Connection student

Concrete examples that help connect students lived experiences to abstract scientific concepts are a popular means by which educators attempt to engage students. It is hoped that these real-world applications will help and motivate students to learn scientific concepts and even to consider becoming practicing scientists. Interestingly, these real-world examples are often used as entertaining asides rather than as the focus of the concept-building process. 

Web links. This resource connects students with the world of biochemistry beyond the classroom. 

This experiment is meant to accompany classroom discussions about polymers and infrared spectrometry. It connects students personal life (commonly used plastic films) to the chemist s workplace (analysis procedures designed to characterize materials), which is an ongoing and important objective of the experiments in this book. 

Their sense of relatedness was increased by the social interaction within the team. This social interaction increased their sense of competence (they had someone close that they could discuss problems with) and their sense of relatedness (they made new friends on their teams). Indeed the connections students made in their teams helped them integrate into the college. Some of the students were direct second year students—that is, they joined the college in their second year after diploma—and they found that the team provided them with a connection to the college. 

School-based health centers are successful at connecting students in need with mental health services. For example, Kaplan et al. (1998) found that adolescents with access to an sbhc were 10 times more likely to make a mental health or substance abuse visit than students who had commercial health insurance but did not have access to an sbhc. 

This student felt he was more prepared than other students in the class and was able to apply what he learned over the summer to his experience in the capstone engineering course. A student who left engineering also recommended connecting students to the engineering profession to encourage them to continue in their programs ... 

The earliest ball and stick models were exactly that wooden balls in which holes were drilled to ac commodate dowels that connected the atoms Plastic versions including relatively inexpensive student sets became available in the 1960s and proved to be a valuable learning aid Precisely scaled stainless steel framework and plastic space filling models although relatively expensive were standard equipment in most research laboratories... 

The Learning By Modeling CD ROM developed by Wavefunction Inc in connection with the fourth edition of this text accompanies the fifth as well We were careful to incorporate Spartan so it would work with the textbook—from the Spartan images used m the text to the icons directing the student to opportunities to build models of their own or exam me those m a collection of more than 250 already prepared ones... 

It is important that students be aware of how thetmochcmica properties arise from the energetics of vibrational frequencies. This connection i.s based upon partitioning the total energy of a macro.scopic system among the constituent molecules. Nash s Elements of Statistical Thermodyraunks provides an excellent discussion of the mathematical details of this tran.s formation. 

We contend therefore that introduction of molecular modeling very early into the currieulum need not complicate or eonfuse the learning of organie chemistry, but rather assist the student in visualizing the structures of organic molecules and in learning the intimate connections between molecular structure and molecular properties. 

Attempts to prepare selenazole derivatives were first described by Hofmann,2 a student of Hantzsch, in connection with investigations in the thiazole series. By reaction of selenobenzamide with a-halogeno compounds corresponding to the general reaction (2, R" = CeHg), he synthesized a series of 2-phenylselenazoles. In the same way, several... 

This new three-column format for solutions is designed to enrich the problem-solving experience by helping students to connect the calculation to chemistry concepts and principles, using macroscopic, molecular, and graphical representations. 

Major Techniques introduce students to important experimental methods, connecting the classroom, the laboratory, and the world. 

This combined manual is designed to help students avoid common mistakes and understand the material better. The solutions manual includes detailed solutions to all odd-numbered exercises in the text, except for the Chemistry Connections exercises. 

The modules are computer-based laboratory simulations with engaging activities that emphasize experimental design and visualization of structures and processes at the molecular level. The modules are designed to help students connect chemical principles from lecture with their practical applications in the lab. Every module has a built-in accountability feature that records section completion for use in setting grades and a workbook for students to record and interpret their work. 

A student was given a standard Cu(s) Cu2+(aq) half-cell and another half-cell containing an unknown metal M immersed in 1.00 M M(NO,)2(aq). When the copper was connected as the anode at 25°C, the cell emf was found to be —0.689 V. What is the reduction potential for the unknown M2+/M couple ... 

A student wrote the formula I IN instead of Nil, on in examination by mistake, (a) Write the name and Lewis structure of the compound corresponding to the formula the student wrote (the N atoms are connected in a chain and the... 

Those who knew the amply-proportioned Maurice of his later years were surprised to be told of his former sporting prowess. He had represented the university in athletics, cricket, and soccer, and after his playing days, he maintained connections with sport. As a senior member of the university, preoccupied with important duties, he continued to give support to student athletics and swimming, and was an honorary life member of the Amateur Athletic Association. 

For each molecule, ion, or free radical that has only localized electrons, it is possible to draw an electronic formula, called a Lewis structure, that shows the location of these electrons. Only the valence electrons are shown. Valence electrons may be found in covalent bonds connecting two atoms or they may be unshared. The student must be able to draw these structures correctly, since the position of electrons changes in the course of a reaction, and it is necessary to know where the electrons are initially before one can follow where they are going. To this end, the following rules operate ... 

The first strategy is to rmdertake a superficial scan of mainstream textbooks that everyday situations have been connected to cormnon school chemistry textbooks. For example, student-exercises may contain informatiorr, about contaminants in a river such as lead salts, about acid-base indicators in plants or about food additives for the preservation of wine. However, implicit confusion may (and frequently will) occur when the textbook and the teacher aim at reaching the right answer, for example the correct calculation of the concentration of an additive in gram per litre or parts per million (ppm). Students may still pose questions such as How many glasses of wine can I drink before 1 will get sick What is the effect of alcohol on my body Why is the addition of sulphite to wine important Is the same fact tme for red wine Or even further Shouldn t the government prohibit the addition of sulphite In this way students can become personally involved in subjects that can be related to their learning of chemical substances, and even to atoms and molecules. But, the student-activities in mainstream school chemistry textbooks often are not focused on this type of involvement they do not put emphasis in the curriculum on personal, socio-scientific and ethical questions that are relevant to students lives and society. 

Since September 1997, the Journal of Chemical Education (JCE) publishes on a regular base a Classroom Activity that is set separately on a distinct hard sheet, including both the student activity (on one side) and instructor information sheet (on the back side). These activities are designed to actively engage students, while the topics covered are usually coimected with everyday life and apphcations (e.g. acid rain, bath bubblers, toothpastes, water filtration, anthocyanins, latent fingerprints, etc.). Liapi and Tsaparlis (2007) have used three of these activities (acid rain, bath bubblers, toothpastes) in conjunction with two conventional laboratory activities (some properties of acids/some properties of bases) with a class of ninth-grade students in Greece. An evaluation by the students showed a very positive result in favour of the JCE Activities they are connected with life and involve creativity on the part of the students (Fig. 5.2). 

Liapi, L, Tsaparlis, G. (2007). Lower-secondary students perform themselves creative experiments on acids-bases that are connected to daily life - A first evaluation and comparison with conventional experiments (in Greek). Proceedings of the 5 th Greek Conference Science education and new technologies in education , 2, 725-734. 

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