Chemistry Reference
In-Depth Information
Computer simulations are probably the outstanding ability of the new programs.
They allow the students to understand complicated chemical issues that cannot be
shown in an experiment. On the other hand, the use of simulation programs should
not replace experiments with real substances and apparatuses: the much-lamented
loss of reality could occur.
Another way to use the computer is the white board: it combines the ability to
use features of the computer and to do corrections or supplements by an interactive
pencil.
Multimedia
. Educational software has the big advantage that combines the use of
texts in picture and sound, pictures with or without comments, film sequences, or
model animations. It can switch from one application to another in a second, restart
an application, or skip another. On the one hand, it allows every student to
interactively work on the computer according to their learning progress. On the
other hand, it can be used for the whole class during a lesson via beamer.
The teacher should make a selection of the right educational software, since the
wide range of additional information can lead to disorientation. It remains to be
proven by studies as to what extent this educational software can be used success-
fully without accompanying lessons.
Experiments
. Experimental devices, measuring instruments, and apparatuses
(see Table
4.3
) are pictured in the experimental instructions of teaching and text
books. They can also be found, compared, and ordered in the catalogues of teaching
supply companies. Certain laws of Gestalt psychology have to be followed when
building apparatuses for experiments (see Sect. 5.2). Apart from that we refer to
Chap. 5, which focuses on the function of experiments.
Since the projection of experiments is specifically medial, relevant information
will be given at this point. There exist special attachments for using overhead or
slide projectors to show certain phenomena.
The overhead projector plays an important role in the projection of experiments,
since it is available in almost every class room:
- The overhead projector can be used to illuminate an apparatus, for example,
to visualize the development of gas by a gas developer for all students (E4.1).
It is also possible to only illuminate part of an apparatus
- The projector can also be used to visualize effects for all students in the room,
for example, the model experiment of the equilibrium (E4.2)
- Glass or Petri dishes are also good for the projection on the screen, the electrol-
ysis of zinc bromide solution, for example, can very well be observed with the
projector (E4.3)
- Lab supply companies offer tripartite Petri dishes, which allow the comparison
of three solutions; for example, an indicator in neutral, acidic, or alkaline
solution (E4.4)
- Teaching supply companies sell projection attachments for overhead projectors,
which either work with cuvettes for projection experiments (E4.5) or glass cells
for electrolysis experiments (E4.6). Full shows a lot of other wonderful
applications [
7
].
