Provides an overview of an experiment on reaction kinetics of the anthracene-hydrogen system. Includes a description of the laboratory equipment, procedures, and data analysis requirements. Points out the advantages of the recommended technique. (ML)

Describes three situations in which computer software was used in a chemistry laboratory. Discusses interfacing voltage output instruments with Apple II computers and using spreadsheet programs to simulate gas chromatography and analysis of kinetic data. Includes information concerning procedures, hardware, and software used in each situation. (CW)

This study focused on high school students' conceptions and substantial concept change learning processes when studying the kinetic theory of gases. The study was conducted in 1998 in four classes of a public metropolitan high school in South Korea. Data was collected through semistructured and in-depth interviews and participant observation of…

The first part of a two-part article describes an experimental approach that can be used in teaching the concept of saturated vapour pressure. This leads to a discussion of refrigeration cycles in the second part of the article. (JR)

Summarizes the structures, shapes, linkages, chain lengths, and physical and chemical properties of polymers, copolymers, and proteins with a background of knowledge of monomer units. (CC)

Reviews software produced by Cross Educational Software to teach college-advanced high school students how to determine forces/torques acting on rigid bodies in static equilibrium. Designed for use with Apple II/II+ (Applesoft), 10 minutes to one hour are required for the five low to moderate interactive tutorial programs. (Author/JN)

Describes use of the Physical Science Study Committee (PSSC) physics timer for verification of equations of motion and in measuring moment of inertia when a body is in actual motion. Diagrams illustrating experimental arrangement of apparatus for the experiments are provided. (JN)

A method is presented for teaching some topics of kinematics. It involves the use of electronic equipment, which allows active student participation, the systematic analysis and solution of problems, and the use of a quick feedback loop for training. (Author/SK)

Following a comparison of chain-growth and step-growth polymerization, focuses on the latter process by describing requirements for high molecular weight, step-growth polymerization kinetics, synthesis and molecular weight distribution of some linear step-growth polymers, and three-dimensional network step-growth polymers. (JN)

Described is the transfer function approach which can be applied to a system by measuring the appropriate activation parameters. This approach is conceptually simple and has many mechanistic applications, among which are solvent and structural effects on rates and equilibrium. (Author/DS)

Presents background information, procedure, and results of an experiment, using easily obtainable chemicals and equipment, illustrating chemical kinetics. The experiment may be done in a letter as one four-hour physical chemistry laboratory period. (JN)

Some fundamental relations that were strangely presented in a recent edition of a high school physics text (Physics: Fundamentals and Frontiers) are discussed. Relations discussed include: negative acceleration, vector components, and analyzing the interaction of a spring pendulum suspended from another spring pendulum. (BT)

Students' understanding of the concept of relative speed is described. A variety of ways of understanding relative speed and of viewing a problem that dealt with this concept were uncovered. The results are used to suggest ways for teachers to proceed in assisting students to enhance their understanding of relative speed. (PR)

Various examples of open-ended problems and ways to obtain them are presented. Suggestions for incorporating open-ended problems and some of the benefits and difficulties encountered by teachers and students are discussed. Examples are from courses on mass and energy balances, communications, kinetics and ideal reactors, and reactor design. (KR)

Addresses the problem that students balk at the notion velocities do not add algebraically. Offers a geometric model to verify the algebraic formulas that calculate velocity addition. Representations include Galilean relativity, Einstein's composition of velocities, and the inverse velocity transformation. (MDH)