teaching aids Film Re views The Use of Chemical Abstracts
0 Bertrond Ramsay. Educational Activities Department, American Chemical Society, 1155 16th St., N.W., Washington, D.C. 20036. 1) AudioIVisusl: Part 1, 13 min. 39 frames; Part 2, 24 min. 59 frames, Part 3, 13 mi". 33 frames. 2) Workbook for student use: exercises with hints and answers; supplementary problems without answers; 48 pp. (Also available separately) 3) Answer booklet: answers to the above supplementary problems; 12 pp. (Available only with purchase of basic unit-not sold separately) 4) Script: complete illustrated text of the lectures; 48 pp. (Available only with purchase of the basic unit-not sold separately. Complete slide unit: $160 (Catalog No. C-09s). Complete filmstrip unit: $125 (Catalog No. C-09F). Additional workbooks: 1-9 copies $3.00 each; 10 or more $2.25 eaeh.
"The eourse is suitable for either personal or elassroam study. Its objective is to teach the effective use of Chemical Abstracts. The basic unit consists of an integrated tape-film eombination that is available in two formats-audiotapelslide or audiatapelfilmstriptogether with the following accessories: a workbook (problems) for in-library experience, a separate answer booklet, and the complete illustrated script. The eourse is organized as follows: Part 1: Format and organization of Chemical Abstracts. Part 2: Content and use of CA Indexes: Author, Numerical Patent, Patent Coneordance, Keyword, Subject, Formula, HAIC, Registry Number, Ring Systems. Part 3: Content and use of Ring Index and supplements, Decennial and Collective Indexes, Index Guide, Chemical Ahstracts Service Source Index." Review
"The Use of Chemical Abstracts" begins with an introduction and thorough detailed explanation of the use of the indexes. The sound on the cassette tapes is of high quality and rather pleasant in listening characteristics. The pace of the sound commentary is lively yet not too fast for comprehension and of remarkable clarity. The technique of color emphasis on the slides not only makes for drawing one's attention to the particular detail a t hand but provides added emphasis for the aid of the learner. The level of detail is more than adequate for the researcher of the chemical literature, yet not so involved that the unit can be utilized for undergraduate seminars or as an independent unit of an advanced eourse where the user needs only access to a set of chemical abstracts in order to work out the problems which appear i n t h e accompanying workbook. These are of an excellent nature and get to the core of the usage of chemical abstracts. Given this instructional unit, a cassette tape recorder and a slide oroiector alone with a set of chemical ab~ t r a c t sthe , learner can pursue this material a t his own pace which makes for good self-paced instruction, yet the unit is also well suited for group use in a classllibrary setting. The cost of the unit, although high, is not excessively prohibitive making this a sound investment for any undergraduate chemistry department andlor science library. The unit could also serve as a useful inclusion in a graduate course on searching the chemical literature which may be given by a university either through its chemistry department or through its library. Minimal pre-prepa-
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ration is required of the student hut the workbook provides substantive follow-up and reinforcement of the overall objectives. John I.McLeod Morris Brown College Atlanta, Georgia 30314
Practical Technical Writing Joy R. Could. Educational Activities Department, American Chemical Society, 1155-16th St., N.W., Washington, D.C. 20036 Consists of eight audiotape cassettes (playing time-5.3 hours) and an integrated 172-page manual that contains examples and exercises discussed in the lecture. as well as additional instruction in improving writing technique. After completing the course, listeners will find the manual to be of continued assistance in improving their writing skills. Complete unit: $95 (Catalog No. C-17). Additional manuals: 1-9 copies 86.25 each, 10-49 copies $5.00 each, 50 or more $4.60 eaeh. "The course is intended for scientists, engineers, marketing personnel, and students for whom written communications are a must. Professor Gould presents a practical approach to developing effective and efficient writing techniques. Many examples are used to illustrate the writing of proposals, technical papers, short reports, longer formal reports, directions and instructions, and internal and external eommunicat~onsof an organization. The course is designed to be used on an individual hasis." Released December 1973.
Another American Chemiesl Society eourse consisting of eight audiotape cassettes plus a eombination workhooklmanual. This course is particularly well-suited for any scientist or engineer who makes use of any kind of written communications. The sound clarity is very good both in tone and pronunciations. The material is oresented in a relaxed conversational tone. With a few minor exceptions, there are no errors in the tapes or manual. An outstanding feature is the substantial amount of material that is covered. The course covers the three basic types of technical writing: instructional, informative, and persuasive writing. The basic formats of each are covered and discussed in detail. Student reports and actual examples from various fields are used by the author to aid in the discussions. The strong or weak points of these reports are discussed and pointed out. Several poorly written reports are reviewed and the author shows how they may be rewritten to be a more communicable report. In the development of the short, informal, and internal reports, the author shows how a basic writing format is present in all of these. He then builds upon this basic format to illustrate each of these reports. An advantage with this program is that the listener can actively and constructively participate immediately in the course prior to listening to a detailed discussion of technical writing. The listener becomes involved immediately by analyzing and writing basic report types. The tapes are well presented in that they magnify and add to the material. The format of the course is a~pealinp, while the price .. mav hot be. since each section can be eomoleted in short oeriods of time. The first Daze of each section in the manual contains an out-
Volume 53. Number 4. April 1976 / 251
If you must file reports, submit proposals, develop instructional manuals, or any type of written communication, this course will be of benefit to you. Ronald E. DlStelam, Northampton County Area Community College Bethlehem. Pennsylvania 18017
The material lends itself nicely to self-paced instruction. Since each part begins with a clear statement of objectives and concludes 'with a review of what has been covered, the amount of pre-preparation would be minimal. The cost of the series is $70 per unit or $210 for the four program set. Compared to other cassette-slide programs available in the sciences. this is rather hieh. I t would be difficult, however, if
Infrared Spectroscopy Programs Sodtler Research Laborotories. I n c , 3316 Spring Garden St., Philadelphia, Pennsylvania 19104
Lawrence J. Stephens Elmlra College Elmira. New York 14901
35mm slides1 with audio cassette1 two copies of the student notebook/$70 per unit or $210 for the four program set. 001-Bssic Principles. P a r t I "This first lesson introduces the basic principles of infrared spectroscopy and examines the single beam spectrometer. Topics covered in the first half include the electromagnetic spectrum, the infrared spectrum, molecular absorption, detection and measurement, and the types of infrared spectra. The second half is devoted to the optical and electronic components of the single beam spectrometer. These include the source of radiation, prism and grating dispersion elements, detectors, and a typical tuned amplification system." 002-Basic
Principles. P a r t 2
system performance. After a brief introduction on the concepts and advantages of the double beam spectrometer; the first section examines the optical components, detector output, and amplifier waveforms and how they differ from those of the single beam instrument. The second half introduces a set of accuracy criteria for spectra and what these dictate in terms of signal-to-noise ratio, and scan time. Finally, the relationships between these performance criteria and the physical variables of slif width and re^ sponse time are explained." 003-Quantitative Analysis, P a r t 1 "The purpose of this lesson is to develop the relationship known as the Beer-Lambert Law and indicate how to obtain accurate absorbance measurements for use in Beer-Lambert Law calculations. The first half illustrates the relationships between transmittance and concentration, absorbance and concentration, and between absorbance and cell path length. With this background, the BeerLambert Law is developed and used in several sample calculations. In the second half, the absorbance scale is introduced, baseline and observed zero corrections are discussed, and methods are indicated for estimating the baseline in scanned spectra." 004-Quantitative Analysis, P a r t 2 "This three-part lesson describes the analysis of multicomponent systems, points out techniques for improving the accuracy of inRared quantitative analysis, and discusses the effects of deviations from Beer-Lambert Law linearity. In the first section, the additivity property of absorbance is derived and employed to analyze systems of two components and n-components. Improving accuracy is seen tn involve the handline of svstematic errors. an understandine
as well as the use of working curves to circumvent these problems." Review
I t should be noted that this series is not concerned with the practical aspects of obtaining a spectrum. While the basic principles of instrument design are covered, no attempt is made to demonstrate proper adjustment of controls to optimize instrument perfbrmance. The visual component of this package is of very high quality. The speaker is easy to listen to and the pace of the presentation is also adeauate. It is too bad that all of the taDes I reviewed are marred by what sounds like someone talking quietly in the background. This could be distracting to someone using the material for self-study, although in a classroom it might not even be noticed.
252 / Journal of Chemical Education
You Can't Go Back Elementary Penguin Productions, 1043-3 South Westmoreland, Los Angeles, California, 90006. 6 minutes, 16mm, Color, Sound, 62.00, or Super-8 Silent, Color film, $39, video cassette, $64. "A non-technical film showing the irreversibility ofwents. For all students of science from beginners in grade school to advanced students of thermodynamics, and for teachers a t all levels. Shown are familiar events-friction, heat flow, melting, and combustion-backwards. A bowling ball springs suddenly into the air spontaneously; a red-hot penny cools in a flame until i t can be safely hand-held; formation of ice cubes warms surrounding water to its boiling point; soot, smoke and flame make a newspaper page. The viewer is led t o an appreciation of energy transformations and to a feeling for the implications in our ecological crisis of the Second Law of Thermodynamics. An extensive set of such questions with answers is included." Review
Most chemistry teachers do not make sufficient use of the unique capabilities of films, and are understandably skeptical of the claims made for them. They should however give this short film a try. It is entertaining and it makes clearly its point on the second law of thermodynamics. Best of all i t will make you and your students think, and it can be effectively used to initiate a disc"ss~"~.
It is clearly aimed a t thermodynamics classes in the sense that scenes are selected upon which entropy calculations can be made.
This reduces the human element to a minimum, but not so far as to eliminate the dramatic effect. I personally almost jumped the first time I saw fingers take hold of a penny just removed from the flame. Nevertheless the distributors are correct that the film can be effective for audiences from grade school students through thermodynamics professors. Pre-school children who can't read will miss the point, but second graders can explain it after viewing it once. This is an effective film, well done. You will probably, like me, want some things done differently, and the questions with the film encourage thinking about what additional scenes would be useful. However we would not feel this way about i t if i t were not very effective as it stands. If there were more short films of this quality our excuses for not using films in upper division classes would evaporate. The film comes with a list of 51 questions. The distributors state, "The film is primarily to stir up interest and to amuse and is not meant to be completely independent of the questions." I would advise you to allow the film to stir up an interest, and then proceed in whatever way is appropriate to your particular class situation. Do not destroy that interest by spending any substantial time with the questions. They contain some interesting ideas that can be added to a discussion, but the question form is not necessarily the best way to do this. Computing approximate values of S t o u t for some of the scenes photographed could be a homework assignment, but not necessarily any better than problems from the textbook. Fortunately the film is not limited to use in a particular way or with a particular set of questions. Reed A. Howard Montana State Univerrily Boreman. 59715
