for the students. The vehicle is individual organic and polymer syntheses that combine classic organic chemistry and polymer chemistry. The course is structured in a guided-discovery model. Each student, in a problem-solv- ing manner, utilizes his or her knowledge and skills learned from the previous two parts of the lab sequence to prepare a monomer via an organic synthesis and a polymer by a polymer synthesis. The research is an open end labo- ratory project which includes a microscale monomer syn- thesis and characterization, scale-up synthesis and char- acterization, and polymer synthesis. By changing functional erouos on the vinvl monomer molecule. the - . class can explore the reactivityof only one "family" of com- oounds and conseauentlv nolvmers. This provides the OD- - . - portunity to make some rough structure-reactivity correla- tions at the end of the course during group discussion in the class. Pedagogically, this approach makes a point that chemistry is an experimental science in which one can test ideas about both structure and reactivity.

Theme-Based Bidisciplinary Chemistry Laboratory Modules

Phyllis A. Leber Franklin & Marshall College

DUE 9455693 $25,596

The fundamental tenet of this project is that student in- terest in science will he aroused and their understanding of the scientific method enhanced by the introduction of multiweek bidisciplinary laboratory modules a t the end of each semester in the introductory chemistry sequences- general and organic chemistry. The laboratory modules are organized around themes that have broad-based rele- vance: water analyses due to environmental concerns, plant assays in response to environmental matters and biochemistrv interest. and d m e desien in recoenition of - - - the large pre-medical student population among the stu- dents enrolled in the introductorv chemistm courses. The laboratory modules are designedto imitat; aspects of re- search by allowing students latitude in formulating spe- cific goals for the project, by incorporating a longitudinal component to the study for the establishment of a qualita- tive and quantitative database, and by forging research teams both within the individual teaching laboratories and also I,, trridgmg student gronps in rt,li~tt,d scicnw dis- cipl~nes such as rhemisto. :~nd bidogv or geology

~\ftt!r completing the bidisciplinan l;rhoratory m~,dulcu, students will conimuniratt. their scit!ntific results at a iomt poster session. The exchange of ideas that results from the poster session will further encourage student involvement. I t is our hope that the bridging concept will find universal adontion at the colleae and will thus serve as a general pedHgogica~ paradigmfor an efficient, logical utilization of the multidisciplinary approach to teaching science.

Development of Collaborative, Computer-Networked Laboratories in General Chemistry

Nancy K. Kerner DUE 9455695 University of Michigan Ann Arbor $135.000

This project provides students with accurate experience in the laboratorv of the scientific orocess and skills for solving real life problems. The proje& extends a three year nilot ~roiect that uses collaborative cornouter based learn- . . " ing to meet the above goals. Student groups explore the same general problem, but each group uses different re- agents. Anetworked computer system (CoLABnet) is used to collect, pool, and summarize the largely qualitative class data. The pooled data allow the studeuts to examine more parameters with better accuracy than would individ- ual data. The discovery of trends is facilitated by present-

ing students with multiple instances of the same phenome- non. Groups use commercial graphing software and com- municate their findings during a postlab discussion. Pre- liminary data from the pilot project indicate that student learning and responses are improved by the new methods. The project evaluates the impact on student learning, evaluates and optimizes the design and implementation of software, develops new software around a commercial da- tabase program, and develops and implements a training and s u o ~ o r t svstem for TA's. As Dart of the TA trainine . . - process, newly developed videotapes dealing with instruc- tional techniques relevant to the collaborative learnine classroom areused.

An Integrated Curriculum for First and Second Year Chemistry Courses

Timothy R. Rettich Illinois Wesleyan Univenity

DUE 945571 8 $140,000

A curricular innovation is being implemented to address the problems of the traditional sequence of a year of gen- eral chemistry followed by a year of organic chemistry. These problems include: an artificial segregation of inor- ganic and organic chemical concepts; a large emphasis on quantitative skills one year and qualitative skills the other; introduction of theory prior to its empirical basis and unrelated to laboratorv exnerience: and a nercention by students that chemistriis disjointed; lacking botg con- tinuitv in its resenta at ion and relevance in its aodication. . .

There are three critical components to our renovation of the curriculum: 1, to inte&*~te inorganic and organic chem~stry throughout both introductory and intermediate chem~stry; 2, to fashion a laboratory sequence that pro- motes student understanding ol'the qualitatwe and mul- tid~iciuhnarv amects of chcmistrv. includinrr the use of

" A ", - modern instrumentation beginning in the first semester; and, 3) to create lecture and laboratory texts for use with such innovations. Aunique advantage of this sequence, ab- sent in the traditional. oraanic first. and two cvcle an- proaches, is the overall'ma~ching of topic development io student abilitv over the two vear seauence. This ao~roach builds, from am empirical basis, those unifying concepts of chemistry throughout a two year sequence. By removing the barriers separating the branches of chemistry a t the introductory and intermediate levels, students will have a more integrated view of the subject, and will have funda- mental concepts reinforced with the widest possible vari- ety of chemical examples and explanations.

Building Conceptual Frameworks with Synchronized Multiple Visualizations

Joel W. Russell Oakland University

DUE 9455747 $153,877

Acommon dilemma of first-year college chemistry is that the needs of diverse student populations are not being met by the traditional instructor focused classroom. At College of DuPage, Oakland Community College, and Oakland University this diversity includes ethnicity, age distribu- tion, aptitude, science background, and learning styles. In this project, classroom time is being used to help students develo~ concentual understandines that incornorate the ability to view phenomena from multiple perspectives. Classroom activities stress active learniue and scientific exploration. Topics and methods are used <hat reflect con- temporary science integrated with the personal experi- ences and interests of students.

Interactive multimedia materials, showing synchro- nized multiple representations of chemical species and phenomena,-are bking developed and used in dassrooms

Volume 72 Number 6 June 1995 535