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1
Pratt, Justin M. "Undergraduate Students Teaching Chemistry in Informal Environments: Investigating Chemistry Outreach Practices and Conceptual Understanding." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami154203032638329.
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Adobes, Vidal Maria. "Quantitative and holistic views of crystal dissolution processes." Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/95498/.
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This thesis is concerned with the development and application of novel theoretical and experimental methodologies to study crystal dissolution processes across multiple lengthscales. In particular, it presents a versatile in situ multimicroscopy approach, comprising atomic force microscopy (AFM), scanning ion-conductance microscopy (SICM), and optical microscopy (OM) that is readily combined with finite element method (FEM) simulations. The methodology permits the quantitative 3D visualization of microcrystal morphology during dissolution with well-defined, high mass transport rates, enabling both the measurement of face-dependent dissolution rates and the elucidation of the dissolution mechanism. The approach also allows the determination of interfacial concentrations and concentration gradients, as well as the separation of kinetic and mass transport limiting regimes. The high resolving power and versatility of this new methodology is demonstrated on four different crystalline compounds with very different characteristics. First, the dissolution kinetics of individual faces of single furosemide microcrystals are investigated by OM-SICM and FEM modeling. It is found that the (001) face is strongly influenced by surface kinetics, while the (010) and (101) faces are dominated by mass transport. Dissolution rates are shown to vary greatly between crystals, with a strong dependence on crystal morphology and surface properties. A similar approach is then used to investigate changes in both crystal morphology and surface processes during the dissolution of bicalutamide single crystals, achieving high resolution with in situ AFM. It is shown that dissolution involves roughening and pit formation on all dissolving surfaces, and that this has a strong influence on the overall dissolution rate. FEM simulations determine that mass transport contributions increase as dissolution proceeds due to a continuous increase of the intrinsic dissolution rate constant, promoted by the exposure of high index microfacets. The methodology is further developed to show that kinetic data obtained from OMSICM and AFM, which provide differing measures of kinetic parameters, are in good agreement when the different mass transport regimes of the two experimental configurations are accounted for. The robustness of the methodology is verified via studies of L-cystine crystals, while also providing insights into the dissolution mechanism by visualizing hexagonal spirals descending along screw dislocations. Finally, the ability of the methodology to characterize processes with fast surface kinetics is demonstrated by the study of the proton-promoted dissolution of calcite single crystals. The approach allows the accurate determination of the near-interface concentration of all species during dissolution, as well as the intrinsic dissolution rate constant of the {104} faces, showing that surface kinetics play an important role in the dissolution process. Overall, this methodology provides a significant advance in the analysis and understanding of dissolution processes at a single crystal level, revealing the intrinsic properties of crystal faces and providing a powerful platform from which future studies can be developed.
3
Schafer, Adam G. L. "Investigating High School Chemistry Teacher Assessment Beliefs and Practices During Assessment Design and Interpretation of Assessment Results." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1585931518315268.
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Liu, Yuanli. "Development of Cross-reactive Sensors Array: Practical Approach for Ion Detection in Aqueous Media." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1345428697.
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Amoush, Siham al [Verfasser], Ingo [Akademischer Betreuer] Eilks, and Verena [Akademischer Betreuer] Pietzner. "Jordanian chemistry (student) teachers' beliefs about chemistry teaching and their views on educational reform / Siham Al-Amoush. Gutachter: Ingo Eilks ; Verena Pietzner. Betreuer: Ingo Eilks." Bremen : Staats- und Universitätsbibliothek Bremen, 2012. http://d-nb.info/107199347X/34.
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Gonzalez, Ines M. "THEORETICAL STUDY OF THE STRUCTURES AND ENERGETICS OF AROMATIC CLUSTERS: DEVELOPMENT OF RELIABLE AND PRACTICAL THEORETICAL MODELS FOR INTERMOLECULAR POTENTIALS." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1164652307.
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Ayas, Alipasa. "A study of teachers and students views of the upper secondary chemistry curriculum and students understanding of introductory chemistry concepts in the east Black-Sea region of Turkey." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239534.
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Calero, Adolfo Eberhard. "An Investigation of Fertilizer-Derived Uranium in Ohio Agricultural Soils." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587651244115868.
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Doyle, Steven Doyle. "Relationships Between Cropping Practices, Soil Quality, and Maize (Zea mays L) Yield in Morogoro Region, Tanzania." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1528987286318244.
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Pabuccu, Aybuke. "Improving 11th Grade Students'." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609912/index.pdf.
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The purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally instruction on students’
understanding of acid-base concepts. Also, the effect of instruction on students&
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attitude toward chemistry as a school subject and the effect of gender difference on understanding of acid-base concepts and attitudes toward chemistry were investigated. During the second semester of 2007-2008, 130 eleventh grade students from six classes of two different high schools attended this study. The classes were randomly assigned as control and experiment groups. Students in the control groups were instructed by traditional instruction whereas students in the experimental groups were taught by 5E model. Attitude Scale Toward Chemistry as a School Subject and Acid-Base Concept Test were administered as a pre and post-tests. In addition, Science Process Skill Test and Views on Science-Technology-Society instrument was utilized. The hypotheses were tested by using two-way analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results revealed that 5E Model caused a significantly better understanding of acids and bases than the traditional instruction. In addition, these models of instruction developed the similar attitude toward science as a school subject. Science process skill was a strong predictor in understanding the concepts. On the other hand, no significant effect of gender difference on understanding the acids and bases and on students&
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attitudes toward chemistry as a school subject was found. The results of Views on Science-Technology-Society gave a picture of the students&
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views on nature of science.
11
Davis, Bridgit Helen. "Measuring the views of grade 10-12 Gauteng school learners on Chemistry practicals." Diss., 2004. http://hdl.handle.net/10500/997.
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The two-part Views on Chemistry Practicals (VOCP) instrument for measuring the views of grade 10 to 12 Physical Science students about the benefits and problems of Chemistry practicals was empirically developed and trialed using six schools in Gauteng. The summary part of the resultant VOCP instrument comprises 24 Likert items and the explanatory part comprises 24 multiple-choice items with 163 options, thus creating a unique current record of a wide range of students' views of chemistry practicals and providing teachers with a tool for improving chemistry practicals. The trial of the instrument with 230 students from three schools indicated that the summary part of the instrument is reliable (Cronbach alpha coefficient) and that a shortened explanatory part of the instrument is reliable (Chi squared values for 17 items with 98 options). The validity of the VOCP instrument was established through the empirical development of the instrument using triangulation of data.Educational Studies
M.Ed. (Natural Science Education)
12
Colen, Tuaundu. "The relationship between teacher-learner interaction and the laboratory learning environment during chemistry practicals in Namibia." Thesis, 2013. http://hdl.handle.net/10500/13514.
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The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory.
The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories.
The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi.
The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country.Curriculum and Instructional Studies
D. Ed. (Didactics of Education)
13
Tuaundu, Colen. "The relationship between teacher-learner interaction and the laboratory learning environment during chemistry practicals in Namibia." Thesis, 2013. http://hdl.handle.net/10500/13858.
Full textAbstract:
The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory.
The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories.
The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi.
The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country.Curriculum and Instructional Studies
D. Ed. (Didactics of Education)
14
McDowell, Derek Ray. "New views of collisional vibrational relaxation: Energy removal rates and energy distributions of triplet state pyrazine." Thesis, 1997. http://hdl.handle.net/1911/19184.
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Collisional energy removal rates from vibrationally excited T$\sb1$ pyrazine are measured using the refined and validated Competitive Radiationless Decay (CRD) method. Optical excitation followed by intersystem crossing prepares a vibrationally excited vapor sample of T$\sb1$ pyrazine. $\rm T\sb{n}\gets T\sb1$ transient absorption kinetics, measured with a S/N ratio of ca. 1000, provides the collisional dependence of the average triplet radiationless decay rate constant. Using a calibration between this decay constant and the triplet vibrational energy, the collisional history of the sample's vibrational energy content is deduced. This leads to the rate of collisional energy removal as a function of the triplet pyrazine's vibrational energy content. Results with a variety of small relaxers comprise the most useful database to date on collisional vibrational relaxation of a triplet state polyatomic. We find the following order of relaxer effectiveness per collision:$$\rm He{<}H\sb2{<}Ne{<}D\sb2{<}Ar{<}N\sb2{<}Kr{<}Xe{<}CO{<}CH\sb4{<}CO\sb2{<}H\sb2O$$These triplet state energy removal rates exceed those recently reported for vibrationally excited ground state pyrazine by a factor of ca. 7.
In addition, a new method for determining the distribution of vibrational energy contents in an excited polyatomic sample is applied to vibrationally excited T$\sb1$ pyrazine. The T$\sb1$ population decays with a distribution of rate constants corresponding to the underlying distribution of vibrational energies. This rate constant distribution is extracted from decay kinetics through the use of a multi-Gaussian distribution model. The calibration between decay constant and triplet vibrational energy is used to deduce the molecular vibrational energy distribution, providing the first experimental view of an excited sample's vibrational energy distribution. Relatively narrow nascent vibrational energy distributions are progressively broadened during the early collisional encounters with a relaxer. These new vibrational energy distributions and the collisional energy removal results suggests a threshold for enhanced relaxation near 2000 cm$\sp{-1}$ of donor vibrational energy. These intriguing results should stimulate further theoretical and experimental research into the collisional relaxation of electronically excited molecules.
15
Tsai, Hsiao Hsin, and 蔡曉信. "(1) The Effectiveness of Computer based Instruction in Teaching Chemistry Experimental Technique: TLC (2) Improving Teachers'' Views on STS Through Interpretive Structural Modeling: detergent." Thesis, 1993. http://ndltd.ncl.edu.tw/handle/03995602165879983959.
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碩士國立師範大學
化學學系
81
]一）應用電腦有效教導化學實驗技能：薄層層析法教導及評量化學實驗 技能(薄層層析法)的電腦化教學模式是建立在(A) 以內容分析來確認問題 。(B) 用過程圖為後設認知工具幫助學習者組織、建構、修正及統整其過 程概念的雛型架構。(C) 教室資訊系統可使學習者得到立即的回饋所以能 提高學習動機, 因而增強學生專心學習, 使學生能自我肯定、自我加強、 且透過小組討論, 自我修正。使用本模式教導化學實驗的成效如下: 由結 果可推論得到Item－ Response後測正答率、化學實驗過程圖分數及實做 成果彼此均有正比關係存在，亦即實驗 過程圖建構得好的學生，其Item －Response測驗成績也高，且實驗過程圖建構得好, 其實作結果亦佳。故 可知本教導／評量模式對實驗結果有正面的影響，能達成化學實驗技能的 有效學習。 二）用解析結構法提昇教師對STS的看法：清潔劑要使STS的 學習成功,教師扮演著中心角色。因此評量教師對 STS主題的看法並如何 去提昇它是非常重要的. 參加國立臺灣師範大學化學系舉辦的暑期進修班 之在職教師, 在課程中安排教導使用解析結構法(ISM)來提昇他們對STS看 法。教師們針對STS主題"清潔劑" 分別用敘述式及 ISM圖來表達他們對清 潔劑的看法。本研究使用McDaniel''s的五個思考階層來評量教師之認知複 雜度.評量結果顯示ISM的方法能助益用"腦學習"並可提昇教師對真實生活 中之STS主題的看法。 (1) THE EFFECTIVENESS OF COMPUTER BASED INSTRUCTION IN TEACHING CHEMISTRY EXPERIMENTAL TECHNIQUE ─ TLC─ A model of computer-based instruction and assessment in teaching a chemistry experimental technique,e.g.,TLC was constructed with (A) questions identified by content- analysis (B) process-mapping to serve as a metacognitive tool, which helps learners organize, construct, modify, and elaborate their prototype process-concept frameworks, and (C) a classroom information system for consistent feedback and group discussion to promote student''s self- generated motivation, self- confirmation, self-reinforce- ment, and self-correction. (２) IMPROVING TEACHERS'' VIEWS ON STS THROUGH INTERPRETIVE STRUCTURAL MODELING─DETERGENT─ Inservice teachers enrolled in a summer institute at National Taiwan Normal University were instructed to use the interpretive structural modeling(ISM)to improve their views on STS.Their hand-written statements and subsequently drawn with the ISM method reflected their views on the STS topic, "Detergent." Their levels of cognitive complexity on the STS views were scored by the McDaniel''s 5-point scale. The results showed that the ISM method can facilitate ''head learning'' and improve teachers'' views on the STS topic in the real life.