Suggests that the development of good chemistry teaching and the pursuit of research have essentially the same structure. Similarities include the need for a clear focus, efficiency in time and effort, and a direction that is more often right than wrong. (DDR)

Reports on the Ninth Annual Worcester Polytechnic Institute Conference on Chemical Education that focused on the incorporation of materials science into chemistry courses as examples of chemical phenomena and on the identification of what chemistry a college graduate should possess to work in the area of materials science. (JRH)

Presents the Award Address for the 1979 American Chemical Society Award in Chemical Education. Discusses teachers and learning situations which made a difference in the recipients' schooling and the significant attributes of teachers and techniques of teaching that stand out as lessons for would-be teachers. (BT)

Details a summary presented by a distinguished high school chemistry teacher at the close of the symposium on the High School Instruction Interface dealing with the modernization, restructuring, and improvement of chemistry teaching. (BT)

Discusses an instructional strategy in which stoichiometric reactions are presented in terms of a recipe. Solutions for two different stoichiometric problems are included. (JN)

Discusses various ethylenediaminetetraacetate (EDTA)-type chelating agents found in ophthalmic products, personal care products, and disinfectants. Also discusses the properties and action of these EDTA agents. (JN)

Because class size often limits student opportunity to handle individual models, teachers use stereoscopic projections to demonstrate structural features. Describes three-dimensional pointers for use with different projection systems so teachers can indicate a particular atom or bond to entire classes, avoiding the perspective problems inherent in…

Discusses similarities between chemistry and three central concepts of quantum physics: (1) stationary states; (2) wave functions; and (3) complementarity. Based on these and other similarities, it is indicated that quantum physics is a chemical physics. (JN)

Discusses the development of physical organic chemistry: (1) before 1920; (2) from 1920 to 1930; (3) from 1930 to 1940; and (4) after 1940. Major accomplishments in these periods are noted. (JN)

Describes a quantitative evaluation of an interactive videodisc program in which students measure the temperature dependence of the solubility product of lead chloride by titration of chloride with silver nitrate using a Mohr titration. Student reaction (based on responses made using the program, quiz answers, and laboratory performance) was…

Discusses the importance of teaching about enzymes in chemistry. Mentions several applications of enzyme technology to other fields. Describes an experiment involving the immobilization of yeast cells as a biocatalyst for the ethanol production from glucose. Argues for more biotechnology to be integrated into basic chemistry courses. (TW)

Presents several perspectives on what quality chemistry teaching is, including the need for chemistry educators to communicate the positive contributions of chemistry to society. Describes a hierarchy of teaching/learning activities, characteristics of good teachers, and examples of how to be aware of the learner's perspective. (TW)

Advocates using classic lectures in chemistry as guidelines for good teaching. Uses quotes from an 1848 book of lectures by John Scoffern to illustrate teaching principles relating to teacher enthusiasm, relevant materials, simple demonstrations, good laboratory experiences, nomenclature, and practical applications. (TW)

Describes a series of laboratory experiments designed to provide concrete experiences with advanced inorganic chemistry lecture topics. Stresses student invention of chemical relationships and periodicity according to physical properties and reaction type. Includes comments on student performance and attitudes toward the experiments. (JM)

Investigated relationship between students (N=1008) preparation in high school physics/chemistry and success in college chemistry as measured by a final letter grade of B- or better. Results indicate that most well-prepared students (defined as having had previous experience in chemistry, physics, and mathematics) do well in general college…