Chemical Education Program

HYPOTHESIS BASED LEARNING: CONTENT THROUGH PROCESS IN THE LABORATORY
Luis MONTES, & Mark Rockley
In this talk we will describe our approach to student learning in the laboratory. This approach emphasizes the discovery process that scientists use in their research, while also enabling students to learn the content which experiments are often designed around. However, we find that students will also explore content areas they would not normally observe in verification or inquiry experiments. Although this approach has been used at the freshman college level, it shows exceptional promise for middle- and high-school science classes as well. We will describe key differences between the Hypothesis Based Learning approach and various forms of the inquiry approach to laboratory instruction.

TEACHING FUTURE SCIENTISTS LABORATORY CHEMISTRY USING COGNITIVE APPRENTICESHIP THEORY
M. J. ELLIOTT, Kent K. Stewart, & J. J. Lagowski
Many chemical educators believe that most General Chemistry laboratory courses are in serious need of reform. We agree and have embarked on the reform of General Chemistry laboratories at The University of Texas. Part of our reform effort was to rethink the way we educate our students. Having observed that the education of graduate students in chemistry has been successful, we believed that an undergraduate laboratory course based on this graduate student model should also be successful. As our previous abstract suggests, we believe that Cognitive Apprenticeship theory is a good model for graduate education in chemistry, and thus we applied the tenets of this theory to our revised general chemistry laboratory course. Cognitive Apprenticeship theory implies that content, continuity, context, and interaction with and feed back from the "master" all matter. We developed a course with a life science focus, carefully sequenced, with experiments drawn from real-world scenarios using the cognitive apprenticeship tenets. This course has been successfully taught for 7 semesters with very positive student, faculty, and administrative reviews. The details of the course and our implementation of Cognitive Apprenticeship theory are discussed.

A MICROFUGE TUBE DIODE ARRAY FOR CHEMISTRY TEACHING LABORATORIES
Brian ARNESON, Kent Stewart, J. J. Lagowski, & B. Kito
Traditional laboratory teaching spectrophotometers usually require the samples be prepared in separate containers and then the clear solutions transferred to a sample tube for absorbance measurements. Reactions whose final solutions contain solids or gas bubbles frequently require additional steps prior to the determination of the absorbencies of the clear solutions. We present a new spectrophotometer design suitable for undergraduate teaching laboratories. It combines the ability of the modern diode array spectrophotometer to monitor multiple wavelengths simultaneously with the popular micro-fuge tube as a reaction vessel. Our instrument design uses a 1.5- mL fuge tube for a sample cell in an Ocean Optics diode array spectrometer. Initial experiments have demonstrated that fuge tubes can be reliably used as sample cells. The fuge tube permits single container experiments where precipitates and gases can be spun out of the solution and absorbance measurements performed on the clear solutions. The current software package includes a mathematical curve-fitting algorithm to increase the sensitivity of the instrument and can be used for both equilibrium and kinetic measurements. We will present a description of the instrument design, the software package, the validation data, and a proposed set of teaching experiments. We believe that this new instrument configuration, which combines many of the current trends in laboratory equipment with a fuge tube sample cell, will allow the incorporation of novel and modern experiments into the undergraduate laboratory experience.

BIOTECHNOLOGY, CHEMICAL LABORATORY TECHNOLOGY, PROCESS TECHNOLOGY AT HOUSTON COMMUNITY COLLEGE-NORTHEAST
John K GALIOTOS
Three new programs have been established at Houston Community College-Northeast campus. These are Biotechnology, Chemical Laboratory Technology, and Process Technology. All of them are comprehensive two-year (one year for the certificate) programs designed to educate and prepare students for entry-level positions in various chemical science and engineering relating fields.  Students receive a solid foundation in biotechnology, chemical technology, and process technology applications, techiques, and hands-on experience with the type of equipment, instrumentation, and procedures currently used in industrial and governmental laboratories and settings. Successful completion of required courses, students will be awarded either a Certificate or an Associate of Applied Science Degree (TASP requirements apply only towards the AAS degree). Capstone, internship, and/or cooperative education experiences that are part of the requirements, support and contribute to the value all of these three programs.

TO MOTIVATE OR CONFUSE: DO APPLICATION-BASED EXPERIMENTS HELP GENERAL CHEMISTRY STUDENTS?
Kim PAMPLIN
Two groups of general chemistry students each perform two experiments. Each experiment has an application-based version and an application-free version. Each student group performs one application-based experiment and one application-free experiment. Data collected from these experiments include pre- and post-laboratory comprehension and retention quizzes, laboratory reports, experiment summaries, and exit surveys. These data suggest that application-based experiments do not significantly increase student comprehension or retention for these experiments. Students indicate an increased level of difficulty in understanding procedures and calculations associated with these application-based experiments.

THE "WICK" WRITING PROGRAM FOR AN ORGANIC CHEMISTRY COURSE
Kenneth POHLMANN
For the past twelve years, students have been required to turn in a daily lecture summary of one-two pages by the following lecture. This is the third major paper presented. The procedures for grading and to accommodate the extra paper work will be presented. The success of this pedagogical approach will be demonstrated. Trends observed over the past twelve years will be presented.

STUDENT BOARDWORK IN SMALL ORGANIC CHEMISTRY CLASSES
Warren VILLAESCUSA
The small chemistry classes, 24 or less, and three walls of chalk boards available in the chemistry lecture rooms at OLLU permit the entire class to work problems at the board at the same time. Typically, students spend one-half to two-thirds or every lecture period working problems at the board. In addition to the instructor questioning and helping students, the students help each other and engage in discussions concerning the problem's solution. The physical arrangements, problem presentation, and typical problems will be discussed.

A NOVEL SYNTHESIS OF ALKYL BENZYL KETONES VIA ORGANOBORANES
Narayan G. BHAT
A convenient, novel synthesis of alkyl benzyl ketones based on Z-1-bromo-1-alkenylboronate esters is developed. Alpha-bromo-(Z)-1-alkenylboronate esters readily available from literature procedures smoothly undergo a reaction with benzylmagnesium chloride in tetrahydrofuran to provide the corresponding "ate" complexes. These "ate" complexes undergo intramolecular nucleophilic substitution reactions to provide the corresponding (E)-1-alkenylboronate esters containing the benzyl moiety which upon oxidation with hydrogen peroxide and sodium acetate afford the corresponding alkyl benzyl ketones in good yields (62%-73%). All of the alkyl benzyl ketones are characterized by IR, PMR, and CMR spectral data.

ISOLATION AND CHARACTERIZATION OF SOME CHEMICAL COMPONENTS FROM EUCALYPTUS SP.
Kanta GILL and Mangal Sen Malik
Large number of compounds isolated from Eucalyptus sp. have been reported to possesses a number of biological activities. In continuation of our search of safe and non-toxic pesticides, the extract and essential oil of Eucalyptus sp. were found to posses good honey bee repellent, nematicidal and insect oviposition deterrent activities. The leaves extract and essential oil were subjected to isolation and characterization by chromatographic methods. The isolated compounds were analyzed by spectroscopic techniques. The compounds characterized were geranial, euglobal G6, 4-hydroxytritriacontane-16,18-dione and 4-hydroxydodecanoic 4-hydroxyundecanoic anhydride. The first three compounds have already been reported from this plant but last is the hitherto unreported compound.

INCORPORATING INTERACTIVE COMPONENTS INTO A WEB-BASED CHEMISTRY COURSE
Brian ARNESON, Jessica White, J. J. Lagowski, & Anna Bergstrom
In our attempt to provide web-based instruction in a general chemistry course, we have put forth certain goals we strive to achieve. These goals include improving course content, instructional strategies that are known to be successful in other environments, and establishing and maintaining student interest. By addressing these three areas in our approach, we have developed a course that represents our vision of a web-based course. We discuss the strategies for accomplishing the institution of these elements of instruction that have been incorporated into the course. The items we will highlight include: (1) feedback mechanism from within the instructional material that provides an immediate student response; (2) an automated question generator for web-based presentation; (3) an alternate homework assignment that puts the student in a role o investigator with the goal of solving a mystery; (4) the use of crossword puzzles as homework assignments; (5) a periodic table puzzle used for supplemental instruction through a game-like interaction; and (6) a web-based experiment that incorporates experimental images and data for students to decipher and derive conclusions. In each case we present the rationale behind the interaction, the instructional benefit desired, the method fo development, and student response to the interaction.

IN SEARCH OF EFFECTIVE AND APPROPRIATE ANIMATION TECHNIQUES
Roberto S. GREGORIUS
A continuation of the effort to produce an individual educator-developed electronic textbook platform suitable for General Chemistry. Three techniques: succesive overlaid graphics in PowerPoint slides, video type/quality animation, and interactive animation prepared using Flash 5, are compared regarding quality, pedagogic content, and ease in preparation.

MULTIPLE INTELLIGENCES AND THE LEARNING OF CHEMISTRY
Gloria A. BROWN WRIGHT
According to Howard Gardner's theory of Multiple Intelligences, the learning of CHEMISTRY is facilitated by strengths in linguistic, spatial and logical-mathematical intelligences. Equivalent explanations reflecting these three intelligences were written for each of eight chemistry concepts. For each concept, twenty-one chemistry graduate students, representing all the divisions, and to whom Branton Shearer's Multiple Intelligence Developmental Assessment Scales (MIDAS) was administered, ranked the explanations in terms of their effectiveness in explaining the particular concept. The results will be discussed.

PERIODIC CHART AND ATOMIC STRUCTURE CALCULATIONS
Miroslav SYNEK
Periodic chart of chemical elements provides an important general guideline for finding and calculating important properties of individual chemical elements, for educational, scientific, or engineering purposes and applications. ----- For illustration, calculations of electronic structures are presented. These calculations are based on Hartree-Fock self-consistent-field approach (HF-SCF), with linear combination of atomic orbitals (LCAO), referred to as analytical SCF calculations. Of special interest are accurate analytical SCF calculations of laser-active ions of lanthanides and their excited states. The inclusion of Racah quantum numbers, for the f-electron symmetries, leads to higher accuracies of calculated wave functions and of the corresponding properties.

USING INFORMATION TECHNOLOGY TO CREATE A BETTER UNDERSTANDING OF VSEPR.
Juliane PASOS, & Vickie Williamson
3D visualization is vital to create a better understanding at the particulate level in Chemistry. Many students are unable to create mental picture of molecules and much less rotate these molecules in 3D mentally. The objective of this presentation is to introduce technological aids available for the teaching of VSEPR. These tools explore the topic of VSEPR. This presentation introduces the Chime software, which is a Netscape plug-in software. It allows structures of common molecules to be retrieved and studied in their 3D form. The molecules can be rotated; the bonding and the shape of the structure can be looked at. The Purdue website used, http://www.chem.purdue.edu/gchelp/vsepr, allows two different molecular structures to be compared by altering the shape of a standard molecule. One is able to study the shape, bond lengths etc. and also rotate the molecular structure to make comparisons. The website also provides information about VSEPR such as definition and rules that govern the theory and it provides practice work. A Participants guide and a student worksheet is provided which can be used as guide in implementing these It tools in the classroom.

WHAT MAKES IT FIZZ?
Denise BRODE, & Vickie Williamson
Modeling can be essential to understanding chemistry especially for the submicroscopic world. Grasping what particles really do can be very difficult. This presentation addresses the topic of equilibria with emphasis placed on equilibria being a dynamic process in an effort to dispel the notion that reactions stop once they have reached equilibrium. In particular, an inquiry-based power point slide show has been created with animations designed for the self-paced learner to discover equilibria with a real-world connection to soda pop. Included are examples of multiple representations of the chemical reaction and discussion for clarification and prevention of new misconceptions.

DEVELOPMENT OF A "NEXT GENERATION" LEATHER CHEMISTRY COURSE AT TEXAS TECH
B. KANDALA, & Dennis C. Shelly
A materials chemistry focus has been implemented in a new leather chemistry course at Texas Tech University. Our goal was to establish a novel disciplinary foundation for a stayed, classical subject. Each of the major processes used in the making of leather, commonly regarded as leather technology, is presented in the context of materials science, i.e. how chemistry affects ultimate properties. In this presentation we will describe curriculum design, pedagogy, anticipated delivery methods and assessment criteria.

CHEMICAL EDUCATION COURSES FROM TEXAS A&M UNIVERSITY
Vickie M. WILLIAMSON
We will discuss courses developed for high school teachers and/or for our chemical education Masters degree. Two of the courses are a combination of web and on-campus classes. Inquiry & Chemistry concepts focuses on the essential chemistry concepts and the techniques for the teaching of these concepts as called for by TEKS and the national standards, including both guided and open inquiry styles. Modern Applications in Chemistry investigates new advances in chemistry. Topics can vary, but the last two semesters of this course have focused on material science and industrial chemistry. A third course taught in conjunction with our Informational Technology in Science Center focuses on the use of molecular visualization to enhance learning in chemistry. Students from this third class will make subsequent presentations concerning the use of molecular visualization in high school or college general chemistry classes.

TRAINING HIGH SCHOOL STUDENTS TO LEAD CHEMISTRY DEMONSTRATIONS FOR ELEMENTARY STUDENTS
Phillip D. VOEGEL
Faculty and student affiliates at MSU have successfully presented chemistry demonstrations for several years for local 5th grade students to increase science awareness and excitement. However, the Wichita Falls Independent School District is only one of 40 school districts served by the Texas Region IX Educational Service Center in Wichita Falls. Due to the travel which would be required and limited personnel, MSU faculty and student affiliates cannot reach students in most of the other school districts. A new program focuses on training high school chemistry students to perform the chemistry demonstrations for 5th graders in their own districts. 13 school districts will participate in the program this year including several of the most distant districts. High school students participate in hands-on training on campus. Each participating high school teacher receives a kit containing supplies and equipment for 10 different demonstrations (acid/base reactions, combustion reactions, polymerization to make slime and more) and an outline of discussion topics. A disposable camera is included to record the event. This program not only reaches a larger number of elementary students but the high school students getting ready to make educational and career decisions. Both 5th graders and high school students complete brief surveys about the program.

MOLECULAR MODELING IN SINGLE REPLACEMENT REACTIONS
Evelyn RESTIVO and Vickie Williamson
This workshop is designed to introduce single replacement reactions using a variety of methods. An overview of the types of single replacement reactions, also referred to as displacement reactions, will be presented first. From there the activities will include, concrete modeling techniques, standard laboratory experiments, and molecular animation. The activities will be presented as interactive studies to guide the learner through the concept and provide an in depth look at a variety of materials for different levels of learning. The activities are sequenced into a multi-layered framework to provide conceptual understanding and to ensure that one or more of the approaches provided will give the best possible learning situation. The final activity will be designed using ChemSense to build an animation to visualize a single replacement reaction.

REACTION RATE RELATIONSHIPS
Lorraine LINDSAY
Educators have found that multiple representations of abstract concepts help students construct better mental models. Creating strong mental models of the kinetic phenomena in chemistry is a perpetual challenge for chemistry students and teachers alike. Analogies and other devices are typically used to help students understand the dynamics of reaction rate and equilibrium. An interactive kinetics web-site and molecular visualization, using the Chime plug-in, forms the basis for this presentation designed to demonstrate the advantages of utilizing information technology in the chemistry lecture class to model abstract phenomena. This presentation is appropriate for secondary and first-year college chemistry teachers looking for additional ways to represent kinetics. Personal laptop computers will enable participants to fully interact with the presentation, though not required.

CHEMICAL BONDING: AN INTERACTIVE WORKSHOP UTILIZING INFORMATION TECHNOLOGY
Thomas J. JOSE, & Vickie Williamson
The strength of a chemical bond or interaction is a difficult concept for many students to grasp, moreover for instructors to illustrate through the use of analogy. Use of information technology in the classroom provides a more concrete way for students to understand chemistry concepts. This workshop illustrates how, through the use of RasMol, Chime, and QuickTime animation, differences in bond strength can be illustrated in a inquiry-based format. Connections are drawn from student activities to the TEKS, NSES, and NETS standards. The presentation is intended for high school A.P. chemistry teachers and college/university level instructors, but can certainly be tailored to suit any level of chemistry. Participants are encouraged to bring a laptop computer to experience some of the visualizations first hand. Participants’ guides, sample student exercises, and floppy disks of necessary installers and files will be provided.

MOLECULAR PHASE CHANGES AND INFORMATION TECHNOLOGY
Nicole LYSSY, & Vickie WILLIAMSON
This workshop is directed toward IPC or CHEM teachers who are looking for ways to integrate technology into their science education. The workshop begins with a very brief discussion of Information technology in science research. We cover a small amount of the history of IT in science research and then move to the ways current research uses. For the remainder of the workshop, a laptop computer with Ethernet access would be beneficial, but is not required. The activity uses IT, visualization tools in particular, to help students make stronger learning connections through small group, inquiry activities. The focus of this activity is to help students understand the properties and changes of matter on the molecular level as atoms or molecules change states. Student activity sheets are included.

SMALL GROUP DISCUSSION SESSIONS FOR LARGE LECTURE CLASSES WITH THE AID OF PEER TEACHING ASSISTANTS
Donna LYON, & J. J. Lagowski
The result of education research has demonstrated that students involved in ongoing small group discussions typically do better in large lecture courses than those who do not. Recently, a colleague of our Chemistry Education group, Dr. Fatima Fakhreddine, concluded a lengthy study, in which her findings have provided enormous insight into the significance of cooperative learning and, more importantly, the structuring of small groups for maximum success from these kinds of nteractions. Taking into consideration this work, and of the others who share our interest in Chemistry Education, we have embarked on a research project in which weekly small group discussion sessions have been constructed for a General Chemistry lecture course with an enrollment greater than four hundred (400) individuals. Our presentation will include the methodology, the vital role and training of undergraduate peer teaching assistants, and the preliminary results of our study.

PEER-LED TEAM LEARNING: THE WORKSHOP CHEMISTRY PROJECT
Dennis BARTOW
One of the five major systemic reform initiatives in chemistry funded by NSF, the Workshop Chemistry Project has developed and successfully pilot tested the Peer-Led Team Learning (PLTL) model. PLTL promotes active learning, increases student interest and motivation, and enhances overall achievement in chemistry. After five years of expanding implementation, positive evaluation results and widespread interest led NSF to award the project a large-scale national dissemination grant to inform educators and encourage adoption and implementation of the model. An overview of the PLTL model and a summary of the national dissemination project will be provided. In addition, a special initiative, "Bringing PLTL to the Community College", will be discussed, with recent results and future activities highlighted. The presentation will also summarize planned future efforts of the national dissemination project.

CHEMISTRY-BIOLOGY LEARNING COMMUNITIES: BUILDING THE ORGANIC/ MOLECULAR CELL BIOLOGY CONNECTION
Luis E. MARTINEZ, & Kristine M. Garza
The Entering Student Program at the University of Texas at El Paso (CircLES) has as its basis student learning communities centered on a cluster of English, Mathematics, and Critical Inquiry courses guided by active learning strategies. However, when students leave CircLES and begin to move into lower division courses of their intended major, the predominant pedagogical strategy changes to the traditional lecture paradigm.
This presentation will describe an effort by the Chemistry and Biology Departments to extend cooperative learning and the formation of learning communities beyond the first year by developing a chemistry-biology learning community based upon the sophomore level Organic Chemistry and Molecular Cell Biology classes. Student success in these two particular courses is extremely important, since both courses are often used as gatekeeper courses for further professional study in medicine and in the life and chemical sciences. Through the implementation of cooperative and peer-led team learning strategies, progress on enhancing student understanding and success, aligning common course materials, and developing undergraduate peers to guide effective student-to student learning and mentoring will be reported.

SERVICE LEARNING AS A TOOL FOR TEACHING INTRODUCTORY CHEMISTRY TO NON-SCIENCE MAJORS
Dominick J. CASADONTE, Jr., & Susan Tomlinson
Service learning as a pedagogical device has been used successfully for years in the social and behavioral sciences and is only now beginning to be applied as a tool for education in the physical sciences. We have embarked on a program of instruction in chemistry as part of an Integrated Science Course for non-science majors in the Honors College at Texas Tech University that teaches chemistry within such a community service learning context. During the laboratory portion of the class students initially learn the chemistry required to understand and perform a series of chemical demonstrations. The class is then divided into groups, where they must develop scripted demonstration shows using the general knowledge they have gained. Each group is responsible for contacting schools, institutions for at-risk youth, etc. in order to make arrangements to perform their shows. The best demonstrations are then videotaped, with the resulting products being given to school districts for use in elementary science instruction. In addition to a description of process (including sample videotapes), the results of pre- and post- content and attitudinal assessments will be discussed.

FOCUS ON MINORITY STUDENT EDUCATION IN FRESHMAN CHEMISTRY
Diana MASON
Student success in freshman-level chemistry is influenced by an understanding of both algorithmic and conceptual problem-solving abilities. Some students may complain that the mathematics necessary for beginning chemistry hinders their success; data do exist supporting their claim. There is a strong correlation between success in mathematics and success in chemistry for both Hispanic and non-Hispanic students. However, there is also supporting evidence that students' lack of conceptual knowledge in introductory courses is even more important for successful course performance. Formation of small-group cohorts of minority students within large-group lectures is an effective method of improving academic performance when scaffolding techniques are employed, and likewise, the use of peer Teaching Assistants (pTAs) may improve the performance of freshman chemistry students.
 
 

CHEMICAL MAGIC FROM THE GROCERY STORE: DISPELLING CHEMOPHOBIA

Abstract:

The word "chemical" has come to mean bad drugs, toxics, explosives, and poisons. There is a real chemophobia among the general public. This presentation attempts to dispel chemophobia. Twenty or more chemical demonstrations will be performed safely, inexpensively, dramatically, interestingly, and easily, with considerations for proper disposal and relevance to the real-world chemicals we use and the chemical problems we face. This presentation is suitable for chemists, teachers, students, and the general public. Only household chemicals will be used.

Biographical Sketch

Andy Sae was born in Hong Kong. He received a B.S. degree in chemistry, an M.S. in genetics, and a Ph.D. in biochemistry from Kansas State University. Dr. Sae joined Eastern New Mexico University in 1969 and is now retired from the Department of Physical Sciences where he was a Professor of Chemistry. He is a member of the Division of Chemical Education of the American Chemical Society (ACS), and a member of the National and New Mexico Science Teacher Associations.   He received the 1994 Outstanding Service to Science Award from the New Mexico Science Teacher Association. Dr. Sae was named the 1998-99 New Mexico Professor of the Year by the Carnegie Foundation for the Advancement of Teaching.   He has presented numerous chemical magic shows to schoolteachers, children and parents, and many demonstrations in regional and national meetings. He participated in the ACS Operation Chemistry Training of Trainers Program in 1994 and has conducted many science teacher workshops. Besides chemical education, Dr. Sae is interested in enzyme purification, immobilization, and application.

TWENTY SOME-ODD DEMONSTRATIONS GUARANTEED TO KNOCK YOUR SOCKS OFF!

Abstract:

Demonstrations have long served as the science teacher's most effective weapon against classroom apathy. And with the "right stuff," just about any concept seems teachable, just about any student seems reachable! This presentation will include a wide variety of new and stimulating, low-cost demonstrations; most are original, some are new variations on old themes. Look for:  the optical activity color wheel, the CO₂ crystal ball, the CO₂ siphon, the Mylar hot air balloon, the densi-tee, the flame tornado, the soap film hula dancer, the soda can steam engine, the radial chromatography T-shirt, the exploding egg, the ghost crystal, a plethora of Cartesian diver-sions, and the infamous methane mamba... to name just a few!

Biographical Sketch:

Bob Becker was born and raised in St. Louis, Missouri, received a B.A. in biology from Yale University in 1983 and a Masters in Education from Washington University in 1990. He taught for six years in Greenwich, Connecticut with Ron Perkins as his mentor. He then moved with his wife, Kathy, and two daughters, Jenna and Amariah, back to St. Louis where he has taught at Kirkwood High School for the past nine years. He was blessed with daughter number three, Elizah, in July of 1997. He currently teaches Chemistry I (first-year general course) and AP Chemistry (a second-year, college-level course), and he coordinates a chemistry outreach program in which high school students travel out to the local elementary schools and conduct demonstrations and lab activities with the 4^th grade students. Bob has developed and published several unusual demonstrations and micro-scale lab experiments in Chem 13 News, Journal of Chemical Education, Chemmunicator, Octet Gazette, Chemunity News, and Science Teacher, and he has conducted nearly 120 workshops and presentations across the US and Canada. He has published two books of demonstrations, available together with videotapes through Flinn Scientific. He has also worked with Synaps to produce a CD-ROM containing approximately sixty of his demonstrations and labs. His hobbies include cycling, camping, wind surfing, gardening and of course chemistry! More important, however, and more enjoyable than any of these is his family. His awards include a regional Catalyst Award in 1992 given by the CMA (Chemical Manufacturers Association), a local ACS award in 1994, the Midwest regional ACS award in 1995, a Tandy Technology Scholar Award in 1996, and the ACS National Conant Award in 1997.

WALKING TOUR OF THE ELEMENTS

Abstract:

Dr. Marshall will provide a grand descriptive tour of the elements, recently published in the Journal of Chemical Education. He has assembled a complete "Living Periodic Table" which is displayed at the University of North Texas. Not only is a sample of every element present (through uranium) but in the collection there also exists a sample of the mineral in which each respective element was discovered. This project is in conjunction with "Rediscovery of the Elements," presently being published in the Hexagon of Alpha Chi Sigma. He and his wife are in the process of visiting each site in the New and Old Worlds where each element was discovered.

Biographical Sketch:

James L. Marshall earned his B.S. in chemistry at Indiana University in 1962 and his Ph.D. in organic chemistry at Ohio State University in 1966. The following year, Dr. Marshall joined the Department of Chemistry at the University of North Texas (UNT). At UNT, he developed a progressive program involving primarily conformational analysis utilizing carbon-13 nuclear magnetic resonance (NMR) coupling constants. His research program at UNT has produced over 80 publications, including a contribution in Accounts of Chemical Research and a reference book on carbon-13 NMR coupling constants. During the period 1981-1987, Dr. Marshall developed the Analytical Program at the Celanese Technical Center, Corpus Christi, Texas, and then the Advanced Manufacturing Technology Program at Motorola, Inc., in Ft. Worth, Texas. In 1987, Dr. Marshall returned to the UNT Department of Chemistry to establish a research program in analytical chemistry and materials science. Dr. Marshall co-founded the North Texas Section of the Materials Research Society in 1983 and has held a number of offices (including president). In 1989, Dr. Marshall received an Honors Professor Award and a "Top Prof" Award at UNT, and in 1995 an Outstanding Faculty Member Award. At UNT, Dr. Marshall has served as Director of IUCRC (Industry-University Cooperative Research Center), Director of CMC (Center for Materials Characterization), and Interim Chairman of the Department of Chemistry. Presently, Dr. Marshall is on the executive committee of the Dallas-Ft. Worth Section of the American Chemical Society, having served as chair of the section. He is also managing editor of the Southwest Report, an ACS publication serving five states. Present research interests include electronic materials development and characterization. Dr. Marshall is presently active in chemical educational activities, including several American Chemical Society Lecture Tours across the U.S.

Breakouts

Charles Smith

Abstract:

The objective of this "Make 'n Take" session is to build a classroom demonstration apparatus that will allow the direct observation of the rotation of polarized light in an optically-active medium.The observation is performed by passing a laser beam through a long vertical cylinder that contains a solution of a non-absorbing optically-active compound. Rayleigh scattered light from particulates in the solution allows a spiral pattern of light and dark areas to be observed. The three-dimensional nature of the spiral pattern may be observed by walking around the setup and viewing the cylinder and its contents on all sides. The spiral pattern may be manipulated by rotating the laser. In order to promote understanding of the presentation, a second demonstration is performed by replacing the optically-active solution in the vertical cylinder with an optically-inactive solution. The use of an optically-inactive solution allows observation of scattered light that follows the theoretical directional radiation pattern of an oscillating dipole. The session will begin with an introduction of Rayleigh scattering, optical activity, and the directional radiation pattern of an oscillating dipole, and will conclude with participant construction of the apparatus. The materials to build the apparatus will be provided. A completed demonstration setup will be on-site for viewing purposes. Background information may be found in Journal of Chemical Education, 1999, 76, 1230.

Biographical Sketch:

Charles Smith is an Assistant Professor of chemistry at Our Lady of the Lake University in San Antonio, Texas. His degrees include a B.A. from the University of Minnesota and a Ph.D. in Physical Chemistry from Iowa State University. Before arriving at OLLU, Dr. Smith taught for three years at Friends University in Wichita, Kansas and was a temporary instructor at Iowa State University. His chemical education interests include the involvement of lasers in the undergraduate physical chemistry curriculum.

USING A BURET MADE FORM A ONE-MILLILITER SYRINGE TO TITRATE

Barbara Schumann

Abstract:

High school teachers have been using microchemistry techniques for over fifteen years. The basic pieces of equipment used are spot plates and Beral pipettes. Another piece of equipment that can be used is the syringe. The use of syringes to measure volumes makes microchemistry more quantitative. In this workshop, participants will construct a buret from a one-milliliter syringe. This scaled-down buret will be used in three labs: titration of vinegar with NaOH, neutralization of an antacid, and the determination of the amount of vitamin C in fruit juice.

Biographical Sketch:

Barbara Schumann received her B.S. in chemistry from The University of Texas at Austin and has completed graduate work at the University of New York at New Paltz. She has taught in the Houston public schools, Austin public schools, Wappingers Falls New York public schools, and at Westlake High School in Austin for the last 16 years before retiring in 1998. For the past three years she has worked for George Seidel and Associates representing Flinn Scientific. Barbara has attended many summer institutes, including the Woodrow Wilson Institute at Princeton in 1989. She was trained at the University of Miami of Ohio to be an instructor in "Teaching Science With Toys." She is a member of the Operation Chemistry Team of Central Texas, which was trained by the American Chemical Society. In 1997, she was recognized as the "Outstanding Chemistry Teacher of the Year" in the state of Texas by the Associated Chemistry Teachers of Texas (ACT₂), and in 1998 she received the Spirit of Westlake Award. She has presented over one hundred workshops.

GRAPHING CALCULATORS IN THE CHEMISTRY CLASSROOM

Carol B. Brown

Abstract:

The graphing calculator is an extremely powerful tool for teaching chemistry. However, it is often not used to its full advantage. The workshop will assist teachers in feeling more comfortable in using graphing calculators.

IT'S A GAS: A WORKSHOP ON MATHEMATICAL MODELING USING THE CBL AND GRAPHING CALCULATOR

Carol B. Brown

Abstract:

Use of the CBL (Calculator Based Laboratory) and a graphing calculator greatly enhances the ability of the high school student to understand basic physical concepts. However, often data are collected without actually utilizing the strengths of the graphing calculator to fully understand the physical system. This workshop will allow the participants to collect data using probes designed to measure pressure and to manipulate the data in a manner that will help the students truly understand the concepts.

Biographical Sketch:

Carol Brown teaches advanced-placement and honors chemistry at Saint Mary’s Hall in San Antonio, TX. She is a past president of the Associated Chemistry Teachers of Texas (ACT₂) and an active member of the American Chemical Society. She gives numerous workshops in advanced-placement chemistry and Pre-AP science for middle school. She is a contributing author to "AP Vertical Teams in Science, Social Studies, Foreign Language, Studio Art, and Music Theory" published by The College Board. Among her awards are the 1984 Southwest Region Award in High School Chemistry Teaching (ACS), the CMA Regional Catalyst Award, The Advanced Placement Special Recognition Award (Southwest Region) 1989 and 1997, the 1993 Tandy Technology Scholars National Award, and the 1999 Siemens Award for Advanced Placement.

LABORATORY SAFETY IN TEXAS PUBLIC SCHOOLS

James W. Collins

Abstract:

This presentation will examine research conducted by the Charles A. Dana Center regarding the types, frequency, and conditions that common laboratory accidents occur in Texas Public Schools. Participants will receive copies of "An Analysis of Laboratory Safety in Texas" and materials found in the Science Safety Standards manual. Limited numbers of manuals will be available at the workshop and booth. Participants will have an opportunity to complete an analysis of their facilities during the session.

Biographical Sketch:

Jim Collins has been involved in education for 33 years: 18 years experience as a high school science teacher in the Pasadena ISD, 7 years experience as Science Supervisor of Pasadena ISD, and 8 years experience as the Director of Science at the Texas Education Agency. After retiring from TEA, he became Vice President of Strategic Planning for Videodiscovery. He left Videodiscovery to join the Science Team of the Charles A. Dana Center attached to the College of Natural Sciences at the University of Texas at Austin. He has served on the Dana Center’s staff as a Science Programs Coordinator for 2 1/2 years.

The latest accomplishment of the Dana Center is the completion of TEA's Texas Safety Standards manual, Safety Facilitator's Handbook for Texas and national versions of both manuals that are being distributed by Sargent-Welch. Current project involves the writing of a Science Facilities Manual for schools who are constructing new science facilities or remodeling existing ones.

He has a B.S. in Secondary Science (composite degree), an M.S. in Biology, and several certifications in administration.

HAVING FUN WITH CHEMISTRY IN MIDDLE SCHOOL

Roxie Allen

Abstract:

Middle Schoolers can do real (and fun!) chemistry.  This unit has been used as a six-week course for middle school teachers at Rice University for the past seven years.  It can easily be expanded to an eight to twelve week unit.  Participants will do several hands-on labs and receive a disk of handouts, worksheets, quizzes and experiments.  Come get your students turned on to chemistry.

Biographical Sketch:

Roxie Allen has been teaching high school chemistry for sixteen years:  five in public school and eleven at St. John's School in Houston, Texas, where she presently teaches and is Head of the Science Department.  She has taught everything from Regular Chemistry, Physical Science, Pre-Algebra, Biology, and ChemCom, all the way through Honors Chemistry, Chemistry II AP and Organic.  Roxie has a Bachelor's of Science degree in Biochemistry from Texas A & M University and a Master of Science degree in Chemistry from University of Houston.  She worked in research at MD Anderson Hospital prior to going into teaching.  She currently teaches a science methods course at Rice University for aspiring science teachers and she supervises student teachers in their teacher certification program.  She also teaches middle school chemistry enrichment classes during the summer.  Roxie has two wonderful boys, Christian, age 4, and Russell, age 2.  They all, along with husband, Mike, Rebel the dog, and Angel the cat, live in Houston.

TRIPLE THREAT: EASE OF USE, NO SET-UP, TOTAL PACKAGE SOLUTION

Kathleen Holmes and Kevin Mather

Abstract

Bring your laptop to this workshop! This demonstration focuses on PASCO's new Xplorer Datalogger and PASport sensors for the chemistry lab. Chemistry teachers seeking a solution for integrating technology into the lab will see the ease of use of PASCO's PASport line. A diverse range of sensors including pH, temperature, pressure and colorimeter will be used to investigate how instructors can utilize DataStudio software and "Workbooks" to meet their curriculum and standards requirements. See how the Xplorer Datalogger makes remote data collection easy and engaging. Examples of the new Chemistry "Workbooks" published by Addison Wesley will be a part of the workshop.

Biographical Sketch:

Kevin Mather is the Sales Manager for the Western US for PASCO Scientific.

ENLIVEN YOUR CLASSROOM WITH CHEMISTRY COMES ALIVE!

Nancy Gettys and Jon Holmes

Abstract:

"Chemistry Comes Alive!" provides a wealth of digital imagery, both static and dynamic, that can be used to enliven your classroom presentations and on-line resources. More than 800 video clips (most with sound) and thousands of pictures show chemistry close-up. Participants will learn to incorporate the pictures and videos into their word processing documents, presentations, and WWW pages. Examples of large projects (ChemPages Laboratory, General Chemistry Multimedia Problems, Periodic Table Live!) that use "Chemistry Comes Alive!" images will also be demonstrated. Participants will leave with a clear understanding of how to find images and use the digital imagery collection in "Chemistry Comes Alive!" Presenters are Jon Holmes, John Moore, and Nancy Gettys. Participants with laptop computers with a CD-ROM drive should bring them for a hands-on experience; however, a computer is not required because participants will be able to share computers by working in small groups. Pre-registration is required via email to Nancy Gettys (gettys@chem.wisc.edu). Attendance is limited to 20. There is no fee for this workshop.

Biographical Sketch:

Nancy Gettys has been a Technical Editor for JCE Software since 1994. Previously she was a high school chemistry teacher in Bartlesville, OK, Satellite Instruction Specialist for AP Chemistry by Satellite with Dr. John Gelder at Oklahoma State University, and Manager of Technical Programs for Native Americans in Biological Sciences, also at Oklahoma State University. She holds degrees from Southwestern Oklahoma State University, Weatherford, OK in Chemistry (B.S.) and Science Education (M.Ed.)

Jon Holmes is an Associate Editor for the Journal of Chemical Education. He has worked for JCE for the last 12 years, since the inception of JCE Software. He previously worked as a chemist/programmer for Project SERAPHIM. His 23 years experience working with microcomputers includes developing applications in the areas of chemistry education, accounting, and games. He holds degrees from the University of Michigan in Chemistry (B.S.) and Chemical Engineering (M.S.).