Tenth Biennial Conference on Chemical Education - Journal of

Report of

Tenth Biennial Conference on Chemical Education Purdue University West Lafayette, Indiana July 31-August 4, 1988

Conference Organizing - Committee J. Dudley Herron, Purdue University, General Co-Chow George M. Bodner, Purdue L'niversity, G ~ n e r a Co-Choir l ~ e r e A. k Davenport, Purdue University,Program Choir Patricia A. Metz, Purdue University, Workshop Choir William R. Robinson, Purdue University, Exhibits Chair Doris K. Kolb, Bradley University, and Tamar Y. Susskind, Oakland Community College, 2YC3 Co-Chairs John Zimmerman, Wabasb College, Publicity Chair Tome Robertson, Purdue university, Conference Coordinator

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Joycr Hrrron. I'urdue University, Kay Ward. Wilrnmgion, NC, and Knncy Tohina, Purdue Ilniversity, Fomilg Pmgrorn CuChairs David Phillips, Wabash College, and Pru Phillips, Crawfords. ville High Sehoal, Conference Reporters Judy Jackson, Purdue University, Signs hna wilson, purdue university,.&stpoet ~~~k Bob Baker, Indianapolis, Trading Post Kurt Keves. Purdue Universitv. Lecture Demonstration and AV ~ & u b l eShooter

Introduction The Tenth Biennial Conference on Chemical Education was held at Purdue University in West Lafayette, Indiana, from July 31 to August 4,1988. With nearly 900 participants and another 200 spouses and children, the attendance a t this Biennial Conference was the largest to date. The program was also the bieeest ever. with 400 ~resentations.~ o s t e r s . and workshops.'That a conference oithis sipe and c;mplexit\, ran consistentlv on time is a credit to Derek Davenport's novel application bf the Light Stick as a deterrent to-overlong presentations. Although the presentations covered a wide variety of topics, one emerging theme was that new technologies will play an increasingly important role in both the practice and teaching of chemistry. The many dramatic programs utilizing state-of-the-art instrumentation, computers, and videos would not have been possible without the superb facilities and staff provided by Purdue University. Of course chemical education involves much more than applications of new technologies. There were presentations on a rich variety of topics including demonstrations, laboratories, and teaching methods. A concern for reaching a broader audience was manifested in the large numher of presentations on chemistry for women, minorities, nonscience majors, and third-world students. The Conference provided a variety of programs, trips, and recreational activities for the participants' spouses and children. There were numerous social activities, formal and informal, culminating in a picnic at Fort Ouiatenon and a musical extravaganza entitled "BS in Chemistry: A Musical Introduction to Undergraduate Chemistry a t Purdue". 94

Journal of Chemical Education

Although the program included topics as disparate as Chemistry for Kids, Real-World Physical Chemistry, and Chemistry in a Global Setting, the Conference had a unifying them+"Teaching Chemistry: A Problem We Can Solve". This theme, which appeared in the program logo, set the tone for the entire Conference. Davld A. Phllllps Prudence K. Phllllps Conference Editors

The Conference Report This repurr could mrl have lrecn urittcn wrthout the help of the 90 individuals who contrihutpd reports on the more than -100presenratrmr and workahopr tr hich conrtituted the program the conference The final Conference Report is a distillation from those individual reports. Each of the presentations discussed in this article is identified by principal author and by program number (in parentheses). The number of presentations was too large to permit a discussion of each one in this report. However, ell presentations are listed at the end of the report under "References Cited". That listing contains the number assigned to the presentation in the conference program, the names of all authors, and the affiliation of the primary author. A list of workshops also appears a t the end of this report. Because space limitations precluded extensive discussion of the presentations, inquiries should be addressed directly to the authors.

The Reporters Mary Lee Abkemeier, La Guardia Community College (CIINV! Carolyn B. Allen, University ofNorth Carolina-Charlotte Joe Asire, Cuesta College, Son Luis Obispo, CA Claire Baker, Butler University Zexia Barnes, Morehead State Uniuersity Russell Batt, Kenyon College Catbv Beilharz.. Perrvuille HS. Perrvuille. MO ~,~ ,~ ~.~~ Merry Jean Beres, Shippensburc L'niuersil) Erwin Hosshmann, IliPl 'I-lndzanapolis Leo Bowman, Arkun~o9Tech l.'nduersdt\ Donald Braun, Fresno Pacific College Diane Bunce, Catholic Uniuersity of America Mary Caffery, Clarke College Alan H. Carlson, Purdue Uniuersity Calumet Lynn Carlson, Uniuersity of Wisconsin-Porkside James Carr. Universitv of Nebraska G.Dene ~ a k o nB1orkfo~;t , HS. Rlork/ool. ID Carolyn Cnrrer, Ohio Stole linirersir) Mary Cnsrellion. Textbo,,k Author and Edttor, Noruolk,

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Marge Christopb, St. Mark's H S Kathleen Davis, Aluerno College S. W. Dhawale, Indiana University East Lynne Divis, Incarnate Word College Michael Doherty, Purdue Uniuersity Michael Eaeen.,~ Northwestern Colleee ~ ~ ~ Karen E. ~l'ebstadt,Ohio Uniuersit;~ Ken Emerson, Montana State Uniuersity Alfred T. Ericson, Emporin State Uniuersit) Alice D. A. Fay, Georgia Military College Dave Finster, Wittenberg Uniuersity Linda Ford, Sycamore HS Gerald Franzen, Thomas More College Gladvsmae Good. Arlineton HS. Indiannoolia. I N ~orm Griswold, ~ e b r o s k o~ e s i q v o n~n;uersi& John W. Groce, Heidelberg College ~

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Michael Grubber, Montgomery Bell Academy, Nashuille, TN

Frank A. Guthrie, Rose-Hulman Institute Karen Henderson, Searboroueh Colleee. . . University . of. Toronto Vickie Hess, Indiana Wesleyon Uniuersity John W. Hill, Uniuersity of Wiseomin-Riuer Folk Paul E. Hill, Newburgh Free Academy Helen Holzschuh, Ulsa Junior College Ben Hutchinson, Abilene Christian Uniuersity Angela B. Johnson, Cambridge Ringe and Latin School, MA Rebecca B. Jones, University ofNorth Carolina a t Wilmington Fred Juergens, Uniuersity of Wisconsin-Madison Muriel Kanter, Uniuersity of Massachusetts-Boston Phyllis Kapuscinski, University of Regina Glenn Keldsen, Purdue Uniuersity-North Central Janet Kosinski, Southwestern Michigan College Adrienne Kozlowski, Central Connecticut State Uniuersity Alan Kruse, Pima Community College Ross Latham, Adrian College Margaret Legg, St. Ambrose University K. W. Loaeh, SUNY College-Plattsburgh Diana Malone, Clarke College Albert H. Martin, Morauian College Martha McBride, Montpelier Main Street Middle School,

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Donald F. Miller, Pike Peak Community College Adele Mouakad, St. John's School, Santurce, P.R. Alex Nisbet, Ouachita Baptist Uniuersity Susan Nurrenbem, University of Wisconsin-Stout David Olney, Lexington HS, MA Jerrold W. Omundson, Memphis University School Beverly Pestel, University of Wisconsin-Eau Claire Michael H. Powers, Central Missouri State University Jeffrey R. Pribyl, Uniuersity of New Hampshire Bert Ramsey, Eastern Michigan University Janet Redden, Round Rock HS, Round Rock, TX Joe Rich, Blockhawk Christian School, Fort Wayne Richard B. Ross, Steuens Institute of Technology Phyllis Sexton, George School, Newtown, PA Marie C. Sherman, Ursuline Academy Robert Silberman, SUNY a t Cortlond Ernest Silversmith, Morgan State University Meryal Smith, Huntsville HS, Huntsuille, AL Eric Streitberger, California State Uniuersity-Fullerton Tamer Y. Susskind, Oakland Community College Patricia C. Thorstensan, Uniuersity of the District of Columbia Gary Trammell, Sangamon State University Janet B. Van Doren, University of Akron Lewis A. Walker, Goucher College Maria R. Walsh, Pike HS, Indianapolis, I N David Whisnant, Wofford College J. Edmund White, Southern Illinois UniversityEdwardsville Bruce Wilcox, Bloomburg University John P. Williams. Miami Uniuersitv-Hamilton .John F. Ziemba, k o y dc Noc Commkity College John Zimmerman, Wobosh Collece

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Number 2

February 1989

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Chemistry: Past, Present, and Future Many of the programs at the 10th BCCE served to remind us that chemistry is strongly rooted in the past, while a t the same time it looks to the future. A Nobel Laureate whose career spans more than half a century continues to work a t the cutting edge of the discipline. The periodic table has been in use for over a hundred years, but there are still impassioned arguments as to how i t should be organized. Chemical educators debate the merits of teaching the history of chemistry. New developments in industrial chemistry and in instrumentation will influence the way we teach the next generation of students.

Opening Plenary Lecture

The conference opened with Nobel Laureate H. C. Brown's lecture, "Adventures on the Boron Trail" (001). Brown began his career over 50 years ago by investigating practicalmethods for the syntheses of diborane, astudy that led to the discovery of sodium borohydride. He continued with studies of horane reducine" aeents - and the discoverv of the hydroboration reaction, and he is currently engaged in the development of reagents that will permit the preparation ofpurk, optically active natural products. ~his;esearch may lead to an economical method of producing drugs a t reasonable costs. Brown offered three useful lessons for younger scientists. The day-to-day progress on research can seem almost imperceptible. Choosing to study a relatively unknown or unpopular field and letting the results of the investigation guide the further studies can be a very rewarding research strategy. Finally, ascientist is not necessarily over the hill at age 35 as Brown's career amply demonstrates.

The Chemist and Chemical Industry Chemical education and the chemical industry are clearly linked to one another. Those entering the chemical profession need more than a strong background in the discipline; they must also acquire the flexibility and breadth of view required to work successfully in a complex and rapidly changing world. At the 10th BCCE a plenary lecture (081) and one session (038-040) were devoted to this imuortant relationship. In her ~ l e n a r vlecture. "New Directions in Applied Chemistry" (i)81), Mary GO& described the uses oieomputerbased modeling in the generation of complex molecules with specific, targeted properties. By reducing the number of experiments that must he performed, this technology will permit the development of new drugs and catalyst to be accomplished more rapidly and a t reduced cost. These proiects will reauire the formation of multidisci~linarvteams of "chemists and engineers staffed by persons w i o are prepared to adapt to the chaneine needs of the industrial communitv. Good &ted that o~;~;al as educators should be to motivate our students and ensure that they are adequately prepared to enter the world of industrial chemistry. Proposing that "there is a beauty and mystery in all things," Tolman (038) recounted his early interest in chemistry, his academic training, and his many experiences in more than 20 years as a research chemist. He advised his audience to work hard, keep good records, pay attention to peculiar things, and maintain a healthy skepticism even about one's own results. As science "proceeds through a series of increasingly accurate approximations" that never 96

Journal of Chemical Education

reach perfection, "a career in science is a lifelong learning experience." Burnett (039) described several recent developments in the application of recombinant DNA technology. One of those is the elucidation of the eenetic mechanisms of the disease processes, an application that is proving valuable in understandine and develouine strateeies for the treatment of AIDS and-~lzheimer's'di~ase.H; stated that, despite uublic controversv in the mid-'70's. it seems that such work. properly done, is "safe". Legitimate ethical questions can be reasonahlv resolved,. -riven suffirirntlv well-informed and involved public. In "Fifty Years in Organic Chemistry, or Excuse Me, Sir, Would You Like T o Buy a Kilo of Isopropyl Bromide", Gergel (040) provided his audience with numerous lively anecdotes from the experiences of an industrial organic chemist. Comments from the audience on this presentation: "A spectacular presentation!" This is the way organic chemistry can't be done anymore." Max Gergel doesn't fit your categories. He is larger than life."

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The Periodic Table Where did the periodic table come from? What is its most appropriate form? How will the debate on the numbering of the table ultimately be resolved? These questions were considered in a olenarv lecture (202) . . and in four other Dresentations (193, i94,196, and 390). Usine an eclectic. multimedia format. Michael Kasha's plenar; lecture, "~ookingBackward A d Forward a t the Periodic Table" (202).. eave the audience a feeling for the .. personalities, societies, nnd intellectual developments that have molded one of the ~turdiestparadigms of modern science. Mendeleev drew on a legacy thatbwes much to the ancient Greeks and medieval Arabs. In turn, the development of information and quantum theory were anticipated by Mendeleev's graphical interpretation of chemical periodicitv. Mendeleev wrote that it was necessarv to "harmonize . . .chemical principles with the immortal principles of Newtonian natural ohiloso~hv.and so hasten the advent of true chemical mechanics."'rhb lecture ended with a display of dozens of other forms of "improved" periodic tables, in a dazzling variety of spirals, oval race tracks, conical cucumbers, and more.

Gorin (193) reviewed the historv of the earlv develo~ment of the periodic table. Although eyer and others made prior contributions, Mendeleev was the fir31 to formulate the periodic law, a nonmathematical statement that allowed him to make predictions that were borne out in due time by the discovery of new elements. Monaghan (194) discussed a survey of college teachers on the debate over the relabeling of the table. Most of those surveyed preferred to leave the table in its old form and cared little about the details of the debate. which seemed to be fraught with politics, misunderstanding, and petty bickering. Butler (196) described a similar survey of Dreyfus Master Teachers. Most would rather not change to the 1-18 t Edusvstem. However. the New York State D e ~ a r t m e nof cation has adopted this system. In an oped discussion a t the end of the session, most of the attendees seemed to favor the "American" system (1-8 numbering with ABA modifiers). Bent (390) described the work of an ad hoc committee appointed by the ACS to investigate the controversy surrounding the labeling of the periodic table. He described a number of tables from the time of Mendeleev t o the present. Recent models differ on numbering systems (1-8, 1-11, 118) and on modifiers (none, AB, ABA, MTM, SDP). Currently, the IUPAC recommends the 1-18 model with no modifiers, while the committee is leaning toward a 1-11 model with modifiers.

The New IUPAC Green Book The recent publication of the IUPAC's "Quantities, Units and Symbols in Physical Chemistry" provided an opportunity to discuss the use of terminology and units in chemical education (372-375). Alberty (372) introduced the book, discussed its historical background, and cited some changes in usage of terms and units. Hondebrink (373) and Zhou (374) emphasized the importance of avoiding ambiguity in the use of terms such as "element" and "amount of substance". Davies (375) stated that the system of terms, symbols, and units employed in general chemistry courses is ambiguous and inconsistent. He suggested that adoption of the IUPAC-SI system in its entirety would make chemical calculations easier for students in our introductory courses.

History of Chemistry Is a study of the history of chemistry relevant to the teachinghearning of chemistry? How should the subject be taught? Do standard treatments deal adequately with the contributions of women and minorities to the development of chemistry? These were some of the questions considered in this session (227-235). New technologies are being employed in the teaching of the history of chemistry. S u t e r (229) played an excerpt from a videotape on "The German Universities in the 1800's".

The tape, which discusses the contributions of Liebig and Wohler to the discovery of isomerism, is suitahle for viewers with little background in chemistry. Whisnant (234) demonstrated an interactive software program used by freshman chemistry students to study the "paradigm change" involved in the Wernerdorgensen controversy over the structures of coordination compounds. White (235) discussed a historv of chemistrv minicourse for high school teachers. The course addressedihe question of relevance bv asking-the oarticioants to fill in the blanks in . pre- and post-session statements such as: "The developmentltheoryldiscovery of would not have been possible until Norman (231) noted that, of the small number of Nobel prizes awarded to women scientists, a disproportionate number (five out of eight) have been for contributions in nuclear science. He speculated on the reasons behind this phenomenon. Rayner-Canham (232) gave an account of the career of Harriet Brooks, a collaborator with Rutherford in the discovery of radon. The problema and complexities of professional career development for women in the early 20th century were aptly illustrated in Brook's story.

State-of-the-Art Instrumentation Purdue University has long had an outstanding reputation in analytical chemistry and chemical instrumentation. In this series (080, 136, 275, 387), members of the Department of Chemistry introduced laboratory open-houses with one-hour lectures. Gorenstein (080) discussed applications of NMR spectroscopy ranging from medical (magnetic resonance imaging of soft tissues) to structure determination (high-resolution NMR in two dimensions). Techniques employed by Gorenstein are COSY (correlated spectroscopy), and NOESY (nuclear Overhauser effect spectroscopy). Two-dimensional spectra are usually shown as contour plots. Volume integration of the peaks by computer leads to distance vectors that can be utilized in solving the three-dimensional structures of small proteins. Squires (136) quickly demonstrated that the modern mass spectrometer is not merely a "weighing machine", but a tool for investigating gas phase reactions. He described experimental techniques such as ion cyclotron resonance, MSIMS, and flowing afterglow, and discussed the hardware requirements for each technique. Significantly higher mass ranges and better resolutions suggest that new applications will be important and numerous. Studies of intramolecular arranaements, complex equilibria, metal ions, cluster ions, and i u l t i p l y charged ionsire already underway in a number of laboratories throughout the world. When working on a multistep syntheses, if one step gives low yields should the chemist spend time attempting to improve the yield or simply move on to the next step? Fuchs (275) and his research group have developed an automated reaction-analysis setup that investigates the influence on yield of varying parameters such as solvent, temperature, and reaction time. The "robots" can transfer liquids (even air-sensitive ones), extract products, and inject them into a chromatograph for analysis. This frees the researcher t~ studvtheiest of the svnthesis while the robots automaticallv maxrmize the yield o; the low-yield step. G r a n t (387) reported that in the future some laser sources will be bigger and faster, whileothers will be smaller, simpler and cheaoer. Lasers will cover the s ~ e c t r u mfrom the vacuum ultraviolet to the infrared, and pulse times of picoseconds as well as continuous radiation will be available. Energy efficiency will be improved, and integrated optics and CLcuits will lead to small, inexpensive, low-power disposable spectrometers. At I'urdue, two-photon andthree-photon excitation of nitrogen dioxide is being used to study the vibrational and rotational states of the excited molecule. Volume 66 Number 2

February 1989

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New Directions in Chemical Education Where is chemical education heading as we approach the 21st century? Certainly the explosion ih the use bf technoloev will continue. The computer revolution is far from comp&e, and a parallel revolu&on brought on by new developments in video technology shows promise of having an equally great influence on the way we teach. The Department of Education's support of the Fund for the Improvement of Postsecondary Education (FIPSE) will provide resources for further exploration of new applications of technology to teaching. Chemical educators are broadening their horizons. They are develooing courses that integrate chemistrv with other sources a& 4 t h the humanities. They are reaching out to their counter~artsin other parts of the world through international conferences and h i helping their students& participate in international competitions. And they are more committed to educating their students on the relation of chemistry to political, social, and environmental issues. Still, the future may not he all that rosy. Shakashiri (004) stated that chemical educators must act quickly in response to several serious challenees. A scientificallv literate citizenry is needed in a technoibgically advanced society, and yet manv of our students lose interest in science long before they are k g h school sophomores. There is disturbing evidence that US. students are ~ o o r l veducated in science and that fewer of them are choosing to pursue careers in science and engineering. Women and minorities are a growing part of the work force, but they are even less attracted to careers in science than are white males.

New Directions These two presentations dealt with some of the ongoing efforts to support, revise, upgrade, and enliven science education. Gabel, Schultz, and Watson (005) descrihed NSF programs for the training of new teachers, in-service training for practicing teachers, and undergraduate science education. Included are programs focusing on women and minorities, curriculum development, underprepared science teachers, interactive teaching strategies, undergraduate research, and instrumentation for non-PhD-granting institutions. Ben-Zvi (006) described the "Annenberg project", a cooperative effort aimed a t producing 26 half-hour video tapes to be coordinated with a chemistry text for liberal arts majors. The audience was shown a tape on electromagnetic radiation narrated by Raould Hoffman.

FIPSE Lectures Moore (002) introduced the series by asking what techimprove in nologycan allow us to (1) do, ( 2 ) leaveout,and our current courses? How can technology be used in lecture/ recitation, in the laboratory, and in examinations and homework? Croshy (003) stated that education has and will continue to lag behind business, industry, and entertainment in the development and use of computer hardware. He recommended that educators find and adapt what is already commerciallv available, leaving the writing of new programs to the professionals. Our students are already usink computers w do routine.iobs. The challenge now is to use computers U, teach a t a higher cognitive level. Smith (30) demonstrated the interactive video system used in the University of Illinois (Urhana) general chemistry 98

Journal of Chemical Education

program. The system can replace a t least partially such current "technologies" as hooks and the blackboard, as well as laboratories that are hazardous or time-consuming. With 36 $6000 setups the program can accommodate 1800 students a semester. The lecture included extensive demonstrations on a 20- X 20-ft screen. Lagowski (082) discussed the revitalization of the laboratory program with computers and video imagery. He stated that technology ought not to replace the wet lab, but rather augment it with (1) pre- and post-lah tutorials, (2) individualized instruction, and (3) simulations of experiments that are too cumbersome or hazardous to he carried out in the laboratory. Moore (137) discussed the role of technoloev in imolementing needed reforms in chemical educzon. ~ i o k s should be thinner, lectures should be fewer, exams must be different, laboratories should he more flexible, and courses should he better integrated. The FIPSE lectures were published in their entirety in the .January 1989 issue of this Journal.

The Shape of Things To Come These sessions (063-068, 258-267, 315-323) dealt with some of the wavs in which computer technolow can enhance the teaching ofchemistry. akin (063)disc&ed the use of interactive computer insruction in place of a text. Making liberal use of simulations and games,the authors have dever oped and tested 40 lessons in introductory chemistry. Chieh (065) descrihed the use of the computer as a tutor. The computer supplies basic concepts, graphics, and sample nroblems with answers. I t is not necessary to have "state-of-the-art" technology in order to provide useful computer instruction. Julien (260) has developed a program that will generate supplemental problems in "user-friendly" A ~ d IIGS e environment. Zimmerman (262) demonstrated ;cost-effective means of penerating computer images for display on an overhead proiector ushg a liquid-crystal display tablet. He stated t h a t t h e unit should be rugged andshouldnot he purchasedwithout a tryout in the classroom. S t r e a t o r (266) demonstrated the use of a video camcorder with a simple close-up lens to show sour-of-the-moment ideas (such as the small ~ r i n on t laGels), regular printed information, and prerecoided tapes. There are a number of ways in which the comnuter can he used in classroom instructibn. Russo (315) discussed the advantages of conventional and electronic classroom techniques. Research indicated that computer graphics provide an effective mode of teaching. since 85% of all learning is achieved visually. In order to-overcome the student's short attention span, i t is important to employ vivid images . and an emotionally tinged Zimmerman (317) descrihed a course for seniors in which the primary goals were to teach the students to teach themselves and to develop the competence to confront new prohlems encountered in new systems. The course focused on the information flow among software products rather than on the details of mastering a specific product. Rsmsey (319, explained how a CAUCUS conferencing system could be used to encourage student interactions in a course on chemistry and its implications for society. The instructor, students and outside consultants responded to open reports recorded on the conferencing system. Considerably more commentary and discussion was elicited than would have possible with written reports. ~

Meet the Authors Despite the growth of computerized instruction, we coutinue to use textbooks. The sessions on texts for general chemistry (171) and health science (172) students were well attended In each session brief presentations by the authors were followed hy lively open discussions. The authors of the general chemistry te% agreed that texts do not define courses and that, while the author's point of view helps to determine the order of topics, so do perceptions on marketability. Informal polls determined that the audience opnosed labels on end-of-chanter exercises, tbouaht the number of worked examples a& the amount'of organic cbemistry were about right, and was evenly divided as to whether students should be encouraged to use solutions manuals. While a t one time most of the students enrolled in introductory general-organic-biochemistry courses were health science majors, in recent years they have been joined by students with awide varietv of interests. Authors of texts for this type of course have recognized the need to write texts for more diverse audiences. Selectine"a nrooer . . balance of material for this heterogeneous group presents some difficult choices. There was eeneral ameement that a continuina emphasis on biochemi&y is required, but not a t the expense of a thorough treatment of fundamental chemical principles. As a reskt, the group agreed that organic chemistriwill probably receive less attention in the future.

The Chemistry Teacher and the Unions This symposium (096-100) brought together views of collective bargaining from three different levels-high school, community college, and four-year college. The overall theme was that i t is now possible to enter negotiations with the view that both sides can win, rather than to assume adversarial roles from the start. Mayfield (097) outlined issues frequently dealt with a t the hieh school level. He offered manv examnles of oossible contrak language not available from the NEA or AFT. Susskind (098) summarized the results of a communitv colleae survey dealing with faculty loads. She discussed t h e concept equal . pav . -for eaual work-something that is seldom considered in negotiations in an age where seniority reigns.

school science education. Garzon-Dukov (358) discussed her three-year experience in developing an independent study program for high school seniors.

Chemistry in the Broader Context The maior theme of these sessions (012-014.041446) was thedevelopment of technological and scientific literacy.The problem of scientific illiteracy is particularly acute in physics. Neuschatz rOL3J reported on a survey conducted hy the American Institute of Physics. Although physics isoffered in 83% of hieh schools at least on an alternate-vear t~asis.onlv 20% of th; students took the first-year course, and even the 1% who continued on for a second year had low scores in a recent international achievement test. Often chemistry teachers with inadequate backgrounds in physics are pressed into service in these courses. Schwartz (014) discussed a proiect on liberal education and the sciences, sponsored by the AS. A committee of 16 academics from a variety of disciplines is attempting to develop guidelines for the strengthening of the p~aEeofscience and technology in the liberal arts curriculum. The committee is seeking to identify the scientific knowledge, skills, and habits of the mind that should characterize a liberally educated nerson. Concents that cut across the scientific curriculum include the development and growth of scientific theorv. the organization and classification of information. mathematics, change and evolution, and the language causality. Several speakers discussed programs designed to integrate chemistry with other sciences or with the humanities. Rhodes (041) described a course in "Metaphor and Myth in Science and Literature" designed to find links between the two disciplines. Science speaks of the invisible in terms of the visible, and of reasoning from observed fact through descrintive law to exnlanatorv theorv. Literarv analvsis eoes through a parallel reasoning process; from the printed word throueh internretation to the modification of one's world

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Coleman (045) described a program for first-year college students in which a particular historical period was studied from the perspective of six disciplines. The program has . . attracted some students to majors in science, a i d i t has drawn the faculty together.

International Chemical Education Waddington (350) delivered the first Robert C. Brasted Memorial Lecture in honor of Brasted's long-time support of activities in international chemical education.. oarticularlv . those involving developing nations. He reviewed several examples of international cooperation in the development of instruments and curricula for use in developing countries. At the end of the lecture there was a period of silence in memorv of Brasted. Educators who had received funds from the ACS to attend the Ninth International Conference on Chemical Education in Sao I'aulo reported on their proiects (352-558). Northand South ~ m e r i c a n share s some of the same concerns. Liebermann (357) reported that there is a shortage of low-cost eauinment. Katz (355) . . noted that there is a lack of descrintive inorganic chemistry at early levels of general chemistry instruction.Treoka (356) stated that althoueh " 507oofSouth American chemistry students are women, most are discouraged from seeking industrial positions and end up in lowpaying teaching jobs instead. Some progress is being made. Emerson (352) reported on the development of a Spanish-language newsletter to provide a link between North and South American chemical educators. J e a n and J o h n Norman (353,354) reported on the development of resources for preschool and middle

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Number 2

February 1989

99

Chemistry in a Global Setting Judging from the crowded room where this session (101105, was held. there is areat interest in the impact of chemical events on the worliaround us. Each repok dealt with a major, timely worldwide problem of political, social, and environmental interest. Tolman (101) discussed "The Chemical and Social Effects of Nuclear War". He descrihed the bolide impact in northern Italy, an impact equivalent t o lo8 megatons of TNT, to which the extinction of dinosaurs is ascribed. He compared conventional and nuclear explosives and discussed some of the effects of nuclear weapons: high temperature, ionizing radiation, toxic gases, soot, electromagnetic pulse, and damage to agriculture and the economy. Jones (103) discussed the environmental impact of producing a year's supply of aluminum soft drink cans for a family of four. The quantity of NOz, Con, SOz, water, and ash produced from the combustion of the coal to generate the required amount of electricity is not inconsequential. Bassow (104) gave a historical account of the controversy over the impact of chlorofluorocarbons on the ozone layer and provided a chemical explanation of the ozone depletion. He noted that if all production of chlorofluorocarbons were stopped, we would have to wait 200 years for their effects to disappear from the stratosphere.

Computers and Videos In addition to the FIPSE lectures and the sessions on "The Shape of Things T o Come", there were five workshops, 23 talks (020-023,031-032,034,083-088,138-142,236), and nine posters (051,061462, 109, 112-114, 116, 176, 178) on applications of technology to chemical education. Chemical educators are relying increasingly on "userfriendly" computers and specialized high-level languages. Software systems are no longer stand-alone; they can coordinate their actions, share data, and provide near-intelligent help to users. Hypercard can dramatically reduce the amount of time required to prepare simulations and interactive tutorials. involving lahoraButler (021) descrihed tutorial oroarams . .. tory &dat'ions written using the Hypercard enviionment. With Hvoercard it is relativeiv. easy. to draw figures, design interac;;e screens, and produce graphical displays. Brooks (0311 demonstrated a system consisting of a Hgpercard, a computer and a video disc player. This system was used in a simulation of the r-ix-bottle problem and to develop databases employed in the training of hiotechnicians and high school teachers. The "user-friendly" Macintosh computer has proved to he popular with students. Larsen (020) descrihed a general chemistry lahoratory with Macintosh SE's dedicated to a single course. The SE's were used for simulations, data analysis, database searches, molecular graphics, and report presentation. Chemistry teachers continue to experiment with spreadsheets and other applications software in an effort to improve instruction in the classroom and the lahoratory. Dimoplon (084) stated that when students use spreadsheets to analyze data under the instructor's guidance before leaving the lahoratorv. their wavs of thinkina about the laboratow fundamentally alter&. She identified five experience steps in student laboratorv activitv: (1) ore-lab preparation, (2)-making the required measuremen&., (3) analyzing the resulting data, (4) evaluating and interpreting the results, and (5) preparing the report. She argued that when these activities are widely separated in time the student has a fragmented view of the laboratory experience, rather than seeing it as a continuous, seamless experience. There are now powerful tools to assist students in setting

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Journal of Chemical Education

up problems. Marshall (141) stated that the natural Iang u 6 e abilities of equation solvers allow students to set up protrlems in amanner parallel to the way they actually think about them. Ideallv. he would like to oresent the oroblem on the screen so that & representation i$ its solution. Although this is not yet possible, equation solvers do permit one to solve a problem without having to translate it into a strange and highly structured computer language. Walters (140) successfully completed an experiment in remote instrument operalion, operating a scanning spectrophotometer located in Minnesota from the meeting site through phone lines. After connecting his portable computer with the instrument, he recorded and saved the spectrum of a blue dye. Eventually he would like students to he able to leave samples in the lahoratory where they would he handled by computer-controlled robots. This would make i t possible to use instruments on a 24-hour basis and would ooen UD the possibility of instrument sharing among several instituiions. Chemistrv teachers are findina novel wavs to use instrument simul&ors. Stolzberg (239) discussed the use of Monte Carlo simulation to address two difficult problems: experimental design and the evaluation of student performance in the laboratory. Simulations have been developed which place students in "real-life" situations. Blizzard (178) descrihed a complete on-line chemistry building. The students were able to "walk" from room to room selecting the chemicals and apparatus required to complete assigned experiments. Walters (240) descrihed a program in which students participate in a mock companv. ~ l a-v i n athe roles of manager. chemist. and . the person in charge of computer hardware a n d software. The simulations of real-life situations require the students to take into account technical and ethicaiconsiderations in the decision-making process. Since more and more literature searches are being conducted by computer, i t is not surprising that teachers are developing computerized instruction on searching the chemical literature. Ramsay (114) described a microcomputer tutorial Dromam on the use of svstems such as STN and DIALOG. ~ a r l s o n(113) descrihed an individualized library exercise based on the SERAPHIM program. Each student is required t o use the Design-a-drug program to develop the structure of a biolmicallv active tranauilizer and then answer a series of questions-about the moiecule.

Demonstrations and Laboratories Desnite the increased use of comnuters and videos. chemistry students and teachers are still hoing real, live chemistry in the classroom and laboratow. At the 10th BCCE, as at earlier conferences, the sessionsonLeeture ~emonstr&ions drew some of the largest and most enthusiastic audiences (075-079,119-122,181-186,203-208,276-296,369370). The "plenary lecture" on demonstrations was given by I r w i n Talesnick (203). Members of the audience were active participants in his 90-minute presentation, as they observed.. . nredicted.. hvuothesized. tested. and auestioned. .. The impression left by the mass spectrometer demonstration was particularly vivid. Interspersed between the demonstrations was a little advice: teach content, but deliver i t with nrocess. and he sure to entertain a t least a little alone' the way. Gilbert (204) followed with some practical suggestions on how to organize the experiments andhow to red;ce preparation time. He suggested that the demonstration modules be stored in bins &eked with the necessary chemicals and equipment. Small, covered vials with appropriately placed labels marking the fill points (to avoid future weighing.?) and plastic squeeze dropper bottles with labels indicating the reauired number of drous can he real time savers. ~ r r i g (075), o a long-time industrial chemist turned sometime teacher. demonstrated how he uses "orons and pitches" to put real people and real things befdre theories in his introductory organic course. His illustrations-catalvtic converter t&hndiogy, peanut butter that does not separate. conversion of the"slopn from paper mills into vanilla flavoring, BHT in corn flakes-spanned much of the subject rnatter found in a typical organic chemistry course. People can be an integral part of the demonstration. Kastner (292) used a Hula Hoop rigged with three equally suaced elastic bands connected at the center to demonstrate S Nmechanisms. ~ By connecting two students from the audience to the center with additional elastic hands, he was able to illustrate the d, 1 transformation. Silversmith (119) presented demonstrations of optical activity, chemiluminescence, nucleophilic substitution mechanisms, and E-Z isomerization that results in photochromism. Erwin (281) demonstrated some of the chemistry of hydrogen peroxide. Although normally thought of as anoxidizing agent, Hz02 can also disproportionate or act as a reducing agent. Triezenbere and M a r e k (286) demonstrated flame tests utilizing salts &solved in aldohoi. Lighting the burner provides the classic colored flame. Alternativelv. dramatic flames can he obtained by adding a salt to flashpaper and ieniting the paper. For micro demonstrations, simolv . . burn silt-saiurated &ohol solutions on a spot plate. While lecture demonstrations may seem to fit most naturally into introductory and organic courses, i t is possible to incorporate them into advanced courses. Craig (182) undertook the ambitious challenge of producing "ademo a day" for his physical chemistry course. Most of the demonstrations were designed to support lecture topics a t a "cost" of only 5 minutes. In one experiment, the freezing of water on mixing the solids NHaSCN and Ba(OH)2.8H20 not only illustrated an endothermic reaction hut also permitted the calculation of the e n t h a l ~ vand entroov of the reaction. Ultimately, the success & a demon&ation depends heaviIs on the attitude of the instructor. S a e (206) hroueht this point home by carrying out the same demonstratiolr in two contrasting modes-a "traditional" sober and "scientific" using "chemicals", followed by an informal

presentation using household products. Sae's "six R's" for demonstrations are: (1) readily available, (2) relatively inexpensive, (3) relatively easily disposed, (4) relatively safe, ( 5 ) removes fear, and (6) raises awareness of chemicals in the environment. At the conference demonstrations raneed from 5-minute demos to 90-minute shows. The lengthiG productions provided scorn for some real showmanshm. Leistner (370) used r o ~ e - ~ l a y routines in~ as "The wit&" and as the "Dumb Junior" to demonstrate soectacular reactions and to stress safety and accuracy. Marek. Lewis. Leineman. and West (369) out on a humorous i d exciting show complete with videotapes, fuzzy moles, outlandish puns, exploding bunnies, "eggsothermic" reactions, and an ethnic rocket. The performers wore construction hard hats and T-shirts with "weird" messages. These last two shows served to remind the audience that all lecture demonstrators are role-playing to some extent, and that a little eccentricity (or maybe even a lot!) will enhance the effect of any demonstration.

Laboratory-General While there is a trend across the nation to reduce the amount of laboratory work in our high school and colleee courses, the presentek in these sessio& demonstrated t h i t there is still strong support for the laboratory as a place to motivate, to develop confidence, and to develop critical thinking skills (015-019, 049, 055459, 108, 123-128, 175, 177.179.187-191.364-366). ~ a r e (015) k nbted that hands-on chemistry laboratories in high schools are becoming "endangered species" for a variety of reasons including cost, waste disposal, safety restrictions, lack of time, and lack of experienced teachers. Training programs such as Dreyfus, ICE, and SERAPHIM will help t o remedy these problems, but, in addition, appropriate technology must be available. Three important trends in the 1990's will be: consumer-oriented laboratories, increased computer interfacing (to gather and process data), and microscale lahoratories. Rergquist (01 6) discussed the importance of developing experiment5 that require more than factual recall and rerification of known facts. Labs should stress hieher level thinking skills such as those employed in designing and modifying exoeriments. evaluatine results. and weiehine risks against rewards. A national survey hak shown that-the cognitive skills most desired by employers closely match those that are developed in these sorts of experiments: the ability to identify problems, evaluate results, formulate solutions, adjust to new situations, and find novel ways to attack obstacles. Hostetler (126) reported on a laboratory in which the "guided inquiry method" was used to determine the reactants, products, and stoichiometry in a chemical reaction. This a .~.n r o a c heives students a much better idea of what is involved in research than the traditional "verification" lahoratorv. Smith (1901described a comnlete reoreanization of the chemistry c ; r r i c h n a t a small ckege. All the laboratorv work is done in senarate. interdiscinlinarv courses that stress independence i n d pr~blem-solvi&techniques. Many of the experiments are in the form of projects that afford an easy transition into research. Often students fail to derive any lasting benefit from laboratory because they come unprepared and simply follow the printed instructions without much reflection. Gok (361) reporced on the results of a Modified Laboratory Instruction Volume 66 Number 2 February 1989

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(MLI) program. The MLI group, which received extensive pre-lab preparation, performed better on tests of manipulative, observational, and inferential skills than a control group that had received more traditional laboratory instruction. Not all the presentations focused on pedaeoey. Teachers continue to develop new experiments and to discover improvements on old ones. Bedenbaugh (056) showed how the molar mass of butane can be determined usine an anoaratus involving a butane lighter with a bent nail to ;elease the gas. Sturtevant (59) described an electroolatine ex~erimentusing quite ordinary apparatus that prbducei bektifully finished obiects such as leaves. ~ a v i e (112) s reported on an inexpensive automatic titrator based on a digital pH meter and a computer. The instrument was used 6study the kinetics of the hydrolysis of t butyl chloride. Hausser (175) presented modular kits suitable for qualitative chemistry exercises in a traditional classroom. He described some of the experiments he had developed for students in his course for nonscience majors.

Safety First and Last The papers in this session dealt with the causes and prevention of lahoratorv accidents (163-167.170) and with the issue of faculty liabilky (168). The session was well attended, and each mesentation was followed bv a livelv discussion. ~ o u n g & ( l 6 3cited ) 16 accidents involving chemicals and asked the audience to identifv the causes. Amona causes mentioned were ignorance, ovekonfidence, impatience, failure to follow the procedure . prooerlv, . .. lackof supervision, and faulty equipmedt. The consensus was that lack of careful and complete preparation was a common element. Friedstein (164) and B a r b e r (167) stressed the importance of integrating safety instruction into the laboratory. Epp and Chen (165) took the approach that less (chemical) is more (safety). We can provide a less hazardous environment by using less material (microscale labs) and by eliminating some of the more dangerous materials from our experiments. Ought we to attempt to eliminate all hazardous materials from the laboratorv'l Perhaps not, since these materials are part of chemistry. s m i t h ( k ) , an unreformed practitioner in the art of "deflaerations and detonations", described how explosives work and discussed how t o avoid letting them get out of control. Returning to an earlier theme, it is our responsibility to be thoroughly informed before working with explosives or other hazardous materials.

Microscale Laboratories One increasinelv ~ o.o u l asolution r to the ~ r o b l e m of s safe-..

ty and expense is the microscale laboratory. At the 10th BCCE there were two workshops, 18 talks (89-95,150-153, 268-2141, and nine posters (154-162) devoted to the subject. Hampton (268) outlined the advantages of microtechniques: low cost of chemicals and equipment, disposable equipment, safety, and a saving in time. He described four experiments: (1) titrimetric determination of a solid, in which burets and beakers are replaced with Beral pipets and well plates; (2) ion-exchange chromatography, &ied out with a disposable pipet; (3) testing the effect of surfactants; (4) volumetric precipitation analysis. Chen (272) described four microscale experiments that (1) are suitable for the hieh school laboratorv: " . . colors in nature, a column chromatography experiment using tomato paste (or babv food, sauash, etc.): (2) determination of the molar volumiof a gas ;sing 10-kL graduated cylinder; (3) the K., of CaSOa; (4) galvanic cells. Probably the microscale revolution has had its greatest

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impact on undergraduate organic chemistry. This is not surprising, considering the potential for improvements in cost, safety, and efficiency. Mayo (089) reported on the status of microscale programs that have been introduced in recent years. ~ r c o ~ d i to & one estimate, during the period 196% 1992 nearly 80%of all beginning laboratory courses (serving -150.000students/vear) will have been miniaturized bv factors ringing from 160 to 1000. Interestingly enough, although the participants believed that the microscale laboratory is the wave of the future in undergraduate organic chemistry, many feel that there is still a place for macroscale experiments. Students should be able to use both micro- and macroscale glassware, and some experiments cannot easily be done on a microscale. New experimental techniques will require new lab manuals. Williamson (150) discussed a new text that includes microscale experiments. Students are treated as practicing chemists. resnonsible not onlv for makine a ~ r o d u cbut t also for treating ;he waste. ~ a c experiment h i&des instructions for convertine wastes to less hazardous materials or for reducing the amount of waste generated. Both macroscale and microscale orocedures are provided for most experiments. ~ i ~ ~ i a m stated s b n that itwas probably necessary to teach both scales for oedaeoaical reasons and because some experiments, such asnatuiaiproduct isolation, work better on a larger scale. Suffiedini (153) reported on the conversion of an organic chemistry program to microscale methods. Before the switch, students had been unable to complete experiments or find time t o use the spectrometers and gas chromatoe r a ~ h s .Initiallv. there was some o~nositionto the new methods (fosteidd by anti-micro tea&ing assistants), and students treated the plastic labware as dis~osable.Ultimately the students' attitudes improved, products were of high quality, and the volume of organic waste was greatly reduced. Wilcox (094) discussed a conversion to "small-" (0.3-34 rather than microscale experiments. He discussed some of the devices used to minimize losses of product during such mechanical operations as distillation and extraction. Equipment for microscale lahs is still evolving. Instructors must select between two stvles of kits current& in the market. Bartlett (155) displayed several sizes of &inning band columns for microscale fractional distillation. D e ~ e n d i n eon the size of the column, efficiencies of 5-12 theoretical pl;\tes were achieved. Heating microscale equipment with sand baths has been a problem. Lodwig (162) reported on the use of aluminum blocks with holes bored to accommodate thermometers, conicalvials, and test tubes. When a block is placed directly on a stirring hot plate, rapid equilibration times are obtained (67 OC in 5 min, 266 OC in 12 min), and the temperature of the block is only a few degrees below that of the hot plate. New microscale techniques are also being developed. Flash (160) reported on a kinetics experiment in which the volume of gas obtained from the Ez elimination of 2-bromobutane was measured as a function of time. The eas was also analyzed by gas chromatography to determine The relative amounts of 1- and 2-butene. The total reaction time was about 12 minutes. Vestling (156) reported on the isolation of trimyrstin from nutmeg (200 mg) and of cholesterol from gallstones (100 mg). Both isolations could be completed in one 3-hour lab period; using macroscale techniques these isolations had required two lab periods. Kriz and Engel (158) reported on the isolation of essential oils from spices by microscale steam distillation. Eugeno1 was obtained from clove (0.2 g) in 8-12% yield, and cinnamaldehyde was obtained from cinnamon (1 g) in 0.91.3% yield. These yields were the same as or better than those obtained by macroscale procedures.

Instruction Strategies One of the central concerns of chemical educators is to find better ways of helping people to understand chemistry. At the 10th BCCE appro xi mar el^ 30% of the vrwentations focused on teaching techniques and course content. Many of the papers dealt with nontraditional modes of teachina or with efforts to make chemistry accessible to nontraditi&al clienteles.

Teaching Chemistry: A Problem We Can Solve? What sorts of misconcentions do students have about chemistry? Are they being lid astray by oversimplifications? How can we "teach" logical thinkina? Can we be effective chemistry teachers without being a t b e d to our students' attitudes and perceptions? How does the classroom environment affect the teaching of chemistry? How can we motivate students to explore chemistry more deeply? What sorts of programs are available to help us become better teachers? These are some of the major questions dealt with in this series of papers (025-027, 069-072, 074, 129-131, 133-135, 248-257,376-378,380-381). What do high school students think happens when a piece of paper burns? Cachapuz (027) reported that common misconceptions include the idea that activation energy becomes part of the energy of the system, that energy is released when bonds are broken and absorbed when they are formed, and that the flame observed when paper burns is transferred from the igniting match. Recommendations for avoiding such misconceptions included careful use of language, avoidance of oversimplified models, and the development of a curriculum that focuses on a conce~tualunderstanding of the role of energy in chemical processes. students who lack nroblem-solvWhat can we do to h e l ~ ing skills or the ability 'to manage their time efficiently. Barnes (069) described a set of computer programs designed to assist students in identifyingand dealing with such problems. One program categorizes test items according to the concepts involved. When graded examinations are returned to the students, each question is accompanied by a printed analysis listing the concepts covered and hints as to how to master those concepts. Even advanced studentimar profit from courses in problem-solving. Schilk (070) described an upper-level lalioratory course designed to help students from a "cookbook" stage to a point where they can devise their own procedures for investigating a problem. In addition to becoming familiar with standard experimental techniques, students write papers and give oral reports on their research projects. A student's attitude toward chemistry determines the methods he or she adopts to survive the course, even though the chosen methods may not lead to real understandina. C a r t e r (130) suggested that many students perceive chemistry to be the domain of an intellectual elite. Instead of attempting to integrate ideas and relate concepts, they rely on rote memorization and the application of algorithms. These students must be persuaded that i t is not enough to master rules that allow them t o "do chemistry" without asking why the rules work. More teachers are exploring techniques involving interac-

tive instruction and group processes. Metz (134) reported that students working in groups progress through three stages. Initially they hesitate to participate, hut as they hecomemore familiar with the process, students begin to ask questions and t o volunteer answers, even when they are not sure of being correct. As their confidence grows, the students become fully interacting members of the group and will willingly participate in discussions involving two or more groups. Interactive techniques will be successful only if the teacher provides a psychologically safe environment. For many teachers a continuing challenge is to find a satisfactory means of incorporating descriptive chemistry into their courses. Wilkins (252) reported on a series of onepage papers that had been prepared specifically for his general chemistry course. He stressed the importance of proper packaging and of limiting the length of the papers. C a r r (253) described a "reaction-of-the-day" approach. After a reaction was demonstrated to the class its equation was written on the hoard and balanced. Students u,eie tested on their ability to classify the reactims (acid-base, redox. etc.) and to oredict their oroducts. Treolow (254) . . descrihed "F1ement Probe", an audio-visual game in which precollege students were challenged to identify elements on the basis of slides and spoken clues. Hands-on models can be effective teachina tools. Bassow (376) showed how models made from varioksized plastic balls could be used to study crystal lattices and touredict the properties of crystalline &bstances. Stone (3j7) demonstrated an inexpensive way to construct models of regular solids. Kits containing specific numbers of soda straws and paper clips were distributed to the students, who then assembled the solids. Tannenbaum (378) described the use of inexpensive toys as models to teach chemical principles and motivate students. Teachers themselves can benefit from training that gets them in touch with industry and modern research methods. Gardner (026) reported oh a program initiated by industries in the San Francisco Bay area. High school teachers were placed in industrial johs for eight weeks during the summer. The teachers worked on significant projects supervised by mentors assigned by the companies. Benefits to the teachersincluded growth in their scientific knowledgeand in their understandine of how industrial science is done. as well as an increased un2erstanding of the skills their students must develop if they are to become productive scientists.

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Somers (257) reported on her experience as a research assistant in a program for secondary school teachers. Not only did the experience contribute to her personal and professional growth, but i t also improved her competence and credibility in the classroom. Crean (381) descrihed a federally funded retraining program tailored to the individual teacher's background and experience. The teachers had an opportunity to develop experiments and t o become familiar with modern methods of instrumental analysis. The grant provided funds for the establishment of an audio-visual lending library and for the purchase of equipment for the teachers' schools.

High School Chemistry Is the content of our highschoolcourses meeting theneeds of our students? Are our current teachine methods providine the skills they will need in the future7 These issues were discussed in three series of presentations-What Should Be Taught in High School Chemistry? A Symposium (324328), ChemCom: Perspectives and Possibilities (007-010, 035-0371, Alternate Approaches to High School Teaching (329-332). Schrader (327) suggested that we ought to be teaching our students to think analytically, t o synthesize and evaluate information, and, above all, to assess issues rationally so that they can be effective participants in decision-making orocesses. Notina that the content of a course most likely kill depend on t6e text, he suggested that most texts woulh be improved by thoughtful pruning. A book that is too lone and cbvers tod man;topics is likeiy to intimidate the students and make i t that much harder to reach them. Zumdahl(328) agreed that reducing the numher of topics would beastepin the right direction andasserted that a high school courseshould not be simply a watered-down college course. There should be a "general education" approach, with ereater emohasis on what science is and on how chemistry i s connect& to other disciplines and to the students' lives. A maior eoal of the course should be to eenerate excitement aboui chemistry. ChemCom YChemistrv in the Communitv") is a proeram designed to meet these gdals. Harrison ( 0 0 3 stated-thai the major goals of the program are (1) to provide more high school students access to chemistry, (2) to make the students'experience with chemistry a rewarding one, and (3) to prepare the students to he fuller participants in the society of which they are a part. Heikkinen (008) ohserved that ChemCom reoresents the first radical chanee in hieh school curricula since CBA and ChemStudy were introduEkd in the early '60's.

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Eubanks (010) described some of the Droerams that are being developed 10 help teachers adapt to'chemcom's more student-centered environment. Ware (037) stated that ChemCom is part ot'a broader initiative to make chemistry available to all students and outlined some of the ACS olans to facilitate that goal. ChemCom was not the only alternative high school teaching strategyto he discussed a t t h e conference. Gerlach (330) descrihed a course for average and below-averaee students with a strong laboratory orientation. The heavy emphasis on applied chemistry (plastics, wood, dyes, the ocean) was much more stimulating t o these students than formal classroom work. Walsh (331) described a teaching unit on liquids and solids in which the students were self-taught and the teacher acted only as a facilitator. She reported that the students learned more in this format than when they were taught by traditional methods.

Effective Problem Solving No matter what the method of instruction or the nhilnsophy of the course, students a t the high school level or above will need to acquire orohlem-solvine skills. This series of papers (241,243-246);dentified someof the difficulties students have with problem solving and suggested ways in which teachers can help students overcome those difficulties. F r a n k (241) suggested that innovative teaching strategies might not make much difference unless we can deal effectively with our students' preconceived notions about prohlems. He enumerated some of those beliefs and suggested some ways to help the students develop a more mature approach t o problem solving. Cardulla (245) asserted that dependence on the factorlabel approach to problem solving does not help students understand chemistry. We must help the students develop their reasoning skills, and we must assist them in becoming familiar with the new and stranee units. Units should he more than objects for algebraic manipulation; students should see and hold masses and volumes. T o visualize chemicalsystems, they should draw apicture of each problem to he solved. ~

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Reach Out and Teach Somebody Teachers a t the elementary, secondary, and college levels need to reach out and help one another improve the aualitv of science education. ~ h k s epresentations (218-226, 222: 226,300-301,303-308) described some of the programs designed to foster working relationships between teachers at 911 1~"~1!2

Orna (218) described the planned development of ChemSource, a set written, computerized, and videotaped materials designed t o reach inexperienced and underprepared chemistry teachers. These materials will he prepared by teams of high school and college teachers. Antion (222) described a five-week summer workshop for high school teachers. The teachers, who received $1000 stipends and six hours of course credit, studied a variety of topics and then taught them to hiehschoolstudents. Bedenbaugh (2231 descrrbed a program of summer and Saturday workshops for high school teachers. A team consisting of a master high school teacher and a college teacher led-each session. I t was noted that participants in both projects not only increased their knowledge of chemistry, hut also gained confidence and hecame more willing to undertake new projects such as science clubs and fairs. Mattson (303) reported on a chemistry field day designed to promote an interest in chemistry among high school students. Competitive events included a Jeopardy-style chem104

Journal of Chemical Education

istry quiz, laboratory skills assessment, and an encrypted chemistry treasure hunt. Scott (226) described a hands-on laboratory workshop for female students in arural county in Tennessee. The people in this community are poor, and the girls in particular have little opportunity to improve their economic status. I t is hoped that the program will encouraee more female students to pursue careers-in science and s& ence related fields. There are many interesting and satisfying avenues for reaching out to teachers a t the elementary school level. Not only will these programs promote the students' curiosity about science at a time when they are developing lifelong interests, but thev will enhance the nrofessionalism. leadership, knowledge, and self-esteem of the teachers. Sherman (300) has developed a series of workshoos for teachers and students in grades 5-8. She helps tne teachers prepare kits for hands-on classroom demonstrations from inexpensive and readily available materials.

Chemistry for Children (and Adults) There is mowing agreement that effective science education programs should begin at the elementary school level. Teachers have discovered that instrucrional methods developed for young children can be quite effective with students a t more advanced levels, and even with adults. With a little imagination, it is possible to design hands-on acti\.ities using inexpensive and familiar consumer goods. These activities will excite the interest and enthusiasm of participants of all ages. This was the central theme of the sessions on Chemistry. .for Children land Adullsl. (28-29.383-385). . In the first two presentations, children were front-row observers, while the adults observed both the demonstrations and the interactions between the children and speakers. In Jurgens's (028) presentation, appropriately titled "Boiling H o t F r e e z i n g Cold", the audience observed boiling a t -196 'C and freezing at 1000 'C. The children were actively engaged in reading data, predicting, feeling, and questioning. Streitberger (384) described a curriculum in which students receive about 200 minutes per week of science instruction from grades K-6. The curriculum is integrated, so students read about science in reading, language, and history classes. The science teacher serves as a resource person and a role model for the other teachers. Three verv popular worksho~s dealt with the same themes. In thk firsi of ~ a t z ' workshops s on Chemistry in the Toystore, children ranging in age from five to 18 explored the world of polymers: rubber, slime, polyurethane mushrooms, and "superglop". In the second workshop, adults worked with many of the same materials. Although the participants claimed to have serious motives for attending the workshop, they appeared to he having as much fun as the children. In the first part of Wonder Science Actiuitiesl PACTS, Benbow discussed the project Parents and Children for Terrific Science. In the second part, children and their adult partners engaged in hands-on activities from Wonder Science magazine. Since Indiana is the largest popcorn-producing state in the union and Orville Redenbacher, the popcorn king, is a graduate of Purdue, it is onlv fittine that the Conference should include a session on ~ k a c h i n g ~ h e m i swith t r ~ Popcorn (309-313). Popcorn is of course a fit subiect for serious chemical studies, b;t it may also be used to model chemical principles, even a t as advanced a level as ~hvsicalchemistrv. Marek (310) described an experiment & iflustrate s t a t i s k cal distribution. Popcorn was popped in class, and the number of pops per 15-second interval was recorded. Plotting popsper unit time helped students togain an insight into the Boltzmann distribution.

Differing Clienteles Cultural backgrounds and settings present special problems for some groups of chemistry students. This group of presentations (198-199) focused on the problems encountered in science courses bvfemale. minoritv. rural. and adult students. Cipariek (199jdiscuss;d the roi& that the backerounds of Hispanic and Black students olav " in determinine their success & science courses. In order to be effective, science teachers must be aware of and adjust to their students' cultural and historical contexts. Hilderbrand (200) discussed a federally funded program to create a computer network between 22 high schools and the South Dakota State University departments of Biology, Chemistry, and Physics. The new lines of communication helped to overcome the isolation of students, teachers, and administrators in rural schools.

Upper-Level Courses The teaching of physical chemistry is of vital importance. since it the theoretical underpinnings forihe othe; branches of the science. I t is unfortunate that so manvof our students emerge from their exposure to physical chemistry with feelings of fear and loathing. Two series of presentations-Real World Chemistry (297, 299) and General Papers-Physical (209-217)-dealt with methods for making this subject more palatable and more accessible to our students. Crosby (297) armed that ~ h v s i c achemistrv l instructors must (1) emphasize physicai intuition more A d abstract mathematics less, (2) iustifv the course content bv exolaining its utility and importake in the real world;(3)'build bridges between what students learned in their mathematics courses and what they need for P-Chem, (4) test for conceptual understanding as well as for problem-solving ability, (5) help students develop the ability to reason inductively as well as deductively, and, most importantly, (6) avoid overwhelming their students by reducing the number of topics covered. Kinsey (210) discussed several keys to helping students learn "Thermodynamics without Tears". Using the computer to perform calculations and construct graphs will allow the students to concentrate more on concepts and less on numerical calculations, and i t will make it easier to work with real experimental data. He stressed the importance of having the students verbalize or paraohrase important eauat i o m a n d of using computer animaiion to illustrate important concepts Magyar (213) suggested that in-depth studies employing a single instrument in several courses will provide a unifying theme across the chemistry curriculum. F'luorescence spectroscopy is a good choice because it is conceptually simple, experimentally straightforward, requires tichnique, and is applicable in a number of courses. Chemistry departments have wrestled with the orohlemof where and how-to teach descriptive inorganic c6emistry, a subject that often "falls through the cracks" of the curriculum. Chemistry instructors strive valiantly t o present the material in a coherent fashion. Chemistrv students strueele to master a seemingly endless array of facts. In recent years, a number of institutions have begun to offer Sophomore Inorganic Chemistry courses (342-349). As yet there is no widely accepted model for fitting the subject into the curriculum. Scaife (345) reported on a survey of undergraduate institutions. Of these, only 27% offer sophomore inorganic courses, and only three-fourths of those institutions require such a course for the major. Only 73% of the reporting departments have a laboratory component in any inorganic course.

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Some progress is being made. Wulfsberg (342), author of a text for the sophomore~inorganiccourse, descrihed the way in which he organized the descriptive material. His approach is similar to that of oreanic chemists in that the rharacteristics of classes of compounds are emphasized, while group properties are deemphasized. Chemical principles can often he derived from the study of these different classes of comnounds. Zipp (344) had recently taught a descriptive course a t his home institution and a theoretical course while awav on sabbatical. His experience led him to suppon a greateiemnhasis on descriptive chemistry. Students need to he able to krite balanced ihemical equations and predict the products of chemical reactions. But how do we get our students to learn chemical facts? Kotz (348) descrihed "KC? Discoverer", a database of the nrowerties and oeriodic relationshins of the elements which can'be manipulated by the students to illustrate a variety of relationshi~s.Birk (3491 described an interactive ororram which usesrules of ieactivity and solubility to prLdiG the possible products of reactions. u

Posters and Pre-Poster Sessions In the poster and five-minute pre-poster sessions there were a numher of presentations on teaching strategies, course evaluation and teacher training (047, 048, 050, 052, 054, 060, 062, 106, 107, 110, 111, 115, 117, 174, 180, 388).

Many of these dealt with themes already covered in this article. A few offered new variations on an old theme: What makes chemistry difficult for students? e d a numher of aeneralizations Myers (047) s u ~ ~ e s t that that-are c&&on~taught in chemistry co&ses are more likely to mislead or confuse students than to provide them

withuseful insights. In the samevein, Hooks (048) discussed the danger of &aching our favorite analogies to students. Students are likely to understand concepts more fully if thev construct their own analogies. Brickhouse (107) reported on a survey of 14 faculty and 1200 second-semester eeneral chemistrv students. While faculty tended to ascrib: student difficulties to the abstract nature of the discinline and its reouirement of a soecial wav of thinking, students believed thai the demand f i r accura& and the largenumber of exceptions t o rules were the primary sources of their difficulties. Interestingly enough, students were prepared to accept responsihility for the quality of their own performances, and they gave faculty higher marks as instructors than the facultv gave themselves. On that heartening note we conclude thisreport on the Tenth Biennial Conference on Chemical Education.

Concluding Remarks The narticinants returned home from the Conference with a renewed confidence that teachiug chemistry is "A Problem We Can Solve" and that new technologies play. an im. will . portant role in the solution. A meeting of the magnitude and complexity of this conference would not have been nossihle without the committed efforts of many individuals. In particular, we would like to thank Dudley Herron, George Bodner and Derek Davenport for the dreaming, planning and just plain hard work that went into making the 10th BCCE an outstanding success.

Papers Given at the Conference Note: All authors are listed. If the institutions of the authors differ, only that of the primary author is listed. The name of the primary author has been italicized when all the authors are not from the same institution. Address all inquiries directly t o the author. Wl W2 W3 W4 W5

Brown, H."Adventurer

on the Borana Rail," PurducUnivulity, WestLafayette, IN 47907. Moore. J. "The Fipae Lecture Series in Chemistry." Eastpm Michigao university, Ypdlmti. MI 48197. C r a h y , 0. '"TechnologicalThrust us. Instructional Inertia." Washington StateUniversity, Pullman, WA 99164. sbnLh.shiri, B. "Dev.loping a National Will to Enhanee science Education in America."Netional ScienecFoundation. Washingtan. DC 20550. Gabel.. D...Schulte. E-and Wat.oa.B."Present and Future Directions: Directorate f o r s c i e n ~ ~ a n d ~ ~ ~ ~ ~ ~ ~ i n g E d ~ ~ ~ t i ~ ~ , N SScienceFoundatian. F!',National 18W G St. NW. Washineton. DC 20550.

o m Colorado. Grooloy, CO 60639. W 9 Sutman, P. "Chemistry in the Community (CHEMCOM): A Five-Year Study of Objectives, Cognitive Develapment, Problem Solving and Other Skills, Teachers' Professional Background and Role, and Students' Role." College of Education, Fairleigh Diekinson Uniuereity. Teaneek. NJ 07666. 010 E u b s n k , 1:'Preparinp Teachers to Uae CHEMCOM." Oklahoma State University, Stillwater, OK 74078.

106

Journal of Chemical Education

80631. 017 Andersen. M."A Perspective an High School Labs in the 1 9 W s fmm Dreyfw, lee, and Seraphim-The Bmic Student." 10Ra-n Stred.East Falmouth, MA 02538. 018 Bowers, C."A Perspective on High School Laha in the 1990's from Dreyfus, Ice, and Seraphim-InterfseingiSpre~ddhhhts?' Spring Valley H.S., Sparkleberry Lane. Calumhua, SC 29228. 019 h i s , B. "A Perspective on High School Labs in the 1 9 W 8 from Dnyfus, lee, and Sersphim-The Microlab." Downers Grove North H.S., 4436 Main Sr.Dnwnem Grove, lL60515. 020 I r r s e a . R. "The Freshman Chemistry Maclntaah Lab s t Term Teeh." T e r n Tech University, Lubbock. T X 79409. 021 Butler. W. "Hyperead and the Macintosh Mioowmputerio ChemicalEdueation." Universityof Michigan. Ann Arhor,MI 48109. 022 Julien, L. "Animated Chemistry an the IIGS." Michigan Techoologicsl University, Houghfon. Mi 49931. 028 BrockweU.J. "A Maehina Tutor for Organic Chemistry." Northxmtern University, Evsnston, IL 60208. 024 Cnmaeho. M. "Classification of Chemical Equilibrium Problems by Experts and Novices." Inter American University of Puerto Riw, Call Box 2WW. Apuadilla, puerto Rim OOGOS.

116 O~h~rdt.C."IndustrialChemicalSyothesisGame."Elmbvnt CoUege,Elmhurst,IL €0126. 117 Judkias, J., a n d I r g o a a k i , J. "An Evaluation of Several Rsmedial Chcmktry

Cou~athatUseMathAbilitysssPlacementC~iteria."TheUniverjitydTuasat Austin,Austin, T X 78712. 118 Bell, J. "Mapping Genetic oahrta: Eleetmphare~i8m d Add-Baa. Pmpenies of Proteins." Simmons College, Boston, MA 02115 119 Silvrremifh. E. "Models Are Fine, But Then What?" Morgan State University. Bsltimore, MD 21239. 120 Bums. R. "Reaction RBtesofAlkylHalides:ThelaaringGroup!'St. louia Community College at Mer-ee, St. Louia, MOE.3122. 121 Kolh, K."Simple Organic Demonstratiom." Bradley University, Peoria, U 61625. 122 T r a m e l l , G. "Teaching Olganic Chemiatry with Birrhemid Examples." sang*. mon State University, Springfield, lL 62794-9243. 123 Riokling, G. "Whst Laboratory Skills?" The University d Manitoba. Wionipeg, Manitoba R3T 2N2, Canada. 124 Ouellette, R., a n d B d w , M. "Video Pre-Laboratory INitruction." The Ohio Stat. Uniueraity, Columbus, OH 43210. 125 Jones. L.,Smith, S.. Wilaon. R.. and Zumdahl.S."Enhmcingthe Oenval Chemistry Laboratory Experience with Interactive Videodisc." University of lllioois a t Urbana-Champaign. Urbms, IL61801. 126 Roafettler, J..and Killiogaworth, W. "RXN X:A Pmject Lab for General Chemiatry."San Jose State University. Sen Jose, CA 95192-0101. 127 Blank, T. "There Must be Fifty Ways to Cut Lab Coste."Georgia b t i t u t e ofTeeh. nology, Atlanta, GA 30332. 128 Barohmano, E. "Teacher's Time Savers."Indiana University-Purdue University s t Indianapolis, IN 46202. 129 C a e h a ~ u zA.. and Martins, I."Mismnceptiom in Chemiatry: How in a Chemical Reaction Some Resetanta May Be More Importaot Than Others." Uniwrsity of Aveiro, Aveiro3mo-Po.t"gal. 130 carter, C.,and Radoe.. G. ,"How Do I Really Know There Are Seven valence EleNons Around the CI Molaoulul?' Relationshim Between Student Beliefs and Conceptual Deve1opment:'The Ohio State University, Columbus, OH 43210. 131 Sshrader, C., and Gabel. D. "Analysis of Responses to the Particulate Nature of Matter Inventory." Dover High School, Dover, OH 44622 snd National Science Foundation, Washington, DC 2W09. 133 Adama, T. "Problem Solvin~,Computers, and the High School Student: A Repan from Summer Ventures. University of North Carolina a t Wilmington." Purdue University, W. Lafayette, IN 47907. 134 Matz. P. "Group Dynamics in the Chemistry Classroom!' Purdue University, W. Lafavette. IN 47907.

I61 Rausoh, D., sndO%radx M. "Developing and Implementing a Miomeale Program in e Small Four Yesr Liberal Arts College." lllinoia Benedictine College, Lisle. IL ens19

162 Ladwig, S.."The Uae of Solid Alvminum Heat Tzmafer DeviceainOrganie ChemiatryLaboratorylnatructioniandkarch" CentraliaCollege.Ccntrslia.WA98581. 163 Young, J. "Howto Havean Accident, or, Whst You Ned toKnowin theFirst Place Before You Can Get Hurt." 12916 Allcrton Ln., Silver Spring. MD 20904. 164 Pdsdstsin, A. "Ssfety in the Laboratory: A Now1 Approach to Get the Student's Attention."Monroe Community College. Rochester, NY 14623. 165 Chen.C.,andE~.D."HighSchoalSafety Problems-AMieroscaleSolution."3297 W 250 S, Kokoma, IN 46902 and East High School, 1WO S. 70th. Lincoln, NE 6RMS.

166 Smith~~..andGr~n,R~'~lmionPhenmneno1~forChemicalDemonstretors." Ricks College, Rerburg. ID83440. 167 Barber. P. "Regional Worhhops, An Effective ~ e t h a d t oEnhance Laboratory Safety." LongwioodCallege,Fsurnville. VA 23901. 168 Davis. S. '"Reducing Negligence in the Chemiatry Laboratory-An Approach:' Browmd Community College. Pem. Pines. FL 33024. 169 Rciohsnbach, W. "Disposal of Chemical Waste from Academic Laba: Antidpating

Coneernsoftha~e~tv-FirstCentuw!'TheOhioStataUniversitv,Columbus.OH

ing. 173 Joestsn,M."WhslDo theTeachera inTennessee Say About theHi~h%hoolChemistry Laboratory Experience?" Vanderbilt University. NashviUe.TN 37235. WI 54401. 174 Ihde, J. "Periadieally Funny." West High School, Wa-u, 175 Aauseer, J. "Nonscience Majors Deserve e Laboratory Experience Too."Duqueaoe University.Pittebuqh. PA 15282. 176 Flash, P."A QualSeheme SimulationwithColorGraphie.for t h e m M Mic-mputer." Kent State University-Ashtabula, Ashtabula, OH 4 m . 177 %us& N. "A Q u d i t a t k Analysis Flowchart for Common Anions:' R i c h College, Rerburg, ID 83440. 178 Rlizzard.A.,Santr~.D.,sndRo~,D."HelpingStodenteThink--Withalarge-Scala Computer.Simulated Laborstory."MeMsster University, Hamilton, Ontario L8S 1K1. Canada.

183 Rosa. R.. and Ermlcr, W." L q e Scale Computar Calculations s s Leetvre Tools in Ypsilanti, MI 48197. Phvlical Chemistry." Stevens InatituteofTechnalogy, Hoboken, NJ 07030. 138 Rich, B. '"Boiling Point as a Function of tho Refractivity of Outer Atoms!' 112 S. 184 h n r , C. "Wallastoto'a Cryophorus: A Multi-Purpose Demonstration for Physical Spring St.. Bluffton, OH 45817. Chamistry." Universityof Wisconain, Stevens Paint, WI 54481. 139 Colemm,W."SpreadaheeusndSpreadrheetAlternativfifi-AComparisonofSsveral Institute 01 185 Albeny. R. "Demonstrations in Physical Chemiatrj." M-chusetia Pmgrams." Wellesley College, Wellesley, MA02181. Technology, Cambridge, MA 02139. 140 Waiters, J. "Remote lnstrvment Operation Using the Hayes Smartmadem!'St. Oaf 186 Z i m e n n a m . J. "Lecture Demonatration in i n m m e n t a l Analysis ktwer." WsCollege, Norihfield, MN 55057. bash College, Crawfordrville, IN 47933. 141 Marahall. J. '"Teaching Analytical Chemistrjwith Equation Solvers." St. Olaf Col187 N~renbrm.S."MakingCc~cctiom:Intemhtedlaamiog Goah forlaboratory." lege, Northfield, MN 55057. University of WisconsinStout, Menomonie, WI 54751. 142 Smith.S. "Using Equation Solvers in Physical Chemistry." DrexelUniwrsity, P h i b 188 Z.ugg. N. "A More Environmentally Acceptable Qualitative Analyak Seheme for delphia, PA 19104. Cations." Ricks Callepe, Rexburg, I D83440. 143 Renderson, J. "Spreadsheet Template for Cakulating and Graphing Kinetira Da189 Webb. J.,sndWeat,D."Mini-ResesrchStudentPmjectsforaMulti-s~tion~eneral ta." Jaeluon Community College, Jsckson, MI 49201. Chemistry Pmgram."Illinoi8 State University, Normal, IL61761. Spread144 Metz,C..aadDonato.E."Sol%ng EquilibriumConatsnt Erp-ionaUaing 190 Smith, Jr., A. "An Interdipciplinary. Project-Based. Undergradwta Lab Prom-!' shwta." College of Charleston. Charleston. SC 29424. Miliikin University, Decatur, IL62522. 145 Derrick, M. "From Pragmmming to Spreadshaets to Jmterfscing in Five Eaay lea^ 191 Good, G."Alsees the EasentialHoleoftheLaboratoryin SecondqSehoolChemieal sons."Valdasta State College, Vsldonta, GA 31698. Edueafion."Adington High Sehool, Indianapolis, IN46226. 146 Joshi, B. "Computing Equilibrium Extent o f s Reaction Using Lot- 1-2-3:A Now1 193 Gorin. 0. "Who Discovered the Poriodic Table?" OkMoma State UniuMity, StillNY Environment for 'Whst-If Expriments." State University CoUee, Gen-, water. OK 74078. 14454. 194 Monaghm, P. "The Periodic T a b l e A Personal Survey." M e m d Uniwrsity of 147 Nambi.P."ModelingReaetion Kinetics Using sSprcsdahht Plopam." I311 W. 44th Newfoundland. Corner Brook, Newfoundland A2H 6P9, Canada. Tenace. #206. Kansas City, MO 64111. 196 Butler. W. "The Periadie Teble: An Overview af the Contmvosy:' Rusb-Henrietta 148 Judkins, L a n d L.gowski, J. '"ALmkintotbeFutur8: Using M i e r m o f t w i n d m t o Senior High Sehool, Henrietta. NY 14467. Develop User Friendly Pmarams on the IBM-PC." The Universitv of Texap at 198 ffi~useinaki,H."EncouragingHigh SchoolGirlstoStudyChemistry."Univ.rsityof ~ u s t i n ; ~ u o t i nTX , 76712. Regina, Regina, Saskatchewan S4S OAZ, Canads. 149 Wilson. A.. Rodwell, V, m d Kubn. D. "Modelling Biaehemistry with Spread199 CCariek, J."TeachinpChemiatry in an Inner-City School: AreThere SpecialCansisheatan Purdue University, W. Lafayetto. IN 47907. derations?"DeWitt Clinton H. S., New York, NY 10468. 150 Wiiliunwn, K. "Microseale Organic Experiments!' Mount Holyokc College. South 2W AUderbrand, D.. Jenaen. W., Petenon, G., a n d Hein, W. "Nctaorking South Hadley, MA 01075. Dakota Science Teechers."South Dakota State University, Bmokings, SD 57007. 151 Pavia, D., Lampman, G..Krk G..md I h g l R "A Miooscale Prop- Invalving 201 Mngyar, E. "An Introduction to Chemistry for Non-Traditional, Older Studenia." Traditional and Bio-OrasnicLaborato~Er~lerimenia."Western Wruhineton UniRhode Island Collepe, Providenee. RI 02908. u rffisha. n . versity, Bellingbam, WA 98W2 and dre& River Community ~ ~ l l ~ ~ ~ , - ~ ~ b202 M. "Looking Backward and Foward a t the Periodic Table-A Multimedia Washington 98W2. Presentation." Florida State University. Tallahassee.FL 32806.3015. I52 Prihble. M. "A Smell Dspartmsnt Adopte Mio-le." Glenvilla State College. Glen203 Talesnick. I. "The Joys of Sound and Light in the Laborstory."Queen'sUniversity, .,ill. ....., W " " E 1 I I Kingston, OntarioK7L 3N5, Canada. 153 8uffradini. C. "Msem-Scale Production of Mioo-Scale Oreanie Laboratorv." Uni204 Gilbert. G. "Demonstration Module-An Answer t o Doing More Demons~ations!~ versity of California. Irvin8,CA 92717. Denison University, Grmville, OH 43023. 154 Klsmm. D.,and Tuncay, A. "Photochemical and Thermal isomenzatiom of Tmm. 205 Solomon, S. "Easy-To-Do Overhead Proleetor Demonstrations." Drexel Uniwraity, and Cis-1,2-dibenzoylethyI111:A Micraecale Approach." Indians University Philsdelphis, PA 19104. Northweat, Gary, IN 46408. 208 8.e. A. "What is the Correct Way to Present a Chemical Demonstretion!' ~ s s t a r n 155 Barueff h, and Pike. R. "Miemaeale Fractional Distillation." Bowdoin College. New Mexico University, ParWea, N M 88130. Brunswiek, MEO40ll. 207 e t e r h y , H., a n d Kadlee, D. "A Demonstrstioo of the Diaeo Copying h." 156 Vatling, M. "Miermeale Isolation of WRirnYktin and Chdestard." State University University of wiseonsin-La Crasae, La cmsse, WI 54601. of New York College at Blackport. Brackport, NY 14420. 208 Kbubek. E. "The Use of Shadowgraphs to Demonstrate Chemical Pmperties in 157 Murray. P.,and &usoh, D. "Miemacale Synthesis of an Indale Derivative." Illinois Upper Lwei Chemistry Caurapa!' U.S. Nsvsl Academy, Annapolis. MD 21402M9E Benedictine College, Lisle, IL60532. 156 Kri* D., EogBI. R., Pavia. D., Lamploan. G., s n d Andenon. Jr. R "Isolation of Esaentisl Oils from Spieea by Micrascale Steam Distillation." Western Wsshington University, Bellingham, WA98225 and Green River Community College, Auburn, WA 98W2. 159 Purehafzke. I."HPLC Applicarionli in Micrmcale Laboratory Exereisn." Universi211 Stebbins, R, m d Rhodsa G. "The Accuracy and Precision of Student Results in a ty of Wisconsin Contar-Manitwac County. Msnitowrr, WI 54220. Typical Set ofPhysical Chemiatry Labs."Universityof Southern Maine, Portland, 160 Plash. P.. Galls, F.. a n d fladil. M. "A Kinetics Experiment for the Miero-Scala ME 04103. Organic Lab." Kent State-Ashtabula, Ashtabula, OH 14W4. 212 Flowem, J.. Soto, R, Wbite. M., and Rramwell, P."Getting the Best EPR S p . 1rum:'Medgar EversCollege of CUNY. Bmoklyn. NY 11225.

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108

Journal of Chemical Education

313 BaMiller. J. "Industrial Application. of Carbohdratea." Purdue University. Weat Lalayette, IN 47907. 314 Rvbens, L."Natural and Synthetic Polymer Foams." The D m C h e m i d Company,

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