Chemical Elements Paul Fleisher, Hartiey Courseware, Inc.. Dimondale, MI 48821 Hardware: Apple I1 family Components: 1 Program disk, teacher's guide Level and Subiect: Hiqh school chemistry cost: $39.95
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Summary Ratlngs: category Excellent Excellent Average Averaae
Ease of Use
Subject Matter Coment Pedagogic Value Student Reaction
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'I'he program Chrmicnl Elrnwnts is a program designed ro help firsr-ymr chrmisrr) dudents learn more nhour the propertics ot the elements. Forty-fir? e l ~ m m r nris nvnilable con the dlsk and others may hp ndded 11s the teacher. It is set up in two-section format, with one section used to study the properties of the elements (called clues by the program), and the other a "test" game in which the student must identify three elements from the elues given. In the study section, the student studies one element a t a time, chosen by him fram a list of elements available to the program (these may be set by the teacher). The clues for the element are given one a t a time, and the student may studv each as lone as he or she wishes before
desired. In the game section, the program selects three elements from the teaeher-designated list, and the student then tries to identify each element from the elues given. The student must "buy" the clues by ehoosing an appropriate point value. The program then presents a clue chosen a t random fram those with that point value. The clues are given different point values (ranging from 50 points for the easiest elues to 5 points for the most difficult), and the objective of the game is to get the lowest possible score. The point valuesare not known to the student when the elues are studied in the studv section. The student mav choose t o
the class, in which case the score is compared to other students' scores for inclusion into the "Hall of Fame" (the three lowest
to his or her score) or abort the entire game, in which case no score is recorded. Upon completion of the game the student's name and score are recorded. The program is self-explanatory for the student in the study section, and an explanation of how toplay the game is provided in that section of the program if the student wishes it. A teacher's guide is provided detailing how to use thevarious features af the program. The guide is well organized and very clear, showing what can he expected on the screen from the various options and by the student when he or she goes through it. The guide is complete except in two respects. The guide doesnot mention thathitting the "escape" key will take one hack to the menu a t most points in the program. This is a minor prohlem. Of greater importance, however, is the fact that i t does not discuss the option, available on the program, of having some clue lists "active" for student study and the game, while others are "inactive". This is a vitally important option, because it allows the teacher the flexibility of choosing whieh elements are to be under investigation without being forced to delete the others. As mentioned previously, the program comes with data for 45 elementson thedisk. It requires no special equipment other than the standard Apple 11+ or Apple IIe computer, disk drive, and monitor (a color monitar is helpful, but not necessary), although a printer is needed if printoutsof theclue lists or the game results are desired (this is not available to the student). The program, therefore, can be used as shipped and requires no setup by the teacher. In addition, the program requires no knowledge of computers or programming to he used by either the student or the teacher. For examole.. the Droeram even o r o m ~ t the s student to Dress .. the return key almost ever" rime input i i nrrdrd, and input e r n n are either ignorrd. with return to the same input statement, or else cause a return to the menu or restarting of the program. The only errors whieh cause the program t o stop are disk errors where the disk is left out of the drive when a disk operation is attempted. These are easily corrected by typing RUN (after inserting the disk) or by restarting the system. Neither the program nor any of its parts are listable. In fact, the whole package operates on an operating system called DiversiD O S a and so under normal circumstances a catalog of the disk is not even obtainable.
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The gmde tells how to obtain a copy of Diversi-DOS@,which is licensed for use only with this program. (Diversi-DOS is a trademark of DSR, Ine., 6848 Crampton Ct., Rockford, IL 61111). The program is extremely flexible, as can be demonstrated by a discussion of the teacher options. The teacher has complete control over whieh elements in the list are activated for use by the students through the List Status option. There is a small problem with this option, in that the status of the last element in the list cannot be changed. This can he circumvented by simply adding another element (another option) which then becomes the last one in the list, but it should be fixed by the original programmer. The teacher can add another elementand cluesfor it (thereis room on the disk for about four new elements, each with about 15 clues), add elues to elements already in the list, delete any individual clue in any of the lists, change any clue (including the point value assigned to it), change the acceptable answers or add t o them (up to a total of four), or delete an element and all of its clues. This flexibility suggests that one could use the program for other topics besides the elements. The program will operate on any set of clues (each no longer than three lines) with any set of acceptable answers (eaehnolonger thanone line, but having one or more words). The imagination of the teacher and the time involved in making up the clues and putting them on the disk are the only limiting factors in how this could he used. There is, however, one other problem, and that is the limited additional space on the disk, so that to use the programs in another application wauld require the deletion of the existing information. A very useful capability not present in the pragram would he the ability to transfer the data to another disk, and to transfer data from another disk. This would save a tremendous amount of time if this type of application were desired. Other teacher options are to print out a listing of the clues for each element. alone with their m i n t values: to rhrck land prim i f d e s m d ~the m w s uf thrstudrnta whu h a w played thegnme;nnd rodrlrw any or all i,f the stuclenrs nnd them scores from the score list. The program was evaluated in an Advanced Chemistry class with well-motivated, shove-average students. Most students found the game format fun and enjoyable,
(Continuedo n page A26)
Reviewed in This Issue Computer Learning Packages
Revlewer
Paul Fleisher, Chemical Elements Minnesota Educational Computing Consortium, Chemistry Chemical Elements
Science Volume 4-Physics1
Harrison
Kenneth A. Hartman
A25 A26
George B. Kauffman
A27
Thomas G.
Book J o h n T. S t o c k a n d Mary Virginia Orna, Editors, The History and Preservation of Chemical Instrumentation Titles of Interest
A27 Volume 6 4
Number 1
January 1987
A25
Summary Ratings: categ01y
and the format does seem to encourage competition to get the lowest score. No directions were given as to whether the students should compete against the class or against themselves. Initially, about half chose each option, but by the end of the trial, all were competing against the rest of theelass. Most of the students said that they learned from using the program and the scores achieved by the students were relatively low, indicating that they were able t o guess the elements correctly with only a few clues. There were complaints about the amount of time that was needed to learn the clues. The game itself could be played in from 5 t o 15 minutes, but an hour or mare was needed if the clues were to he studied in any systematic way. Most students spent less than one hour per week using the program, and it was required that they play the game a t least once a week. Students also had difficulty with the availability of the disk to study the clues and play the game, because there was only one disk available for seven students. One suggestion to alleviate this difficulty is that the vendor make the program availahle in a version compatible with the Corvus Constellation System (or other multi-user systems). The suggestion was also made that sound effects could make it more interesting to sit down and study the clues, and might make the program wear better in frequent use (after using the program for several weeks the interest level of the students seemed t o fade, and they were less enthusiastic about using the program). In conclusion, the program runs well, is easy to use for bath student and teacher, and is very flexible, hoth in its capabilities and in the range of its potential uses. I t seems to provide an interesting way ta learn facts about the elements, a t least initially, but should he used as a supplement to coursework an the properties of the elements, rather than as the sole means af learning about them, for the ability of the program to hold the attentionof the student seems to decrease with repeated use. The program has some minor problems which should be corrected. The program is recommended for purchase, especially if the data transfer option is added. Thomas G. Harrison Cushing Academy Ashburnham, MA 01430
S c i e n c e Volume 4-Physlcsl Chemistry Chemical Elements Minnesota Educational Computing Corporation, 3490 Lexington Avenue North. St. Paul, MN 551 12 Hardware: Apple II family Components: 1 program disk, backup disk, manuallworkbook Level and Subject: high school chemistry: solubility product, gas laws. Miliiken oil drop experiment Cost: $48
A26
Journal
of Chemical Education
Ease of Use Subject Maner Content Pedagogic Value Student Reaclim
Excellent Good
Good Good
The software package "Science Volume 4-PhysicsIChemistry" offers some very useful programs for the introductorylgeneral chemistry teacher. This disk is put together and distributed by the Minnesota E d u c a t i o n a l Computing Corporation (MECC). In keeping with MECC'spast reputation, the programs are hug free and well documented. Although advertised as a "Physies/Chemistry" disk, the chemistry teacher reaps the most benefit from the disk. The disk contains six programs, three relating to solubility products, two on gas laws, and a Milliken Oil Drop experiment. I will not discuss the Milliken Oil Droo since it is not inclwkd in mort general chemistry cuursrs. 'l'hp inrent of the pnlgram.r 'l i 10 provide a resource to be used hy the teacher as a leetureldemonstration aid. However, they could be used individually by students if desired. Instructors should be aware that MECC disks are eopy protected. A license and a disk eopy program can be purchased from MECC t o make additional cooies. If
demonstration mode as suggested, only the one copy is necessary. A backup disk with a limited number of boots is also provided. Before discussing individual programs, I should make a few general comments. Probably the greatest strength of MECC software, and this set is no exception, is the excellent quality of the documentation. The 8% X 11 in. hookletthat comes with the disk is 75 pages in length. Each program contains detailed information on topic, instructional method (i.e., tutorial), reading level and appropriate grade level. A description of the program as well as specific objectives of the lesson are provided. A brief discussion of the chemistry concepts covered in the program is presented. An extensive section entitled "USE IN AN INSTRUCTIONAL SETTING. . ."includes the following: (1) preparation, including prior concepts and skills; (2) how to use the program with students; (3) suggestions for follow-up activities; (4) masters for student handouts, overheads, lab directions, etc.; and, (5) examples of screen output during the program exeeution. This kind of documentation makes the integration of instructional computing methods into the classroom easy and enjoyable. The first three programs treat the concept of solubility products. DEFINITION, the first program, is a simple tutorial showing the soiuhility product as a special case of the general equilibrium constant. The same kind of presentation could be done with a set of overhead transparencies and does not fully justify the use of a computer. However, SOLUBILITY PRODUCTS, the second program, does huild on the presentation. SOLUBILITY PRODUCTS simulates a laboratory ~rocedureto show how Ksp's are determined. Either a salt with a 1:l ion ratio
or a 1:2 ion ratio can be selected. The program is not intended as a replacement for the lab itself but as a prelab exercise before students actually do the lab. I had my students do the program this year and found their work in the lah went much smoother and faster. Handouts for the lab procedure and a data table are provided in the documentation. However, if you have a specific lab procedure you wish to employ, students may became confused if i t is not the same as the one described in the comouter model. Also the values chosen for the lab are alwavs ~-~~~ the same. This is not a great concern if the program is only used in one presentation. If students were to use i t individually as a lab follow-up or as an evaluation tool, randomly generated values would have been better. At one point the program presents a table of Ksp's for various salts. I t then points out that salts withlarger Ksp's are mare soluble than those with small Kso's. Unfortunatelv.. only ralts with rhe same i m rari
