CHEMICAL CALCULATIONS

By W. PASIE

CHAPTER 1 INTRODUCTION?THE MANY TYPES AND KINDS OF CHEMISTRY PROBLEMS CHAPTER 2 QUALITATIVE REASONING IN PROBLEM-SOLVING IN CHEMISTRY CHAPTER 3 SCAFFOLDING METACOGNITION AND RESOURCE ACTIVATION DURING PROBLEM SOLVING: A CONTINUUM PERSPECTIVE CHAPTER 4 DECONSTRUCTING THE PROBLEM-SOLVING PROCESS: BENEATH ASSIGNED POINTS AND BEYOND TRADITIONAL ASSESSMENT CHAPTER 5 IT DEPENDS ON THE PROBLEM AND ON THE SOLVER: AN OVERVIEW OF THE WORKING MEMORY OVERLOAD HYPOTHESIS, ITS APPLICABILITY AND ITS LIMITATIONS CHAPTER 6 MECHANISTIC REASONING USING THE ELECTRON-PUSHING FORMALISM CHAPTER 7 SCAFFOLDING SYNTHESIS SKILLS IN ORGANIC CHEMISTRY CHAPTER 8 PROBLEM SOLVING USING NMR AND IR SPECTROSCOPY FOR STRUCTURAL CHARACTERIZATION IN ORGANIC CHEMISTRY CHAPTER 9 ASSESSING SYSTEM ONTOLOGY IN BIOCHEMISTRY: ANALYSIS OF STUDENTS’ PROBLEM SOLVING IN ENZYME KINETICS CHAPTER 10 PROBLEM SOLVING IN THE CHEMISTRY TEACHING LABORATORY: IS THIS SOMETHING THAT HAPPENS CHAPTER 11 PROBLEMS AND PROBLEM SOLVING IN THE LIGHT OF CONTEXT-BASED CHEMISTRY CHAPTER 12 USING TEAM BASED LEARNING TO PROMOTE PROBLEM SOLVING THROUGH ACTIVE LEARNING CONTENTS CHAPTER 13 TECHNOLOGY, MOLECULAR REPRESENTATIONS, AND STUDENT UNDERSTANDING IN CHEMISTRY CHAPTER 14 AN EDUCATIONAL SOFTWARE FOR SUPPORTING STUDENTS’ LEARNING OF IR SPECTRAL INTERPRETATION CHAPTER 15 EXPLORING CHEMISTRY PROBLEMS WITH COMPUTATIONAL QUANTUM CHEMISTRY TOOLS IN THE UNDERGRADUATE CHEMISTRY CURRICULUM CHAPTER 16 METHODOLOGICAL AND EPISTEMOLOGICAL ISSUES IN SCIENCE EDUCATION PROBLEMSOLVING RESEARCH: LINEAR AND NONLINEAR PARADIGMS CHAPTER 17 ISSUES, PROBLEMS AND SOLUTIONS: SUMMING IT ALL UP CHAPTER 18 POSTSCRIPT – TWO ISSUES FOR PROVOCATIVE THOUGHT: (A) THE POTENTIAL SYNERGY BETWEEN HOTS AND LOTS (B) WHEN PROBLEM SOLVING MIGHT DESCEND TO CHAOS DYNAMICS CHAPTER PROBLEM SOLVING IS A COMPLEX SET OF ACTIVITIES, PROCESSES, AND BEHAVIORS FOR WHICH VARIOUS MODELS HAVE BEEN USED AT VARIOUS TIMES SPECIFICALLY, “PROBLEM SOLVING IS A PROCESS BY WHICH THE LEARNER DISCOVERS A COMBINATION OF PREVIOUSLY LEARNED RULES THAT THEY CAN APPLY TO ACHIEVE A SOLUTION TO A CHEMICAL CALCULATIONS FURTHER, IT WAS SUGGESTED THAT THE LIMITED SUCCESS OF THE COGNITIVE-CORRELATES AND COGNITIVE-COMPONENTS APPROACHES TO MEASURING INTELLIGENCE ARE DUE IN PART TO THE USE OF TASKS THAT ARE MORE ENTRENCHED (FAMILIAR) THAN WOULD BE OPTIMAL FOR THE STUDY OF INTELLIGENCE THE DIVISION OF COGNITIVE OR THINKING SKILLS INTO HIGHER-ORDER (HOCS/HOTS) AND LOWER-ORDER (LOCS/LOTS)3,10 IS VERY RELEVANT STUDENTS ARE FOUND TO PERFORM CONSIDERABLY BETTER ON QUESTIONS REQUIRING LOTS THAN ON THOSE REQUIRING HOTS INTERESTINGLY, PERFORMANCE ON QUESTIONS REQUIRING HOTS OFTEN DOES NOT CORRELATE WITH THAT ON QUESTIONS REQUIRING LOTS 10 IN A SCHOOL CONTEXT, A TASK CAN BE AN EXERCISE OR A REAL PROBLEM DEPENDING ON THE SUBJECT'S EXPERTISE AND ON WHAT HAD BEEN TAUGHT A TASK MAY THEN BE AN EXERCISE FOR ONE STUDENT, BUT A PROBLEM FOR ANOTHER STUDENT 11 I RETURN TO THE ISSUE OF HOT/LOTS IN CHAPTERS 17 AND 18 TYPES AND KINDS OF PROBLEMS JOHNSTONE HAS PROVIDED A SYSTEMATIC CLASSIFICATION OF PROBLEM TYPES, WHICH IS REPRODUCED IN TABLE 1 1 8 TYPES 1 AND 2 ARE THE “NORMAL” PROBLEMS CHEMICAL CALCULATIONS