Summer 2005 CONFCHEM

Paper 1 - Discussion: July 11 and 12
Creating streaming videos for the classroom
Mark Duncan, Southport High School, Indianapolis, IN (mduncan@msdpt.k12.in.us)
Abstract: As high-speed access to the Internet increases, streaming videos are becoming a viable option as an alternate way to deliver remediation and/or extension content to students. Digital videos can easily be created using of the shelf electronics and software and streamed for student use. In this paper, I will discuss the technique I use to create simple videos for student home access.

Paper 2 - Discussion: July 13 and 14
Online Chemistry in a Virtual School
Karen Tobias, Broward Virtual Education, Ft. Lauderdale, FL 33317 and David D. Kumar, Florida Atlantic University, Davie, FL 33314 (ktobias@fau.edu)
Abstract: This paper describes teaching online chemistry and discusses advantages and disadvantages in one of Florida Virtual Schools. A sample of activities that enhance the online chemistry learning experience is presented along with some observations about teaching chemistry in the online environment.

Paper 3 - Discussion: July 18 and 19
Student Use of Microsoft Office in a First-Year Chemistry Course / PDF version (124 kB)
Steve Smith, Roanoke Valley Governor's School, Roanoke, VA (ssmith@rvgs.k12.va.us)
Abstract: Our first-year students use almost all of the applications in Microsoft Office. From writing lab reports in Word, graphing for math and chemistry labs in Excel, presenting their research project using PowerPoint, documenting their research project on the Web with FrontPage, and managing their emails with Outlook, the students become well-versed in using this versatile package. We will explore the different assignments given to the students and the Microsoft Office applications needed to complete them, as well as look at some other possible uses for the various programs in this software package.

Paper 4 - Withdrawn. Open Discussion: July 20 and 21

Paper 5 - Discussion: July 25 and 26
The Use of Web-Based Quizzes with PHP and mySQL in High School Chemistry
Leonard C. Klein, Shenandoah Valley Governor's School, Fishersville, VA 22939 (klein@svgs.k12.va.us)
Abstract: This paper discusses the authors attempt to provide better feedback on problem sets and a way to provide more different problems for students to work. All students need to learn how to work problems and need to know if their work is correct or not. The author provides one method and briefly discusses others available. Problems encounterd are also discussed. One may ask why one should go through all this work when there are products on the market that will do many of the same things for not much money. One answer is similar to why create your own labbook - using someone elses labbook is like using someone else's toothbrush. This allows one to ask questions the way you want and the way your students will see them on a test or quiz.

Paper 6 - Discussion: July 27 and 28
Creating and Using Interactive and Animated Media to Help Students Visualize Chemistry
Jean Weaver, The Prairie School, Racine, WI (jweaver@prairieschool.com)
Abstract: The real advantage of using a computer in the classroom, particularly a chemistry classroom, is to animate processes and to illustrate the abstract. In the first part of this paper, I will illustrate how simple animations and flexible, non-linear slide shows can be created with PowerPoint. In the second part of the paper, I present an experiment that I did with my students this year to investigate if it is better to use these slide shows as visual aides during my lectures or if it is better to let the students progress at their own rate by viewing them as tutorials.

Paper 7 - Discussion: August 8 and 9
A Study of Persistence in Learning Chemistry Through Technology Applications / full html version / PDF version (776 kB)
David Licata, Pacifica High School, Garden Grove, CA (chem.prof@gte.net)
Abstract: This study of pre- and posttest scores for 44 students taking first-year and second-year chemistry (Advanced Placement) compares the results for students in two traditional classes with the students in a class using computer technology and small-group instructional assignments. The tests focus on the skills of visualization and proportional reasoning. All teachers followed the district-prescribed pacing using similar labs and individual worksheets (often shared). The traditional teachers primarily used lecture (often highlighted by multi-media displays and demonstrations) followed by guided-practice. The test group teacher employed lecture/demonstration (with and without media) to introduce topics, followed by individual or small-group computer assignments using the Mastering Chemistry program and by small-group instructional activities when appropriate. Although the number of students in the study is small, resulting in only tentative conclusions in some cases, the data point to the conclusion that the Mastering Chemistry group developed and retained better visualization and proportional reasoning skills than did the control students. However when the control students, were exposed to the same teaching method all students attained the same high level of achievement.

Paper 8 - Discussion: August 10 and 11
Technology-Aided Learning in the Classroom - ChemSense: A Computer-based Construction Tool to Display Student Thinking / PDF version (521 kB)
Tina Stanford, SRI International, Menlo Park, CA (tina.stanford@sri.com)
Abstract: The ChemSense project is an NSF-funded research project whose goal is to help students overcome their difficulties in understanding chemical concepts by providing students access to rich representational tools that can fill a gap in their ability to experience or imagine the world of molecular entities and reactions. This project has been working with high school chemistry teachers to develop new activities, create and refine the computer knowledge building environment with drawing and animation tools that have templates specialized to chemistry. Over a period of two years our teacher partners have developed 43 ChemSense high school classroom activities. In this paper, I will describe how teachers used the animation tool to conduct student activities, share our research and provide resources so that you may download the animation tool and curriculum materials for you and your students' use.