Journal of College Science Teaching; Mar/Apr2016, Vol. 45 Issue 4, p22-30, 9p
INTERMOLECULAR forces, DATA analysis, INSTRUCTIONAL systems design, CHEMISTRY, PHYSICAL sciences, and EDUCATION
Connecting abstract science concepts to real-world phenomena and experiences proves difficult for many learners, and intermolecular forces are counted among the more challenging topics because of their abstract nature. Mastery of intermolecular forces is crucial to chemistry, physical science, general biology, and molecular biology, as they influence physical properties of substances, protein folding mechanisms, and the DNA double helix. The intermolecular forces activity presented in this article is designed to foster concept-building through students' use of concrete, manipulative objects, and it was developed to be pedagogically sound. Data analysis via pre- and posttesting and subsequent exam questions indicated that students who had the opportunity to participate in the activity were better able to identify and apply intermolecular forces both immediately after completion of the activity and also at the end of the semester. This activity has broad applicability in its usefulness to AP chemistry or biology, general chemistry, organic chemistry, biochemistry, physical chemistry, general biology, and molecular biology, as intermolecular forces are relevant to all these content areas. In addition, the intermolecular forces activity is editable so educators from a variety of courses or educational levels could modify it for use to meet their particular instructional goals. [ABSTRACT FROM AUTHOR]
Journal of College Science Teaching; Jan/Feb2010, Vol. 39 Issue 3, p56-60, 5p
CURCUMA, CHEMISTRY education, CHEMISTRY experiments, ORGANIC chemistry, and TAUTOMERISM
The article presents a case study which centers on the chemistry of curcumin. One of the objectives of the case was to examine the main concepts in organic chemistry, which include keto-enol tautomerization, resonance theory, antioxidant chemistry, organic acids and bases, and metal chelation. For the study, students were grouped into five or six. It was found that several students had difficulty creating different resonance structures.