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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
computer merely stated the prohlem and responded t o the answer. Instead, the screen shows the molecules moving about, and the program forces the student t o enter the volume by adjusting the position of the piston on the screen. The student becomes interested in the problem and develops a cognitive understanding of gas law problems. "Bayle's Law Demonstration" and "Half-lives of Radioactive Elements" also use simulation effectively. Many programs use the following procedure: the problem is stated, and the student enters the answer. If the answer is right, the program displays a congratulatory response; the student then presses the space bar, and the neat prohlem appears. If the answer is wrong, the computer responds appropriately, sometimes with helpful information, and asks if the student wants to try again. If the student enters "Y," the computer asks for a new answer; if the student enters "N," or if the second answer is also wrone. ... the comouter displays the correct nnrwer and explains how to calculate it, if pursilh. There are Jome variations to this hasic prucedure. In the programs on Nomenclature each Letter in the answer is evaluated as it is entered. The idea is good, hut the computer's response is slow. The student must type slowly or risk being chareed with an error if aletter is missed hv the computer. In the Organic Krnctions programs an unlimited number of attempts are permitted, even aiter all choires, except the correct one, have been selected. Before returning t o the menu, the computer displays the student's results in the following format: "Out of a total of -questions you answered -correctly the first time, got -right on the second try, and missed -altogether." Students who used these programs and commented on them for this review were from lower level classes than the course for which the nramsms were written. Nevertheless, all df thirtudenb were either p l e a 4 with the programs or continued tu use more of them even though they expressed reservations about their approach. The programs evidently motivated the students. One student commented, "I should have come here more [sic] swner." He further remarked, "The computer helps me understand the materials a lot better. ..The computer drills you until1 [sic] you get it right." Others agreed, "It really doesn't compare with teacher [sic], hut i t was helpful in learning. 1learned a lot from it." Another reflected a change in attitude, "I feel more comfortable with the topic." Several noted the ease of using the computer, needing help only the first time. "Coneenbated Chemical Concepts" stands as a benchmark in the field of instructional programs in chemistry. Its breadth is remarkable, and its technical features are admirable. Furthermore, Dr. Cornelius has used some creative approaches t o practice prohlems. There are very few errors, either typaor chemical. This oackaee eranhical .. . .. will adequntely prov~denuany schools with a vrrtually complete art ut instructional programs m general, organic, and hidugical chemistry. ~~~
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J a m e s A. Petrich San Anlonio College 1300 San Pedro SBn Antonio, TX 78284
Principles of Chemistry RaymondE. Davis. Kenneth D. Galley, and Kenneth W. Whitten, Saunders College Publishing. New York. NY, 1984. xxviii 884 pp. Figs. and tables. 20.5 X 26 cm.
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"Principles of Chemistry" is t o he numbered among the suhstantial general chemistry texts on the market. Introduced this year, i t is described by the authors as a "principles textbook for students." A good case can he made that they have succeeded. This text incorporates much of the second edition of "General Chemistry" by Whitten and Gailey. The style of writing, examples, format, and large portions of text including illustrations are identical. Whereas "Princioles" uses two shades of amber for emohasis. headings, and illuatratkms, - ~ h e r a i Chemi~try"uses two shade* blue. In thrr and other subtle changes of styleand format, the editors and publisher presumably were influenced by market suwey research. This reviewer suspects it is a subjective matter. Chanters on thermochemistw. .. thermodvnamirs. and bonding were rigorously revised, and reordered, and improved. The handling of entropy ir as adwuacp as any rrmilar bwk in the market. I t is a pity that the novel nnd powerful approach of "matter and cnrrw spreadnera" intnduced by I'rofessor TerrcnceSwift ("Princidesof Chemistry." I). C. Heath, 1975) nea& a decade ago~hasnot been oicked uo bv, writers of current textbooks. Chnpten on nqueour equilibria were extensively reorganized and revised, but those on electrochemistry and cvordination compounds are unchanged, understandably so, since they were exceptionally well done already. In total, somewhat less descriptive material is iudeed - available in "Princinles of Chemistrv." This w i t has been carefully prepared and ediwd t o be free uf auhatantive error. I'rohlem assignments are grouped according t o concept and technique. No effort to work through them was attempted as many, if not most, have heen field tested by the prior editions of "General Chemistry." Clever uses of powerful analogies, such as that relating potential energy and its arbitrary nature t o that of a boulder on a hill, appear throughout the hook. Finally, lavish use of quality drawings and photographs provide the continuity of explanation with the substances and ohsewations of exoerienee. Overall, this text is clearly a "user f&dly"eompanion for students in general chemistry. Norman E. Miller Universiq of S o h Dakota Vermlllion. SD 57069 7
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Clinical Chemistry. interpretation and Techniques, Second Edition AlexKaplan, and LaVerne L. Szabo. Lea & Febiger. Philadelphia. PA. 1983. xix 427 pp. Figs. and tables. 18.5 X 26.5 cm.
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This is a useful kind of book, modest in size (4M, pp.), highly informational, and easy to read. I t does not attempt t o he campreVolume 61
hensive, but i t does strive to be up-to-date, including all the important clinical chemistry methods currently in use and omitting the ones that have become obsolete. The authors are affiliated with the Universitv of Wsshington in Seattle, and the methods desrrihed are mostly the ones leing used in their lahuratories, although most modem clinical chemistry laboratories tend to use similar methods. In cases for which there are two widely used methods, both are descrihed. In this second edition the material in the original hook has been improved and updated. For example, there are new sections describing the use af laboratory computers and radionuelides, and the hasie principles of various types of automatic analyzers are discussed. There are also new sections on enzyme kinetics and lipoproteins, and the chapters on toxicology, endocrinology, and immunochemical techniques have been revised.
Theauthon, w i l e with careand prerision so that, in spite of the concise nature of the book,explanationsare lucid,and laboratory procedures are clear and easy t o follow. If there are errors in the book, this reviewer did not find them. This is a nractieal hook. combinine" hasie prinr~plerwith lal,oratary methods, and including lmth physiological and pathological significance of clinical test results. I t not only discusses the interpretation of test results but also points out sources of error inherent in the methods described. I t covers manual procedures in detail, pointing out that automated teehnioues are based on the same chemical prmc~ples.Today theclinical chemistry laboratory is hwoming mure and more automated, and these automatic instruments can carry out large numbers of individual Laboratory tests with speed and precision. This book-emphasizes, however, the importance of the human technologist. All instruments reouire some maintenance. and man" need cal~hrationor other adjustments. The rrlialdity 01a chemical instrument always depends to some drgrce on the competence of the technologist who is using it. Doris K. Kolb lllinols Cemral College Easl Peoria, IL 61635
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Selecting and Using Microcomputers In Science Instruction Jean L. Graef, Cambridge Development Lab. Wallham, MA, 1983. 37 pp. Figs. and tables. 21 X 27 cm. $15.00 PB. "Selecting and Using Microcomputers in Science Instruction" is a 36-page booklet designed t o answer the question "Now that I have a computer, what do 1do with it?" The author's answer t o this question will be quite useful to the instructor who is a novice in the
: (Continued
Number 11
on page A3021
November 1984
A301
