Lecture demonstrations, chemistry education

It is expected that, in the future, inquiry, project-, problem- and context-based approaches will be given more emphasis. Cooperative forms of laboratory instmc-tion must surely be further and systematically explored, taking into account the research-based recormnendations. Lecture demonstrations, effectively designed and performed, will also be useful. Other nonconventional methods can be effectively employed, such as the use of home-laboratory kits to teach general chemistry through distance education (Kermepohl, 2007). 

Ashkenazi, G., Weaver, G. C. (2007). Using lecture demonstrations to promote the refinement of concepts The case of teaching solvent miscibility. Chemistry Education Research andPractice, 8, 186-196. 

Bodner, G. M. (2001). Why lecture demonstrations are exocharmic for both students and their instructors. University Chemistry Education, 5, 31-35. 

This lecture-demonstration method is used by good chemistry teachers for imparting chemistry education in class room. By using this method it is possible to easily impart concrete experiences to students during the course of a lesson when the teacher wants to explain some abstract points. This method combines the instructional strategy of information... 

Rade A (2008) A descriptive webliography of chemistry lecture demonstrations. In Abstract book. The 9th European Conference on Research in Chemical Education. Turkish Chemical Society EuChems, Istanbul... 

Sorum, C.H. (1948). Lecture demonstrations for general chemistry Chemical equilibrium. Journal of Chemical Education, 25, 489. 

Overlapping with Browne, Mary Christina Thompson41 was appointed in 1938 as Demonstrator and Assistant Lecturer. Mary, the daughter of William Thompson, a London accounts clerk, was educated at James Allen s Girls School, Dulwich. She entered Bedford College in 1930, completing her B.Sc. in 1933, then continued to a Ph.D. in organic chemistry with Eustace Turner.42... 

Department. The first of these was Cecilie Mary French,59 who was born on 23 October 1915 in London. She was educated at Walthamstow Girls County High School and obtained her B.Sc. in chemistry from UCL in 1937. From 1938 to 1939, French was a Demonstrator in Chemistry at UCL and she also undertook research with Christopher Ingold60 and Cecil Wilson, leading to her Ph.D. in 1940. That year, she took a position as a Research Chemist with Imperial Chemical Industries (ICI) Ltd., but later the same year accepted an appointment as Demonstrator and Assistant Lecturer in Physical and Inorganic Chemistry at Bedford College. 

Laycock was succeeded in 1916 as Demonstrator in Chemistry by May Williams.73 Williams, born on 7 May 1886, was the daughter of Ralph Williams, minister of Maida Vale, London. She was educated at Notting Hill High School (a GPDSC school), and then obtained a B.Sc. in Chemistry at RHC. Williams was first appointed to the rank of Demonstrator, and then was promoted to Senior Demonstrator in 1920 and to Assistant Lecturer in 1921, the year she received her M.Sc. degree. She retired in 1946. 

Fieser, Louis F. (1899-1977). A distinguished American chemist, Fieser became professor of organic chemistry at Harvard in 1930 after teaching for several years at Bryn Mawr. He achieved the synthesis of vitamin and did fundamental research on cortisone, the chemistry of steroids, and aromatic carcinogens. His achievements as a chemist and educator are recognized throughout the world. Unique in his facility in laboratory demonstration and as a lecturer and author, he exemplified... 

A thermodynamic course in which the chemical potential was introduced in the manner described was first proposed in 1972 by G. Job [1—4], Since then, the approach has been successfully applied in introductory lectures in thermodynamics at the Universities of Hamburg and Karlsruhe, Germany. It was also adopted in H.U. Fuchs textbook The Dynamics of Heat [5]. Because of the elementary intuitive interpretation of the quantity the concept can be easily adapted to all levels of education. It is already a part of textbooks for schools in Germany [6] and Switzerland [7]. It also plays an important role in the textbook Physical Chemistry - An Introduction with New Concept and Numerous Experiments [8] for undergraduates now in preparation. For strengthening of the understanding theory is complemented by more than a hundred illustrative, simple and safe demonstration experiments. 

An alternative, and probably more efficient and appropriate, approach to chemical biology education may be to resort to the well-established, proven textbooks of chemistry, biology, and physics for in-depth courses and to complement them by lecture series, seminars, and practical courses that demonstrate the combination... 

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