Slngle Concept interactive Minicomputer Programs for Use in General Chemistry For the past several years, the chemistry department a t Metropolitan State College has been developing and using an assortment of interactive computer programs which teach single concepts or prohlem solving strategies to students in general chemistry. The programs were initiated andexpanded inorder tolessen the pressure on faculty caused by large classes and high teaching loads. Increasing numbers of students were in need of "outside of class" help with specific problems and the 'expenditure of faculty time a n individual tutoring was becoming overwhelming. I t was felt that single concept interactive programs would allow the students to teach themselves in a nonthreatening setting while somewhat freeing faculty to engage in other pursuits. The minicomouter swtem available t o us was the Hewlett-Packard 9830A with extended memorv, .. .dotter..line minter. . and card reader. The propamming language is extended Rasic and the storage of programs is on tape ca-aettes. The system is large enough to handle any interactive program we have written. Its only drawhack ir that it is an unbuffered system precluding the use of independent terminals in conjunction with it. Therefore, a student using a learnmg module tien up the whale machine. The available programs indude: 1) Fractions 14) Balancing Chemical Equations 2) Significant Figures 15) Charles' Law 3) Scientific Notation 16) Boyle's Law 4) Conversion Factors 17) The Gas Laws 5) The Factor Label Method 18) The Hydrogen Ion and pH 6) Metric Conversions 19) Freezing Point Depression and Boiling Point Eleva7) Temperature Conversions tion 8) Chemical Formulas 20) Osmotic Pressure 9) Nomenclature 21) Raoult's Law 10) Density Calculations 22) Molarity and Molality 11) Weight Loss Calculations in Chemical Analysis 23) Equivalent Weights and Normality 12) Formula Weights 24) Titration 13) Mole Concept (three parts) 25) Atomic Spectra Each of the programs is a self-contained unit designed to provide the hackground material necessary for the student to grasp a concept, programmed material which helps him t o Learn the ideas in e structured manner, and drill questions of varying difficulty to help the student test his abilities. The correct solution to a problem is given after the student solves the problem. Incorrect solutions are recognized and helpful hints or correct answers are given to guide the student's understanding. The progmms are designed to require a minimum of operator assistance so that the student may effectively interact with the computer on a conversational basis. Additionally, problems are set up using a random number generator, so that a student can use the program many times without being presented the same problems. The set of programs has been used by students in bath the introductory chemistry sequence and in the general chemistry sequence. Most students needing help were able to obtain this help from the computer module alone, precluding the necessity for direct interaction with a faculty member. Some students still found individual tutoring necessary; however, they felt the modules had helped them t o clarify their questions, making tutoring sessions more effective. A final group of students, not really needing tutoring, used the modules to get additional practice with specific types of problems. We feel that the modules are extremely effective teaching taols, and we are continuing to develop them in more subject areas. They can be easily modified to fit almost any computing system and other languages. Complete listings and descriptions of the programs are available on request. Metropolitan S t a t e College Denver, Colorado 80204
150 I Journal of ChemicalEducation
Harvey D. F s r a m M. A. Wsrtell
