Journal Articles: 47 results
Disorder and Chaos: Developing and Teaching an Interdisciplinary Course on Chemical Dynamics  Steven G. Desjardins
Describes an interdisciplinary course for nonscience majors that introduces ideas about mathematical modeling using examples based on pendulums, chemical kinetics, and population dynamics. Students learn about the nature of measurement and prediction through the use of spreadsheet software for the solution of equations and experimental data collection.
Desjardins, Steven G. J. Chem. Educ. 2008, 85, 1078.
Kinetics |
Mathematics / Symbolic Mathematics |
Nonmajor Courses
Field Trips Put Chemistry in Context for Non-Science Majors  Keith E. Peterman
The field trips described in this article can be completed within a three-hour laboratory period and conducted at minimal cost while significantly enhancing student learning and contributing to an understanding of the interrelationship between chemistry and societal issues.
Peterman, Keith E. J. Chem. Educ. 2008, 85, 645.
Nonmajor Courses
Circuit Board Analysis for Lead by Atomic Absorption Spectroscopy in a Course for Nonscience Majors  Jeffrey D. Weidenhamer
The analysis for lead through atomic absorption spectroscopy applied to the qualitative screening of circuit boards and the quantitative analysis of environmental samples demonstrates the potential hazards of improper disposal of used electronic equipment.
Weidenhamer, Jeffrey D. J. Chem. Educ. 2007, 84, 1165.
Applications of Chemistry |
Atomic Spectroscopy |
Metals |
Nonmajor Courses |
Quantitative Analysis
Mentos and the Scientific Method: A Sweet Combination  Jack F. Eichler, Heather Patrick, Brenda Harmon, and Janet Coonce
Describes an inquiry-driven, collaborative exercise to investigate the cause of the fountain effect observed when Mentos candies are added to Diet Coke.
Eichler, Jack F.; Patrick, Heather; Harmon, Brenda; Coonce, Janet. J. Chem. Educ. 2007, 84, 1120.
Gases |
Nonmajor Courses |
Physical Properties |
Student-Centered Learning
Using Scanning Electron Microscopy with Energy Dispersive X-ray Spectroscopy To Analyze Archaeological Materials  Adam D. Hill, Ann H. Lehman, and Maria L. Parr
In a course linking chemistry and archaeology, students analyze artifacts with a scanning electron microscope coupled with energy dispersive X-ray spectroscopy to discover the relationship between materials and the culture that produced them.
Hill, Adam D.; Lehman, Ann H.; Parr, Maria L. J. Chem. Educ. 2007, 84, 810.
Applications of Chemistry |
Nonmajor Courses |
Design and Implementation of a Studio-Based General Chemistry Course  Amy C. Gottfried, Ryan D. Sweeder, Jeffrey M. Bartolin, Jessica A. Hessler, Benjamin P. Reynolds, Ian C. Stewart, Brian P. Coppola, and Mark M. Banaszak Holl
Describes the design, implementation, and pedagogical rationale of a general chemistry course based on the studio teaching method, which incorporates the best teaching and learning practices recommended by chemical education research within an integrated lecturelab technology-intensive environment.
Gottfried, Amy C.; Sweeder, Ryan D.; Bartolin, Jeffrey M.; Hessler, Jessica A.; Reynolds, Benjamin P.; Stewart, Ian C.; Coppola, Brian P.; Holl, Mark M. Banaszak. J. Chem. Educ. 2007, 84, 265.
Nonmajor Courses
Chemistry, Society, and Civic Engagement (Part 1): The SENCER Project  Catherine Hurt Middlecamp, Trace Jordan, Amy M. Shachter, Sue Lottridge, and Karen Kashmanian Oates
Science Education for New Civic Engagements and Responsibilities is a national dissemination project for courses in science, technology, engineering, and mathematics. SENCER courses connect science and civic engagement by teaching through complex, contested, current, and unresolved public issues to the underlying scientific principles.
Middlecamp, Catherine Hurt; Jordan, Trace; Shachter, Amy M.; Lottridge, Sue; Kashmanian Oates, Karen. J. Chem. Educ. 2006, 83, 1301.
Applications of Chemistry |
Nonmajor Courses
From "Greasy Chemistry" to "Macromolecule": Thoughts on the Historical Development of the Concept of a Macromolecule  Pedro J. Bernal
This paper presents a narrative about the historical development of the concept of a macromolecule. It does so to illustrate how the history of science might be used as a pedagogical tool to teach science, particularly to non-majors.
Bernal, Pedro J. J. Chem. Educ. 2006, 83, 870.
Colloids |
Nonmajor Courses |
Polymerization |
Molecular Properties / Structure |
Physical Properties
Peer Instruction in the General Chemistry Laboratory: Assessment of Student Learning  Christine L. McCreary, Michael F. Golde, and Randi Koeske
Reports on a systematic comparison of conventional labs led by graduate TAs and workshop labs led by qualified advanced undergraduates.
McCreary, Christine L.; Golde, Michael F.; Koeske, Randi. J. Chem. Educ. 2006, 83, 804.
Laboratory Management |
Learning Theories |
Student-Centered Learning
General Education and General Chemistry—Redux  Leslie S. Forster
This paper discusses the desirability of including non-technical general education topics in chemistry courses intended for science and engineering students.
Forster, Leslie S. J. Chem. Educ. 2006, 83, 614.
Enrichment / Review Materials |
Gases |
Learning Theories
Chemical Demonstrations as the Laboratory Component in Nonscience Majors Courses. An Outreach-Targeted Approach  Charles E. Ophardt, Michelle S. Applebee, and Eugene N. Losey
In place of traditional cookbook laboratory exercises, a nonmajors' chemistry course uses a demonstration-focused laboratory to understand basic chemical theories. Each student spends the lab session preparing, practicing, and learning the chemistry of two unique demonstrations. By selecting demonstrations of different concepts, the students cover the same breadth and type of themes as a traditional laboratory in a new and exciting format. Twice during the semester, students from the course prepare and present two demonstration shows as an outreach program to 3rd5th graders at local elementary schools.
Ophardt, Charles E.; Applebee, Michelle S.; Losey, Eugene N. J. Chem. Educ. 2005, 82, 1174.
Nonmajor Courses |
Student-Centered Learning
Service-Learning in Introductory Chemistry: Supplementing Chemistry Curriculum in Elementary Schools  Joan M. Esson, Regina Stevens-Truss, and Anne Thomas
A service-learning course component has been successfully incorporated into the second quarter of Introductory Chemistry (Chem 120) at Kalamazoo College. Students in Chem 120 design inquiry-based laboratory experiments related to course material for students in grades K6. The Chem 120 students then conduct these experiments with assigned classes at a local elementary school. This project reinforces course material for the college students while supplementing the elementary school's science curriculum and exposing children to topics they otherwise would not learn.
Esson, Joan M.; Stevens-Truss, Regina; Thomas, Anne. J. Chem. Educ. 2005, 82, 1168.
Learning Theories |
Student-Centered Learning
Reaction to "Chemistry Is Not a Laboratory Science"  Lawrence J. Sacks
In response to Stephen Hawkes Commentary, I think the crucial point is whether the students learn to appreciate the intellectual beauty of science and understand the relatively small number of simple yet profound scientific principles which govern so much of our everyday experiences. Many non-science majors are obviously disinterested in the laboratory work in introductory courses.
Sacks, Lawrence J. J. Chem. Educ. 2005, 82, 997.
Laboratory Computing / Interfacing |
Student-Centered Learning |
Learning Theories |
Lewis Acids / Bases |
Nonmajor Courses |
Theoretical Chemistry
Intermolecular Forces as a Key to Understanding the Environmental Fate of Organic Xenobiotics  Ryan E. Casey and Faith A. Pittman
We have developed an environmental chemistry module that can be used in high schools or undergraduate nonscience courses to relate chemical structures and properties to the macroscopic behavior of environmentally relevant organic chemicals like pesticides, PCBs, and solvents. The module introduces the concepts of intermolecular forces, polarity, and partitioning to explain complex phenomena such as environmental transport and biomagnification of xenobiotics (human-made chemicals).
Casey, Ryan E.; Pittman, Faith A. J. Chem. Educ. 2005, 82, 260.
Nonmajor Courses |
Hydrogen Bonding |
Noncovalent Interactions
Chemistry Is Not a Laboratory Science  Stephen J. Hawkes
Laboratory work is not nearly as useful in teaching chemistry as is commonly supposed.
Hawkes, Stephen J. J. Chem. Educ. 2004, 81, 1257.
Laboratory Computing / Interfacing |
Nonmajor Courses
Mass Spectrometry for the Masses  Jared D. Persinger, Geoffrey C. Hoops, and Michael J. Samide
In this article, we describe an experiment for an introductory chemistry course that incorporates the use of mass spectrometry for sample analysis. Several different air samples are collected that represent various chemical processes, and the composition of the air sample is predicted on the basis of known chemical principles. A gas chromatograph-mass spectrometer is used to analyze these samples, and the relative quantities of nitrogen, oxygen, carbon dioxide, water, and argon are calculated. On the basis of the data, the hypothesized sample composition is validated.
Persinger, Jared D.; Hoops, Geoffrey C.; Samide, Michael J. J. Chem. Educ. 2004, 81, 1169.
Mass Spectrometry |
Atmospheric Chemistry |
Green Chemistry |
Nonmajor Courses |
Oxidation / Reduction |
Photosynthesis |
The Multi-Initiative Dissemination Project Workshops: Who Attends Them and How Effective Are They?  K. A. Burke, Thomas J. Greenbowe, and John I. Gelder
Multi-Initiative Dissemination Project (MID) workshops funded by NSF are designed to expose college instructors from two- and four-year institutions to classroom active-learning techniques from the perspective of four of the NSF-funded chemistry reform projects.
Burke, K. A.; Greenbowe, Thomas J.; Gelder, John I. J. Chem. Educ. 2004, 81, 897.
Professional Development |
Learning Theories |
Instrumental Methods
Ob-scertainersTM: A Cooperative Activity on Hypotheses  Ivan A. Shibley Jr.
Activity to develop team building while teaching students about hypothesis formation and the scientific method.
Shibley, Ivan A., Jr. J. Chem. Educ. 2001, 78, 1193.
Learning Theories
Using History to Teach Scientific Method: The Role of Errors  Carmen J. Giunta
This paper lists five kinds of error with examples of each from the development of chemistry in the 18th and 19th centuries: erroneous theories (phlogiston), seeing a new phenomenon everywhere one seeks it (Lavoisier and the decomposition of water), theories erroneous in detail but nonetheless fruitful (Dalton's atomic theory), rejection of correct theories (Avogadro's hypothesis), and incoherent insights (J. A. R. Newlands' classification of the elements).
Giunta, Carmen J. J. Chem. Educ. 2001, 78, 623.
Nonmajor Courses |
Periodicity / Periodic Table |
Kinetic-Molecular Theory |
Cognitive Requirements of Open-Ended Learning Environments  William R. Robinson
This column summarizes a paper by Susan M. Land entitled Cognitive Requirements for Learning with Open-Ended Learning Environments which discusses the cognitive demands on learners imposed by three important components of computer simulations.
Robinson, William R. J. Chem. Educ. 2001, 78, 20.
Learning Theories
Using Demonstration Assessments to Improve Learning  William C. Deese, Linda L. Ramsey, Jeffrey Walczyk, and Danny Eddy
The purpose of this study was to determine if demonstration assessments promote critical thinking and deeper conceptual understanding of important principles of chemistry. Two introductory chemistry classes were compared, one in which demonstration assessments were utilized, the other serving as a control.
Deese, William C.; Ramsey, Linda L.; Walczyk, Jeffrey; Eddy, Danny. J. Chem. Educ. 2000, 77, 1511.
Learning Theories
MBRS Programs at East Los Angeles College  Carcy Chan
Components and results of the Minority Biomedical Research Support Program at ELAC.
Chan, Carcy. J. Chem. Educ. 1999, 76, 15.
Minorities in Chemistry |
Learning Theories
Introduction of the Scientific Method and Atomic Theory to Liberal Arts Chemistry Students  James R. Hohman
A simple classroom exercise utilizing net weights of envelopes containing varying numbers of BB's or paper clips can be used to illustrate and differentiate the steps of the scientific method: observation (with corrections) to get scientific facts, induction to arrive at laws, tentative explanation by hypothesis, experimentation to test the hypothesis, and final establishment of a scientific theory.
Hohman, James R. J. Chem. Educ. 1998, 75, 1578.
Nonmajor Courses |
Kinetic-Molecular Theory
Using History To Teach Scientific Method: The Case of Argon  Carmen J. Giunta
The history of science is full of stories that exhibit scientific methodology to an exemplary degree. Such stories can be vehicles for the teaching of scientific thought to non-science majors in general-education science courses, particularly if they do not involve much technical background and are told in ordinary language. This paper illustrates the kind of lessons that can be gleaned from such stories by examining the discovery of argon, an episode replete with examples of how scientists pursue knowledge.
Giunta, Carmen J. J. Chem. Educ. 1998, 75, 1322.
Nonmajor Courses
The New Traditions Consortium: Shifting from a Faculty-Centered Paradigm to a Student-Centered Paradigm  Clark R. Landis, G. Earl Peace Jr., Maureen A. Scharberg, Steven Branz, James N. Spencer, Robert W. Ricci, Susan Arena Zumdahl, and David Shaw
The New Traditions Consortium comprises faculty from two-year colleges, liberal arts colleges, comprehensive universities, and research universities who are united by the common goal of effecting paradigm shifts in the chemistry learning experience. Our approach has been to identify mechanisms of pedagogical/instructional change, implement them at different types of institutions, and evaluate their effects on student learning.
Landis, Clark R.; Peace, G. Earl, Jr.; Scharberg, Maureen A.; Branz, Steven; Spencer, James N.; Ricci, Robert W.; Zumdahl, Susan Arena; Shaw, David. J. Chem. Educ. 1998, 75, 741.
Learning Theories |
TA Training / Orientation |
Student-Centered Learning
Improving Introductory Chemistry (the authors reply)  Gillespie, Ronald J.; Spencer, J.N.; Moog, R.S.
Helping students to better understand the concepts of chemistry by drastically revising the general chemistry course.
Gillespie, Ronald J.; Spencer, J.N.; Moog, R.S. J. Chem. Educ. 1998, 75, 541.
Learning Theories |
Improving Introductory Chemistry  Barrow, Gordon M.
Much time and effort are wasted in trooping many high school and college students through introductory and general chemistry courses.
Barrow, Gordon M. J. Chem. Educ. 1998, 75, 541.
Learning Theories |
Problem-Solving Teaching in the Chemistry Laboratory: Leaving the Cooks...  Christian Gallet
The Problem-Solving Teaching method is outlined in an organic chemistry laboratory.
Gallet, Christian. J. Chem. Educ. 1998, 75, 72.
Learning Theories
The Five Biggest Ideas in Science by Charles M. Wynn and Arthur W. Wiggins, with cartoon commentary by Sidney Harris  reviewed by Daniel Berger
Boils all of science down to five important ideas, which are sandwiched between discussions of the scientific method.
Berger, Daniel. J. Chem. Educ. 1997, 74, 627.
Nonmajor Courses
Discovery Chemistry: Balancing Creativity and Structure  Ditzler, Mauri A.; Ricci, Robert W.
A model to provide both creativity and structure to a discovery-based laboratory curriculum.
Ditzler, Mauri A.; Ricci, Robert W. J. Chem. Educ. 1994, 71, 685.
Learning Theories |
Demonstration-exploration-discussion: Teaching chemistry with discovery and creativity  Miller, Theodore L.
Documentation of one professor's story of how change toward a student-centered classroom led to a more satisfying experience for both him and his students without compromising achievement.
Miller, Theodore L. J. Chem. Educ. 1993, 70, 187.
Learning Theories |
Enrichment / Review Materials |
Student-Centered Learning
Cosmochemistry: A topic for the liberal arts chemistry course  Douglas, John E.
This paper presents suggestions for topics in the liberal arts chemistry course that will broaden students' perspectives on chemistry and the surrounding physical universe.
Douglas, John E. J. Chem. Educ. 1992, 69, 907.
Nonmajor Courses
Meeting one challenge for the '90's   Fernandez, Jack E.; Worrell, Jay H.
It is not necessary to separate courses for majors and nonmajors. There is a current dichotomy in science between the science found in textbooks and the one practiced by researchers.
Fernandez, Jack E.; Worrell, Jay H. J. Chem. Educ. 1991, 68, 551.
Nonmajor Courses
Discovery chemistry: A laboratory-centered approach to teaching general chemistry  Ricci, Robert W.; Ditzler, Mauri A.
In response to the growing need of attracting undergraduates to careers in science, these authors developed a laboratory -centered approach to the teaching of general chemistry they call Discovery Chemistry.
Ricci, Robert W.; Ditzler, Mauri A. J. Chem. Educ. 1991, 68, 228.
Learning Theories
A classroom experiment using the Pythagorean theorem in a discussion of the scientific method  Sauls, Frederic, C.
Experiment to verify the Pythagorean theorem as a means of introducing the importance of accurate measurements, accuracy and error.
Sauls, Frederic, C. J. Chem. Educ. 1990, 67, 958.
Nonmajor Courses |
Chemistry: The ultimate liberal art  Deavor, James P.
A year-long survey of general, organic, and biochemistry might be the best way to attract students into chemistry.
Deavor, James P. J. Chem. Educ. 1990, 67, 881.
Nonmajor Courses
How to read chemistry   Phanstiel, Otto
A method is offered to assist students in gaining meaning from a textbook chapter.
Phanstiel, Otto J. Chem. Educ. 1990, 67, 57.
Learning Theories
What chemistry do our students need to learn?  Hawkes, Stephen J.
Suggested topics of importance to chemistry nonmajors.
Hawkes, Stephen J. J. Chem. Educ. 1989, 66, 831.
Nonmajor Courses |
Oxidation / Reduction |
Geochemistry |
Atmospheric Chemistry |
Brønsted-Lowry Acids / Bases
The use of field trips in a nonscience majors course  Breedlove, C. H., Jr.
List of filed trips that provide an opportunity to see applications of chemistry in the real world. From "Chemistry for Citizens: A Symposium".
Breedlove, C. H., Jr. J. Chem. Educ. 1985, 62, 778.
Nonmajor Courses |
Applications of Chemistry
Educating for the serendipitous discovery  Lenox, Ronald S.
Significant chance discoveries in the history of science and educating students in making discoveries.
Lenox, Ronald S. J. Chem. Educ. 1985, 62, 282.
Learning Theories
Scientific exploration with a microcomputer: Simulations for nonscientists  Whisnant, David M.
52. A four week-long exercise aimed at involving students with the scientific method through the use of a computer-simulated lake study.
Whisnant, David M. J. Chem. Educ. 1984, 61, 627.
Nonmajor Courses |
Water / Water Chemistry |
Applications of Chemistry
A decade of chemistry for nonscientists - 1968 to 1977  Hostettler, John D.
Bibliography of course descriptions, laboratories, activities and teaching techniques, and essays and reports relevant to chemistry for nonscientists.
Hostettler, John D. J. Chem. Educ. 1979, 56, 33.
Nonmajor Courses
Chemistry for the liberal studies major  Borer, Londa L.
The authors share a curriculum developed for a two-credit course in chemistry geared toward future elementary teachers.
Borer, Londa L. J. Chem. Educ. 1976, 53, 574.
Nonmajor Courses
A chemistry course for nonscience majors based upon student concerns  Trumbore, Conrad N.
Outlines a chemistry course for nonscience majors based upon student concerns entitled "Chemistry and the Human Environment."
Trumbore, Conrad N. J. Chem. Educ. 1975, 52, 450.
Nonmajor Courses |
Applications of Chemistry
A chemistry course for those who would prefer not to: The interface between living and non-living  Bland, Jeffrey S.
Description of a course entitled "The Interface Between Living and Non-living," including major areas of discussion and laboratories used.
Bland, Jeffrey S. J. Chem. Educ. 1975, 52, 364.
Nonmajor Courses |
Applications of Chemistry
Physics and chemistry for general education  Simpson, Kenneth M.; Sutton, John W.
The authors describe an integrated physics and chemistry course for non-science majors at UC Santa Barbara.
Simpson, Kenneth M.; Sutton, John W. J. Chem. Educ. 1952, 29, 133.
Nonmajor Courses
Science in general education  Entrikin, John B.
Discusses the issue of teaching science to nonscience students.
Entrikin, John B. J. Chem. Educ. 1951, 28, 274.
Nonmajor Courses