Information Retrieval and the College Chemistry Curriculum.

1962 ◽  
Vol 2 (4) ◽  
pp. 209-212
Author(s):  
Elbert G. Smith
Keyword(s):  
Information Retrieval ◽  
Chemistry Curriculum ◽  
College Chemistry

Mobility handicapped individuals in the college chemistry curriculum: Students, teachers, and researchers

1981 ◽  
Vol 58 (3) ◽  
pp. 213
Author(s):  
Todd A. Blumenkopf ◽  
Anne Barrett Swanson ◽  
Robert P. Larsen
Keyword(s):  
Chemistry Curriculum ◽  
College Chemistry

Chemical concepts and the college chemistry curriculum

1958 ◽  
Vol 35 (4) ◽  
pp. 164 ◽  
Author(s):  
Laurence E. Strong ◽  
O. Theodor Benfey
Keyword(s):  
Chemistry Curriculum ◽  
College Chemistry ◽  
Chemical Concepts

When do students recognize relationships between molecular structure and properties? A longitudinal comparison of the impact of traditional and transformed curricula

2016 ◽  
Vol 17 (2) ◽  
pp. 365-380 ◽  
Author(s):  
Sonia M. Underwood ◽  
David Reyes-Gastelum ◽  
Melanie M. Cooper
Keyword(s):  
Organic Chemistry ◽  
General Chemistry ◽  
Control Group ◽  
Structure And Properties ◽  
Chemistry Curriculum ◽  
Traditional Curriculum ◽  
College Chemistry ◽  
Chemical Structures ◽  
Longitudinal Comparison ◽  
The Impact

The ability to use a chemical structure to predict and explain phenomenon is essential to a robust understanding of chemistry; however, previous research has shown that students find it difficult to make the connection between structure and properties. In this study we examine how student recognition of the connections between structure and properties evolves during the first two years of college chemistry courses. In addition, we investigate how an alternative general chemistry curriculum (Chemistry, Life, the Universe and Everything (CLUE)) impacts students' understanding during these first two-years. Using discrete-time survival analysis to analyze student responses to the Implicit Information from Lewis Structures Instrument (IILSI), we found that it takes multiple semesters for students enrolled in a traditional curriculum to recognize that chemical structures can be used as models to predict chemical and physical properties. Students in the CLUE curriculum, however, tend to make this connection earlier than a matched cohort of students from a traditional curriculum, and this advantage is maintained throughout the two semesters of organic chemistry. In general, the control group takes an additional year of organic chemistry to reach the same level as the CLUE students after a year of general chemistry.

Demonstration of the Use of Tape-Recorded Information from a High Vacuum Electron Microscope

1969 ◽  
Vol 27 ◽  
pp. 218-219
Author(s):  
Richard E. Hartman ◽  
Roberta S. Hartman ◽  
Peter L. Ramos
Keyword(s):  
Information Retrieval ◽  
Electron Microscope ◽  
Magnetic Tape ◽  
High Vacuum ◽  
Data Retrieval ◽  
Electronic Information ◽  
Electronic Data ◽  
Subsequent Processing ◽  
Continuous Record

We have long felt that some form of electronic information retrieval would be more desirable than conventional photographic methods in a high vacuum electron microscope for various reasons. The most obvious of these is the fact that with electronic data retrieval the major source of gas load is removed from the instrument. An equally important reason is that if any subsequent analysis of the data is to be made, a continuous record on magnetic tape gives a much larger quantity of data and gives it in a form far more satisfactory for subsequent processing.

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