Methods and apparatus for teaching science and engineering

The apparatus for teaching science and engineering is an interactive multimedia computer system which is used to simulate the performance of scientific experiments on the computer screen. An experiment is a method for determining the value of one experimental parameter by measuring the value of another using an experimental configuration of devices and apparatus. The interactions of the devices and apparatus in the experimental configuration are governed by a relationship among the experimental parameters that define the configuration. The user of the teaching apparatus assembles a pictorial representation of the experimental configuration on the computer screen and interacts with the pictured experimental configuration to simulate the performance of an experiment. The pictured experimental configuration is governed by the same relationship among experimental parameters as the real configuration and thus, the results of the simulated experiment match the results of the experiment performed in the laboratory. Still images and short motion pictures relating to the subject matter of the experiment can be accessed by the user as an aid to his understanding of the subject matter

Introducing Proper Chemical Hygiene and Safety in the General Chemistry Curriculum

Chemical safety is an important component of science education for everyone, not just for chemistry majors. Developing a responsible and knowledgeable attitude towards chemical safety best starts at the early stages of a student\u27s career. In many colleges and universities, safety education in undergraduate chemistry has been relegated primarily to a few regulatory documents at the beginning of a laboratory course, or an occasional warning in the description of a specific experiment in a prelaboratory lecture. Safety issues are seldom raised in general chemistry or organic chemistry lecture-based chemistry courses. At Iowa State University we have begun to implement a program, Chemical Hygiene and Safety in the Laboratory, into the undergraduate chemistry curriculum. This program is designed to increase the awareness and knowledge of proper chemical hygiene and laboratory safety issues among all students taking general chemistry and organic chemistry courses. Laboratory protocol, use of safety equipment, familiarity with MSD sheets, basics of first aid, some specific terminology surrounding chemical hygiene, EPA and OSHA requirements, and the use of the World Wide Web to search and locate chemical safety information are topics that are applied throughout the chemistry curriculum. The novelty of this approach is to incorporate MSD sheets and safety information that can be located on the World Wide Web in a series of safety problems and assignments, all related to the chemistry experiments students are about to perform. The fundamental idea of our approach is not only to teach students what is required for appropriate safety measures, but also to involve them in the enforcement of basic prudent practices

AN INVESTIGATION OF VARIABLES INVOLVED IN CHEMISTRY PROBLEM SOLVING

Success in solving science and mathematics problems evidently depends upon variables such as content knowledge, level of intellectual development, the use of heurstics, the ability to construct an appropriate problem representation, and the number of errors committed that remain uncorrected. This study was an effort to learn more about the effect of these and other variables on success in solving chemistry problems. The subjects in this study were thirty college chemistry students and one college chemistry professor. Most of the subjects demonstrated proficiency in basic algebra, chemistry, and cognitive skills. The subjects individually solved chemical stoichiometry problems using the think-aloud technique. Each session was audio-recorded for subsequent analysis of problem solving techniques and chemistry content exhibited by the subjects. The major findings of this study are listed below. (1) Stoichiometry problems involving simultaneous reactions proved to be difficult for most of the subjects involved in this study, regardless of their chemistry background. (2) Successful problem solvers were able to construct and use an appropriate representation for the problems. Unsuccessful problem solvers focused on an inappropriate balanced equation and used an algorithm (the factor-label method) to generate an incorrect answer. (3) Problem representation was found to influence the manner in which individuals apply concepts. Conceptual understanding was found to influence an individual\u27s problem representation. (4) Successful problem solvers appeared to use three levels or modes of representation (symbol, microscopic, and macroscopic) in order to understand the problem. (5) Successful problem solvers exhibited more effective problem solving skills (organization, persistence, evaluation, heuristics, and formal operations) then unsuccessful problem solvers. (6) Both content and process variables are important for successful chemistry problem solving. It is not known whether individuals are able to acquire chemistry concepts because they are proficient with process variables, or whether individuals are able to apply process variables because they understand chemistry concepts

Methods and apparatus for teaching science and engineering

The apparatus for teaching science and engineering is an interactive multimedia computer system which is used to simulate the performance of scientific experiments on the computer screen. An experiment is a method for determining the value of one experimental parameter by measuring the value of another using an experimental configuration of devices and apparatus. The interactions of the devices and apparatus in the experimental configuration are governed by a relationship among the experimental parameters that define the configuration. The user of the teaching apparatus assembles a pictorial representation of the experimental configuration on the computer screen and interacts with the pictured experimental configuration to simulate the performance of an experiment. The pictured experimental configuration is governed by the same relationship among experimental parameters as the real configuration and thus, the results of the simulated experiment match the results of the experiment performed in the laboratory. Still images and short motion pictures relating to the subject matter of the experiment can be accessed by the user as an aid to his understanding of the subject matter.</p