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During Dr. Margaret-Ann Armour's career, she was always passionate about the need to encourage more young women to enter chemistry and chemistry-related careers. One way of doing this is by means of role models, specifically to share stories of previous generations of Canadian women chemists. In fact, it is necessary to make them aware that there were Canadian women chemists, even atthe beginningofthe 20th century. Yet,nounitary sourceofinformationonCanadian women chemists has existed. This contribution will provide six selected life stories to partially remedy this deficiency and to offer those who wish to inspire future generations of women chemists with names and stories from the past. The individuals included here are Maude Menten, Clara Benson, Mary Dover, Bella Marcuse, Carol Edna Robertson (Maass), and Norah Vernon Barry (Toole). Key words: Canadian women chemists, Michaelis-Menten equation, Norah Vernon Barry (Toole), Clara Benson, Mary Dover, Bella Marcuse, Maude Menten, Carol Edna Robertson (Maass). Resume:Au cours desa carriere,la Dre Margaret-Ann Armoura toujours ete passionnee par lanecessite d'encourager davantage les jeunes femmes a faire carriere en chimie et dans des disciplines connexes. L'une des facons d'y parvenir est de leur presenter des modeles auxquels elles peuvent s'identifier, et notamment de leur raconter l'histoire des chimistes canadiennes des generations precedentes. De fait, il est necessaire de leur faire savoir qu'il y avait des femmes chimistes au Canada, meme au debut du XX (e) siecle. Pourtant, il n'existe aucune source unique d'information. Ces travaux presentent six biographies selectionnees afin de remedier partiellement a cette lacune, et permettront a ceux qui le souhaitent d'inspirer les generations futures de femmes chimistes par des personnalites et des histoires du passe. Les biographies incluses dans le present article sont celles de Maude Menten, Clara Benson, Mary Dover, Bella Marcuse, Carol Edna Robertson (Maass) et Noah Vernon Barry (Toole). [Traduit par la Redaction] Mots-cles : chimistes canadiennes, equation de Michaelis-Menten, Noah Vernon Barry (Toole), Clara Benson, Mary Dover, Bella Marcuse, Maude Menten, Carol Edna Robertson (Maass)., One of Margaret-Ann Armour's specific goals was the encouragement of more young women to study chemistry (recruitment) and to proceed into chemistry-related careers (retention). Role models are important for young [...]

Though guided-inquiry learning, discovery learning, student-centered learning, and problem-based learning are commonly believed to be recent new approaches to the teaching of chemistry, in fact, the concept dates back to the late 19th century. Here, we will show that it was the British chemist, Henry Armstrong, who pioneered this technique, calling it the heuristic method of instruction. It became widely used in Britain (and Japan), especially in British girls' schools. Here, we trace the origin, success, and later decline of the application of heurism to chemistry laboratory teaching in Britain and highlight the role of women chemistry teachers. Finally, we briefly review the independent development of the guided-inquiry method for chemistry laboratory work in the United States.

In the late 19th and early 20th centuries, British women chemists used poetry as a way of describing their work and as a means of social commentary. As far as we are aware, the chemistry-poetry interface has not previously been explored in the context of women's experience.

Described is a series of computer tutorials developed to teach students a logical method of problem solving for chemistry. The structure, pedagogy, and problem-solving strategies of the computer software program are described. (CW)

Alaska's Women Pilots: Contemporary Portraits. By Jenifer Lee Fratzke. (Utah State University Press, 2004. Pp. xiv + 231, ill., photos, ISBN 0-87421-583-8) Flying has been--and still is--seen as a male [...]

The high proportion of women in crystallography, atomic science and biochemistry may have been due to the fields' novelty both because women were interested and because men felt the fields lacked status. Other factors probably included the willingness of mentors in these fields to accept women scientists compared to other chemistry fields where women were still considered inferior. Astronomy was another area dominated by women because men felt women were better for performing the tedious cataloging of photographic plates.