GASLAWS SERAPHIM IBM PC Disk #1 robe^ Allendoerfer, Department of Chemistry, SUNY-Buffalo. Buffalo. NY 14214. 1982.
S u m m a r y Ratings
Hardware: IBM Personal Computer. 64K. 1 disk drive Software: MS DOS. BASIC (disk version) Components: Gas-law problems with multiple-choice answers; gas-law problems with open-ended questions; calculator mode. Level and sublect: General chemistry Cost: $4, from Project SERAPHIM
Category
Reviewer I
Revlewer II
Ease of use Subject Matter content Pedagogic Value Student Reaction
Excellent Below Average
Average-Good Average
Poor Good
Good
Average
Pedagogic Value A small amount of feedback is provided in response toan incorrect answer. In the multiple-choice format the feedback is limited to a comment about invertine the ratio of oressures or absolute temoer-
Features and Intent The program appears to be intended for students of general chemistry who have just been introduced to the simple gas laws such as Boyle's and Charles laws. In our view, it could be helpful for students who are having difficulty with calculations or who have not encountered the gas laws in high schcol. The approach is primarily drill and practice, and each problem deals with two of the four variables that characterize the state of a gas. For example, given V1, PI, and Pz, calculate Vz. Users have a choice of using a multiple-choice format or entering their calculated answers. Within each format there are five problems to be done, although the student is not told this a t the beginning. The instructional strategy is to provide a modest amount of feedback when an incorrect answer is entered. Motivation is provided by ascoreafter the five problems have been worked. Again, however, the user is not informed a t the beginning that he or she will be scored. E a s e of Use
to adapt the program to another type of problem. These instructions are clear and detailed. The presentation on the screen is effective and pleasing, although no graphics are employed. Instructions, with one exception mentioned below, are unambiguous, and the user is given various options, including "exit," a t several stages. There is acheery sound when a correct answer is entered. A calculator mode is available for both the multiple-choice and the numerical format. Because of the simple nature of the calculations, however, a hand calculator would appear to be just as easy far most students. The calculator mode allows the input of an algebraic expression, which did cause a few of our students same problems. The order of priority of the arithmetic operations in RASIC must be understood bv the user in order to avoid errors.
sponses to requests for input did not cause the program to hang up. In fact, we were always recycled through a portion of the program. In addition, the students who tried the program reported no difficulty with input errors. The program was written for the IBM Personal Computer and is usable by anyone owning the IBM PC. As suggested earlier, GASLAWS might serve for remedial help in any general chemistry course, bemuse this topic is taught universally. One of the program author's majvr goals was to design a drill and practice format which teachers can employ for problems other than gas law problems. The aforementioned documentation for this purpose is clear and complete. While we did not try to revise the program for another kind of problem. this aooears feasible. The oroeram is written in BASIC and is
Subject Matter Content
years gas law prohlems have been a favorite choice for chemistry teachers writing drill-and-practice computer programs. Often these programs have provided more difficult problems than GASLAWS. which does not lead the student to employ the cumplete ideal gas equation. We believe that there is not a strong need for more programs in this area.
1060
Journal
of Chemical Education
as repeated incorrect answers are entered. The last is a complete salution to the problem. In our opinion GASLAWS offers only asmall pedagogicadvantage over a workbook containing a series of problems and eraduated hints on separate pages. The chief advantages of the program are that the student is forced to attemot a oroblem before receivine a hint and he or ?he WCPII.P: a n ~~hjectlvrl?. ~ ~ ~ I ~ ~ u I HwI rPeI aI r the ~114 oilhewit\ of fiw p n h l r m . The puwrr of xrnphlr-, which is an import.+nr fratun. of microcomputers, is not tapped by this program.
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Student Reaction
h.ur nhntwr.. i r m smrflrst 011111(. ingeneral chrmistry tried ihr pn.gmm. n c m u r r ur had tugc,tc,the i t . Ohf c.nmpu- I O U + thr tom IRM Personal Computers there, it was not practical ta involve a larger number of students. The students worked about an hour, and most completed the problems. They enjoyed their experience with the computer and reacted favorably to the program. Two students made errors in the calculator mode because of a misundentanding. The need for oarentheses in an exmession of the form. A*B/(C*DI. should he
reet hy the program. Then, when he entered the same answer to three significant figures it was judged correct. Recommendations for Improvement The only changes we recommend in the program concern the two problems just mentioned: additional instructions for the calculator mode and more attention to the precision required in the answers. With these ehanees the drill should ooerate smoathlv. An information rhcrt Cur rhr in;;ructtlr wmld Ihc, hrlphll. In inrldt1'1on11, u r w > l i n g the scope 01 thr pmyrwn, thli .hm n . d d gwr the i~plmximntctime n e e d ~ dto
