edited by
media exchange Reaction Rates: Molecules in Motion Time: Format: Price: Producer:
12 min for each filmstrip 9 color filmstrips with 9 cassettes Manual and automatic $279 Bergwall Productions 839 Stewart Avenue P.O. Box 238 Garden City, NY 11530
This ia u n r n seriea tu upplemcnt t ht. unit C ~reac I t ~ m rxh, di\.ided into nine tupla-s. T h e iiimjtrip 3nd its ;ttwL.mpanying cassette could he used very effectively by t h e individual as a supplementary assignment or t o reinforce t h e unit for t h e student who has missed t h e class lecture. This is n o t a filmstrip series t h a t can easily he used by t h e teacher without utilizing t h e cassette tapes. Since t h e series is divided into the nine topics which take just 12-15 min of class time, they can be a good introductory lesson. Again, as with most audiovisual materials, they are not designed t o replace t h e teacher lecture h u t t o present t h e information in a n alternate fashion. T h e topics included in this series are (1) Reaction Rates: Meaning and Methods, (2) What Changes the Rate? P a r t One, (3) What Changes t h e Rate? P a r t Two, (4) What Changes the Rate? P a r t Three, (5) Understanding Potential Energy Diagrams, P a r t One, (6) Understanding Potential Energy Diagrams, P a r t Two, (7) Mechanisms of Reactions: A StepBy-Step Look, (8)Speeding U p With Catalysts, and (9) Catalysts i n Your Life. Unfortunately, I would not find t h e study guide, which is included with t h e set, a t all useful. I n this guide is a short paragraph about each of t h e nine filmstrips, a n d four series of review auestions, and their answers. I would have found the printed narratl\.r more tl*i~l. hut t h r ptlhliaher charge> ior this. This wem; r t l be t h r only drawhark o r t h r heries, and it is a minor one. I n t h e first filmstrip, "Reaction Rates: Meaning and Methods," several chemical reactions a r e described and pictured. For example: sulfur dioxide in the atmosphere and how m e can measun. the w n n ~ n t r a t i ~ m ;\nother . example rhat i h gi\.en is t h r reactim o i I~ydrurhiurlc.~cidon zin,.. T h e narratur dvscriheh diiierenr tr;iw id dctrrmlttlny rhe ratv oi reaction by using a l d - h a s e titrationr, gas prv>sure mca>urementr,and observitions of the physical change. T h e students pictured in the filmstrip seem serious and are always shown wearing eye protection, a real plus. T h e voices of the narrators alternate between male and female to prevent monotony. However, in order t o provide the clarity needed for recording, the narration tends t o be a little slow and repetitive in spots. Overall, this is a good series for t h e teacher t o recommend for purchase by t h e science department if money is available i n t h e budget.
DE LIRRIS JUDICIA All of t h e texts in t h e section this month were written for college students. T h e organization of these texts is generally t h e same, all address t h e topics of inorganic, organic, and biochemistry i n t h a t order. T h e reviews presented below ad-
612
Journal of Chemical Education
Rochester Institute of Technology P.O. Box 9887 Rochester. NY 14623
dress the main strengths and weaknesses of t h e texts under consideration with regard t o their specific usefulness t o high school chemistry teachers Introductory Chemistry: General, Organic, Biological Spence L. S a p r a n d MlckeiR. Slabaugh, Scott, Foresmans & Co., 1979. Seager and Slabaugh have prepared a well-written text that should be of interest to both high school chemistry and biology teachers. Although the text does not lend itself to use as the primary resource in a typical introductory high school chemistry course, it could he an important tool for many high school students. All topics are clearly discussed in terms that a high school junior or senior can understand, with the necessary support material. Of particular interest is the method of presentation of key terms and concepts. Each is printed in bold print in the margin, with a concise definition or explanation in the immediate text, printed in blue ink. At the beginning of eachchapter isa list of objectives toguide the student through the chapter. Sample prohlems are included and are clearly solved with sufficient explanation. The authors seem to have made a serious effort to simplify the nomenclature and terminology of chemistry in order to reduce the confusion often associated with beginning chemistry. The text lends itself best as a reference for high school, or as the primary text fur an Advanced or Alternative Chemistry Course in organic chemistry or a medically oriented curriculum. The authors have also prepared an instructor's guide, a study guide, and a laboratory guide all carefully planned to augment the text. LARRYPRICE Centralia HS Centralia. MO 65240 General, Organic, and Biochemistry: A Brief Introduction H. Stephen Stoker and Michael R. Slabaugh. Scott. Foreman, and Co.. Glenview, IL, 1981,$19.95,Study Guide, $7.95. This book would be an excellent resource for the principles of or^ ganic chemistry and relevant biochemistry for a high school chemistry teacher. It could also be a reference for an advanced student or one who needs enrichment. However, it is doubtful that the book could be used as a text in most high school courses. The authors have developed the first nineteen chapters to help the students understand chapters 20 through 24, which cover biochemistry. It is refreshing to see colloids again included in a chemistry course, and radioactivity is deliberately discussed, with relevant applications. In fact, the relevance of chemistry to everyday life is very carefully discussed throughout the text. There are a large number of exercises which could be used as a teacher resource. If used as a text, the student will find it helpful to have the answers in the hack of the text. The authors deliberately approach problem solving by dimensional analysis. This is a good example of how to teach a method to solve chemical calculations. Also the book has excellent graphics: chapters are deliberately laid out, key ideas are highlighted, and the attractive pages have wide margins. In conclusion. it would he an unusual hieh school chemistw teacher wh,, c8.~d
