unit, is covered in the second half vear. 0; the whole.~,~~~ the level of treatment is aopwpriate for a beginning student. The level of diflirulty, however,dm not increase if and when a student "is on a roll" (i.e., gets the fust five out of five eorrext on aten question quiz), nor can the teacher control or modify the content. The instructional methods of drill and oractice. simulations. tutorial CAI. and pmhkm solving are all used effectively. The student is actively involved. especially in those programs involving graphics, equation balancing, and calculations. Computer prompts are friendly and non-threatening, even when the user inputs an erroneous response. Three sets of students used these pragrams: Group 1induded students in aregular first-year high school chemistry course, Group 2 was an accelerated science group doing CHEM study in Grade 10, and Group 3 was composed of students who had completed a year of high school chemistry and were enrolled in either A.P. Biology andlor A.P. Chemistry. Group 1 students were the most enthusiastic. which mav have been due to the novelty of using eompnten. Croup 2 students were enthusiastic but rrrtieized the "giveawny" questrons on Definitions alluded to earlier. Group 3 students expressed eoncern with the biochemical vocabulary and conformations and delighted in compiling a list of "giveaways." The first four disks of the set (General Chemistry) would make a worthwhile addition to any secondary school's software library. Some of the material in Part I1 (Organic) might also be useful, depending on the depth to which some teachers go into the area of organic reactions. The supplementary cost of $15.00 per disk is reasonable; but this represents a healthy sum of money should a teacher wish to have an entire class use computer-room facilities at the same time. A class set of 24 disks, just for Part I, would cost $1440.00. Only the more affluent school districts might permit this sort of expenditure! Dennis J. Clancv Clarkslom Senlor High School South ~~~~~
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West Nyack. NV 10994 Revlew II "Concentrated Chemical Coneeuts" is a comprehensive, technically impressive, and wrasionally creative approach to eomputer-based reinforcement of basic chemical concepts. Its 85 programs covering general, organic, and biological chemistry are designed for students who have little chemical or mathematical background. T o obtain student reactions to these pro-
A300
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of the pragrams for every c o w taught at his community college; he distributed these lists to the students, and encouraged them to use the programs. The courses far which these lists were prepared included freshman chemistry courses (for both seieneelengineering majors and non-science majors), preparatory chemistry, elementary chemistry (taken primarily by associate degree nursing students), and the organic chemistry sequence. Some of the programs are appropriate for each of these courses; others, however, are limited to students in health-related programs by their decided medical orientation, particularly the programs on Definitions. Once the Computer is on and the program is running, most students are able to follow the directions nrovided bv the comnuter. A one-page printed explanation is provided for the student, and each dlsk hns four screens of general instructions. Notes are provided to help the instructor set up disks, cheek the colors on the monitor, and obtain or clear stored results. These notes, however, do not make it clear that the results from each use of a program are stored and not iust asummarv of all students' use of each proaram. A n intrcdurtion, a list of the propuns, and a descripticm of the programs are alao included. There is an appendix with descriptions of equipment requirements as well as details on how to load and take care of a disk. The teacher should prepare the disk to select the character set appropriate for the type of videosereen being used, and to determine whether the programs are to be general or keyed to "Fundamentals of General, Organic, and Biological Chemistry" by John R. Holum. The teacher must he sure that there are no write-protect tahs on the disks since these selections and the students' results are stored on the disks. If the tahs are not removed, no error message is given to indicate that the information cannot be written; it should he. No special equipment is required. However, a color monitor is recommended toshow the effective use of color; and a printer is recommended so that the teacher may print the stored results. For those who have an Apple IIe, the programs need to he mdified with an appropriate character set so that all the superscripted numhers work. Sound is used in several ways. Each entry is accompanied by a "blip." A correct answer produces a pleasant sound; a wrong answer produces an unpleasant buzz. Some programs use special sound effects. In "Gas Calculations-PN." sounds that reoresent collidine ~. g a molwuleamn k generate& in "Half-livm of Radioactive Elemmu" rliekr of a Criger counter can br simulated. The special awnd effects are optional, but the other sounds are not. They should he. Programs that have the notation "(C)" after their names on the menu indicate that the student must have a calculator. A calculator mode is not provided. Entries are often single letters, such as "A"(seidic), "B"(hasic), "N"(nuetral)[sic]). The student is always told when to press RETURN, the space bar, or any other key. The prompts in the pmgrams are gwd. Some programs provide a periodic table or a list of atomic weights. When the student types "?" prompts are displayed (even in the middle of an answer). With the help on the screen, the ~~
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stance being used. When the space bar is pressed, the previous screen contents are returned, including any portion of the answer that was entered. Most of the programs have a predetermined number of problems; however, the student can return to the menu a t any time by pressing ESC. Input is controlled by the programs. Digits are generally not accepted when letters are needed, and letters are not accepted when numbers are needed. In fact, dieits or letters outside accentable ranees are often not accepted: for example, iithe choices are 1 through 6. then 7. 8. 8, and 0 are not accepted. Null inputs are either not aerepcrd or the computer responds appropriately. Pressing the reset key restarts the menu. Entries are checked for content, and appropriate responses are given. Some responses are as simple as, "Your answer is not correct." Other responses are more elaborate, as in Electron Configuration of Atoms, where responses include: "You have shown t w many electrons," "Two electrons with the same spin cannot occupy the same orbital," and "Unpaired electrons in p orbitals must have parallel spins." The greatest number of different resnonses is eiven hv the oreanie reaction programs. Student input ir simple-a letter,A through F. which represents the product or "No Henetion." Every inrorrect input generates a 1to 3 line response, and some of these programs have 20 or more different responses. The greatest problem with this set of proe m s is its inflexihilitv. Manv Drmams. " .. particularly the Definitions Propama, could be used in more wurres if there were a way to edit the contents. Several definitions may be unacceptable to some teachers, not because they are wrong; but because they are either incomplete or have a different point of view. Some examples are:
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temperature-measurement of hotness or coldness odet r u l e d e m e n t s tend to react to form filled electron shells Avogadro's Law-equal volumes have equal numbers of moles, and elecrrulytes- ~ u b s t a n c r r that permit electrolysis. %wml programs include chemical mntent that many teachers will appreciate, surh as: common and systematic names for alcohols, aldehydes, ketones, and carboxylic acids and the many informative responses to wrong answers that are built into the organic reaction programs. The programs are basically drill and practice. Twenty-nine programs review definitions. A term is selected and displayed on the screen along with five choices for the definition. The student indicates the correct definition by number. After two incorrect answers, the correct one is indicated by the computer. However, hardly any of these programs could he used suecessfully without prior instruction on the topic. In his introduction, Dr. Cornelius is hesitant to describe his programs as drill and practice; he emphasizes the use of graphics, simulations, explanations of wrong answers, and score keeping. For example, in the programs on Gas Calculations, the student is eiven an initial set of conditions and asked to ralrulate the vdume under another set of cundirions. Thisdrill would be boring if the
