scholarly journals Playing Around with “Kaleidagraph” Program for Determination of pK<sub>a</sub> Values of Mono, Di and Tri Basic Acids in a Physical-Organic Chemistry Laboratory

2012 ◽  
Vol 03 (03) ◽  
pp. 380-382 ◽  
Author(s):  
Vandanapu Jagannadham ◽  
Rachuru Sanjeev
2020 ◽  
Vol 2 (2) ◽  
Author(s):  
V. I. Kodolov ◽  
V.V. Kodolova Chukhontseva

The estimation of chemical particles reactivity and the determination of chemical reactions direction are the actual theme in new scientific trend – Chemical Mesoscopics. Paper includes the proposal about the using the theory of free energy linear dependence from physical organic chemistry and their applications for prognosis of reactions flowing. The semi-empiric constants is given according to mesoscopic physics definitions as well as the transformed Kolmogorov–Avrami equation is discussed. It is  the development of Chemical Mesoscopics for organic reactivity estimation including nanostructures reactivity.


2020 ◽  
Author(s):  
William J. Howitz ◽  
Kate J. McKnelly ◽  
Renee Link

<p>Large, multi-section laboratory courses are particularly challenging when managing grading with as many as 35 teaching assistants (TAs). Traditional grading systems using point-based rubrics lead to significant variations in how individual TAs grade, which necessitates the use of curving across laboratory sections. Final grade uncertainty perpetuates student anxieties and disincentivizes a collaborative learning environment, so we adopted an alternative grading system, called specifications grading. In this system each student knows exactly what level of proficiency they must demonstrate to earn their desired course grade. Higher grades require demonstrating mastery of skills and content at defined higher levels. Each students’ grade is solely dependent on the work they produce rather than the performance of other students. We piloted specifications grading in the smaller, third quarter course of the lower division organic chemistry laboratory series held during a summer term. Open-ended questions were chosen to gather student and TA perceptions of the new grading system. TAs felt that the new grading system reduced the weekly grading time because it was less ambiguous. Responses from students about the nature of the grading system were mixed. Their perceptions indicate that initial buy-in and multiple reminders about the bigger picture of the grading system will be essential to the success of this grading system on a larger scale.</p>


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