| Journal Articles: 20 results |
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Teaching Avogadro's Hypothesis and Helping Students to See the World Differently Brett Criswell
This article uses a model from educational psychologyChi's theory of ontological misclassificationto explain the source of students' difficulties in understanding Avogadro's hypothesis and provide a method to successfully teach this fundamental concept.
Criswell, Brett. J. Chem. Educ. 2008, 85, 1372.
Atomic Properties / Structure |
Gases
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What Are Students Thinking When They Pick Their Answer? Michael J. Sanger and Amy J. Phelps
330 students were asked to answer a multiple-choice question concerning gas properties at the microscopic level and explain their reasoning. Of those who selected the correct answer, 80% provided explanations consistent with the scientifically accepted answer, while 90% of the students who picked an incorrect choice provided explanations with at least one misconception.
Sanger, Michael J.; Phelps, Amy J. J. Chem. Educ. 2007, 84, 870.
Gases |
Kinetic-Molecular Theory |
Phases / Phase Transitions / Diagrams |
Qualitative Analysis
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The Determination of the Percent of Oxygen in Air Using a Gas Pressure Sensor James Gordon and Katherine Chancey
A new detection method is applied to a classic experiment in which gaseous atmospheric oxygen in a test tube is reacted with the iron in steel wool to produce rust. A gas pressure sensor interfaced to a calculator-based data collection system was used to measure the percent of oxygen in the air as the reaction proceeded. The results from the calculator-based experiment were compared to the results from a more traditional water-measurement experiment. The average percent of oxygen obtained using the calculator system was 19.4 0.4%.
Gordon, James; Chancey, Katherine. J. Chem. Educ. 2005, 82, 286.
Atmospheric Chemistry |
Gases |
Oxidation / Reduction |
Reactions
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The Universal Gas Constant R William B. Jensen
Answers the question "Why is the universal gas constant represented by the letter R?" [Debut]
Jensen, William B. J. Chem. Educ. 2003, 80, 731.
Gases |
Enrichment / Review Materials
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Formation and Dimerization of NO2 A General Chemistry Experiment April D. Hennis, C. Scott Highberger, and Serge Schreiner*
A general chemistry experiment which illustrates Gay-Lussac's law of combining volumes. Students are able to determine the partial pressures and equilibrium constant for the formation and dimerization of NO2. The experiment readily provides students with data that can be manipulated with a common spreadsheet.
Hennis, April D.; Highberger, C. Scott; Schreiner, Serge. J. Chem. Educ. 1997, 74, 1340.
Gases |
Equilibrium |
Quantitative Analysis |
Stoichiometry
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A Systematic Experimental Test of the Ideal Gas Equation for the General Chemistry Laboratory Luis H. Blanco and Carmen M. Romero
A series of experiments that study all the gas laws in an integrated fashion.
Blanco, Luis H.; Romero, Carmen M. J. Chem. Educ. 1995, 72, 933.
Gases |
Kinetic-Molecular Theory
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A simple demonstration of the law of combining volumes DuPre, Donald B.
This demonstration is based on the reaction of two volumes of nitric oxide reacting with one volume of molecular oxygen to produce two volumes of nitrogen dioxide.
DuPre, Donald B. J. Chem. Educ. 1993, 70, 849.
Gases
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Determining the thermal expansion coefficient of gases Lehmann, Jochen K.
The authors improved the design of the apparatus and extended the experimental task on a recently published experiment for determining the zero point of the absolute temperature scale.
Lehmann, Jochen K. J. Chem. Educ. 1992, 69, 943.
Thermodynamics |
Gases |
Laboratory Equipment / Apparatus
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Sunto di un curso di filosofia chimica (Cannizzaro, Stanislao) Kauffman, George B.
A review of a book that includes original correspondence regarding Avogadro's hypothesis.
Kauffman, George B. J. Chem. Educ. 1991, 68, A266.
Gases
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Gas cans and gas cubes: Visualizing Avogadro's Law Bouma, J.
The author shares a strategy for making gas laws "visible" for students.
Bouma, J. J. Chem. Educ. 1986, 63, 586.
Gases |
Stoichiometry
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Why teach the gas laws? Davenport, Derek A.
Justification for teaching the gas laws.
Davenport, Derek A. J. Chem. Educ. 1985, 62, 505.
Gases |
Stoichiometry
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Why do we teach gas laws? Roe, Robert, Jr.
Justification for teaching the gas laws.
Roe, Robert, Jr. J. Chem. Educ. 1985, 62, 505.
Gases |
Kinetic-Molecular Theory
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Gas laws and gas behavior Schmuckler, Joseph S.
A collection of activities from past issues of the Journal and The Science Teacher.
Schmuckler, Joseph S. J. Chem. Educ. 1984, 61, 73.
Gases
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An effective demonstration of some properties of real vapors Metsger, D. Scott
The apparatus described in this article has been found by the authors to be the most effective in vividly illustrating the behavior of a nearly ideal gas to first year chemistry students.
Metsger, D. Scott J. Chem. Educ. 1983, 60, 67.
Laboratory Equipment / Apparatus |
Gases |
Physical Properties |
Solids
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The titration of air with nitric oxide: An application of Gay-Lussac's law of combining volumes in a general chemistry experiment Everett, Kenneth G.
Gay-Lussac's law of combining volumes is demonstrated through the reaction between NO and the oxygen in air.
Everett, Kenneth G. J. Chem. Educ. 1982, 59, 802.
Titration / Volumetric Analysis |
Atmospheric Chemistry |
Gases
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Gases and their behavior Schmuckler, Joseph S.
Schmuckler, Joseph S. J. Chem. Educ. 1980, 57, 885.
Gases
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The solution: "Derivation of the ideal gas law" Bosch, Warren L.; Crawford, Crayton M.; Gensler, Walter J.; Haim, Albert; Levine, Ira N.; Linde, Peter F.; Salzsieder, John C.; Silberszye, Waldemar; Viehland, Larry A.; Waser, Jurg
A response to the misinterpretations that appeared in the referenced article regarding the gas laws.
Bosch, Warren L.; Crawford, Crayton M.; Gensler, Walter J.; Haim, Albert; Levine, Ira N.; Linde, Peter F.; Salzsieder, John C.; Silberszye, Waldemar; Viehland, Larry A.; Waser, Jurg J. Chem. Educ. 1980, 57, 201.
Gases
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The relationship between Avogadro's Principle and the Law of Gay-Lussac Feifer, Nathan
Teaching Avogadro's Principle as an explanation of the phenomena described by Gay-Lussac's Law gives the instructor an opportunity to stress some of the basic assumptions in chemistry and to highlight the logic implicit in Avogadro's reasoning.
Feifer, Nathan J. Chem. Educ. 1966, 43, 411.
Stoichiometry |
Gases
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Work of compressing an ideal gas Bauman, Robert P.
In formulating examples of compression problems there should be an explicit statement that the process is reversible, or at least slow.
Bauman, Robert P. J. Chem. Educ. 1964, 41, 102.
Thermodynamics |
Gases
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Letters de Milt, Clara
The author calls for a mnemonic device to assist students in learning the gas laws and points out the omission of Graham's law from a recent textbook.
de Milt, Clara J. Chem. Educ. 1951, 28, 115.
Gases
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