Chemical Education Today
Reports from Other Journals
The Science Teacher: Summer 1999 by Steve Long
Classroom activities, pedagogy, TIMSS, and multicultural issues—these are a few of the topics addressed in recent issues of The Science Teacher (TST ). Included in this review are selected articles of possible interest to this Journal’s chemistry teachers. A November 1998 article, “Guided Thinking”, by Victoria Gentry Ridgeway and Michael J. Padilla (TST 1998, 65(8), 18–21) focused upon inquiry in the laboratory. The authors believe that “creating and using a three-level thinking guide helps make lab exercises into meaningful learning exercises.” The three levels of the thinking guide are literal, inferential, and application. The guided-thinking concept is modeled in the article using the kinetic-molecular theory. The authors provide a different approach to student lab reports and inquiry teaching. Also, in this issue, Judith Paolucci adapts the historic borax bead test to a study of light and color (TST 1998, 65(8), 32–35). Included in this article are discussions of spectroscopy, fluorescence, and phosphorescence. Paolucci provides clear procedures for conducting the borax bead test. In addition, suggestions for using the activity in the laboratory and for student assessment are described. Students or teachers interested in further investigating this historic borax bead technique could use articles published several decades ago in this Journal (1, 2, 3). Additional information explaining fluoresence and phosphoresence and applications of these events can be found in a ChemMatters article by Brian Rohrig, titled “A Light of a Different Color” (4). Many students struggle with the concept of significant figures. In “Significant Lessons”, by Delphia F. Harris (TST 1998, 65(9), 14–19), everyday examples are used to help students understand this perplexing concept. Examples from banking and sports are highlighted in the article, and student exercises are included. Charles E. Roser and Catherine L. McCluskey (TST 1998, 65(9), 26–29) collaborate again to provide an interesting activity on “Effervescent Chemistry”. They describe a novel approach to the study of gases using the Calculator-Based Laboratory (CBL) and graphing calculators. Alka-Seltzer is used to study kinetics, and Fizzies are used for a study of stoichiometry. Additional activities are suggested, and a reference to a Web site providing additional details is included. These laboratory activities might provide an interesting “lift” for your unit on gases! Much has been written, and more has been voiced concerning the Third International Mathematics and Science Study (TIMSS). The entire January 1999 issue of The Science Teacher is dedicated to this troubling report and its implications for science teachers in the United States. A range of both reactions and plans for change are discussed. Articles range from “Learning from the TIMSS” by Alfred Chan, Rodney Doran, and Carol Lenhardt (TST 1999, 66(1), 18–22) and “What Can the TIMSS Teach Us” by Michael Neuschatz (TST 1999, 66(1), 23–26) to “Questioning the TIMSS” by Will-
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iam G. Holliday (TST 1999, 66(1), 34–37). Steven J. Rakow, President of the National Science Teachers Association, provides a response to the TIMSS (TST 1999, 66(1), 30–33). This issue is thought-provoking and, while not specifically focused on chemistry, deserves careful reading. Chemistry activities return in “Chemistry of Cooking” (TST 1999, 66(2), 22–25) by Barbara Timmerman. A chemical and physical study of carbon dioxide in the laboratory using leavening agents is paired with baking foods in a home economics class. High school chemistry students team with middle school Home and Careers students to produce and explain food chemistry (the intent is to show that high school chemistry and junior high home economics students are working cooperatively). The author includes rubrics for assessment of the project. This activity could supplement both the ChemCom “Understanding Food” unit and “Living in a Sea of Air: Chemistry and the Atmosphere” unit (5). A quick teaching suggestion by Tracey Lucas in “Measurement Scramble” (TST 1999, 66(2), 64–65) provides tips on meaningful measurement and unit conversion activities. This Journal included a recent article by Treptow (6) using graduated cylinders to emphasize accuracy and precision in measurements. March 1999 is the multicultural education issue of TST. “Narrative Lab Reports” by Kenneth P. Licata (TST 1999, 66(3), 20–22) suggests an alternative format for lab reports that could be adapted for chemistry. Licata’s students use a storytelling mode rather than an analytical style for reporting lab results. This could be a useful technique for teachers who want to incorporate the concept of writing across the curriculum. Many schools encourage the use of writing skills in classes other than traditional English classes. Laboratory reports are an opportunity for chemistry teachers to help students utilize grammar and writing skills. Continuing in the March issue, another use for generic effervescent antacid tablets is described by Anthony J. DiSipio, Jr. in “Effervescent Exercise” (TST 1999, 66(3), 58–60). DiSipio uses this safe and exciting activity on the opening day of school to emphasize process skills, including observation, measurement, and following procedures. The antacid tablets are placed in film canisters with water and sealed to generate gas pressure, thereby popping the top. DiSipio uses this hands-on activity on the first day to emphasize the importance of “doing” science. The significance of including parental and community support in providing a quality science education for students is discussed in “Parents Count” by Nancy Moreno, Barbara Tharp, and James Denk (TST 1999, 66(3), 28–31). Although not focused on chemistry, the article emphasizes important teaching concepts. The authors state that families do not participate in science-related activities through the schools. As I read the article, I realized that, with the possible exception of science fairs, parents rarely see or do science with their
Journal of Chemical Education • Vol. 76 No. 7 July 1999 • JChemEd.chem.wisc.edu
Chemical Education Today
Literature Cited
“Guided Thinking” by Victoria Gentry Ridgeway and Michael J. Padilla (TST 1998, 65(8), 18–21) “The Color of Matter” by Judith Paolucci (TST 1998, 65(8), 32– 35) “Significant Lessons” by Delphia F. Harris (TST 1998, 65(9), 14– 19) “Effervescent Chemistry” by Charles E. Roser and Catherine L. McCluskey (TST 1998, 65(9), 26–29) “Learning from the TIMSS” by Alfred Chan, Rodney Doran, and Carol Lenhardt (TST 1999, 66(1), 18–22) “What Can the TIMSS Teach Us” by Michael Neuschatz (TST 1999, 66(1), 23–26) “Questioning the TIMSS” by William G. Holliday (TST 1999, 66(1), 34–37) “NSTA’s Response to the TIMSS” by Steven J. Rakow (TST 1999, 66(1), 30–33) “Chemistry of Cooking” by Barbara Timmerman ( TST 1999, 66(2), 22–25)
1. 2. 3. 4. 5.
Birch, E. J. H.; Baker, R. G. J. Chem Educ. 1950, 27, 333. Blank, E. W. J. Chem. Educ. 1934, 11, 581. Caley, E. R. J. Chem. Educ. 1926, 3, 189. Rohrig, B. ChemMatters 1999, 17, 4. Chemistry in the Community, 3rd ed.; Stanitski, C., Ed.; Kendall/ Hunt Publishing Company: Dubuque, Iowa, 1998. 6. Treptow, R. S. J. Chem Educ. 1998, 75, 992. 7. Henderson, S. K.; Fenn, C. A.; Domijan, J. D. J. Chem. Educ. 1998, 75, 1122.
Steve Long teaches at Rogers High School, Rogers, AR 72756;
[email protected].
“Measurement Scramble” by Tracey Lucas (TST 1999, 66(2), 64–65) “Narrative Lab Reports” by Kenneth P. Licata (TST 1999, 66(3), 20–22) “Effervescent Exercise” by Anthony J. DiSipio, Jr. ( TST 1999, 66(3), 58–60) “Parents Count” by Nancy Moreno, Barbara Tharp, and James Denk (TST 1999, 66(3), 28–31) “Dunking for Density” by Brian Rohrig (TST 1999, 66(4), 52, 54)
JChemEd.chem.wisc.edu • Vol. 76 No. 7 July 1999 • Journal of Chemical Education
TST Featured Articles
children. Students and parents interact at sporting events, music concerts, and art displays—but not in science. This article describes Family Science Festivals as a method of both including parents and encouraging students in science. A large-scale activity, “Dunking for Density”, by Brian Rohrig (TST 1999, 66(4), 52, 54), teaches the principles of density by submerging a student in a large trash can of water! Students are certain to become involved in studying density when presented with this version of the activity. Another interesting exercise studying the density of soda was included in this Journal (7). Density is one of those concepts that is often taught but frequently misunderstood by students. These innovative approaches to density might make the difference for your students. In case you missed it the first time, I think you will find an article or two in this review worth considering for your classroom. At the very least, they deserve rereading and further contemplation.
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