Shares examples of reports of uncertainties that exceed the guideline of one or two significant figures. Points out that scientists should take great care in deciding on the appropriate form for reporting their results. (DDR)

Describes how to determine the mass of a gas in a flexible, lightweight container and argues that the buoyant force of air needs to be taken into account. Recommends the use of mylar and describes equipment preparation. (DDR)

Explains how population growth can be used to illustrate the concepts of chemical kinetics. Provides an illustration of how one can use concepts and mathematics to take information that is known and obtain a result that is not initially obvious. (DDR)

Addresses the distinction between conceptual and algorithmic learning and the clarification of what is meant by a second-tier student. Explores why novice learners in chemistry and physics are able to apply algorithms without significant conceptual understanding. (DDR)

Describes the development and implementation of a laboratory-based professional development program for high school chemistry teachers. Demonstrates how chemistry can be taught with simple, readily available materials. (DDR)

Argues that the failure to identify concepts and definitions with their corresponding levels of discourse has resulted in the propagation of historically outdated definitions and vocabulary in chemistry textbooks. Provides several examples of the problem from textbooks. Contains 36 references. (DDR)

Suggests that students and others often lack knowledge of how to act during departmental seminars in which scientists present their work. Presents a list of do's and don'ts for such occasions. (DDR)

Demonstrates the logical relationship between percentage composition and an empirical formula using a technique that depends on determining a minimum molar mass for the compound based on the mass percent of each element. (DDR)

Presents two pedagogical techniques designed to promote the development of a conceptual framework in general chemistry. Describes an exam repechage which turns exams into learning experiences for students, and the grouped laboratory essay approach in which students complete essays outside of class. (DDR)

Discusses the structure of a laboratory course that employs guided inquiry and collaborative learning to increase student preparedness for and intellectual engagement in laboratory investigations, and to give students an understanding and appreciation of a collaborative work environment. Contains 29 references. (DDR)

Addresses the difficulty that teaching assistants and new faculty members may experience in finding a convenient outline of the task of preparing an experiment for undergraduates. Explains all phases of developing a laboratory exercise and includes a list of things to consider for each phase. (DDR)

Explains how student projects enable second-year chemistry students to gain their first experience studying a chemistry-based problem before undertaking a major project during the third year of their chemistry studies. (DDR)

Presents the first of three invited keynote lectures from the 1995 conference of the New England Association of Chemistry Teachers. Discusses the relevance of the history of chemistry to the teaching of chemistry. Contains 27 references. (DDR)

Explains the workings of a cooperative chemistry program at Kettering University. Presents the structure of the five-year program, including information on program development. Points out the advantages of involving students in cooperative programs early in their studies. (DDR)

Argues that evolution is a process that occurs within the curriculum as well as within the physical universe. Provides an example that involves student presentations. Discusses the transition from poster presentations to electronic presentations via the World Wide Web. (DDR)