polymer structure and stereochemistry, videos that introduce basic stereochemical wncents in organic chemistnr. and animated sequences of c r y s h strud'ures and ill; index olanes. Additional oroieets include other basic organic &ansfonnations, peAodk trends, and hybridization. The soecific eoals of this oroiect are to develop materials to be distribugd on cornp&; disks, laser disks, and video tapes that can be used in courses throughout the United States
ence, and, finally, to synthesis of results and evaluation of fmdines. This ~roiectfocuses orimarilv on courses taken by first and se&i year chemikry and"biology majors but will include selected upper division courses in which the technique has significant applications. The approach is sienificant in that it calls for inteeration of modelme techniques across the major program rather than use in isolated experiments and exercises developed and used by individual faculty members.
Developing an Individualized, Muiti art, Real World, Intearated and Com~rehensivecolkae Chemistrv Laboratory (Impricoin)
Materials Chemistry Case Study Approach to Facilitate Learning the Fundamentals of Chemistrv: Introduhry College and Secondary ~ e i e l
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Clifton E. Meloan Kansas State University
$150,000
The oroiect continues an effort to develoo a comorehensive s&-sirnester curriculum in c h e m i s G ~ u c 2 h the effort is being directed at organic chemistry concepts. The laboratory-oriented approach will be individualizedso that students from different maiors and interests can learn chemistry within acontext that excites and interests them. This will include exoenments on fwd chemistrv. tanning. soil chemistry, etc. Ail students will be exposed GstandarJ techniaues through videos and other approaches. The experiments are alimultipart and extend bver several laboratory sessions. They focus on real world situations which haveproven to be e&iting to the students. Physical Chemist lnstructlon Enhancement-Learning Through Student ?entered Activities Theresa J. Zielinski Niagara University
Physical chemistry, a diilicult course because of its abstract nature and mathematical rigor, has received little attention with respect to pedagogical innovations designed to enhance critical thinking and problem-solving skills. The project seeks to modernize instruction in physical chemistry by fostering development of students as learners and development of critical thinking skills while uncovering and correcting student misconceptions. The specific objectives are a series of 24-28 modules for physical chemistry that can serve as modeldtemplates for science instruction. These feature a student-centered format utilizing more effective pedagogical techniques such as group work, problem based learning, case studies, current chernical literature, and assessment. There is a heavy emphasis on computer-based activities. Each module will be accom~ a n i e by d instructional materials that will assist faculty to immedi&lY initiate student centered learning. ASS&ment tools include pre and post testing of student achievement. The modules will he built around the explicit use of goals and objectives for each learning unit, guided readings of the text, cooperative learning activities during class, and mastery learning principles. The Integration of Molecular Modeling Across the Chemistry Curriculum as a Tool for Understanding Chemical Structure and for Developing Critical Thinking Skills Mary L. Caffery Clarke College
Quantitative structure-activity relationships are of concern in many areas of chemistry. Because of their importance, structure-property relationships are taught a t every level. The goal of this project is to develop materials that will integrate molecular modeling across the chemistry curriculum. Thinking skills are emphasized, oprogressing from simple analysis and comparison through infer-
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Mary Jane Shultz Tufts University
The project is developing an introductory chemistry course based upon the properties of materials. It is discovery based in that students observe phenomena in the laboratory, then use those observations to develop an understanding of the chemistry involved. A principal goal is to put the joy of discovery back into science courses. For examole.. atomic structure and bondine would start with a hands-on examination ofthe material properties of a variety of metal samples. The brittle ones have restricted spatial directionality in the bonding with few nearest neighbors while the soft. ductile ones have exoanded bondine spheres with many nearest neighbors. ~ k d e n t sare fir2 sent into the laboratory for an adventure in exploring. The class is then be encouraged to develop an hypothesis for their observations. Onlv after this process, will the instructors, through directed questions, b i d e the students to realize the importance of bondinp and structure. The class will then be encouraged to extrapolate and extend this understanding to materials not examined.
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The Match Program: A Combined Mathematics and Chemistry Curriculum DonaldJ. Wink U of Illinois Chicago
$249,447
This project addresses the problem posed by students who arrive a t college lacking preparation for the courses they must pass to complete their degree. Such students, who mav be verv im~ortantin the com~ositionof the nation's technical and professional w o r ~ k c ein the future, often have clear goals in mind and will, if properly prepared, do very well in their college work. Their progression to a deeree is threatened bv their level of oreoaration. Thus, tKe central objective ofthe project is inerkased retention of these students both in college and in a science, mathematics, and engineering track. The chemistry and mathematics departments are developing a common curriculum for preparatory instruction in general chemistry and intermediate algebra. The course, dubbed "The MATCH Program" to reflect its origins, will be offered to students who require preparatory courses in order to succeed in college, because of deficiencies in the their educational background or because they are coming to higher education several years after graduation from high school. Three pedagogical tools underlay the entire program. First, explicit overlaps between mathematics and chemistry replace independent and difficult to learn isolated concept teaching. Second, laboratory experiments to emphasize measurement and concept discovery provide the means to motivate students to generate and use functional analysis. Third, cooperative discussion groups, to increase student confidence and learning, are the normal mode of learning in the course. "
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Volume 71 Number 6 June 1994
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