This article seeks to provide researchers and practitioners in laboratory education, particularly those involved in the curriculum design and implementation of teaching laboratories at university level, with a conceptual framework and a working model for an integrated assessment of learning domains, by attending to a more holistic approach to…

Recent science reform documents have called for incorporating authentic scientific discourse into science classes as engaging in discourse has shown to result in numerous benefits. Whether these benefits are observed in students depends upon the quality of the discourse in which they engage. However, characterizing the quality of student-student…

Described is a laboratory activity to determine five unknown organic compounds. The procedures are designed to help students determine unknowns from a series of tests. (RH)

Described is an experiment that uses nuclear magnetic resonance to study the anomalous paramagnetism of iron(III) chelates. (RH)

Describes exercises using simple ball and stick models which students with no chemistry background can solve in the context of the original discovery. Examples include the tartaric acid and benzene problems. (GS)

Describes eight experiments involving the use of common consumer products that could be incorporated into quantitative and instrumental analysis laboratories. Discusses these activities in terms of illustration of principles, awareness, and critical thinking. (CW)

Analyzed was the performance of students on numerical versus conceptual chemistry problems in their freshman general chemistry course and their sophomore organic chemistry course. Data indicated that the ability to solve a problem did not necessarily imply an understanding of the concepts involved. (CW)

Notes that laboratory work should be more oriented towards puzzle solving rather than technique or illustration. Offers three organic laboratory puzzles which can be solved by melting point alone. Involves lab work at the 100-200-mg scale but still uses conventional glassware. (MVL)

The unit basis approach to problem solving analyzes a question in such a way that the student clearly sees what data are needed to solve the problem. Two examples are presented to illustrate the approach. (JN)

Presented are three methods for dealing with chemical problems involving reaction stoichiometry. (RH)

Described in this article is a problem-solving activity which integrates the application of microcomputers with the learning of physical chemistry. Students use the program with spectroscopic data to calculate the thermodynamic properties and compare them with the values from the thermochemical tables. (Author/KR)

Described is a teaching method for chemistry that gives college students practice in experimental design. Students are given a problem and required to design a procedure to solve the problem. Problems increase in complexity as the students progress through the courses. (RH)

Describes a computer program used in an experiment in which the partial molal volumes of sodium chloride solutions are calculated as a function of concentration from densities measured with a pycnometer. The complete program listing (also available from the author on disk) and a sample run are included. (JN)

Outlines a problem-solving method for beginning chemistry students that utilizes specific, concrete steps as well as computer-assisted tutorials. The method involves an approach referred to as the Factor-Unit Method coupled with a graphical "road map" which allows students to trace problems from start to finish. (JN)

Presents problems appropriate for high school and college students that highlight dilution methods. Promotes an understanding of dilution methods in order to prevent the unnecessary waste of chemicals and glassware in biology laboratories. (JRH)