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Describes a constructivist chemistry laboratory approach based on students' personal experiences where students had the opportunity to develop their own experimental processes. Points out both the fruitfulness and difficulties of using a graduate student as a teaching assistant. (YDS)

This booklet is one of a set of eight designed to be used in a self-paced introductory chemistry course in conjunction with specified textbooks and computer-assisted instruction (CAI) modules. Each topic is introduced with a textbook reading assignment and additional readings are provided in the booklet. Also included are self-tests (and answers), CAI module assignments, and suggested breakpoints for student-teacher consultations. Each booklet contains specific cognitive objectives to be met by completion. This booklet covers four major bonding topics: chemical formulas, nomenclature, oxidation numbers, and types of bonding. (MH)

The textual material for a two-lesson unit on oxidation ditches is presented in this student manual. Topics discussed in the first lesson (introduction, theory, and components) include: history of the oxidation ditch process; various designs of the oxidation ditch; multi-trench systems; carrousel system; advantages and disadvantages of the oxidation ditch; aeration of the oxidation ditch; types of aeration used; safety covers for aerator units; clarification; philosophy of clarification; characteristics of sludge settling; mechanical aspects of clarification; role of sludge settling in clarification; solids inventory controls; importance of segmented wasting schedules; and process hints for the oxidation ditch plant. Topics discussed in the second lesson (process kinetics and process control) include: carbon in the environment; carbonaceous oxidation; process control of carbonaceous oxidation; nitrogen and sewage treatment; importance and sources of nitrogen in the environment; concerns with nitrogen; nitrification/denitrification; process control of carbonaceous and nitrogen oxidation; denitrification kinetics; and helpful hints in the operational control of an oxidation ditch. A list of 21 unit objectives, a glossary of key terms, a short list of references, and student worksheet are included. (JN)

This instructor's guide contains materials needed for teaching a two-lesson unit on oxidation ditches. These materials include: (1) an overview of the two lessons; (2) lesson plans; (3) lecture outlines; (4) student worksheet (with answers); and (5) two copies of a final quiz (with and without answers). The first lesson: reviews the theory, structure, and components of the oxidation ditch system; discusses nitrification/denitrification and its importance to oxidation ditch operation; and outlines and explains process monitoring and process control techniques. (This lesson is designed to be presented with the aid of a set of 35mm slides accompanying the unit.) The second lesson, which is more advanced, covers the topics of carbonaceous and nitrogenous oxidation and their importance in oxidation ditch process control. Since this lesson could be considered optional for instruction at the intermediate level, the student worksheet and final quiz cover only the material presented in the first lesson. (JN)

This book contains 112 classroom demonstrations intended to be used with any introductory chemistry program. These demonstrations were selected in an effort to provide simple, safe, effective and enjoyable experiences for the class. In addition, they are intended to be used to introduce many of the major concepts in chemistry. The demonstrations involve color changes, gas evolution, precipitate formation, smoke, fire, and other obvious or dramatic chemical changes. The guide is organized into 11 major sections including: (1) introducing chemistry; (2) physical changes; (3) reactions involving gases; (4) reactions of some elements; (5) transition metals and complex ions; (6) chemical bonding; (7) energy changes; (8) solutions and solubility; (9) kinetics and equilibrium; (10) acids and bases; and (11) oxidation and reduction reactions. Appendices include an equipment and reagent list and detailed safety and disposal instructions. (TW)

This book contains 108 classroom demonstrations intended to be used with any introductory chemistry program. These demonstrations were selected in an effort to provide simple, safe, effective and enjoyable experiences for the class. In addition, they are intended to be used to introduce many of the major concepts in chemistry. The demonstrations involve color changes, gas evolution, precipitate formation, smoke, fire, and other obvious or dramatic chemical changes. The guide is organized into 11 major sections including: (1) properties of atoms; (2) gases; (3) solubility and solutions; (4) acids and bases; (5) energy changes; (6) equilibrium; (7) kinetics; (8) oxidation-reduction; (9) electrochemistry; (10) smoke, fire, and explosions; and (11) other chemical reactions. Appendices include an equipment and reagent list and detailed safety and disposal instructions. (TW)

Analyzes the algebraic method for balancing chemical reactions. Introduces a third general condition that involves a balance between the total amount of oxidation and reduction. Requires the specification of oxidation states for all elements throughout the reaction. Describes the general conditions, the mathematical treatment, redox reactions, and half reactions. Contains 19 references. (JRH)

Describes a project designed to teach students how to measure ground-level ozone and determine ozone concentrations. Enables students to research the effects of ozone exposure and discuss ways to clean up the problem. Includes an activity based on the oxidation capability of ozone. (JRH)

This book contains 101 investigations for chemistry classrooms. Topics include: (1) Physical Properties; (2) Reactions of Some Elements; (3) Reactions Involving Gases; (4) Energy Changes; (5) Solutions and Solubility; (6) Transition Metals and Complex Ions; (7) Kinetics and Equilibrium; (8) Acids and Bases; (9) Oxidation-Reduction; (10) Electrochemistry; (11) Synthesis; and (12) Organic and Biological Reactions. Appendices include safety and disposal, properties and preparation of laboratory acids and bases, light and color, and table of elements. (JRH)

ChemSource is designed as a strategy to help preservice and inservice high school chemistry teachers promote student learning more effectively. Its major premise is that well-designed laboratory investigations are an important avenue for cultivating student interest, engagement, and meaningful learning in chemistry. The SourceBook component of ChemSource is a resource containing 36 content modules and additional supporting materials which aim at providing specific teaching tips and the best available instructional ideas and information gleaned from experienced, successful chemistry teachers. Each content module features: Content-in-a-Nutshell; Laboratory Activities; Demonstrations; Common Misconceptions; Humor; Applications and Implications; Analogies; Reference Resources; History; and Media. General materials on pedagogy, classroom management, safety, teaching chemistry to the disabled, and other useful resources and tabulations precede and follow the content modules. Volume 3 includes the following: Nuclear Chemistry; Organic Chemistry; Oxidation-Reduction; Periodicity; Photochemistry; Polymers; Solubility and Precipitation; Inorganic Qualitative Analysis; Rates of Reaction; Chemistry of Rocks, Minerals, and Gems; and Simple Chemical Reactions. (JRH)

Explains an oxidation-reduction experiment using lemon cells made from zinc and copper strips of metal placed into a lemon. (YDS)

Explains the redux chemistry of the experiment of cleaning pennies with a vinegar-salt solution. (Contains 12 references.) (YDS)

A paramagnetic substance is attracted by a magnetic field with a force proportional to its magnetic susceptibility which is related to the number of unpaired electrons in the atoms. Data are used to establish oxidation states and bonding properties. Describes a simple setup to demonstrate the paramagnetism of common inorganic compounds. (DKM)

Shows how the computer software programs Mathematica and Maple can be used to obtain chemical equations to represent the stoichiometry of a reacting system. Specific examples are included. Contains 10 references. (DKM)

Presents an extension of the change in oxidation number method that is used for balancing skeletal redox reactions in aqueous solutions. Retains most of the simplicity of the change in oxidation number method but provides the additional step-by-step process necessary for the beginner to balance an equation. (JRH)

Describes classroom activities that involve student movement to demonstrate principles of kinetics. This classroom method can be used for any topic related to dynamic processes. The method used in this activity illustrates Brxnsted-Lowry acid-base theory and redox reactions. Takes advantage of analogies between proton and electron transfers. Use of motion reinforces other methods of learning chemistry. (PVD)

Introduces an activity on the consumption of oxygen, changes in gas volume, and the formation of rust. Includes both instructor information and a student activity sheet. (YDS)

This high school chemistry resource is an on-screen chemistry lab. In the program, students can experiment with a huge range of chemicals, choosing the form, quantity and concentrations. Dangerous or difficult experiments can be investigated safely and easily. A vast range of equipment can be set up, and complex simulations can be put together and run easily. Students can watch reactions occur, and use probes to measure and graph a wide range of quantities. Over 100 activities are pre-written, and students can easily create their own activities using the multimedia editor (WRM).

These materials supplement state guides for junior high or middle school technology education programs. The materials show instructors how to implement 81 hours of new technology-related activities into existing programs. Introductory materials include a rationale, philosophy, and goals for technology education. Areas of instruction are as follows: (1) transportation; (2) communication; (3) manufacturing; (4) power and energy; (5) construction; and (6) miscellaneous. Each activity may contain the following: a description of the activity; a list of equipment and supplies needed; instructor information; construction procedures; testing and evaluation sections; follow-up activities; goals and objectives; diagrams; and resource information. The transportation unit contains instructions concerning the following activities: carbon dioxide powered race cars; rubber band vehicle; balloon powered vehicle; marshmallow thrower; and boat hull design and testing. Communication activities deal with the following CADDRAW software: operation board; evolution board; safety news article; electronic publishing; and product advertising. Section 3 describes the following manufacturing activities: workhardening; computer-aided manufacturing; corrosion and oxidation of steel; and The Bookmark Factory. Power and energy activities focus on the following: solar collector; electrical conductivity of wood; soft soldering; heat conductivity of steel; and dielectric testing. Section 5 explores load-bearing structures and wood strength. Section 6 contains a job application activity. An annotated bibliography lists 22 technology education curriculum materials and 25 activities. (NLA)

Seychelles Integrated Science (SIS), a 3-year laboratory-based science program for students (ages 11-15) in upper primary grades 7, 8, and 9, was developed from an extensive evaluation and modification of previous P7-P9 materials. This P7 SIS unit focuses on: (1) the importance of air and air pressure in students' everyday lives; (2) oxidation concepts involved in burning and breathing; (3) developing laboratory skills, particularly those related to taking and recording measurements of the weather; and (4) how knowledge of air can be used in everyday situations, such as in fire prevention. Provided for the unit is a student workbook and a set of teaching notes. The teaching notes include the general aims of the unit and a lesson plan for each topic area. Each lesson plan includes a suggested time frame, a list of objectives, a list of equipment needed, and a suggested lesson format. This format includes suggestions for introducing the lesson, instructional strategies (emphasizing procedures for student activities), and evaluation methods. The student workbook includes procedures for completing the unit activities and a list of new words keyed to page numbers in the workbook. (JN)