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• Introduction: the people - my most memorable students, the many faces of failure, gender bias, an invitation to participate
• a framework for discussion - what constitutes understanding?, variables that affect learning, summary
• eternal verities - principles of learning, closing remarks, your own list of aphorisms. Part 1 Some useful theory: intelligence - models for intelligence, measuring intelligence, summary
• how we learn - schemas
• schema construction, summary
• implications for teaching - expository teaching, co-operative learning, constructivist models for teaching, the teacher's role, summary. Part 2 How to teach chemistry: problem-solving - what is a problem? completing exercises and solving problems, types of problems, general processes in problem-solving, where students go wrong, working memory and M-demand, summary, solutions to problems
• teaching problem-solving - teaching students to understand problems, teaching students to represent problems, teaching the solution process, teaching verification strategies, advice to problem-solvers, general suggestions, summary
• concept learning - formal concepts, naturally learned concepts, return to schemas, the importance of instruction, summary, exam on concept
• analyzing concepts to clarify their meaning - concept analysis, concept analysis of concept, practice exercises, what concept analysis can reveal, classes of science concepts, summary
• difficulties in teaching concepts - instructional decisions in concept learning, pedagogical content knowledge, special problems with abstract concepts
• detecting understanding, important properties of test items, analyzing test results, implications of learning theory, summary and discussion
• relationships among concepts - propositions, principles and rules - concept maps, mapping tools, principles and rules, summary
• the role of language in teaching chemistry - how we understand language, language problems in chemistry, other impediments to comprehension, learning chemical language, general language development, summary
• generalized intellectual skills - scientific reasoning, current understanding of intellectual development, research on misconceptions in chemistry, educational response to Piagetian research, summary
• scientific reasoning - formal operations, issues concerning the teaching of reasoning, summary
• teaching generalized intellectual skills - general considerations, example I - proportional reasoning disembedding logic from its context, example II - an interview with Fae, example III - using the laboratory, summary. Part 3 Things in the affective domain. (Part contents).
• (source: Nielsen Book Data)

• The People
• A Framework for Discussion
• Eternal Verities
• Intelligence
• How We Learn
• Implications for Teaching
• Problem Solving
• Teaching Problem Solving
• Concept Learning
• Analyzing Concepts To Clarify Their Meaning
• Difficulties in Teaching Concepts
• Relationships Among Concepts: Propositions, Principles, and Rules
• The Role of Language in Teaching Chemistry
• Generalized Intellectual Skills
• Scientific Reasoning
• Teaching Generalized Intellectual Skills
• Values in Science Teaching
• Motivation and Chemistry Teaching
• Promoting Task Involvement and Intrinsic Motivation.
• (source: Nielsen Book Data)

Aimed at chemical and science educators, students in training as educators for the high school or undergraduate levels, this book applies cognitive science to teaching chemistry. It presents specific examples from chemistry to illustrate principles of learning, and explores such topics as how individuals learn, teaching problem-solving, concept learning, language roles and task involvement motivation. Learning exercises to help educators decide how they should teach are also provided.
(source: Nielsen Book Data)
Aimed at chemists who teach at the high school and introductory college level, this valuable resource provides the reader with a wealth of knowledge and insight into Dr. Herron's experiences in teaching and learning chemistry. Using specific examples from chemistry to illustrate principles of learning, the volume applies cognitive science to teaching chemistry and explores such topics as how individuals learn, teaching problem solving, concept learning, language roles, and task involvement. It includes learning exercises to help educators decide how they should teach.
(source: Nielsen Book Data)

• Movie special effects
• The periodic table
• Cool chemistry show.

• An Introduction to Materials Chemistry
• Atoms and Electrons
• Stoichiometry
• Determination of Structure Using Diffraction Data
• Common Crystalline Structures
• Defects in Solids
• Electronic Structure of Crystalline Solids
• Chemical Equilibrium: Acid-Base and Redox Analogies in Solids
• Applications of Thermodynamics: Phase Changes
• Synthesis of Materials
• Laboratory Experiments
• Heat Capacities of Materials
• Solid-State Structure and Properties
• Solid Solutions with the Alum Structure
• Optical Diffraction Experiments
• X-Ray Analysis of a Solid
• Radon Testing
• Periodic Properties and Light-Emitting Diodes
• Hydrogen Insertion into WO[3
• Absorption of Light
• A Shape Memory Alloy, NiTi
• A High-Temperature Superconductor, YBa[2Cu[3O[7[-[x
• A Solid Electrolyte, Cu[2HgI[4
• Diffusion in Solids, Liquids and Gases
• Magnetic Garnets, Y[xGd[3[-[xFe[5O[1[2
• The Sol-Gel Preparation of Silica Gel Sensors.
• (source: Nielsen Book Data)

This resource volume, written especially for teachers of introductory chemistry courses, is in a ready-to-use format that will enable instructors to integrate materials chemistry into their curriculum. The book collects a critical mass of text, demonstrations, and laboratory experiments. The first ten chapters present a general introduction to solids; numerous easy-to-do teacher demonstrations are integrated into the material. The second part of the volume consists of fifteen laboratory experiments for students. Examples from cutting-edge research, as well as everyday life, spark student interest while illustrating the basic ideas that are important to an understanding of chemistry.
(source: Nielsen Book Data)

To assist educators with integrating safety education throughout the entire chemistry curriculum where principles of safety are taught over time rather than just during one-time safety trainings ACS has published new Guidelines for Chemical Laboratory Safety in Secondary Schools. The Safety Education Guidelines are organized around the concept of R.A.M.P. – an acronym for the Four Principles of Safety: Recognize the hazard, Assess the risk of the hazard, Minimize the risk of the hazard, and Prepare for emergencies. The guidelines also include student learning outcomes statements which clearly state the expected knowledge, skills, attitudes, competencies in the area of chemical safety that students are expected to acquire as they progress with their education.

• Section 1. Using argument-driven inquiry
• 1. Argument-driven inquiry
• 2. Lab investigations
• Section 2. Physical sciences core idea 1.A: structure and properties of matter
• Introduction labs
• Lab 1. Bond character and molecular polarity: how does atom electronegativity affect bond character and molecular polarity?
• Lab 2. Molecular shapes: how does the number of substituents around a central atom affect the shape of a molecule?
• Lab 3. Rate of dissolution: why do the surface area of the solute, the temperature of the solvent, and the amount of agitation that occurs when the solute and solvent are mixed affect the rate of dissolution?
• Lab 4. Molarity: what is the mathematical relationship between the moles of a solute, the volume of the solvent, and the molarity of an aqueous solution?
• Lab 5. Temperature changes due to evaporation: which of the available substances has the strongest intramolecular forces?
• Lab 6. Pressure, temperature, and volume of gases: how does changing the volume or temperature of a gas affect the pressure of that gas?
• Lab 7. Periodic trends: which properties of the elements follow a periodic trend?
• Lab 8. Solutes and the freezing point of water: how does the addition of different types of solutes affect the freezing point of water?
• Application labs
• Lab 9. Melting and freezing points: why do substances have specific melting and freezing points?
• Lab 10. Identification of an unknown based on physical properties: what type of solution is the unknown liquid?
• Lab 11. Atomic structure and electromagnetic radiation: what are the identities of the unknown powders?
• Lab 12. Magnetism and atomic structure: what relationships exist between the electrons in a substance and the strength of magnetic attraction?
• Lab 13. Density and the periodic table: what are the densities of germanium and flerovium?
• Lab 14. Molar relationships: what are the identities of the unknown compounds?
• Lab 15. The ideal gas law: how can a value of R for the ideal gas law be accurately determined inside the laboratory?
• Section 3. Physical sciences core idea 1.B: chemical reactions
• Introduction labs
• Lab 16. Development of a reaction matrix: what are the identities of the unknown chemicals?
• Lab 17. Limiting reactants: why does mixing reactants in different mole ratios affect the amount of the product and the amount of each reactant that is left over?
• Lab 18. Characteristics of acids and bases: how can the chemical properties of an aqueous solution be used to identify it as an acid or a base?
• Lab 19. Strong and weak acids: why do strong and weak acids behave in different manners even though they have the same chemical properties?
• Lab 20. Enthalpy change of solution: how can chemists use the properties of a solute to predict if an enthalpy change of solution will be exothermic or endothermic?
• Lab 21. Reaction rates: why do changes in temperature and reactant concentration affect the rate of a reaction?
• Lab 22. Chemical equilibrium: why do changes in temperature, reactant concentration, and product concentration affect the equilibrium point of a reaction?
• Application labs
• Lab 23. Classification of changes in matter: which changes are examples of a chemical change, and which are examples of a physical change?
• Lab 24. Identification of reaction products: what are the products of the chemical reactions?
• Lab 25. Acid-base titration and neutralization reactions: what is the concentration of acetic acid in each sample of vinegar?
• Lab 26. Composition of chemical compounds: what is the empirical formula of magnesium oxide?
• Lab 27. Stoichiometry and chemical reactions: which balanced chemical equation best represents the thermal decomposition of sodium bicarbonate?
• Lab 28. Designing a cold pack: which salt should be used to make an effective but economical cold pack?
• Lab 29. Rate laws: what is the rate law for the reaction between hydrochloric acid and sodium thiosulfate?
• Lab 30. Equilibrium constant and temperature: how does a change in temperature affect the value of the equilibrium constant for an exothermic reaction?
• Section 4. Appendixes
• Appendix 1. Standards alignment matrixes
• Appendix 2. Options for implementing ADI lab investigations
• Appendix 3. Investigation proposal options
• Appendix 4. Peer-review guide and instructor scoring rubric.

Transform your chemistry labs with this guide to argument-driven inquiry. Designed to be much more authentic than traditional laboratory activities, the investigations in this book give students the opportunity to work the way scientists do. They learn to identify questions, develop models, collect and analyze data, generate arguments, and critique and revise their reports. The 30 field-tested labs cover a broad range of topics related to chemical reactions and matter's structure and properties. The book contains introduction labs to acquaint students with new content and application labs to try out a theory, law, or unifying concept. Like Argument-Driven Inquiry in Biology, this book was written by veteran teachers and is easy to use and connects with today's standards. All labs include reproducible student pages, teacher notes, and checkout questions. If you've wanted to try an argument-driven approach to chemistry but haven't been sure how, this book will provide both the information and instructional materials you need to get started.
(source: Nielsen Book Data)