Demonstrations, classroom

This short paper describes a demonstration suitable for use in the classroom. Two populations of corks are sampled to determine the concentration of labeled corks. The exercise demonstrates how increasing the number of particles sampled improves the standard deviation due to sampling. 

PA-6,10 is synthesized from 1,6-hexamethylenediamine and sebacic acid, and PA-6,12 from 1,6-hexamethylenediamine and dodecanedioic acid. The melt synthesis from their salts is very similar to PA-6,6 (see Example 1). These diacids are less susceptible to thermal degradation.55 PA-6,10 can also be synthesized by interfacial methods at room temperature starting with the very reactive sebacyl dichloride.4 35 A demonstration experiment for interfacial polycondensation without stirring can be carried out on PA-6,10. In this nice classroom experiment, a polymer rope can be pulled from the polymerization interface.34... 

Demonstrations of Environmentally-Important Reactions. Classroom demonstrations make an important contribution to students understanding. "NOx and SOx" is a series of demonstrations illustrating the preparation and properties of... 

Besides the prescribed scheme of work that was described earlier, emphasis was placed specifically on the relevance of the three representations during instmction. The additional features of the alternative instmctional programme are summarised in Fig. 7.3. Laboratory lessons as well as classroom demonstrations were plaimed and implemented for each of the chemical reactions included in this study taking these features into account. Notes to illustrate the development of the lesson involving the chemical reaction between zinc powder and aqueous copper(ll) sulphate are provided in Fig. 7.4. 

Nylon 66 was the first polyamide to be produced commercially. Developed by Wallace Carothers at the DuPont Chemical Company In 1935, it still leads the polymer industry in annual production. Figure 13-7 illustrates that Nylon 66, made from adipic acid and hexamethylenediamine, is so easy to make that it is often used for a classroom demonstration ... 

The GLP training should consist of two parts first, a classroom presentation of the materials described in Section 4 above, and second, a field training session where the principals of documentation of mixing, calibration, and applications can be demonstrated. Disposal, cleaning, and maintenance procedures should also be discussed and demonstrated. The classroom presentation should stress that the four key areas to successful implementation of GLPs are (1) Good Science, (2) Documentation,... 

The Skill Builders Series is the solution for any job applicant needing to demonstrate basic language, math, or critical thinking competency—Likewise, high school students, college students or working adults who need to better their English and math skills to meet the demands of today s classroom or workplace will find the help they need in these easy-to-follow practice books. 

Training of emergency responders (firefighters, police, and emergency medical services) for responding to weapons of mass destruction should emphasize critical concepts for self-preservation and effective casualty management. Training should include both classroom instructions on basic concepts and principles, hands-on demonstrations of required skills, and drills to reinforce basic procedures. The recommended topics to be covered include ... 

Classroom demonstration of complex equilibria A. R. Johnson, T. M. McQueen, and K. T. Rodolfa, Species Distribution Diagrams in the Copper-Ammonia System, J. Chem. Ed. 2005, 82,408. 

Approximately 7% of electric power in the United States goes into electrolytic chemical production. The electrolysis apparatus pictured here consists of a sheet of A1 foil taped or cemented to a wood surface. Any size will work, but an area about 15 cm on a side is convenient for a classroom demonstration. Tape to the metal foil (at one edge only) a sandwich consisting of filter paper,... 

Classroom demonstration of half-cells J. D. Ciparick, Half Cell Reactions Do Students Ever See Them J. Chem. Ed. 1991,68, 247. 

For a classroom demonstration using a cell as a chemical probe, see... 

D. C. Harris, M. E. Hills, and T. A. Hewston, Preparation, Iodometric Analysis, and Classroom Demonstration of Superconductivity in YBt CujOj, A. J. Chem. Ed. 1987, 64, 847 D. C. Harris, Oxidation State Chemical Analysis, in T. A. Vanderah, ed., Chemistry of Superconductor Materials (Park Ridge, NJ Noyes. 1992) B. D. Fahlman, Superconductor Synthesis—An Improvement, ... 

A basic tenet of this book is to introduce and illustrate topics with concrete, interesting examples. In addition to their pedagogic value, Chapter Openers, Boxes, Demonstrations, and Color Plates are intended to help lighten the load of a very dense subject. I hope you will find these features interesting and informative. Chapter Openers show the relevance of analytical chemistry to the real world and to other disciplines of science. I can t come to your classroom to present Chemical Demonstrations, but I can tell you about some of my favorites and show you color photos of how they look. Color Plates are located near the center of the book. Boxes discuss interesting topics related to what you are studying or they amplify points in the text. 

YIU H. Graden Kirksey and Paul MJI Krause, "Significant Figures, A Classroom Demonstration,"... 

The applying element of the REACT methodology involves learning by putting concepts to use. In the ABC series, the application exercises often take the form of word problems, not unlike those found in many textbooks. But they are different in two fundamental respects First, they pose realistic (often occupational) situations. Second, they demonstrate the usefulness of academic concepts outside the classroom. Both of these differences add motivation to the learning experience. Consider the following, a typical word problem from a chemistry lesson on pH. 

---