Dept. of Biological Sciences, Illinois State University, Normal, IL 61790-4120
These resources were compiled as part of an Independent Study project in science education conducted under the supervision of Prof. J. E. Armstrong. Project Completion: July 1993
The following entries are from books, journals, and microfiche and provide many ways in which simple, inexpensive laboratories may be run. Using the information provided below, you may locate the article and prepare an activity that has been shown to provide useful learning in the secondary classroom. It is the intention of this project to provide only resource and helpful citations to teachers interested in performing successful laboratories. These resources were compiled in preparation for student teaching, and having done the work, these citations are made available to teachers without access to ERIC and other educational databases, and to save others from having to make similar searches.
AUTHOR: Jefferson County Public School, Louisville, Kentucky
The Jefferson County Public Schools of Louisville, Kentucky set forth the following objectives for an introductory Chemistry course in 1985:
1> The student will be able to demonstrate an understanding of the nature of chemistry through a study of the contributions of early scientists and by learning laboratory procedures and safety precautions
2> The student will be able to demonstrate an understanding of the law of conservation of mass and energy and of the scientific method.
3> The student will be able to demonstrate an understanding of the kinetic theory and the effects of heat and pressure on the four states of matter
TITLE: Ideas and Activities for Physical Science.
CORPORATE SOURCE: Houston Univ., Tex. Coll. of Education.
SPONSORING AGENCY: National Science Foundation, Washington, D.C. 1987
AVAILABILITY: Dr. Eugene L. Chiappetta, Dept. of Curriculum & Instruction, College of Education, University of Houston, 4800 Calhoun, Houston, TX 77004 ($15.00 plus $1.50 shipping and handling).
DESCRIPTIVE NOTE: 404 p.; Some drawings may not reproduce well.
DOCUMENT TYPE: Guides - Classroom - Learner (051); Guides - Classroom - Teacher (052)
DESCRIPTORS: Chemistry-; Junior-High-Schools; Middle-Schools; Physics-; Science-Education; Secondary-Education; Student- Attitudes; Surveys-
DESCRIPTORS: *Physical-Sciences; *Science-Activities; *Science- Curriculum; *Science-Instruction; *Secondary-School-Science; *Teaching-Methods
ABSTRACT: This manual is designed to supplement an existing physical science curriculum and to assist in providing the learning experiences required to implement an effective course. The first chapter outlines the purposes of this manual and provides a set of teaching tips. Topics such as electricity, wave motion, light, sound, periodic table and nuclear chemistry have been treated in some detail whereas more familiar topics which are addressed in texts have received less emphasis. Each unit contains background information, paper-and-pencil exercises, demonstrations, and laboratory activities. Units include: "Turning Students on to Chemistry"; "Structure of Matter"; "The Periodic Table"; "Chemical Compounds and Equations"; "Acids and Bases"; "Nuclear Chemistry"; "Safety in the Laboratory"; "Electricity"; "Motion"; "Newton's Laws of Motion"; "Friction"; "Waves and Light"; and "Sound and Music." Also included is a questionnaire for assessment of a science course by students.
TITLE: Chemically Speaking . . . Who Done It?
1982 Science-Teacher; v49 n6 p42-44,49-50 Sep 1982
DOCUMENT TYPE: Journal Article; Reports - Descriptive
DESCRIPTORS: Course-Descriptions; Science-Activities; Science- Education; Secondary-Education
DESCRIPTORS: *Chemistry-; *Criminology-; *Physical-Sciences; *Science-Curriculum; *Secondary-School-Science; *Units-of-Study
ABSTRACT: A two-week unit on "Science in Crime Detection" is described. Topics, laboratory activities, and instructional strategies for the unit (appropriate for both chemistry and physical science) are included. (JN)
AUTHOR: Robert E. Lee St. George's College Weybridge, Surrey
Article Available in: School Science Review, Science Notes December 1990, 72 (259)
There are several methods to finding solubility of salt, but several are better suited for a teacher demonstration or are messy and inaccurate. Though never seen in a book, the simple idea of adding water from a burette to a weighed amount of salt and shaking until a solution formed seems a good idea. Accurate results were obtained for a number of salts using the following prodecure: 1 a sample fo the salt was weighed out (5 grams is often the ideal amount) and placed in a conical flask 2 a burette was filled with distilled water 3 water was added from the burette 1 cubic cm at a time and the conical flask sealed with a bubber bung. The mixture was shaken vigorously. IF undissolved solid remained more water was added with further shaking. 4 The volume of water added was noted when a clear solution formed in the concial flask and no solid remained. 5 The temperature of the solution was taken once the solution had been made.
TITLE: Undergraduate Education in Hydrogeology. 1989 Journal-of-Geological-Education; v37 n1 p20-23 Jan 1989
DOCUMENT TYPE: Journal Articles (080); Reports - Descriptive
DESCRIPTORS: Chemical-Nomenclature; Chemistry-; Course-Content; Geophysics-; Physical-Environment; Science-Instruction; Teaching- Methods; Water-Resources
DESCRIPTORS: *College-Science; *Curriculum-Development; *Environmental-Influences; *Geology-; *Undergraduate-Study; *Water-
ABSTRACT: Discusses a course at the University of Wisconsin-Eau Claire which improved instruction in physical hydrogeology, chemical hydrogeology, and water resources. Describes 14 laboratory activities including objectives, methods, and a list of equipment needed. (Author/MVL)
TITLE: Chemical Energy: A Learning Package. 1982 Journal-of-Chemical-Education; v59 n8 p656-58 Aug 1982
DOCUMENT TYPE: Journal Articles (080); Reports - Descriptive DESCRIPTORS: Curriculum-Evaluation; Foreign-Countries; High- Schools; Science-Education; Units-of-Study
DESCRIPTORS: *Chemistry-; *Course-Descriptions; *Energy-; *Learning-Modules; *Science-Curriculum; *Secondary-School-Science
ABSTRACT: A comprehensive teaching/learning chemical energy package was developed to overcome conceptual/experimental difficulties and time required for calculation of enthalpy changes. The package consists of five types of activities occuring in repeated cycles: group activities, laboratory experiments, inquiry questionnaires, teacher-led class discussions, and learning games. Includes evaluation of the unit.
CORPORATE SOURCE: Northwest Territories Dept. of Education, Yellowknife. 1988
DESCRIPTIVE NOTE: 334 p.; Questionnaire on pages 239-246 may not reproduce clearly.
DOCUMENT TYPE: Guides - Classroom - Teacher (052); Tests /Questionnaires (160)
DESCRIPTORS: Astronomy-; Biology-; Cognitive-Ability; Curriculum- Guides; Developmental-Stages; Experiential-Learning; Foreign- ; Health-; High-Schools; Nutrition-; Photography-; Reproduction-Biology; Science-Education; Secondary-School- Science; Student-Attitudes; Student-Interests; Student-Needs; Substance-Abuse
DESCRIPTORS: *Conservation-Environment; *Relevance-Education; *Science-Activities; *Science-and-Society
ABSTRACT: This science curriculum is an activity-oriented program in which an attempt has been made to provide sufficient information for non-science specialists to enable them to offer an effective course at the grades 10 and 11 levels. This curriculum offers a solution to the unique needs of life in the Canadian Northwest Territories. The role of technology in science and everyday life as well as the science/technology/society connection are emphasized. The students' needs, interests, abilities, and cognitive levels were the major criteria used in the selection and presentation of these activities and materials. The Science 25 Curriculum includes administrative guidelines, format/time allotments, unit outlines, curriculum details/resources, and elective units. The required units cover non-renewable/renewable resources, chemistry in daily life, construction science, and human pathology and health. The required units give detailed background information and laboratory activities on each topic. The elective units include: (1) astronomy; (2) human reproduction; (3) drug and alcohol abuse; (4) buying and selling; (5) nutrition; (6) getting enough oxygen; and (7) photography. Information is given on the content of the unit and where the materials for the unit can be purchased. A program evaluation questionnaire for use with students is appended. (KR)
AUTHORS: John Oakes and Judith Navesey Woodhouse Sixth Form College Finchley, London N129EY, Great Britain Article Available in: School Science Review, Science Notes March 1993, 74 (268)
ABSTRACT: This experiment provides a illustration of Le chatelier's Principle, showing that a system in equilibrium reacts to a displacemnt of that equilibrium in such a way as to restore it. By using just a large beaker of water and some carbon dioxide a mixture is made. This mixture is at equilibrium, universal indicator is added to a reasonable color intensity. Sodium hydroxide is added to the solution in order to apply a constraint. The color change and return to the original orange- red color shows the return to equilibrium. A seocnd experiment can be used to demonstrate chemical buffer solution, the impact oc pollution on the environment, or a mixture of all three. It only works in hard- water districts. Two large beakers are needed--one filled with pure water, and the other with tap water. Discuss how hard water is found in places with limestone but places like Scotland and the water is very pure. Universal indicator is needed. Let students add acid dropwise into the beakers. Discussion can be stimulated by the results and comparisons of the two beakers. This can be used with topics such as acid rain.
TI: Microscale--The Way of the Future.
PY: 1989
JN: Science-Teacher; v56 n8 p28-31 Nov 1989 CHN: SE545371
DT: Journal Articles (080); Reports - Descriptive (141)
DE: Chemistry-; Laboratory-Equipment; Secondary-Education DE: *Chemical-Reactions; *Laboratory-Experiments; *Laboratory- Procedures; *Science-Activities; *Science-Instruction; *Secondary-School-Science
AB: Small-scale chemistry employs a modern design philosophy and small, inexpensive plastic apparatus to create a learning laboratory that fosters creativity, invention, and problem solving. This article describes the characteristics of the small- scale activities. A n-solutions chemical reaction matrix is provided with examples of classroom use. (YP)
TI: A Safe Lab on Nerve Gases.
PY: 1988
JN: Science-Teacher; v55 n2 p27-30 Feb 1988
DT: Journal Articles (080); Guides - Classroom - Teacher (052)
DE: Biology-; Chemistry-; Controversial-Issues-Course-Content; Laboratory-Procedures; Laboratory-Safety; Science-Education; Secondary-Education; Teaching-Methods
DE: *Biochemistry-; *Enzymes-; *Laboratory-Experiments; *Physiology-; *Science-Activities; *Secondary-School-Science
AB: Describes an experiment involving pineapples and gelatin that allows students to investigate the conditions that typically render an enzyme functionless, similar to the effect of nerve gasses. Discusses the materials, procedures, and results, drawing analogies to the effects of a nerve gas. (CW)
TI: The Titration Project.
PY: 1988
JN: Journal-of-Chemical-Education; v65 n1 p80-81 Jan 1988
DT: Journal Articles (080); Guides - Classroom - Teacher (052)
DE: College-Science; Course-Descriptions; Educational- Experiments; Higher-Education; Laboratory-Equipment; Science- Activities; Science-Education; Science-Experiments; Science- Projects; Secondary-Education; Teaching-Methods
DE: *Chemistry-; *Laboratory-Experiments; *Laboratory-Procedures; *Science-Instruction; *Secondary-School-Science
AB: Discusses the development of concentration and organizational skills, patience, self-discipline, attention to detail, and appreciation for error analysis through an expanded titration project. Describes the various activities in the extended project and the materials and instructional support needed. Stresses the advantage to students in their understanding of the concept. (CW)
TI: Enzyme Technology: A Practical Topic in Basic Chemical Education.
PY: 1986
JN: Journal-of-Chemical-Education; v63 n9 p775-76 Sep 1986
DT: Journal Articles (080); Speeches /Meeting Papers (150); Guides - Classroom - Teacher (052)
DE: Biochemistry-; Higher-Education; Instructional-Improvement; Laboratory-Experiments; School-Business-Relationship; Science-and-Society; Science-Education; Secondary-Education; Technological-Advancement
DE: *Chemical-Reactions; *College-Science; *Enzymes-; *Science- Experiments; *Science-Instruction; *Secondary-School-Science AB: Discusses the importance of teaching about enzymes in chemistry. Mentions several applications of enzyme technology to other fields. Describes an experiment involving the immobilization of yeast cells as a biocatalyst for the ethanol production from glucose. Argues for more biotechnology to be integrated into basic chemistry courses. (TW)
TI: Screen for Carbon Dioxide.
PY: 1986
JN: Science-Teacher; v53 n7 p31-32 Oct 1986
DT: Journal Articles (080); Guides - Classroom - Teacher (052)
DE: Science-Education; Secondary-Education
DE: *Chemistry-; *Laboratory-Experiments; *Science-Experiments; *Science-Instruction; *Secondary-School-Science
AB: Presents a set of laboratory experiments that can assist students in the detection of carbon dioxide. Offers a variation of the supported drop method of carbon dioxide detection that provides readily visible positive results. Includes background information on carbon dioxide. (ML)
CS: Connecticut State Dept. of Education, Hartford. Bureau of Vocational-Technical Schools.
NT: 272 p.; For a related document see CE 031 112.
DT: Guides - Classroom - Learner (051); Guides - Classroom - Teacher (052)
DE: Laboratory-Equipment; Laboratory-Manuals; Laboratory-Safety; Postsecondary-Education; Secondary-Education; Skilled- Occupations; Technical-Occupations; Vocational-Education; Workbooks-
DE: *Chemistry-; *Laboratory-Experiments; *Laboratory-Procedures; *Science-Experiments; *Science-Instruction; *Science- Laboratories; *Technical-Education
AB: This Chemistry-Materials Laboratory Project Book, assembled through a survey of science instructors in vocational-technical schools in Connecticut, is intended to meet a variety of needs. It can serve as an idea book, with the instructor taking from it as needed and adding or substituting material related to class interests; as a guide book for starting or upgrading a laboratory program; or as a laboratory workbook for students. Projects in the book are related to various trades or vocational areas. Some of the laboratories are totally oriented toward chemistry; others are related to the physical aspects of materials. All laboratory experiments require the use of safety equipment. The first four sections of this project book are directed toward the instructor and contain an introduction, suggestions for having a successful laboratory exercise and for managing laboratory materials, and a suggested laboratory report format. The 14 sections following provide materials for student use and are organized into 17 laboratory experiences. The units cover laboratory orientation; laboratory techniques; elements, compounds, and mixtures; acids, bases, and salts; home chemistry; building materials; fuels; molecular oxygen; water; metals; plastics; adhesives; paints; and lists of chemicals used. Each laboratory experience contains an explanation of its purpose, materials required, information, procedures, and notes for the instructor. Charts and diagrams are included where needed. (KC)