The Role Of Language In Learning Chemical Equilibrium

Chemical education is essential to everybody because it deals with ideas that play major roles in personal, social, and economic decisions. This book is based on three principles: that all aspects of chemical education should be associated with research; that the development of opportunities for chemical education should be both a continuous process and be linked to research; and that the professional development of all those associated with chemical education should make extensive and diverse use of that research. It is intended for: pre-service and practising chemistry teachers and lecturers; chemistry teacher educators; chemical education researchers; the designers and managers of formal chemical curricula; informal chemical educators; authors of textbooks and curriculum support materials; practising chemists and chemical technologists. It addresses: the relation between chemistry and chemical education; curricula for chemical education; teaching and learning about chemical compounds and chemical change; the development of teachers; the development of chemical education as a field of enquiry. This is mainly done in respect of the full range of formal education contexts (schools, universities, vocational colleges) but also in respect of informal education contexts (books, science centres and museums).

This book explores the importance of language in content learning. It focuses on teachers’ roles, knowledge and understanding of language in school contexts (including academic language and disciplinary languages) to support students. It examines teachers' language-related knowledge base for content teaching, which include teachers' knowledge of and about language, knowledge of (their) students and their pedagogical knowledge. This book also explores how teachers’ knowledge of language, students and content are linked as part of a larger pedagogical content knowledge, which includes knowledge of the role of language in content learning. As well, it further considers literacy (and literacies) as part of this examination of teachers’ knowledge of language.

Enables students to progressively build and apply new skills and knowledge Designed to be completed in one semester, this text enables students to fully grasp and apply the core concepts of analytical chemistry and aqueous chemical equilibria. Moreover, the text enables readers to master common instrumental methods to perform a broad range of quantitative analyses. Author Brian Tissue has written and structured the text so that readers progressively build their knowledge, beginning with the most fundamental concepts and then continually applying these concepts as they advance to more sophisticated theories and applications. Basics of Analytical Chemistry and Chemical Equilibria is clearly written and easy to follow, with plenty of examples to help readers better understand both concepts and applications. In addition, there are several pedagogical features that enhance the learning experience, including: Emphasis on correct IUPAC terminology "You-Try-It" spreadsheets throughout the text, challenging readers to apply their newfound knowledge and skills Online tutorials to build readers' skills and assist them in working with the text's spreadsheets Links to analytical methods and instrument suppliers Figures illustrating principles of analytical chemistry and chemical equilibria End-of-chapter exercises Basics of Analytical Chemistry and Chemical Equilibria is written for undergraduate students who have completed a basic course in general chemistry. In addition to chemistry students, this text provides an essential foundation in analytical chemistry needed by students and practitioners in biochemistry, environmental science, chemical engineering, materials science, nutrition, agriculture, and the life sciences.

Winner of the CHOICE Outstanding Academic Title 2017 Award This comprehensive collection of top-level contributions provides a thorough review of the vibrant field of chemistry education. Highly-experienced chemistry professors and education experts cover the latest developments in chemistry learning and teaching, as well as the pivotal role of chemistry for shaping a more sustainable future. Adopting a practice-oriented approach, the current challenges and opportunities posed by chemistry education are critically discussed, highlighting the pitfalls that can occur in teaching chemistry and how to circumvent them. The main topics discussed include best practices, project-based education, blended learning and the role of technology, including e-learning, and science visualization. Hands-on recommendations on how to optimally implement innovative strategies of teaching chemistry at university and high-school levels make this book an essential resource for anybody interested in either teaching or learning chemistry more effectively, from experience chemistry professors to secondary school teachers, from educators with no formal training in didactics to frustrated chemistry students.

Learning the basics of physical chemistry with a unique, innovative approach. Georg Job and Regina Rueffler introduce readers to an almost intuitive understanding of the two fundamental concepts, chemical potential and entropy. Avoiding complex mathematics, these concepts are illustrated with the help of numerous demonstration experiments. Using these concepts, the subjects of chemical equilibria, kinetics and electrochemistry are presented at an undergraduate level. The basic quantities and equations necessary for the qualitative and quantitative description of chemical transformations are introduced by using everyday experiences and particularly more than one hundred illustrative experiments, many presented online as videos. These are in turn supplemented by nearly 400 figures, and by learning objectives for each chapter. From a review of the German edition: “This book is the most revolutionary textbook on physical chemistry that has been published in the last few decades.”

Over the last decades several researchers discovered that children, pupils and even young adults develop their own understanding of "how nature really works". These pre-concepts concerning combustion, gases or conservation of mass are brought into lectures and teachers have to diagnose and to reflect on them for better instruction. In addition, there are ‘school-made misconceptions’ concerning equilibrium, acid-base or redox reactions which originate from inappropriate curriculum and instruction materials. The primary goal of this monograph is to help teachers at universities, colleges and schools to diagnose and ‘cure’ the pre-concepts. In case of the school-made misconceptions it will help to prevent them from the very beginning through reflective teaching. The volume includes detailed descriptions of class-room experiments and structural models to cure and to prevent these misconceptions.

This book concentrates on the topic of physical and chemical equilibrium. Using the simplest mathematics along with numerous numerical examples it accurately and rigorously covers physical and chemical equilibrium in depth and detail. It continues to cover the topics found in the first edition however numerous updates have been made including: Changes in naming and notation (the first edition used the traditional names for the Gibbs Free Energy and for Partial Molal Properties, this edition uses the more popular Gibbs Energy and Partial Molar Properties,) changes in symbols (the first edition used the Lewis-Randal fugacity rule and the popular symbol for the same quantity, this edition only uses the popular notation,) and new problems have been added to the text. Finally the second edition includes an appendix about the Bridgman table and its use.

Chemistry 2e is designed to meet the scope and sequence requirements of the two-semester general chemistry course. The textbook provides an important opportunity for students to learn the core concepts of chemistry and understand how those concepts apply to their lives and the world around them. The book also includes a number of innovative features, including interactive exercises and real-world applications, designed to enhance student learning. The second edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Substantial improvements have been made in the figures, illustrations, and example exercises that support the text narrative. Changes made in Chemistry 2e are described in the preface to help instructors transition to the second edition.

This volume offers a critical examination of a variety of conceptual approaches to teaching and learning chemistry in the school classroom. Presenting up-to-date research and theory and featuring contributions by respected academics on several continents, it explores ways of making knowledge meaningful and relevant to students as well as strategies for effectively communicating the core concepts essential for developing a robust understanding of the subject. Structured in three sections, the contents deal first with teaching and learning chemistry, discussing general issues and pedagogical strategies using macro, sub-micro and symbolic representations of chemical concepts. Researchers also describe new and productive teaching strategies. The second section examines specific approaches that foster learning with understanding, focusing on techniques such as cooperative learning, presentations, laboratory activities, multimedia simulations and role-playing in forensic chemistry classes. The final part of the book details learner-centered active chemistry learning methods, active computer-aided learning and trainee chemistry teachers` use of student-centered learning during their pre-service education. Comprehensive and highly relevant, this new publication makes a significant contribution to the continuing task of making chemistry classes engaging and effective.