Chemistry classroom

Schmidt, H.-J. (1992). Harte Niisse im Chemieunterricht (Tough Nuts in Chemistry Classroom], Frankfurt a. M.. Diesterweg. 

Multimedia technologies have the capability to enhance chemistry learning and support students understanding of the triplet relationship. Yet, several issues need to be considered when using multimedia tools in chemistry classrooms. 

Stietf, M., Wilensky, U. (2003). Connected chemistry-incorporating interactive simulations into the chemistry classroom. Journal of Science Education and Technology, 12(3), 285-302. 

The whole point of the periodic table, aside from providing interior decoration for chemistry classrooms, is to help predict and explain the properties of the elements. These properties change as a function of the numbers of protons and electrons in the element. 

Herron, J, D. The Chemistry Classroom Formulas for Successful Classroom Teaching-, American Chemical Society Washington, DC. p 18. 

Herron, J. The chemistry classroom Formulas for successful teaching. Washington, D.C. American Chemical Society., 1996. 

Herron, D. (1996) The Chemistry Classroom. Washington, DC American Chemical Society, pp. 43,56-57,252-256. 

Bruck et al. (2008) discuss different types of inquiry, each of which should be considered for appropriate application in the chemistry classroom. These include confirmation, structured, guided, open, and authentic inquiry. The authors have developed the following rubric, which the authors describe as useful for the undergraduate laboratory as a guide to the levels of inquiry incorporated in the various activities and assignments. Since there is some indication of sequential development in the ability to use the various levels, great care must be taken to ensure proper alignment of student experiences within the course (Table 6.1). 

The use of electronic response systems (clickers) in the chemistry classroom has increased greatly in the past several years. Possibly made famous in the Ask the Audience lifeline on Who Wants to Be a Millionaire , clickers have been used in many classroom settings at all grade levels. While increasingly common in chemistry, response systems... 

MacArthur, J. R. and L. L. Jones (2008) A review of literature reports of clickers applicable to college chemistry classrooms. Chemistry Education Research and Practice 9,187-195. 

With little to guide them but hard-won laboratory experience, chemists had identified 60 or more elements by 1869. But they had no useful way of organizing them, no system for determining the elements relationships to one another. Was there any order to the elements The question stumped the worlds best chemists until the Russian scientist Dmitri Mendeleyev solved the problem. His eureka moment did not come in his lab but in his bed. I saw in a dream, he wrote, a table where all the elements fell into place as required. The arrangement became the first periodic table, and its descendants adorn virtually every chemistry classroom and textbook on the planet. 

Stieff M (2005) Connected chemistry - A novel modeling environment for the chemistry classroom. J Chem Educ 82(3) 489—193... 

Mammino L. (2005). The use of questions in the chemistry classroom an interaction instrument with maieutic nature. Anuario Latinoamericano de Educacion Quimica, XXI, 241-245. 

Figure 4.1 Popular Periodic Table—known as the medium-long form—this table can be found in nearly every chemistry classroom and laboratory around the world. This version has the advantage of clearly displaying groups of elements that have similar chemical properties in vertical columns, but it is not particularly symmetrical.

The reaction is so exothermic that the heat produced can ignite the hydrogen gas and cause it to explode. The demonstration of this reaction is common in chemistry classrooms. The demonstration must be performed very carefully under supervision so that the container in which the reaction is taking place does not explode, spewing hot NaOH (a caustic alkali) on nearby persons. As a safety measure, the demonstration is done with only tiny pellets of sodium. 

UV-vis spectroscopy for atoms ( dark line spectra) can be used in a chemistry classroom to complement the presentation of atomic emission spectra, as discussed previously. As the former is based upon photon absorption and the latter is based upon photon emission, presenting both can be utilized as a tool to show the distinction between the two opposite phenomena, while also elucidating the notion of quantized energy in atomic species (6), Such discussions can be employed in the same context as those delineated above under atomic emission spectroscopy. 

In Pease v. Sinclair Refinery Co., a manufacturer of chemistry teachers demonstration kits offered one kit which contained sample tubes of different liquids, one of which was supposed to be kerosene. Unfortunately, since kerosene has the same physical appearance as water, the manufacturer substituted water for kerosene in the tube, perhaps in an effort to save costs. A severe injury occurred when the water was inadvertently mixed with a chemical which was explosive in the presence of water. The court held that the manufacturer should have foreseen that, in a chemistry classroom setting, a number of chemicals might come in contact with each other, most certainly with water. The court balanced the gravity of the possible harm - explosion, against what it viewed as the ease with which the manufacturer could have provided a warning. Compare the results in that case, however, with the Croteau v. Borden Co.f where a chemical manufacturer was held not liable to a laboratory technician for a failure to warn that if one of its chemicals was mixed with a wide variety of other chemicals an explosion might be produced. 

McRobbie, C. and Tobin, K. (1994). Restraints to reform The Congruence of teacher and student actions in a chemistry classroom. Paper presented at the annual meeting of the American Educational Research Association, New Orleans. 

The status of understanding something is ultimately conferred by a group comprised of some recognised scholars of the day. However, in the case of the constructivist pedagogy-oriented chemistry classroom, the students themselves can model this process as well. They can arrive at agreement scientifically and collaboratively, under the teacher s watchful eye, with the teacher parachuting in to assist as a last resort. 

While the results of the two physics and physical science-based research studies on the effectiveness of the IHV technique are suggestive and promising, research on IHV use in the chemistry classroom has thus far been limited to teachers rather triumphal anecdotal reports in a laboratory high school setting. However, we anticipate that such studies will indeed be conducted in more real-world classroom settings in the near future. We forecast that Feifer s long-standing assertion will be supported ... 

Fasching, J.L., Erickson, B.L. (1985). Group discussions in the chemistry classroom and the problem-solving skills of students. Journal of Chemical Education, 62, 842-848. 

Ross, M. Fulton, R. (1994). Active learning strategies in the analytical chemistry, classroom. Journal of Chemical Education, 71,141-143. 

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