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Thursday
July 15, 2004 9:00 a.m. - 5:00 p.m.
W1: Developing,
Testing, and Assessing On-Line Intercollegiate Cooperative Learning Activities. Four days. Theresa Julia
Zielinski, Monmouth University, Chemistry,
West Long Branch, NJ 07764. Phone: (732) 263-5197,
FAX: (732) 263-5213, e-mail: tzielins@monmouth.edu;
Marcy Hamby Towns,
Ball State University, Chemistry, Muncie, IN 47306. Phone: 765-285-8075,
FAX: 765-285-2351, e-mail: 00mhtowns@bsu.edu. Other co-workshop
leaders: Renee Cole, Central Missouri State University, Warrensburg, Missouri;
Alex Grushow, Rider University, Lawrenceville, New Jersey
Erica Harvey, Fairmont State College, Fairmont, West Virginia; George
Long, Indiana University of Pennsylvania, Indiana, Pennsylvania; Mellisa
Reeves, Tuskegee University, Tuskegee, Alabama; Deborah Sauder, Hood College,
Frederick, Maryland. During this 4-day workshop you will be introduced
to the materials developed to support on-line intercollegiate cooperative
learning activities. You will participate through use of a sample on-line
module and discuss implementation, facilitation, and assessment issues.
Participants will also collaborate to create their own on-line intercollegiate
cooperative learning activity. Participants should be familiar with tools
such as Excel or Mathcad. We will review modules that have been developed
and tested by the physical chemistry on-line consortium involving over
500 students at 23 institutions over the past 5 years (http://pcol.ch.iup.edu).
We welcome chemists from all disciplines who are interested in innovative
materials and teaching techniques. This workshop is supported by NSF grant
DUE #9950809. Room, board (for the days you are attending this workshop),
and the workshop fee will be paid for by the sponsor of this workshop.
Participants of of this workshop must register and pay the conference
fee as an 18th BCCE conference participant. When you register for campus
housing, please sign-up for a room in Frederiksen Court. Please indicate
that you are doing Workshop #1 "On-Line
Intercollegiate Cooperative Learning Activities" and
that you request roommates who are also registered for this workshop.
You can send an e-mail message to Tom Greenbowe (tgreenbo@iastate.edu)
requesting to place your name, gender, and e-mail address on a roommate
request list for Frederiksen Court. Send in your ISU housing request form
for Frederiksen Court (Air-Conditioned Campus Apartment Lodging) once
you have three other roommates. You can list 3 names along with your name
(total of 4 names) on the campus housing form. Read the detailed description
of Frederiksen Court posted on the Campus Housing link on the 18th BCCE
web site.
W2: ACS Chemistry
Workshop. 1:00 p.m. - 5:00
p.m. on Thursday; 9:00 a.m. - 5:00 p.m. on Friday. One and a half days.
Laura Eisen, The George
Washington University at Mount Vernon, Women in Science and Technology, 2100 Foxhall Road, N.W., Washington, D.C.
20007.
Phone: 202-242-6692; e-mail:
eisenl@gwu.edu; Ellen
F. Verdel, University of South Florida, Department
of Chemistry, Tampa, FL 33620. Phone: 813-974-8860,
FAX: 813-974-3203, e-mail: everdel@chuma1.usf.edu; Marta Gmurczyk, American Chemical Society, Education and International Activities Division,
Washington
DC 20036, USA. PHONE: 800-227-5558;
e-mail: m_gmurczyk@acs.org. Have you been
trying or considering an activity-based, student-centered approach to
teaching your general chemistry course? The new textbook, Chemistry
(a project of the American Chemical Society), is designed to support and
reinforce this approach. This textbook project is part of a bold new initiative
to re-think and re-work the general chemistry course that too many students
perceive as a barrier rather than a pathway to their future. Chemistry
includes traditional chemistry concepts in a non-traditional order using
pedagogy built on active learning and group interactions. The concepts
and principles in Chemistry are developed as often as possible
by the analysis of data obtained in classroom activities. Because the
approach requires more effort on the part of both students and instructors
and what we are trying to accomplish may be unfamiliar, the ACS is supporting
an intensive 1.5-day workshop before the BCCE to help prospective users
develop a better understanding of the content and pedagogy of this new
textbook. The workshop will be conducted by current faculty
who have used this new textbook in their classrooms. Besides demonstrating how to use Chemistry
activities and pedagogy, they will share their experiences from using
this innovative curriculum in their classrooms.
Friday July 16, 2004
W1: Developing, Testing, and Assessing On-Line Intercollegiate
Cooperative Learning Activities (continued)
W2: ACS Chemistry Workshop (continued).
Critical Issues and Effective Practices in Chemistry-Based
Laboratory Technology Education. Two and a half
days. Sam Stevenson,
American Chemical Society, Washington, D.C., afternoon. e-mail: sxs97@acs.org. This is a separate conference that runs on its
own. Starts on Friday afternoon July 16, 2004 ends Sunday July 18, 2004. The location of this workshop is at the Hotel at Gateway.
Registration for this conference is from the chemtechlinks web site (www.chemtechlinks.org).
Developing industry/academic alliances from around the US. Partial participant subsidies will be provided by ChemTechLinks.
Representatives from industry and academe are invited to attend this conference,
where interactive technology and focus groups will:
i. identify critical issues
facing laboratory technology education,
ii. explore factors influencing
these issues,
iii. discuss effective
practices for addressing these factors, and
iv. develop models for
implementing selected practices. The conference outcomes will be documented
and disseminated in a report. The conference will benefit chemistry-based
laboratory technology programs and industries that hire their graduates,
by
v. providing models that
will improve training,
vi. increasing communication
between stakeholders, and
vii. enhancing the visibility
of chemical laboratory technology.
Saturday July 17, 2004 9:30 a.m. - 5:00 p.m.
W1: Developing, Testing, and Assessing On-Line Intercollegiate
Cooperative Learning Activities (continued).
Critical Issues and Effective Practices in Chemistry-Based Laboratory
Technology Education (continued).
Sunday Morning July
18, 2004 9:30 a.m. - 5:00 p.m.
W1: Developing, Testing, and Assessing On-Line Intercollegiate
Cooperative Learning Activities (continued).
Critical Issues and Effective Practices in Chemistry-Based
Laboratory Technology Education (continued).
W3: The "Chemistry
is in the News" Project. Full-day. Rainer Glaser, University of Missouri-Columbia, Chemistry, Columbia, MO 65211. Phone: (573) 882-0331, FAX: (573) 882-2754, e-mail: glaserr@missouri.edu;
Susan Schelble,
University of Colorado-Denver, Chemistry, Denver,
CO 80217. Phone: (303) 556-6260,
FAX: (303) 556-4776, e-mail: smschelb@carbon.cudenver.edu. Newspapers are
the mirrors of society and newspaper articles, therefore, are the sources
that allow one to construct the important relations between society and
chemistry. With this premise, it is the goal of the "Chemistry is
in the News" (CIITN) project to facilitate news media-based authentic
learning activities aimed at connecting real world social, economic, and
political issues to the teaching of chemistry. The activities developed
thus far are for organic chemistry courses, but could be applied to any
level of chemistry instruction. They consist of the study, creation, and
peer review of news media through on-line projects. Each project includes
authentic news articles, a tutorial, and questions to guide group discussions.
They're conducted in small collaborative groups, guided by peer-learning
assistants. The CIITN project was first developed at the University of
Missouri—Columbia (UMC), for in-class peer-review evaluation. In
2002, the project was extended to intercollegiate peer-review with the
corresponding organic chemistry classes at UMC and the University of Colorado—Denver
(UCD). The completed peer-reviewed projects can be viewed at http://www.ciitn.missouri.edu/testsite/www/ciitn_main.html. The workshop will cover the pedagogy, taxonomy,
and application of using news items for in-class and interclass peer-reviews
of current topics in chemistry for incorporation into the classroom.
W4: A Laboratory
Course for Introductory Inorganic Chemistry. Full-day. Dave Berry, University of Victoria, Chemistry, Victoria, BC, Canada V8W 3V6. Phone: (250) 721-7170,
FAX: (250) 721-7147, e-mail: berryde@uvvm.uvic.ca; Kelli
Fawkes, University
of Victoria,
Chemistry, Victoria, BC,
Canada
V8W 3V6. Phone: (250) 472-5212,
FAX: (250) 721-7147, e-mail: fawkesk@uvic.ca. This workshop
will be a fully participatory laboratory session in which we mimic the
running of our second-year laboratory. In our undergraduate program, we
use collaborative group work wherever possible, and our workshop will
adopt this approach to disseminate a large amount of experimental work
in a relatively short time. Participants will be fully engaged in one
particular experiment, but will have the opportunity to learn about all
the experiments that are running in the workshop. The day will be predominantly
spent in the laboratory, and you will be encouraged to collaborate and
cooperate with everyone present. Our goal is to give you a good sense
of how we run our own laboratory program and at the same time, to stimulate
ideas on how you may influence your own program. Participants should be
familiar with lab skills expected of a general chemistry course, but specific
knowledge of inorganic theory is not necessary. This is largely a skills-based
workshop and requires a full-day commitment.
W5: Essentials of
Chemistry in the Community (ChemCom). Full-day. Angela Powers, American
Chemical Society, Education,
Washington, D.C., 20036. Phone: (202) 872-6383, FAX: (202) 833-7732, e-mail: a_powers@acs.org;
Cece Schwennsen,
National Institute of Standards and Technology,
Albert Einstein Research Fellow,
Gaithersburg, MD 20899-8300. Phone: (301) 975-8941;
e-mail: cschwenn@nist.gov. Chemistry
in the Community (ChemCom) is a first-year chemistry text for all
high school students. Aligned with the National Science Education Standards,
ChemCom presents the chemistry concepts all students should know
and the scientific procedures all students should be able to do. It emphasizes
the impact of chemistry on society by addressing chemistry-related technological
issues relevant to local communities and society at large. ChemCom
emphasizes problem-solving and decision-making skills and is built around
student-centered learning activities.
ChemCom Teacher
Training Workshops enable teachers to become familiar with the philosophy,
goals, rationale, teaching/learning strategies, chemistry content, societal-technological
content, classroom management models, and instructional activities that
comprise ChemCom. In this workshop, experienced ChemCom
Teacher Leaders will guide participants through ChemCom and provide
hands-on experience with laboratories, modeling exercises, and activities. Participants will be introduced to the new ancillaries
for the most recent edition of ChemCom, including the wraparound
Teacher's Edition, CD-ROMs, Test Bank, and Activities Book. Features introduced
in the 4th edition, such as Modeling Matter and data-based scenarios,
will also be highlighted. Whether
you are teaching ChemCom for the first time, a veteran new to
the 4th edition, or just interested in the ChemCom approach,
join us for a dynamic day of chemistry.
W6: Visualizing
Biological Macromolecules: Generating Animated, 3-Dimensional Views of
Protein and Nucleic Acid Structures.
Full-day. Manfred Philipp, Lehman College / City University of NY, Chemistry, Bronx, NY 10468. Phone: 718-960-8743, FAX: 718-960-8750, e-mail: philipp@lehman.cuny.edu. Freely available
software and databases will be used to take protein and nucleic acid structure
coordinates and transform them into colored and animated three-dimensional
structures. NMR-derived structures and multiple X-ray crystallographic
structure determinations will be used to illustrate, by animation, the
flexibility of protein main- and side-chains and illustrate, by animation,
the effects of ligand binding on protein structure. These animations will
include the use of anaglyph techniques that result in three-dimensional
animated molecular anaglyph images. The
workshop will also study ways to graphically illustrate the effect of
mutations on protein structure and use homology modeling techniques to
predict new protein structures. These predicted protein structures will
also be used as a basis of new visualization methods.
Workshop participants will themselves install the required software
and will prepare a web page that contains the images they generate.
Sunday Morning July
18, 2004 9:30 a.m. - 12:30 p.m.
W7: Getting Started
with Microscale Gas Chemistry. Half-day. Bruce Mattson, Creighton University, Chemistry, Omaha, NE 68178. Phone: 402-280-2278, FAX: 402-280-5737, e-mail: xenon@creighton.edu;
Michael Anderson,
Creighton University, Chemistry, Omaha,
NE 68178. Phone: 402-280-2268,
FAX: 402-280-5737, e-mail: mikepa@creighton.edu; Susan Mattson, Underwood Public School, Science Department, Underwood, IA
51576,
USA. e-mail: argon@cox.net. Learn to safely
and conveniently generate a variety of gases for classroom and laboratory
use with simple, inexpensive equipment such as 60-mL plastic syringes.
Many of the gases, including carbon dioxide, hydrogen, oxygen,
ethyne, and ammonia are well-suited for microscale laboratory activities
for high school and college-level chemistry students.
Detailed instructions allow for the safe generation of all gases
including several which would normally not be generated in the lab or
classroom using traditional methods, but are suited for classroom demonstrations
using the methods learned in this workshop where the gases generated are
safely contained within the large syringes in which they were generated.
These gases include nitric oxide,
nitrogen dioxide, sulfur dioxide and chlorine. All gases are easily prepared without the use
of a hood and with negligible risk of releasing smells into the classroom. During this workshop participants will receive
a gas generation kit. Participants
will practice and master the techniques of gas-generation using syringes
and will perform over a dozen different experiments using gas-filled syringes.
Several spectacular demonstrations will also be presented.
W9: Calibrated Peer
ReviewTM - An Introductory Workshop. Half-day. Tim Su,
City College of San Francisco, Chemistry, San
Francisco, CA 94112. Phone:
(415) 239-3516, FAX: (415) 239-3228,e-mail:
tmsu@ccsf.edu; Arlene
Russell, UCLA,
Chemistry, Los Angeles, CA 90049. Phone: (310) 825
7570, FAX: (310) 825-4795,
e-mail: russell@chem.ucla.edu; James Rudd, California State University, Los Angeles, Department of Chemistry and Biochemistry, Los Angeles, CA 90032, USA. Calibrated Peer
ReviewTM (CPR) is a versatile
new educational tool that enables students to learn by writing about important
topics in a course. With this writing tool students submit essays
on-line, and after some training, anonymously review (i.e. grade) essays
submitted by their peers. Regular
use of Calibrated Peer ReviewTM
assignments teaches students to articulate ideas coherently and to critically
evaluate the worth of their own ideas and the work of others. The objectives
of this "hands-on" workshop are for participants to become familiar
with the CPR software as a student and as an instructor. Part I Introduction and Overview of CPR, Login
and Tour, Exploration of Resources and "Text Entry", Calibrations,
Reviews, and Self-Assessment. Part
II View Results, Instructor Tools, and Course Management View Library
of Chemistry Assignments, Q&A
W10: Juxtaposing
High School and College Chemistry through Inquiry-Based Laboratories. Half-day. Carmen Gauthier, Florida Southern College, Chemistry, Lakeland, FL 33801-5698. Phone: 863-680-4320, FAX: 863-680-3970, e-mail: cgauthier@flsouthern.edu;
George Sellers,
The Vanguard School, Science, Lake Wales,
FL 33859-7895. Phone: 863-676-6091,
FAX: 863-676-8197, e-mail: gsellers@vanguardschool.org. In recent years
much emphasis has been placed in inquiry-based experiments but not much
information has not been available to instructors on how to design or
conduct these types of labs. This
workshop will address the shortcomings for both high school and college
instructors. The presenters will describe a number of experiments
that can be done at both levels and the participants will have the opportunity
to perform a selected number of them. In addition, each participant will receive a
CD-ROM containing a series of inquiry-based labs that can be performed
in their respective institutions. Examples
of experiments to be conducted will include, but not be limited to, concepts
such as physical and chemical properties, stoichiometry, gas laws, kinetics,
equilibrium, acid-base, and electrochemistry.
All labs conform to the National Science Education Standards.
W11: Nuts and Bolts
of Chemical Education Research Series: A Primer of Statistics for Research.
Half-day. Diane Bunce, The Catholic University of America, Chemistry, Washington, D.C. 20064. Phone: (202) 319-5390, FAX: (202) 319-5381, e-mail: bunce@cua.edu;
Katherine Havanki,
The Catholic University of America,
Education, Washington, D.C. 20064. Phone: (301) 809-5750,
FAX: (202) 319-5381, e-mail: Kathy@Havanki.us. Many people involved in chemical education research were
trained as chemists and not chemical educators. As a result, their background
in the statistics often used in chemical education research can be lacking.
The purpose of this half-day workshop is to introduce participants to
some standard statistical tests common to chemical education research.
These statistics will be introduced within the context of typical chemical
education research questions. Some of the statistics presented will be
reliability measures such as Cronbach's alpha, t tests, F tests, ANOVA,
ANCOVA, Chi Square, and correlation. The statistical package used to cover
these tests is SPSS (Statistical Package for the Social Sciences). Handouts
will be provided to help participants apply these statistical tests after
the workshop.
W12: Living By Chemistry
- How Do We Make Sense of the World Around Us? Half-day. Angelica Stacy, University of California, Berkeley, Chemistry, Berkeley, CA 94720-1460. Phone: 510-642-3450, FAX: none, e-mail: astacy@socrates.berkeley.edu; Jan
Coonrod, University
of California, Berkeley, Chemistry,
Berkeley,
CA 94720-1460. Phone: 510-642-3983;
e-mail: jcoonrod@berkeley.edu. Living By Chemistry
(LBC) is an innovative high school curriculum project based out of UC
Berkeley. Our objective is to create
a set of instructional materials that will increase understanding, retention,
and practical application of chemistry concepts, making chemistry accessible
to a more diverse pool of students without sacrificing content. This workshop will provide a quick overview of
our curriculum and our approach. We
will focus on the first of six units - Alchemy.
The Alchemy unit asks the question, "Can you change copper
into gold?", while introducing the concepts of matter, atoms, and
elements. Participants will become acquainted with our
curriculum first-hand by performing activities that address these key
concepts, as well as the periodic table, atomic structure, and electron
configurations.
W13: Undergraduate
and High School Applications of FT-NMR Session 1. Half-day. Frank Contratto, Anasazi Instruments Inc,
Marketing, Aurora, IL 60506. Phone: 630-892-2459, FAX: 630-892-2459, e-mail: fcontratto@aol.com;
Amy Abe,
Lake Forest College, Chemistry, Lake
Forest, IL
60045. Phone: 847-735-5089,
FAX: 847-735-6194, e-mail: abe@LFC.edu. Analytical
Chemistry
A. FT-NMR Instrumentation
Overview
B. Quantitative FT-NMR
- Practical Considerations
Organic Chemistry
A. Introducing 1H and
13C NMR Spectroscopy
B. DEPT for 13C Multiplicity
Determination
C. COSY, HETCOR, NOESY
NMR in the High School
Curriculum
A. Overview of one school's
program
B. Can you teach high
school students NMR?
Note: Those interested
only in the high school workshop should plan to be present 45 minutes
before the end of the session.
Laboratory demonstrations
for those interested will be conducted immediately following the conclusion
of Session 1 and Session 2.
******Sunday Afternoon July
18, 2004 2:00 p.m. - 5:00 p.m.
W3: The "Chemistry
is in the News" Project (continued).
W4:
A laboratory course for Introductory Inorganic
Chemistry (continued).
W5:
Essentials of Chemistry in the Community
(ChemCom) [continued].
W6:
Visualizing Biological Macromolecules:
Generating Animated, 3-Dimensional Views of Protein and Nucleic Acid Structures
(continued).
W14: Interactive
Web-Based Computer Simulations, Inquiry Activities, and Using the Science
Writing Heuristic for General Chemistry. Half-day. Brian Hand, Iowa State University, Curriculum and Instruction,
Ames, IA 50011. Phone: (515) 294-0033, FAX: (515) 294-0105, e-mail: bhand@iastate.edu;
Jason Poock,
Iowa State University, Chemistry, Ames, IA 50011. Phone: (515) 294-7718,
FAX: (515) 294-0105, e-mail: jpoock@iastate.edu;
Thomas Greenbowe,
Iowa State University, Chemistry, Ames, IA 50011, USA. e-mail: tgreenbo@iastate.edu. Participants will
learn how to integrate our Flash computer simulations, accompanying guided-inquiry
tutorials, and the science writing heuristic (SWH) into the chemistry
classroom. These simulations use any web browser. They provide an interactive,
quantitative simulation of chemistry "lab experiments" for topics
in measurement, stoichiometry, thermochemistry, ideal gases, solutions,
kinetics, acid-base equilibria, and electrochemistry. Each simulation includes a guided-inquiry activity
for students. The simulations, inquiry activities, and SWH have been classroom-tested
at several universities, community colleges, and high school classrooms.
Evaluations have demonstrated that this approach is an effective learning
tool. Partial funding for this project is provided by the National Science
Foundation. There are two companion
half-day workshops that will be available at the 18th BCCE. Drs. John Gelder, Oklahoma State University, and Mike Abraham, University of Oklahoma, offer a workshop on Java-based Molecular Level laboratory Experiments in
Chemistry. Dr. I. Dwaine Eubanks,
Clemson University, will have participants use Flash to create their own interactive computer
simulations.
W15: More Microscale
Gas Chemistry! Half-day. Bruce Mattson, Creighton University, Chemistry, Omaha, NE 68178. Phone: 402-280-2278, FAX: 402-280-5737, e-mail: xenon@creighton.edu;
Michael Anderson,
Creighton University, Chemistry, Omaha,
NE 68178. Phone: 402-280-2268,
FAX: 402-280-5737, e-mail: mikepa@creighton.edu; Susan Mattson, Underwood Public School, Science Department, Underwood, IA
51576,
USA. e-mail: argon@cox.net;. This workshop is intended
for those who have completed our introductory workshop (Getting Started
with Microscale Gas Chemistry) or have experience with gas-generation
in large syringes (from the series in Chem13 News, for example). Learn to safely and conveniently generate HCl,
CO, and C2H4. Generation of these
gases is suitable for use in high school and college teaching labs or
as classroom demonstrations. A variety
of fascinating experiments can be performed with each gas. Participants also will work with a glass-encased
heterogeneous palladium catalyst tube suitable for demonstrating gas-phase
reactions in the classroom or teaching laboratory. The catalyst tube can be used to demonstrate
over a dozen reactions including oxidation of methane, or carbon monoxide
with air, hydrogenation of ethene, oxidation of ammonia, oxidation of
methane with nitrogen dioxide, as well as others.
Participants will receive a gas generation kit.
W16: ACS Exams and
Meeting State Standards for High School Chemistry. Half-day. Thomas Holme,
University of Wisconsin - Milwaukee,
Chemistry, Milwaukee, WI 53201. Phone: (414) 229-5680,
FAX: (414) 229-4335, e-mail: tholme@uwm.edu. Members of the
Exams Institute and the high school exam writing committees will provide
examples of how items on the ACS High School Chemistry Exams are developed.
Discussions of matching these exams to state and national science
standards will be emphasized throughout the workshop.
People who attend this workshop will have learned (a) how ACS Exams
are developed; (b) how current exams map onto national standards; (c)
how current and future exams map to their own state standards.
Registrants will be invited to forward their state standards to
the workshop organizers in advance of the workshop so that analysis of
how states are implementing national standards can be provided.
Just as importantly, we will survey how states of participants
are assessing whether or not students are meeting their state standards.
These activities will help frame ways to empower the use of ACS
Exams to meet this assessment prerogative.
W17: Nuts and Bolts
of Chemical Education Research Series: Preparing a Research Manuscript
for Publication. Half-day. Diane Bunce, The Catholic University of America, Chemistry, Washington, D.C. 20064. Phone: 202 319 5390, FAX: 202 319-5381, e-mail: bunce@cua.edu;
Jessica VandenPlas,
The Catholic University of America,
Education, Washington, D.C. 20064. Phone: 202 487
9521, FAX: 202 319 5381, e-mail: VandenPlas@cua.edu. Writing up chemical education research experiments for
publication has a lot in common with writing up chemistry research experiments.
However, there are some subtle differences. Chemical education research
manuscripts require a theoretical
context in addition to a description of other research experiments that
support the current study; a clear statement of the research question/hypothesis;
a detailed description of the research sample and how they were selected
including reference to the Protection of Human Subjects protocol used;
an experimental method section that includes reliability and validity
data on the tests and questionnaires used; data including the statistical
test results and probability level; discussion of the results and in some
journals, a discussion of what the research means to teaching practitioners.
Sometimes it is difficult to decide what information to include in the
manuscript and what to omit. This workshop will help participants practice
putting experimental information into an acceptable form for publication.
Handouts covering the information in the workshop will be provided.
W18: Hands On Nanotechnology
Laboratory Experiments. Half-day. George Lisensky, Beloit College, Chemistry, Beloit, WI 53511. Phone: 608-363-2225, FAX: 608-363-2052, e-mail: lisensky@beloit.edu;
Karen Nordell,
Lawrence University, Chemistry, Appleton,
WI 54912. Phone: 920-832-7262,
FAX: 920-832-6962, e-mail: karen.nordell@lawrence.edu. Nanotechnology
is revolutionizing science and society. In their courses the workshop
leaders explore the design, preparation, and properties of nanoscale materials,
and the tools used to characterize materials at the nanoscale. How can
you include the excitement of this interdisciplinary field in introductory
chemistry laboratories? Workshop participants will receive directions
to a dozen nanoscale laboratory experiments suitable for use early in
the chemistry curriculum. Participants will have the opportunity for hands-on
experience in preparing red gold nanoparticles, magnetic nanoparticles
and nanowires, self-assembled monolayers, and nanoparticle-based solar
cells. Our experience has been that chemistry teachers and students are
enthusiastic about the materials we are providing, which bring high-tech
materials, advanced devices, and cutting-edge research into introductory
chemistry classrooms and laboratories. Partially supported by the National
Science Foundation through the University of Wisconsin - Madison Materials Research Science and Engineering Center
on Nanostructured Materials and Interfaces, http://mrsec.wisc.edu/nano.
W19: Living By Chemistry
- What Does Molecular Structure Have to Do with Smell? Half-day. Angelica Stacy, University of California, Berkeley, Chemistry, Berkeley, CA 94720-1460. Phone: 510-642-3450, FAX: none, e-mail: astacy@socrates.berkeley.edu; Jennifer
Claesgens, University of California, Berkeley, Lawrence
Hall of Science, Room 247, Berkeley, CA
94702. Phone: 510-642-3983;
e-mail: jclaes@berkeley.edu. Living By Chemistry
(LBC) is an innovative high school curriculum project based out of UC
Berkeley. Our objective is to create
a set of instructional materials that will increase understanding, retention,
and practical application of chemistry concepts, making chemistry accessible
to a more diverse pool of students without sacrificing content. This workshop will provide a quick overview of
our curriculum and our approach. We
will focus on the second of six units - Smells.
In this unit, the chemistry of smell is the specific context that
provides an intriguing vehicle to convey the chemistry of molecular structure.
Participants will become acquainted with our curriculum first-hand by
performing activities that address the
concepts of molecular formulas, Lewis dot structures, covalent
bonds, functional groups, and molecular shape as they relate to smell.
W20: Undergraduate
and High School Applications of FT-NMR Session 2. Half-day. Frank Contratto, Anasazi Instruments Inc,
Marketing, Aurora, IL 60507. Phone: 630-892-2459, FAX: 630-892-2459, e-mail: fcontratto@aol.com;
Amy Abe,
Lake Forest College, Chemistry, Lake
Forest, IL
60046. Phone: 847-735-5090,
FAX: 847-6195, e-mail: abe@LFC.edu. Industrial
and Process Applications of NMR
A. Examples of industrial applications
Inorganic Chemistry
A. Multinuclear NMR
B. EDTA metal complexes
Physical Chemistry
A. Spin-spin splitting
- orbital overlap, 2nd order spectra, COSY
B. Dynamic equilibria,
kinetics
Biochemistry
A. 31P spectroscopy
B. Tripeptide "sequencing"
C. Water suppression techniques
NMR in the High School
Curriculum
A. Overview of one school's
program
B. Can you teach high
school students NMR?
Note: Those interested
only in the high school workshop should plan to be present 45 minutes
before the end of the session.
Laboratory demonstrations
for those interested will be conducted immediately following the conclusion
of Session 1 and Session 2.
*****
Monday Morning
July 19,
2004
9:30 a.m. - 5:00 p.m.
W21: The
Model-Observe-Reflect-Explain (MORE) Thinking Frame: Prompt Student Reflection
in Your Laboratory. Full-day. Dawn Rickey, Colorado State University,
Chemistry, Fort Collins, CO 80523. Phone: 970-491-2364, FAX: 970-491-1801,
e-mail: rickey@lamar.colostate.edu; Lydia Tien, Monroe Community College,
Chemistry and Geosciences, Rochester, NY 14623. Phone: 585-292-2397; e-mail:
ltien@monroecc.edu; Melonie Teichert, Colorado State University, Chemistry,
Fort Collins, CO 80523. Phone: 661-810-6347; e-mail: meloniet@earthlink.net.
The Model-Observe-Reflect-Explain (MORE) Thinking Frame is an instructional
tool that has been shown to promote reflection and deeper understanding
of chemistry ideas in the general chemistry laboratory. The MORE Thinking
Frame has been successfully implemented at a variety of institutions including
research universities, a primarily undergraduate institution, a 2-year
college, and a high school. It has been implemented with modular labs
specifically written to employ MORE and with standard laboratories. This
workshop will introduce participants to the MORE Thinking Frame and how
to use the tool in their laboratory program. We will conduct and discuss
sample MORE activities and discuss how to add MORE to standard lab experiments.
All participants will be given an implementation guidebook with sample
MORE activities and lessons learned from instructors at all levels. Participants
are welcome to bring a lab from their curriculum to practice applying
MORE to their program. This workshop is intended for instructors at the
college and high school levels. To receive further information about MORE,
please send an e-mail request to Dawn Rickey.
W22: Getting Your
Money's Worth out of Other People's Grants. Full-day. Carol White, Athens Technical College, Chemistry, Athens, GA 30601. Phone: 706-355-5033, FAX: 706-583-2656, e-mail: cwhite@athenstech.edu. Three institutions
will present CD-ROMs developed through NSF-funded projects. The projects produced curriculum materials for
chemical technology programs as well as for use in general chemical education.
Workshop attendees will have hands-on experience with CD materials.
Phil McBride and Don Storer with Miami University-Middletown, Ohio, will present three Chemistry in Industry CDs developed
at PACT (Partnership for the Advancement of Chemical Technology).
A copper mining CD will also be demonstrated.
The series of three NSF-supported projects at Southeast Community College, Lincoln, Nebraska, yielded three textbooks, a laboratory manual, and three
CD-ROMs for use in chemical technology courses. At this workshop, these materials will be reviewed
and Mr. John Kenkel, the PI on these projects and the author or co-author
of the textbooks and lab manual, will discuss and demonstrate their intended
use. Julianne Braun and Leslie Geldart
with Athens Technical College, Athens, Georgia, will present a CD developed for the laboratory curriculum.
Supporting materials on the CD provide a contextual basis for learning
and practicing the Voluntary Industry Skill standards developed through
the American Chemical Society. Review copies of some of the CDs will be
available for participants.
Monday Morning
July 19,
2004
9:30 a.m. - 12:30 p.m.
W23: Molecular Modeling
in Chemistry Education. Half-day. Jurgen Schnitker and Sean Ohlinger,
Wavefunction, Inc., Irvine, CA 92612. Phone: (949) 955-2120, FAX: (949)
955-2118, e-mail: education@wavefun.com. Molecular modeling provides a
rich, visually-oriented source of information for any science discipline
with a molecular perspective. While already prevalent in upper-level chemistry
courses, molecular modeling is also highly applicable to science instruction
in high schools and in the first year of college. Using laptop computers,
this hands-on workshop will give examples of how to use molecular modeling
in the classroom, in homework assignments, and in the teaching laboratory.
Two suites of instructional software will be featured, „Odyssey‰
and „Spartan.‰ Odyssey is a new, content-rich learning environment
that is delivered at an introductory level and that allows for real-time
simulation of molecular motion. Odyssey will be used to address a variety
of fundamental chemistry topics, such as atomic orbitals, bond polarity,
the gas laws, the structure of solids, and the properties of solutions.
Spartan, now available in a new Student Edition, is an industry-leading
molecular modeling application that is used in more than 3,000 academic
institutions worldwide. Spartan will be used as a tool for building molecules
and for the examination of structure, stability, and reactivity. Workshop
attendees will experience firsthand why molecular modeling is uniquely
effective in engaging students.
W24: Outreach or
Teaching with Polymers for Grades 2-8—Part I. Half-day. Mary Harris, John Burroughs School, Science, St. Louis, MO 63124. Phone: 314-993-4040, FAX: none, e-mail: mharris@jburroughs.org; Barbara
Walker, Ottumwa Alternative High School, Science, Ottumwa, IA 52501. Phone: 641-683-1342,
FAX: none,
e-mail: rbjwalk@netins.net; Cora Salumbides,
Jefferson High School, Daly City, CA 94014. e-mail: corasc@aol.com. The Polymer Ambassadors
will provide instruction on the use of polymeric materials with students
in grades 2-8. Some of the activities
will include: painting with latex, glass paints on polymers, building
polariscopes, and graphing exercises with Gro-Beasts and Gummi Bears.
The National Science Education Standards will be addressed in each
activity. Complete handouts will
be available for each participant. Come join us for this make and take workshop!
W25: What Are JCE
Classroom Activities? Half-day. Erica Jacobsen, Journal
of Chemical Education/University of Wisconsin-Madison, Chemistry,
Madison,
WI 53706. Phone: 608-262-7151,
FAX: 608-262-7145, e-mail: jacobsen@chem.wisc.edu; Diana Mason, Journal of Chemical Education/University of
North Texas,
Chemistry, Denton, TX 76203. Phone: 940-565-2491,
FAX: 940-565-4318, e-mail: dmason@unt.edu.
The Journal of Chemical Education
offers a wealth of resources for high school teachers. This includes the
Classroom Activity series. JCE Classroom Activities are hands-on, ready-to-photocopy-and-use
chemistry activities targeted at high school students. These user-friendly
activities can be used in a variety of settings, including take-home assignments.
Most of the supplies used to carry out the activities are low-cost items
found in the home or grocery store. Participants will try at least one
activity and see others demonstrated.
W26: Science and
Our Food Supply. Half-day. Sally Mitchell, East Syracuse-Minoa High School, Chemistry, East Syracuse, NY 13104. Phone: 315-656-7242, FAX: 315-656-4307, e-mail: sbmitchell@aol.com. This workshop
was developed by the FDA and NSTA to supplement the science curriculum
by introducing students to the fundamentals of microbiology and chemistry
while at the same time imparting important public health information about
our food supply. This
workshop will introduce teachers to the materials available to them free
of charge. Each participant will take home the complete
kit of a video, a high school level and a middle school level book of
activities, along with a reference guide book.
All of this is free of charge.
Participants will do a series of experiments introducing them to the 12
Most Unwanted Bacteria. They will do experiments such as: Bacteria Everywhere,
UHT milk, the science of cooking a hamburger, cross-contamination, and
many others. Participants will leave
this workshop with a better understanding of our food supply.
W27: Now That the
Lab Is Digital - What Do We Do with All That Data? Half-day. Estel Sprague, University of Cincinnati, Chemistry, Cincinnati, OH 45221. Phone: 513-556-9237, FAX: 513-556-9239, e-mail: Estel.Sprague@uc.edu;
Bobby Stanton,
University of Georgia, Chemistry, Athens, GA 30602. Phone: 706-542-1962,
FAX: 706-542-9454, e-mail: stanton@sunchem.chem.uga.edu. Electronic data
collection in the chemistry laboratory is rapidly becoming the norm, and
students routinely generate large quantities of data in a short time.
The dilemma now facing the instructor is how to facilitate the efficient
storage and analysis of the data. Placing many computers in the laboratory,
essentially turning the chemistry laboratory into a computer laboratory,
suffers from all of the problems normally associated with computer labs: maintenance of delicate hardware, frequent software
maintenance issues, and relatively frequent upgrading and replacement
of computer equipment. In this workshop, participants will use tools developed
by MeasureNet Technology to deal with this situation. They will carry
out experimental measurements to generate data of their own and will manage
the storage and analysis of the data in various ways, none of which requires
turning the chemistry lab into a computer lab.
W28: Captivating
Chemistry Substances Using Household Substances. Half-day. Brian Rohrig, Jonathan Alder High School, Science, Plain City, OH 43064. Phone: (614) 873-8860, FAX: None, e-mail: blrohrig@worldnet.att.net. Each participant will perform about 25 experiments that
are each carefully designed to stimulate critical thinking and capture
student interest. A variety of topics
will be touched upon, such as: density, reactions, acids/bases, solubility,
polymers, gases, air pressure, bonding, and more. Most of the experiments also have connections
to everyday life, which will help students see the relevance of chemistry
to their lives. This workshop will
be beneficial to any chemistry teacher who is seeking low cost, yet quality
lab and demonstration activities. Many
of the activities could also be used by middle school and elementary science
teachers. Each participant will receive a two-volume set of lab manuals
detailing 300 hands-on household chemistry experiments.
W29: Workshop on
Peer-Led Team Learning (PLTL). Half-day. Pratibha Varma-Nelson, Northeastern Illinois University, Chemistry, Chicago, IL 60625. Phone: 773-4425669, FAX: 773-4425668, e-mail: P-Varmanelson@neiu.edu;
Ana Fraiman,
Northeastern Illinois University, Chemistry, Chicago, IL 60625. Phone: 773-442-5682,
FAX: 773-442-5668, e-mail: A-Fraiman@neiu.edu. Theoretical and
practical elements of the PLTL workshops will be introduced. Students
who have served as peer leaders will be present to demonstrate workshops.
Development of workshop materials, training of peer leaders, implementation
and institutionalization issues will be discussed. Participants will be
provided an implementation guide book which contains sample workshop materials
for organic, general, and allied health chemistry.
W30: Virtual Organic
Chemistry Experiments. Half-day. Allen Schoffstall,
University of Colorado at Colorado Springs,
Chemistry, Colorado Springs, CO 80918. Phone:
7192623163, FAX: 7192623047, e-mail: amschoff@uccs.edu; Barbara Gaddis, University of Colorado at Colorado Springs,
Science Learning Center, Colorado Springs, CO 80918. Phone: 7192623688,
FAX: 7192623047,
e-mail: bgaddis@uccs.edu. You will discover
how to use virtual experiments in your own laboratory. Examples will include
some that can be used in introductory labs and some that are more suited
for labs to accompany the one-year organic course. You will receive a
collection of virtual experiments on a CD at the conclusion of the workshop.
No additional software must be purchased. The workshop will consist of
working through a few examples of virtual organic experiments while seated
at the computer. You will become familiar with the concept of virtual
experiments, their design, and value. You
will learn how virtual experiments can be used successfully and how they
can enhance conceptual learning. You will learn the ways in which virtual
experiments can be used in conjunction with hands-on experiments.
W31: Hands-On Chemistry
with Vernier. Half-day. Dan Holmquist, Vernier Software & Technology, n/a, Beaverton, OR 97005. Phone: 888-837-6437, FAX: 503-277-2440, e-mail: dholmquist@vernier.com;
Robyn Johnson,
Vernier Software & Technology,
n/a, Beaverton, OR 97005. Phone: 888-837-6437,
FAX: 503-277-2440, e-mail: rjohnson@vernier.com. This workshop
offers hands-on experience collecting and analyzing chemistry data using
the Vernier LabPro interface. See how this versatile system can be used
to conveniently collect data using computers, TI graphing calculators,
and Palm OS handhelds. The award-winning Logger Pro data acquisition software
will be used to display, graph, and analyze data. Data will be collected
using sensors such as our new ORP Sensor, Vernier Drop Counter, Temperature,
Pressure, pH, Conductivity, Colorimeters, and Radiation Monitors. You
will be able to select from a large number of experiments appropriate
for college general chemistry, AP chemistry, or high school chemistry.
All experiments in the workshop are excerpts from our popular series of
chemistry lab books or from our newest book, Advanced Chemistry with
Vernier.
W32: Affordable,
High Quality Instrumentation for General Chemistry. Half-day. Amy Gottfried,
PhD, Chemistry Department, University of Michigan, Ann Arbor, MI 48109.
Phone: (734) 936-3817, FAX: (734) 647-4865, e-mail: acgottfr@umich.edu.
Jeff Bush, Chemistry Teacher, Poway Unified School District, jbush@powayusd.com.
Join innovative chemistry educators for an interactive hands-on demonstration
of data collection for today’s chemistry students—whether
or not you have computers in your wet lab! See how PASCO instrumentation
provides improved thermodynamic results in calorimetry, accelerates titration
data collection, and graphically reveals gas law relationships in real-time.
Use the powerful DataStudio analysis software to investigate critical
chemistry concepts. Establish buffer capacity using advanced curve fitting
tools. Determine equivalence point with graphical representation of high
quality data. See why chemistry educators prefer using the PASCO Colorimeter
over the Spec20 by comparing data from each. The ease of a Polyprotic
titration will be shown measuring pH, temperature, and gravimetrically
calibrated drop counts. Gas laws are revealed in real-time with actual
pressure and temperature measurements. Students can even extrapolate their
thermodynamic data to experimentally determine Absolute Zero. Electrochemistry
topics will be covered using the Nernst equation for electrode calibrations.
PASCO chemistry instrumentation enables students to quickly analyze data,
leaving time for repeated trials and to discuss/interpret their results.
PASCO chemistry instrumentation includes sensors, scales, drop counters,
and robust data collection and analysis software at an affordable price.
It provides ease of use and calibration to ensure high accuracy, while
maintaining quality measurements for the highest data resolution. Presenters
will also offer ideas for connecting chemistry concepts to real-world
applications such as medicinal, pharmaceutical, and materials science.
******
Monday Afternoon July 19,
2004
2:00 p.m. - 5:00 p.m.
W21: The Model-Observe-Reflect-Explain
(MORE) Thinking Frame: Prompt Student Reflection in Your Laboratory (continued).
W22:
Getting Your Money's Worth out of Other
People's Grants (continued).
W33: High School
and/or College Mentoring Activity - Integrating Children's Literature
and Chemistry in the K-3 Classroom. Half-day. Dale Wheeler, Appalachian State University, Chemistry, Boone, NC 28608. Phone: (828) 262-6805, FAX: (828) 262-6558,
e-mail: wheelerde@appstate.edu;
Samuella Sigmann,
Appalachian State University, Chemistry, Boone, NC 28608. Phone: (828) 262-2755,
FAX: (828) 262-6558, e-mail: sigmannsb@appstate.edu. This workshop is for high school/college groups or elementary
teachers who are looking for a new inquiry-based activity to present in
K-3 classrooms. Workshop participants
will learn how to implement an inexpensive hands-on project appropriate
for early elementary students. This project allows students to become
actively involved in an original problem-solving adventure story and its
accompanying chemistry activity. After
listening for clues presented in the original story "Lorna's Sun
Bottle," students will mix "potions" in the castle laboratory
to decode the clues and release the Sun Spirit back into the Kingdom of Alchemy. Participants will be given a book
containing all the written materials to take with them at the end of workshop.
The chemicals needed for the activity may be purchased at the grocery
store and are safe for all to use. The
project presented in this workshop was part of a North Carolina Eisenhower
Professional Development Grant funded for 2001 and again in 2002. Each
participant will have the option to purchase the reusable supplies at
our cost.
W34: Visualizing
and Exploring Quantum Concepts with Interactive Computer Software. Half-day. Peter Garik, Boston University, Science and Mathematics Education Center, Boston,
MA 02215. Phone: 617-353-4735,
FAX: 617-353-7101, e-mail: garik@bu.edu; Alan
Crosby, Boston University,
Chemistry, Boston, MA 02215. Phone:
617-353-4335, FAX: 617-353-7101, e-mail: acrosby@bu.edu. Through hands-on explorations with interactive computer
software, participants in this workshop will be introduced to materials
designed to teach quantum concepts to introductory level students. The
quantum concepts of atomic and molecular structure are introduced to chemistry
students frequently as early as high school, and almost certainly in general
chemistry. As chemists and materials scientists increasingly use technologies
that manipulate single atoms and molecules, the importance of these concepts
is becoming ever more important. The materials to be presented in this
workshop were developed to improve students' grasp of these fundamental
concepts. Specifically, the workshop will focus on wavefunctions and energy
levels for the Coulomb potential; the geometry of atomic and molecular
orbitals; the dependence of bond character between atoms on orbital symmetry
and relative energy levels; molecular orbitals and energy levels of diatomic
and polyatomic molecules; and, atomic spectroscopy. Each learning activity
is centered on a discovery process involving a problem or a conceptual
puzzle to be resolved, and can be used by individual students, or by students
working in small groups. At the end of the workshop, participants will
receive a CD with software and the activities.
W35: Authoring Kinemages
in Undergraduate Biochemistry; 3-D Teaching Tools for Protein Structure
and Function. Half-day. Steven Weiner, Muhlenberg College, Chemistry, Allentown, PA 18104. Phone: 484-664-3665, FAX: 484-664-3546, e-mail: sweiner@muhlenberg.edu. In this workshop,
which is geared toward teachers of college-level biochemistry, participants
will learn how to make kinemages as teaching tools of the structure and
function relationship of a particular protein. Furthermore, participants
will learn how to provide the framework for enabling students to author
their own kinemages. Kinemages are
text files that can be visualized in three-dimensions with freeware program
Mage. The images can be manipulated and rotated in three-dimensional space.
Kinemages are created with the freeware
program PreKin using the coordinates of a structure in PDB (Protein Data
Bank) format. The kinemages often include customized views of the protein's
secondary, tertiary, and quaternary structure, the active site, the interactions
between protein and ligand, the superimposition of and animation between
different conformations of the protein, and the effects of point mutation.
Customized text and caption boxes can accompany the three-dimensional
graphics. Each participant will be given a manual with step-by-step instructions
and a CD-ROM with all the necessary authoring and visualization software.
The tutorial used for this workshop is for making a kinemage of ricin,
exploring its tertiary and quaternary structure, its active site, and
the effects of a point mutation on its activity.
W37: Using Environmental
Issues to Learn Chemistry. Half-day. Brock Spencer, Beloit College, Chemistry, Beloit, WI 53511. Phone: 608-363-2249, FAX: 608-363-2718, e-mail: spencer@beloit.edu;
George Lisensky,
Beloit College, Chemistry, Beloit,
WI 53511. Phone: 608-363-2225;
e-mail: lisensky@beloit.edu. Environmental
issues provide a rich context for introducing chemistry on a need-to-know
basis. We will explore several 2-3
week environmental modules that have been used successfully in a variety
of general chemistry courses as well as in interdisciplinary, pre-service
teacher preparation, and high school chemistry courses.
Examples of classroom and laboratory activities will be taken from
the W. W. Norton ChemConnections modules:
What Should We Do
About Global Warming?
Why Does The Ozone
Hole Form?
Should We Build A
Copper Mine?
How Can We Reduce
Air Pollution From Automobiles?
Soil Equilibrium:
What Happens To Acid Rain?"
Water Treatment: How
Can We Purify Our Water?
W38: Molecular Level
Laboratory Experiments in Chemistry. Half-day. John Gelder, Oklahoma State University, Chemistry, Stillwater, OK 74078. Phone: (405) 744-7005, FAX: (405) 744-6007,
e-mail: jgelder@okstate.edu; Michael Abraham,
The University of Oklahoma, Chemistry, Norman, OK 73034. Phone: (405) 325-4981;
e-mail: mrabraham@ou.edu. Participants will
learn how to use and integrate MoLEs into the chemistry classroom at the
college or high school level. MoLEs
are Java-based programs that are accessed using any web browser. They
provide an interactive, molecular level view of an ideal gas,or an equilibrium
reaction. The chemical kinetics
of the equilibrium reaction can also be investigated. Each program includes
several guided-inquiry activities for students. The MoLEs and the inquiry
activities have been classroom-tested at several universities, community
colleges and high school classrooms. Partial funding for this project
is provided by the National Science Foundation. A companion half-day workshop
will be offered by Dr. Tom Greenbowe's Chemical Education Research Group. The companion workshop will demonstrate Flash
simulations and guided-inquiry activities for the college and high school
classroom.
W39: Hands-On Chemistry
with Vernier. Half-day. Dan Holmquist, Vernier Software & Technology, n/a, Beaverton, OR 97005. Phone: 888-837-6437, FAX: 503-277-2440, e-mail: dholmquist@vernier.com;
Robyn Johnson,
Vernier Software & Technology,
n/a, Beaverton, OR 97005. Phone: 888-837-6437,
FAX: 503-277-2440, e-mail: rjohnson@vernier.com. This workshop
offers hands-on experience collecting and analyzing chemistry data using
the Vernier LabPro interface. See how this versatile system can be used
to conveniently collect data using computers, TI graphing calculators,
and Palm OS handhelds. The award-winning Logger Pro data acquisition software
will be used to display, graph, and analyze data. Data will be collected
using sensors such as our new ORP Sensor, Vernier Drop Counter,Temperature,
Pressure, pH, Conductivity, Colorimeters, and Radiation Monitors. You
will be able to select from a large number of experiments appropriate
for college general chemistry, AP chemistry, or high school chemistry.
All experiments in the workshop are excerpts from our popular series of
chemistry lab books or from our newest book, Advanced Chemistry with
Vernier.
W40: Affordable,
High Quality Instrumentation for General Chemistry. Half-day. Amy Gottfried,
PhD, Chemistry Department, University of Michigan, Ann Arbor, MI 48109.
Phone: (734) 936-3817, FAX: (734) 647-4865, e-mail: acgottfr@umich.edu.
Jeff Bush, Chemistry Teacher, Poway Unified School District, jbush@powayusd.com.
Join innovative chemistry educators for an interactive hands-on demonstration
of data collection for today’s chemistry students—whether
or not you have computers in your wet lab! See how PASCO instrumentation
provides improved thermodynamic results in calorimetry, accelerates titration
data collection, and graphically reveals gas law relationships in real-time.
Use the powerful DataStudio analysis software to investigate critical
chemistry concepts. Establish buffer capacity using advanced curve fitting
tools. Determine equivalence point with graphical representation of high
quality data. See why chemistry educators prefer using the PASCO Colorimeter
over the Spec20 by comparing data from each. The ease of a Polyprotic
titration will be shown measuring pH, temperature, and gravimetrically
calibrated drop counts. Gas laws are revealed in real-time with actual
pressure and temperature measurements. Students can even extrapolate their
thermodynamic data to experimentally determine Absolute Zero. Electrochemistry
topics will be covered using the Nernst equation for electrode calibrations.
PASCO chemistry instrumentation enables students to quickly analyze data,
leaving time for repeated trials and to discuss/interpret their results.
PASCO chemistry instrumentation includes sensors, scales, drop counters,
and robust data collection and analysis software at an affordable price.
It provides ease of use and calibration to ensure high accuracy, while
maintaining quality measurements for the highest data resolution. Presenters
will also offer ideas for connecting chemistry concepts to real-world
applications such as medicinal, pharmaceutical, and materials science.
******
Tuesday Morning
July 20,
2004
9:30 a.m. - 5:00 p.m.
W41: Process Analytical
Chemistry in the Classroom. Full-day. Lynn Melton, University of Texas at Dallas, Chemistry, Richardson, TX 75083-0688. Phone: 972-883-2913, FAX: 972-883-2925, e-mail: melton@utdallas.edu. Process Analytical
Chemistry is a growth field in industry, and yet it receives little attention
in undergraduate chemistry classes, probably because most faculty are
unfamiliar with the area. This workshop,
based on teaching materials jointly developed by the presenter and industrial
users of process analytical chemistry techniques, is intended to provide
college instructors with a sense of the industrial context that makes
process analytical chemistry vital, a knowledge of how instruments familiar
to faculty (gas chromatography, photometry, electrochemistry) are adapted
to the rigors of online process control, and a set of teaching materials
that can be adapted to current course curricula in analytical chemistry
and/or chemical engineering. The
all-day workshop is organized in two parts, and participants may opt for
morning only or all day. The basic
material will be presented in the morning, and in the afternoon participants
may work together on an actual process design problem.
All participants will receive a CD-ROM containing the teaching
materials.
W42: You Can Produce
Interactive Computer Materials for Your Own Classroom! Full-day. I. Dwaine Eubanks, Clemson University, Chemistry, Clemson, SC 29634. Phone: 864-506-0622, FAX: 864-653-7315, e-mail: eubanki@clemson.edu. Tomorrow's (and
some of today's) chemistry classrooms feature computer stations for every
student. Whether wired or wireless, students can access applications and
Internet-based resources on their own machines while in class. As chemistry
educators, we cannot let pass the instructional opportunity for using
available technology to engage students in interactive, computer-based
learning activities. There is a problem, however. Someone has to write
the programs (usually object-oriented scripts) that make the interactivity
happen. With the development of Flash (from Macromedia), the job of producing
interactive activities has suddenly gotten much easier. With a small toolkit
of already scripted Flash movie clips, you can build your own jazzy (and
pedagogically sound) interactive materials, tailored to the needs of your
own students. And, you can do it without knowing much about Flash's scripting
language! Workshop participants will be provided with several useful Flash
movie clips, and they will learn the little bit of ActionScript they need
to use them to create instructional activities.
Tuesday Morning
July 20,
2004
9:30 a.m. - 12:30 p.m.
W43: Outreach or
Teaching with Polymers for Grades 7-12 - Part II. Half-day. Wayne Goates, Dwight D. Eisenhower Middle School, Science, Goddard, KS 67052. Phone: 316-794-4150,
FAX: 316-794-4063, e-mail: booger_hollow@hotmail.com; Ron Case,
Desert Pines High School, Science, Las Vegas, NV 89107. Phone: 641-683-1342,
FAX: none,
e-mail: scienceguy@ttlv.net; Marie Sherman,
Ursuline Academy, St. Louis, MO 63122. e-mail: mriesherma@aol.com;
William Bleam,
Radnor High School, Radnor PA 19087. e-mail:
bbleam@aol.com. The Polymer Ambassadors
will provide instruction on the use of polymeric materials with students
in grades 7-12. Some of the activities
will include: density tubes, ghost crystals and spikes, artificial snow,
making PET fibers, shrinking PET bottles with exothermic reactions, investigating
a Gro-Beast, and blow-molding. The
National Science Education Standards will be addressed in each activity.
Complete handouts will be available for each participant.
Come join us for this make and take workshop!
W44: Fantastic Experiments
with the Fizz-Keeper. Half-day. Brian Rohrig, Jonathan Alder High School, Science, Plain City, OH, 43064. Phone: (614) 873-8860, FAX: None, e-mail: blrohrig@worldnet.att.net. Each participant will perform about a dozen experiments
with the Fizz-Keeper. The Fizz-Keeper
is a pump cap originally designed to keep the fizz in 2-L bottles of soda
after they have been opened. Many
topics will be touched upon, including density, pressure, gas laws, air
pressure, buoyancy, equilibrium, and kinetics. Several interesting variations
on the Cartesian diver will be performed using the Fizz-Keeper. This workshop would be beneficial to any chemistry
teacher who is seeking low cost, yet innovative labs and demonstration
activities. Many of the experiments
in this workshop could also be used by middle school and elementary students
as well. Each participant will receive
a Fizz-Keeper, an illustrated lab manual detailing 39 experiments that
can be performed with the Fizz-Keeper, and materials to do many of the
experiments.
W45: Collaborative
Chemistry Activities for the High School Chemistry Laboratory. Half-day. Ken Hartman, Ames High School (Ret.), Science, Ames, IA 50010. Phone: 515-233-2279, FAX: NONE, e-mail: kshartman1@mchsi.com; Jeff Hepburn, Des Moines
Public Schools, Central Academy, Des Moines, IA 50322. Phone: 515-270-1216,
FAX: NONE,
e-mail: jhepburn@netins.net. The Iowa Chemistry
Education Alliance (ICEA) was designed to encourage several schools to
use modern telecommunications systems to allow students in various classrooms
to share laboratory information and work in teams to conduct chemistry
laboratory investigations. A series
of eight units were produced and have been used by over 25 high schools
in the state of Iowa. This workshop
will introduce teachers to the philosophy behind this program, examine
the various student activities that have been developed, and discuss expanding
this network beyond the state. Participants
will take a complete set of the classroom materials that include the masters
for all classroom materials and several video tapes.
W46: Polymers:
Holding the World Together (Using Inquiry-Based Learning to Teach Experimental
Design). Half-day. Gina Barrier, The Science
House, North Carolina State University, Physical & Mathematical Sciences, Raleigh, NC, 27695. Phone: (828) 728-8407
x146, FAX: (828) 728-0012,
e-mail: gina_barrier@ncsu.edu. As we explore
the fascinating world of natural and synthetic polymers through a showcase
of polymer demonstrations, we will find that polymers permeate almost
every aspect of our being and our society.
Participants will investigate physical properties of polymers as
they are compounded with various additives. Afterwards, groups will design
an experiment to test the properties of these polymers using an inquiry
approach. The presentation will also concentrate on questioning techniques,
classroom management, and assessment of the validity of your experimental
design.
W47: Introduction
to Process Oriented Guided Inquiry Learning: POGIL. Half-day. Andrei Straumanis, College of Charleston, Chemistry, Charleston, SC 29424. Phone: (505) 350-9532, FAX: (505) 844-1480, e-mail: a.r.s@stanfordalumni.org; Jennifer Lewis,
University of South Florida, Chemistry, Tampa, FL 33620. Phone: (813) 974-1286,
FAX: (813) 974-3203, e-mail: jlewis@chuma1.cas.usf.edu. POGIL is a student-centered, discovery-based teaching
method designed to simultaneously develop content knowledge and key process
skills such as critical thinking and teamwork. We have found that the
POGIL approach dramatically increases student engagement—and in most cases,
faculty enjoyment. This introductory workshop will use an active, team-learning
mode to cover the basics of implementing POGIL. Participants will experience
the method from a student perspective via work on actual POGIL activities.
Expert facilitators will model a handful of effective classroom techniques.
The goal of this participant-centered workshop is to answer your questions
and provide a personalized introduction to POGIL. Depending on the needs
of the participants, other activities may include discussion of assessment
data or common barriers to implementation. Those interested in greater
depth may also register for one of the Advanced POGIL Workshops offered
in subsequent timeslots (see schedule).
W48: Easy Ways to
Metric Literacy for Your Student. Half-day. Sally Mitchell, East Syracuse-Minoa High School, Chemistry, East Syracuse, NY 13104. Phone: 315-656-7242, FAX: 315-656-4307, e-mail: sbmitchell@aol.com;
Paul Trusten,
Midland Memorial Hospital, Midland, TX 79707. Phone: 432-685-1549;
e-mail: ptrusten@cox.net. This workshop
is designed to teach metric literacy. Science
depends on students understanding and using the metric system.
The United States is one of three countries in the world that has not
officially adopted the use of the metric system. This is hurting our students in the area of chemistry.
This workshop is intended to introduce participants to "living
metrically". The workshop will consist of the history of the
metric system, hands-on activities to teach the metric system, and ideas
to convert the United States to the language of science. Go Metric!
W49: Teaching with
OWL: On-Line Web-Based Learning.
Half-day. Steven Brown, University of Arizona, Chemistry, Tucson, AZ 85719. FAX: 520-621-4348, e-mail: sbrown@u.arizona.edu. Learn how to use OWL, the on-line web-based learning
system. Originally developed by
chemists at the University of Massachusetts-Amherst, to enhance lecture discussion sections, it is now in
use by more than 100 institutions. OWL is designed to develop students'
problem-solving skills through drill and practice, preparing them for
quizzes and exams. Students are
also provided a learning environment to strengthen their visualization
skills through countless interactive simulations and tutorials.
OWL can be used to administer and grade homework assignments, tutorials,
simulations and quizzes. OWL comes with a rich content of fully parameterized
questions that produces over 100,000 general chemistry questions correlated
to select Brooks/Cole general chemistry texts.
OWL is also available for preparatory/introductory chemistry as
well as organic chemistry. The content
can be customized and/or supplemented by the user.
W50: Creating and
Validating an Energy Level Model of the Atom. Half-day. John Eix,
Upper Canada College, retired, Oakville,
ON
L6H2G8. Phone:
(416) 459-8734, FAX: None, e-mail: jeix@sympatico.ca. In this workshop
you will use Microsoft Excel and the successive ionization energies of
the first 20 elements to develop an energy level model of the atom. Excel
is then used to graph the energy levels, creating trend lines for similar
energy levels in different atoms. Based on the trend lines, you will predict
a spectral line for helium and convert the energy involved in the predicted
electron energy jump to a wave length. The wave length is interpreted
as a color and checked using a diffraction grating spectrometer and a
discharge tube of helium. Expertise in Excel is not required for this
session. You will take home files of the original data, your work during
the workshop and a suggested student worksheet.
W51: Hands-On Chemistry
with Vernier. Half-day. Dan Holmquist, Vernier Software & Technology, n/a, Beaverton, OR 97005. Phone: 888-837-6437, FAX: 503-277-2440, e-mail: dholmquist@vernier.com;
Robyn Johnson,
Vernier Software & Technology,
n/a, Beaverton, OR 97005. Phone: 888-837-6437,
FAX: 503-277-2440, e-mail: rjohnson@vernier.com. This workshop
offers hands-on experience collecting and analyzing chemistry data using
the Vernier LabPro interface. See how this versatile system can be used
to conveniently collect data using computers, TI graphing calculators,
and Palm OS handhelds. The award-winning Logger Pro data acquisition software
will be used to display, graph, and analyze data. Data will be collected
using sensors such as our new ORP Sensor, Vernier Drop Counter, Temperature,
Pressure, pH, Conductivity, Colorimeters, and Radiation Monitors. You
will be able to select from a large number of experiments appropriate
for college general chemistry, AP chemistry, or high school chemistry.
All experiments in the workshop are excerpts from our popular series of
chemistry lab books or from our newest book, Advanced Chemistry with
Vernier.
********
Tuesday Afternoon July 20,
2004
2:00 p.m. - 5:00 p.m.
W41: Process Analytical
Chemistry in the Classroom (continued).
W42:
You Can Produce Interactive Computer Materials
for Your Own Classroom! (Continued.)
W52: Writing More
Effective Proposals. Half-day. John Dwyer, National
Science Foundation, Division of
Undergraduate Education, Arlington, VA
22230. Phone: 703-292-4653,
FAX: 703-292-9015, e-mail: jdwyer@nsf.gov; Elizabeth
Dorland, National
Science Foundation, Division of
Undergraduate Education, Arlington, VA
22230. Phone: 703-292-4647,
FAX: 703-292-9015, e-mail: edorland@nsf.gov. Many faculty members
develop good ideas for chemistry curriculum and education research projects
that they then convert into NSF proposals. However, many such proposals suffer from common
weaknesses that hinder their competitiveness. Through a series of team exercises, this workshop
will examine how to develop proposals that:
1. Have a broader impact in both rationale and goals;
2. Consider and build on others’ experiences;
3. Evaluate learning goals, students' impressions,
and outcomes;
4. Include proactive and aggressive dissemination;
5. Take into account the practical aspects of the
review process.
Participants explore these
issues, compare their ideas to those of NSF project directors, and gain
experience in improving sample proposal segments. The workshop will strengthen participants' ability
to identify common weaknesses in chemistry education proposals and to
generate strategies to address these weaknesses. A brief overview of NSF programs that support
undergraduate chemistry education will also be presented.
W53: Setting up
a Weblog to Facilitate Peer-to-Peer and/or Student Interaction On-Line. Half-day. Edward W. Fedosky, UW-Madison,
Chemistry-Journal of Chemical Education,
Madison, WI 53706. Phone: (608) 262-2072, FAX:( 419) 821-9611, e-mail: fedosky@chem.wisc.edu. Many larger universities,
colleges, and school systems offer course management systems for faculty
to use in their courses that may include a discussion or forum component.
However, often these are inadequate or cannot be customized to fit specific
needs. Furthermore, many smaller organizations do not have access to such
tools. A Weblog is a
great alternative. Weblogs have these features (among others):
1.
There are many software packages available. The software is generally
free to be downloaded.
2. Setting a Weblog up
requires someone with a little technical ability and familiarity with
webservers, but once set up, a Weblog system can be used by both faculty
(as administrators of the system) and by participants via a web-based
interface that does not require knowledge of html (though users familiar
with html may use it).
3. Users and groups and
their permissions for using the system are flexible and customizable.
This workshop will work
through the steps necessary to set up a typical Weblog, and give participants
a chance to start interacting with each other using the system. I
also seek participant feedback on whether and how they might envision
implementing such a system.
W54: Two Easy Electrochemistry
Labs. Half-day.
Susan Zawacky,
Sewickley Academy, Science, Sewickley, PA 15143. Phone: 412-364-2124, FAX: 412-741-7632, e-mail: szawacky@sewickley.org. Looking for an
easy way to do meaningful electrochemistry labs? In this workshop, you will perform two small-scale
electrochemistry labs that give excellent results when performed by high
school students using cheap materials, which can be recycled, and only
small volumes of solutions. One
lab is an easy version of the measurement of voltaic cell potentials leading
to the establishment of a table of Standard Half-Cell Potentials for first-year
chemistry classes. The second lab
(adapted from Thompson and Kateley's article in J Chem Ed 76,
95 [1999]), for AP chemistry students, involves using the Nernst Equation
to estimate concentrations of free copper or silver ion in solutions containing
equilibrium mixtures of the metal ions and the complexing agent ammonia,
followed by a calculation of the formation constant for the complex ion. All chemicals, instructions, and equipment (except
safety goggles) will be provided.
W55: Checkerboard
Chromatography. Half-day. Charles
Smith, Our
Lady of the Lake University, Chemistry,
San Antonio, TX 78207. Phone: (210) 434-6711,
FAX: (210) 431-4090, e-mail: smitc@lake.ollusa.edu. This hands-on activity allows students to simulate chromatographic
simulations using a grid, colored pieces of paper, and a six-sided die.
Students observe the separation as it is occurring and perform
experiments on flow rate, column length, and mobile phase composition.
The exercise suits high school or introductory college level courses
including Instrumental Analysis. We
recently published an article in the Journal of Chemical Education
which converted the classroom into an interactive chromatographic
simulator. We have now modified this exercise into a single
board game with different colors for the different components of the mixture.
This activity is very easy to do and offers insights into the commonly
performed paper and food dye chromatographic experiment. This activity is best performed after the class
has discussed the topics of solubility and polarity. The activity can lead to discussions as to how
separations are achieved in chromatography.
As the activity progresses, and students make observations, the
instructor can introduce terminology including resolution, dead time,
isocratic, gradient, and diffusion.
W56: Flinn ChemTopicTM
Labs Workshop - Experiments and demonstrations in chemistry. Half-day. Irene Cesa,
Flinn Scientific Inc., Technical Services, Batavia, IL 60510. Phone: (800) 452-1261,
FAX: (866) 452-1436, e-mail: Flinn@flinnsci.com. Explore Flinn
ChemTopicTM Labs and
discuss Flinn Scientific's newest and most valuable resource for high
school chemistry teachers. Each
workshop participant will receive a complimentary copy of Thermochemistry
- Start building your Flinn ChemTopicTM
labs library today.
W57: Caveman Chemistry:
Hands-On Projects in Chemical Technology. Half-day. Kevin Dunn, Hampden-Sydney College, Chemistry, Hampden-Sydney, VA 23943. Phone: 434-223-6181, FAX: 434-223-6374, e-mail: kdunn@hsc.edu. Non-science students
often approach chemistry with reluctance and trepidation. This workshop
will explore a strategy for engaging students through a series of 28 hands-on
chemical projects. We begin in the Stone Age, making fire by friction,
arrowheads, and honey wine. We make a ceramic crucible from clay, spin
yarn from wool, and extract potash from wood ashes. We smelt bronze in
our crucible and dye our yarn with indigo. In later projects we make paper
from hay, soap from fat, mauve dye from aniline, and photographs from
egg whites and salt. Along the way we learn a history of chemical technology
from the Paleolithic campfire, to the crafts of antiquity, to the alchemy
of the Middle Ages, to the chamber acid and soda factories of the Industrial
Revolution, to the multi-national chemical giants of the twentieth century.
The registration fee includes the book, Caveman Chemistry, (www.cavemanchemistry.com)
and materials for completing several of the projects.
W78: WebAssign - I Wouldn't Teach Without It!
Half-day. Peg Gjertsen, WebAssign, Raleigh, NC 27606, USA. Phone: (919)829-8181
ext 102, FAX: (919)829-1516, e-mail: gjertsen@webassign.net; Dee Dee Allen,
Shaw University, Natural Sciences and Mathematics, Raleigh, NC 27601.
Phone: 919-546-8595, FAX: 919-546-8258, e-mail: dallen@shawu.edu. WebAssign
is the perfect homework management system for chemistry. Create assignments
easily using questions from leading introductory, general, organic, and
analytical chemistry textbooks or write your own questions. Your students
can complete assignments anytime, anywhere over the web and receive instant
feedback. View their progress at any time. Come to our workshop and see
why so many chemistry teachers now have more time for teaching and spend
less time grading homework with WebAssign.
********
Wednesday Morning July 21,
2004 9:30 a.m. - 5:00 p.m.
W60: A Successful
Approach to Introducing Electrochemistry to the Undergraduate Student
in Lecture and Laboratory.
Full-day. Timothy Wooster, Eastern Nazarene College, Chemistry, Quincy, MA 02339. Phone: 617-745-3547,
FAX: 617-745-3905, e-mail: woostert@enc.edu. Participants will
experience several successful approaches used to introduce electrochemistry
to the undergraduate student in both the lecture and laboratory. Electrochemical
methods can be used to illustrate chemical aspects of atomic structure,
thermodynamics, kinetics, oxidation and reduction and more. In the lecture,
a very student-oriented participatory approach will be demonstrated. In
the laboratory, students can discover for themselves these valuable chemical
principles using Pine® Instruments bipotentiostat, Educators Reference
Manual, and Microsoft Excel-based software. Participants will receive
a copy of demonstration materials, the Educators Reference Manual
and will perform several experiments.
Wednesday
Morning July 21,
2004 9:30 a.m. - 12:30 p.m.
W59: Developing
and Using Pre-Lecture Explorations (PLE). Half-day. John Gelder, OSU, Chemistry, Stillwater, OK 74078. Phone: (405) 744-7005, FAX: (405) 744-6007,
e-mail: jgelder@okstate.edu; Mike Abraham, University
of Oklahoma, Chemistry and Biochemistry, CHBA 109, Norman, OK 73019, (405)
325-4981, mrabraham@ou.edu.. A PLE is a web-based
activity that students complete before they attend a lecture. It usually
consists of 5 to 7 questions that require only 10 to 15 minutes of a student's
time to complete. It is platform-independent and can contain text, static
images, video, and/or animations. Upon
submission of the PLE, students can view an expert's response to each
question and/or view a subset of peer responses. PLEs can consist of questions about a concept,
problems to solve, or observations made on viewing a video demonstration
or manipulating a simulation. The instructor can view student responses
in a spreadsheet format that can be sorted quickly. Then the instructor
can use these responses to customize their lecture, to address specific
students' misconceptions, to assess students' prerequisite knowledge,
to develop charts and graphs of student-generated observations, and to
assess students' knowledge of concepts covered in a previous lecture.
This workshop will introduce participants to a software package, developed
at Oklahoma State University, that is used to construct, implement, and administer
Pre-Lecture Explorations in the classroom.
The software can be installed on a WWW server capable of PHP and
MySQL services. Simple installation instructions accompany the software.
W61: Teaching with
OWL: Online Web-based Learning.
Half-day. Steven Brown, University of Arizona, Chemistry, Tucson, AZ 85719. Phone: 520-621-9980, FAX: 520-621-4348, e-mail: sbrown@u.arizona.edu.
Learn how to use OWL, the on-line web-based learning
system. Originally developed by
chemists at the University of Massachusetts-Amherst, to enhance lecture discussion sections, it is now in
use by more than 100 institutions. OWL is designed to develop students'
problem-solving skills through drill and practice, preparing them for
quizzes and exams. Students are
also provided a learning environment to strengthen their visualization
skills through countless interactive simulations and tutorials.
OWL can be used to administer and grade homework assignments, tutorials,
simulations and quizzes. OWL comes with a rich content of fully parameterized
questions that produces over 100,000 general chemistry questions correlated
to select Brooks/Cole general chemistry texts.
OWL is also available for preparatory/introductory chemistry as
well as organic chemistry. The content
can be customized and/or supplemented by the user.
W62: Show Me The
(Elements In) Money! Three hour. Al
Hazari, University of Tennessee, Chemistry, Knoxville, TN 37996. Phone: 865-974-1065, FAX: 865-974-3454, e-mail: ahazari@utk.edu. Come and do interesting
and simple experiments with coins and paper money that show how chemistry
has an impact on our
daily lives. This is a three-hour workshop.
W63: Promoting Reflective
Thinking in Chemistry Classes. Half-day. Dave Finster, Wittenberg University, Chemistry, Springfield, OH 45501. Phone: 937-327-6441, FAX: 937-327-6340, e-mail: dfinster@wittenberg.edu. This workshop
will initially present an overview of the Reflective Judgment Model of
Intellectual Growth as a framework in which teachers can understand how
they, and their students, perceive various aspects of course goals, dynamics
and assignments. Workshop participants
will be challenged to review their own practice as teachers in both introductory
and advanced courses. In workshop
format, participants will generate ideas and assignments consistent with
an understanding of their students' needs and mindful of what challenges
them intellectually. All participants
are guaranteed to take home no less than three concrete assignments/strategies/pedagogies
for their courses.
W64 Amazing Experiments
with the Neodymium Mega-Magnet. Half-day. Brian Rohrig, Jonathan Alder High School, Science, Plain City, OH 43064. Phone: (614) 873-8860, FAX: None, e-mail: blrohrig@worldnet.att.net. Each participant will perform over a dozen experiments
using the neodymium Mega-Magnet, as well as witness several demonstrations.
This magnet has a field strength of about 12,300 gauss, and can
perform many feats not possible with a less powerful magnet.
Many connections between magnetism and chemistry will be discussed,
and participants will learn how to use magnets to illustrate the octet
rule, bonding, electron affinity, and ionization energy.
The levitation of a magnet via the Meissner effect and the amazing
properties of ferrofluids will be demonstrated.
Other experiments will demonstrate the paramagnetism of oxygen,
the diamagnetism of water, and the paramagnetism of iron capsules.
Participants will also learn about Eddy currents, detection of
counterfeit money, magnetic paint, and several "magic" tricks
using the Mega-Magnet. Each participant
will receive a Mega-Magnet, a fully illustrated lab manual detailing 39
experiments with the Mega-Magnet, and other materials.
This workshop would be beneficial to any chemistry teacher seeking
innovative but low-cost activities and demonstrations. Many of the experiments could also be used in
the elementary and middle school classroom.
W65: Learning by
Doing. Half-day. Adele Mouakad, St. John's School, Science, San Juan, Puerto Rico 927. Phone:
787-764-7261, FAX: 787-726-0966, e-mail: amgchem@caribe.net; Marian DeWane, Centennial
High, Boise,
ID 83713. Phone: 208-939-1404,
FAX: 208-939-1420, e-mail: dewanem@meridianschools.org; Marty Landorf,
Arlington Heights, IL
60004,
USA. Phone: 847-394-1627,
e-mail: mlandorf@lightfirst.com. A number of chemistry
students have the greatest difficulty with descriptive chemistry and problem-solving.
The presenters firmly believe that the best method to develop a firm understanding
of both areas is by doing. This
will be a half-day workshop where the participants will be asked to experiment
with the new laboratory ideas presented. The thrust of the laboratories will be inquiry
labs where the students will have to design the procedure to be carried
out. By doing this the students
will be developing critical thinking skills.
The laboratories will be both quantitative and qualitative in nature.
W66: Practice and
Drill: Using the WE_LEARN System
for Organic Chemistry. Half-day. John H. Penn, West Virginia University, Chemistry, Morgantown, WV 26506-6045. Phone: 304-599-6621, FAX: 304-599-5806, e-mail: jpenn2@wvu.edu. Learn how to use
the WE_LEARN system for organic chemistry in a hands-on workshop in a
computer laboratory. Immediate feedback
is obtained for students through a seemingly endless number of questions
that are distributed and graded automatically on-line. On-line structure drawing allows for automated
evaluation/assessment of students' knowledge of organic chemistry.
The system can be used with any textbook and is similar to supplementary
textbooks, yet has the advantages of automated grading and student feedback.
The system can also be used to create and administer tests/assessments
of student knowledge of the subject. Separate
instructor accounts allow teachers to see what the students have done
and when they have done it.
W67: Hands-On Chemistry
with Vernier. Half-day. Dan Holmquist, Vernier Software & Technology, n/a, Beaverton, OR 97005. Phone: 888-837-6437, FAX: 503-277-2440, e-mail: dholmquist@vernier.com;
Robyn Johnson,
Vernier Software & Technology,
n/a, Beaverton, OR 97005. Phone: 888-837-6437,
FAX: 503-277-2440, e-mail: rjohnson@vernier.com. This workshop
offers hands-on experience collecting and analyzing chemistry data using
the Vernier LabPro interface. See how this versatile system can be used
to conveniently collect data using computers, TI graphing calculators,
and Palm OS handhelds. The award-winning Logger Pro data acquisition software
will be used to display, graph, and analyze data. Data will be collected
using sensors such as our new ORP Sensor, Vernier Drop Counter, Temperature,
Pressure, pH, Conductivity, Colorimeters, and Radiation Monitors. You
will be able to select from a large number of experiments appropriate
for college general chemistry, AP chemistry, or high school chemistry.
All experiments in the workshop are excerpts from our popular series of
chemistry lab books or from our newest book, Advanced Chemistry with
Vernier.
W68: Advanced POGIL
Workshop: Designing Activities for a Process-Oriented Guided-Inquiry Learning
Environment. Half-day. David Hanson, Stony Brook University, Chemistry, Stony Brook, NY 11794-3400. Phone: 631-632-7917, FAX: 631-632-7960, e-mail: dmhanson@notes.cc.sunysb.edu. In a POGIL classroom,
students are actively engaged in learning a discipline and in developing
essential skills. Students work
in teams to acquire information and develop understanding through guided
inquiry. The activities include
information in the form of a model, followed by a carefully designed series
of questions. These questions compel
the students to process information, to verbalize and share their perceptions
and understanding, and to make inferences and conclusions, i.e. to construct
knowledge. This knowledge is then
applied to new situations requiring higher-order thinking skills and integration
with previously learned concepts. Teams
also report their results, assess their performance, develop strategies
for improvement, and reflect on what they have learned. Quality activities that effectively engage students
are essential for a successful classroom environment. Thinking about the
essential features of a high-quality activity and discussing perspectives
with the participants will produce a methodology that will help you prepare
effective activities efficiently. This
workshop will identify principles for designing POGIL activities, examine
existing activities, and guide participants in developing an activity
appropriate for their own interests. Participants
in this workshop are expected to have attended the Introduction to POGIL
Workshop at this meeting, or have equivalent prior experience and knowledge
of POGIL.
********
Wednesday Afternoon July 21,
2004
2:00 p.m. - 5:00 p.m.
W60: A Successful
Approach to Introducing Electrochemistry to the Undergraduate Student
in Lecture and Laboratory (continued).
W58: Using and Authoring
Virtual Lab Activities for Introductory Chemistry. Half-day. David Yaron, Carnegie Mellon University,
Chemistry, Pittsburgh, PA 15213. Phone: 412-268-1351, FAX: 412-268-1061, e-mail: yaron@cmu.edu; Michael
Karabinos, Carnegie Mellon University, Chemistry, Pittsburgh, PA 15213. Phone: 412-268-7914;
e-mail: mk7@andrew.cmu.edu. Attendees will
obtain hands-on experience with Carnegie Mellon's Virtual Chemistry Laboratory
(http://ir.chem.cmu.edu/), a flexible on-line tool that allows students
to choose from hundreds of standard reagents and manipulate them in a
manner that resembles that of a real lab. Instructors can choose from
existing activities or create their own using our authoring tools. Activity
types range from pre-lab assignments that prepare students for the physical
lab, to on-line homework, where students perform or design their own experiments.
These activities provide a bridge between the algebraic calculations of
the lecture course and laboratory chemistry. Authoring an activity is
similar to setting up a physical lab; the instructor simply selects the
reagents and instruments to make available to the student. This workshop
will cover all aspects of using and creating virtual lab activities, including
optionally entering the activities into the ChemCollective (http://chemcollective.org),
which is part of the National Science Digital Library (NSDL).
W69: Teaching and
Learning with Chemistry in Context.
Half-day. Lucy Pryde Eubanks, Clemson University, Chemistry, Clemson, SC, 29634. Phone: 864-656-1214, FAX: 864-656-6613, e-mail: elucy@clemson.edu;
Catherine H. Middlecamp, University of Wisconsin, Chemistry, Madison, WI 53706. Phone: 608-263-5647,
FAX: 608-262-0381, e-mail: chmiddle@facstaff.wisc.edu. Chemistry
in Context, the widely used textbook for non-majors from the American
Chemical Society, is now entering its fifth edition. What has stood the
test of time? And what's new? This workshop will answer these questions,
allowing participants to experience some of the strategies that have made
Chemistry in Context so successful. The text engages students
in the chemistry of complex topics such as air quality, ozone depletion,
global warming, drinking water quality, energy alternatives, polymers,
and drug design. Challenges for instructors include teaching chemistry
on a need-to-know basis, encouraging critical thinking skills through
writing, evaluating risk-benefit analysis, and facilitating effective
class discussions. Effective use of resources found on the McGraw-Hill On-Line Learning Center
will be highlighted. Suggestions on how to evaluate student learning in
a contextual chemistry course will be explored, as will integration of
hands-on activities in the lab or classroom. Teaching and learning with
Chemistry in Context can be customized for many different student
populations and class sizes. Come and participate in this interactive
workshop to gain new perspective on how these strategies will work for
you and your students.
W70: Chemistry of
Tie-Dyeing. Half-day. Dr. Dharshi Bopegedera, The Evergreen State College, Chemistry, Olympia, WA 98505. Phone: (360) 867-6620, FAX: (360) 867-5430, e-mail: Bopegedd@evergreen.edu. In this workshop,
participants will learn the process and the chemistry of tie-dyeing. The
goal of the workshop is to teach participants how to conduct a similar
workshop in their home institutions (middle school, high school, or college).
First we will explore the process by tie-dyeing a T-shirt. Participants
will get hands-on experience by doing each step of the process. Then we
will discuss the chemical reactions involved in each step of the tie-dyeing
process. We will use molecular models as a tool to understand these chemical
reactions. Participants will be introduced to the literature on tie dyeing
and they will be taking home the tie-dyed T-shirt they prepared in the
workshop.
W71: Workshop on
Peer-Led Team Learning (PLTL).
Half-day. Pratibha Varma-Nelson, Northeastern Illinois University, Chemistry, Chicago, IL 60625. Phone: 773-442-5669, FAX: 773-442-5668, e-mail: P-Varmanelson@neiu.edu;
Ana Fraiman,
Northeastern Illinois University, Chemistry, Chicago, IL 60625. Phone: 773-442-5682,
FAX: 773-442-5668, e-mail: A-Fraiman@neiu.edu. Theoretical and
practical elements of the PLTL Workshops will be introduced. Students
who have served as peer leaders will be present to demonstrate workshops.
Development of workshop materials, training of peer leaders, implementation
and institutionalization issues will be discussed. Participants will be
provided an implementation guide book which contains sample workshop materials
for organic, general, and allied health chemistry.
W72: Advanced POGIL
Workshop: The Web-Based LUCID Learning and Assessment System. Half-day. Troy Wolfskill, Stony Brook University,
Chemistry, Stony Brook, NY 11794-3400. Phone: 631-632-7712,
FAX: 631-632-7960, e-mail: Troy.Wolfskill@stonybrook.edu; Candice Foley,
Suffolk County Community College,
Physical Sciences, Selden, NY 11784. Phone: 631-451-4302;
e-mail: foleyc@sunysuffolk.edu. LUCID is a web-based
learning and assessment system with novel features that include support
for team-based Process-Oriented Guided Inquiry Learning (POGIL) activities
and competency-based assessment. Guided inquiry activities consist of
questions that guide the exploration of data or models to develop understanding,
and can include interactive models. Student open-ended responses are assessed
through an automated peer review process. Competency-based assessment
employs competencies, e.g., "Draw a Lewis structure",
that are classified by both topic and mastery level (information, algorithmic,
conceptual, problem-solving) to automatically analyze student responses
in terms of course learning objectives. Instant feedback informs students
of the competencies they demonstrate and directs them to resources to
address deficiencies. Student responses may include symbols such as chemical
reactions and Lewis structures. Reporting utilities enable students and
teachers to explore competency development in multiple dimensions and
at varying levels of resolution to assist them in improving student learning.
Following a brief introduction,
participants will work through a POGIL activity, use the reporting utilities
to explore student competency development, and develop sample assessments
suitable for their courses. Note: This workshop is intended for those who have
completed the "Introduction to Process Oriented Guided Inquiry Learning"
workshop at this conference, or have
equivalent familiarity with POGIL.
W73: Advanced Logger
Pro 3. Half-day. Dan Holmquist, Vernier Software & Technology, n/a, Beaverton, OR 97005. Phone: 888-837-6437, FAX: 503-277-2440, e-mail: dholmquist@vernier.com;
Robyn Johnson,
Vernier Software & Technology,
n/a, Beaverton, OR 97005. Phone: 888-837-6437,
FAX: 503-277-2440, e-mail: rjohnson@vernier.com. If you already
use Vernier's Logger Pro 3 software in your labs, you might be ready to
take the next step. In this workshop, you will learn how to configure
your own experiment files, insert pictures and movies, and create multiple-page
documents using Logger Pro 3. Have you performed the perfect calibration?
Logger Pro 3 lets you save it right on your sensor so you can call it
up at any time! You're sure to learn a thing or two in this interactive
workshop.
W74: Molecular Modeling
in Chemistry Education. Half-day. Jurgen Schnitker and Sean Ohlinger,
Wavefunction, Inc., Irvine, CA 92612. Phone: (949) 955-2120, FAX: (949)
955-2118, e-mail: education@wavefun.com. Molecular modeling provides a
rich, visually-oriented source of information for any science discipline
with a molecular perspective. While already prevalent in upper-level chemistry
courses, molecular modeling is also highly applicable to science instruction
in high schools and in the first year of college. Using laptop computers,
this hands-on workshop will give examples of how to use molecular modeling
in the classroom, in homework assignments, and in the teaching laboratory.
Two suites of instructional software will be featured, „Odyssey‰
and „Spartan.‰ Odyssey is a new, content-rich learning environment
that is delivered at an introductory level and that allows for real-time
simulation of molecular motion. Odyssey will be used to address a variety
of fundamental chemistry topics, such as atomic orbitals, bond polarity,
the gas laws, the structure of solids, and the properties of solutions.
Spartan, now available in a new Student Edition, is an industry-leading
molecular modeling application that is used in more than 3,000 academic
institutions worldwide. Spartan will be used as a tool for building molecules
and for the examination of structure, stability, and reactivity. Workshop
attendees will experience firsthand why molecular modeling is uniquely
effective in engaging students.
*******
Thursday Morning July 22,
2004 9:00 a.m. - 5:00 p.m.
W75: Demonstrations
and Student Experiments in Chemistry (and Physics). Full-day. Irwin Talesnick, Professor Emeritus, Queen's
University, Education, Thornhill, Ontario L3T 1P3. Phone: (905) 709-2033, FAX: (905) 709-2040,
e-mail: irwin@s17science.com. Participants will
perform, observe, and discuss a minimum of 25 experiments in chemistry,
physics and general science to interest, motivate, question and challenge
their students. ALL chemistry teachers (high school and college) will
see applications to their programs and will be encouraged to adapt the
activities to the ages and interests of their students. Each experiment
is designed to introduce and reinforce specific concepts in the gas laws,
acid-base, equilibrium, redox, electrolysis, and parallel and series circuitry.
Directions will be given to manufacture many of the inexpensive devices
used in the experiments. Registrants will receive a workshop kit containing
special materials necessary to repeat many of the experiments. Retail
price of the kit materials is approximately $200.00. Recipes, and safety
considerations, will be provided and discussed. Participants will be entertained
as well as motivated. They will return to their classes anxious to share
the love of science and sciencing.
Thursday Morning
July 22,
2004 9:00 a.m. - 12:30 p.m.
W76: Calibrated
Peer Review TM—An Advanced Workshop:
Implementation and Authoring.
Half-day. Tim Su, City College
of San Francisco, Chemistry,
San Francisco, CA
94112.
Phone: 415-239-3526, FAX:
415-239-3228, e-mail:
tmsu@ccsf.edu; Arlene
Russell, UCLA,
Chemistry, Los Angeles, CA 90049. Phone: 310-825-7570,
FAX:310-825-4795, e-mail: russell@chem.ucla.edu; James Rudd, California State University, Los Angeles, Department of Chemistry and Biochemistry, Los Angeles, CA 90032, USA. Calibrated Peer
ReviewTM (CPR) is a versatile new educational tool that enables students
to learn by writing about important topics in a course. With this writing tool students submit essays
on-line, and after some training, anonymously review (i.e., grade) essays
submitted by their peers. Regular
use of Calibrated Peer ReviewTM assignments teaches students to articulate
ideas coherently and to critically evaluate the worth of their own ideas
and the work of others. Those who
have taken the introductory workshop or have previous experience with
using CPR will want to attend. Best
practices and implementation issues will be discussed as the participants
learn to use the Instructor and Administrator tools effectively.
A step-by-step guide to authoring your own CPR assignments will
be presented as participants learn to use the Designer tools. Experienced users will have the opportunity to
share and preview previously written assignments with other instructors.
Our goal is for participants to leave the workshop with Calibrated
Peer Review in place in their institution and ready to use in their classes.
Instructors should bring their course materials: course syllabus,
references, and resources, favorite web sites, old exam questions, and
samples of student writing from exams or assignments.
W77: Advanced POGIL
Workshop: Using and Designing POGIL (Process-Oriented Guided Inquiry Learning)
Laboratory Activities. Half-day. Frank Creegan, Washington College, Chemistry, Chestertown, MD 21620-1197. Phone: 443-480-2571, FAX: NONE, e-mail: fcreegan2@washcoll.edu. In a POGIL
laboratory, students work in teams and with minimal background information
and using a learning cycle approach, gather data from experiments run
under a variety of conditions. They
go on to use a set of in-lab and post-lab guided inquiry questions to
examine pooled data (from their own lab section and often from all
lab sections) from which they construct theories to explain experimental
results. Workshop participants will have the opportunity to review required
and suggested POGIL criteria for such guided inquiry experiments, examine
model experiments, work with student-generated data in a simulated laboratory
setting, and convert existing and currently-used lab activities to POGIL
experiments. Workshop participants should bring copies of lab activities
for conversion to POGIL experiments. Participants in this workshop are
expected to have attended the Introduction to POGIL Workshop at this meeting,
or have equivalent prior experience and knowledge of POGIL (http://www.pogil.org).
*******Thursday Afternoon July 22,
2004 2:00 - 5:00 p.m.
W75: Demonstrations
and Student Experiments in Chemistry (and Physics) [continued].
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