Investigates the changes in students' understanding of chemistry concepts when concept mapping is used as an instructional method and assessment technique. (Contains 24 references.) (YDS)

Explains the basics of the biocompatibility of products that are used to replace body parts and mimic the biology of the human body. Describes where phosphorylcholine coating technology is used commercially in the body and discuses the use of phosphorylcholine in lenses and blood. (Contains 12 references.) (YDS)

Introduces a chemical model illustrating the aspects of the second law of thermodynamics which explains concepts such as reversibility, path dependence, and extrapolation in terms of electrochemistry and calorimetry. Presents a thought experiment using an ideal galvanic electrochemical cell. (YDS)

Introduces a stoichiometry experiment using Legos or other building-block car kits. Determines the mass relationship between the required components and the final product. Includes both instructor information and a student activity sheet. (YDS)

Explains the distinction between the concepts of melting and dissolving. (Contains 15 references.) (YDS)

Discusses using time effectively in chemistry instruction, planning instruction to compete for students' time, and whether the time needed for expertise will increase or decrease over the next few years. (Contains 13 references.) (ASK)

Describes a program for students' first college chemistry course that used journal articles as a source for writing laboratory reports. Provides specific examples and discusses assessment of student work and student and faculty responses. (Contains 14 references.) (ASK)

Describes the Center for Chemistry Education (CCE) model for teacher development. Provides three examples of professional development programs that were taken primarily from three CCE initiatives that include Teaching Science with Toys, Partners for Terrific Science, and Science Integration in Today's Elementary Schools. (Contains 12 references.)…

Summarizes a paper by Susan M. Land entitled "Cognitive Requirements for Learning with Open-Ended Learning Environments" in the Journal of Educational Technology Research and Development that discusses the cognitive demands on learners imposed by three important components of computer simulations. (ASK)

This column has been a feature in this journal since April 1998 and several of the first pieces featured information on the basic navigation of the site. Contains updates on pages related to National Science Foundation (NSF) programs with the focus on programs and funding. (ASK)

Bubbles are a fun way to introduce the concepts of surface tension, intermolecular forces, and the use of surfactants. Presents two activities in which students add chemicals to liquid dishwashing detergent with water in order to create longer lasting bubbles. (ASK)

Demonstrations using liquid nitrogen are very common in chemistry courses and chemistry outreach programs, and the shrinking of a balloon when cooled and its subsequent "re-inflation" upon warming is a crowd pleaser. Uses a rabbit balloon which "disappears" as it is lowered into the hat and "reappears" when it is removed from the hat. (ASK)

In the study of chemical applications of group theory, some students find it difficult to identify the symmetry elements in a simple geometrical figure or molecular model. Suggests that pattern blocks and mirrors can identify mirror planes in geometrical figures to help students construct, develop, and explain concepts of symmetry elements. (ASK)

Describes two strategies for implementing active learning in physical chemistry, one involving supplementing the traditional lecture course with heavily computer-based active learning exercises carried out by cooperative groups, the other using cooperative learning almost exclusively supplemented by occasional mini-lectures. Both approaches seemed…

Studies students in two physical chemistry classes to determine what factors influenced their performance, what their perceptions were of their own abilities, and what factors they believe influence student performance. Concludes that achievement in a physical chemistry course designed for chemistry fields is significantly related to students'…