Illustrates the use of an inductive approach that leads students to the discovery of Avogadro's number while integrating thinking, mathematical, and calculator skills in the process. An understanding of scientific notation and a calculator are required. (DDR)

Demonstrates that scientific laws about nature and their representative models, as taught and described by theory, are often different from the method as practiced. Focuses on the use of the Periodic Table as a scientific model. Contains 26 references. (DDR)

Describes the redesign of the first semester general chemistry laboratory at the college level. An organic component is included in the redesign and it provides students with explicit examples of several types of operations in which chemists engage. Contains 16 references. (DDR)

Expands upon the concepts of precision and accuracy at a level suitable for general chemistry. Serves as a bridge to the more extensive treatments in analytical chemistry textbooks and the advanced literature on error analysis. Contains 22 references. (DDR)

Shares examples of reports of uncertainties that exceed the guideline of one or two significant figures. Points out that scientists should take great care in deciding on the appropriate form for reporting their results. (DDR)

Examines the importance of teaching for active learning. Describes teaching an interactive chemistry course to help students internalize their learning. Changes from a textbook teaching approach to an interactive learning experience. (SAH)

Investigates whether viewing computer animations representing the process of diffusion and osmosis affects students' conceptions. Discusses the difficulties of implementing computer animations in the classroom. (Contains 27 references.) (YDS)

Introduces a grassroots environmental club in which members trained intensively in chemistry and biology for field testing. Discusses projects on endangered pitcher plants and biodiversity. (YDS)

This opinion paper discusses several issues surrounding questions of ChemCom and STS courses taken by science majors. Explores the basis for a potential mismatch students having an STS-based course may experience. Discusses objectivism and constructivism. (MKR)

Presents an alternative way to teach chemistry by using transmuted laboratory activities in which students must predict outcomes within a certain error factor. Includes nine sample labs. (MKR)

Presents an alternative approach to bonding and geometry--the electron domain model--which avoids some of the problems with the conventional approach. Discusses difficulties with the orbital model at the introductory level, electron spin and the Pauli exclusion principle, electron pair domains, nonequivalent domains, multiple bonds, and origins…

Shows how ionization energies provide a convenient method for obtaining electronegativity values that is simpler than the conventional methods. Demonstrates how approximate atomic charges can be calculated for polar molecules and how this method of determining electronegativities may lead to deeper insights than are typically possible for the…

Argues that misunderstanding about the purpose of the salt bridge probably arises from a lack of explicit and adequate information in textbooks. Suggests a detailed teaching approach that describes the purpose of the salt bridge on the microscopic level. (DDR)

Presents a soybean project designed with an interdisciplinary approach that includes the stages of planting soybeans, studying the impact of rhizobium bacteria on soybean root development, synthesizing the raw oil to methyl ester, testing of biodiesel on a hybrid electric car, and studying the commodities market. Integrates plant science,…

Questions whether biology majors are more environmental science literate than chemistry majors, preservice science teachers, and a general population sample of 1,492 students. Indicates that preservice science teachers are significantly more environmental science literate than chemistry majors, but not more science literate than biology majors.…