Provides an overview based on personal experiences, recollections, viewpoints and anecdotal records. Discusses the general philosophy of education in the Soviet Union, the selection of students, graduate study and the chemistry curriculum. Compares and contrasts the educational systems of the Soviet Union and the United States. (CW)

Recounts an interview with chemist, educator, and executive Mary Good. Opinions are expressed about the status of basic research in chemistry, the relationship of chemical research to several federal agencies, the value of education in chemistry, and the perceptions of the public regarding the chemical community, particularly the health risks. (TW)

Reports on the amounts and trends in spending on research and development in chemistry in the United States. Profiles industrial, federal, and academic sectors, both in applied and basic research. (JM)

Describes a chemical engineering course for liberal arts students that is taught from a scientific, social, and symbolic perspective. A summary of the early days of oil refining is included as representative of one of the major content segments of the course. (ML)

Discusses the use of ratio diagrams, which plot the calculations of equilibrium concentrations of the species of the carbonate system. Provides examples to describe how these diagrams can be used to illustrate the behavior systems of interest in volumetric analysis, where absorption or loss of carbon dioxide takes place. (TW)

Questions the current usage of the International System of Units (called SI units) in representing chemical notation and terminology. Suggests several additions to the system that relate to concentrations. Outlines new symbols for distinguishing between "concentration" and "molality." Includes tables to illustrate the proposed SI units. (TW)

Outlines a simple, inexpensive way of demonstrating electroplating using the reaction between nickel ions and copper metal. Explains how to conduct a demonstration of the electrolysis of water by using a colored Na2SO4 solution as the electrolyte so that students can observe the pH changes. (TW)

Provides background theory and an experiment relating to chemometrics. Describes the phenomenon where solutions are dichromatic or dichromic. Discusses the difficulty students have in describing such solutions that appear to be several different colors at the same time. (TW)

Discusses the importance of studying the far-from-equilibrium phenomena in college chemistry. Presents a system using the gas pendulum which displays all of the essential characteristics of dissipative systems. Promotes the use of the gas pendulum as a teaching example of a nonlinear far-from-equilibrium process. (TW)

Discusses the value of electrophoresis in the fields of protein chemistry and biochemistry. Describes how to build an inexpensive electrophoresis setup for use in either research or teaching activities. Details the construction of both the separating device and the power supply. (TW)

Determined if a written, persuasive communication would positively affect the attitudes of preservice teachers (N=98) and if the communication would differently affect subjects rated on three levels of self-esteem. Results indicate written persuasive communication could change the attitudes of the preservice elementary teachers in this study. (JN)

Includes the complete listing for a computer program which draws the best curve to fit calibration data obtained from a set of five standard solutions. (DH)

Discusses safety concerns related to independent study projects at both school and off-campus sites. Provides questions to evaluate and manage student projects and cites important procedural steps to promote student safety, enhance educational return, and limit teacher liability.

Describes a freshman chemistry experiment designed to introduce scientific methodology, provide practice in measurement skills, and illustrate a fundamental chemical relationship (conservation of volume). Provides the experimental design, a materials and equipment list, sample calculations, and results. (JM)

Determined which of 10 rational thinking powers are measured by 12 commercially-available standardized science tests. One result reported is that 90 percent of the test items required only recall. The conclusion was drawn that the producers of standardized tests are not concerned with measuring student achievement of the rational powers.…