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Highlights
SUSAN H. HIXSON
Many chemical processes are difficultto communicate effectively because the concepts require individuals to visualize the movement ofmolecules, ions, or electrons. Herron
and Greenbowe (1)have stressed the importance of instructors helping students make connections between
three levels of representation: macroscopic, microscopic,
and symbolic. Static diagrams, graphs, chemical equations, mathematical equations. and chemical symbols are
part of the symbolic ievel of representation. ?:hemistry
demonstrations and laboratory actirities idlow students to
directly observe chemical reactions a t the macroscopic
level. Amissina component of instruction is a way to convey the m i c r ~ ~level
~ i cof representation of a ihemical
process. Explaining dynamic processes of equilibrium reactions and-oxidation&ductibn reactions becomes easier
when students can observe a computer animation or simulation of these processes.
McPhillen and Greenbowe (2),Lynch and Greenbowe (31,
and Greenbowe and Parker (4) have developed computer
animated sequences and interactive multimedia instructional programs for use in introductory chemistry. The
"Electrochemical Cells Workbench" is one component of a
software package that allows students and faculty to explore building and testing electrochemical cells. The
"workbench" is a microworld environment simulating a
chemistry laboratory in which a student can perform experiments. The "workbench" section of the program provides students and instructors the opportunity to manipu-
Figure 2. A computer screen image of the electrochemistry workbench showing a voltmeter, metal electrodes, wires, and saltbridge.
late experimental apparatus, chemicals, and instruments
in order to design and build an experiment. Students use a
mouse to "point-and-drag"objects on the screen that represent beakers, various metal electrodes, salt bridge, wires,
and a voltmeter to seeup and test a n electrochemical cell.
For example, when viewing the screen the student selects
three solutions to work with from a menu of 12 solutions.
The solutions appear as labeled reagent hottles on a shelf.
Beakers are moved under the spigots of each bottle. The
spigot from a bottle is opened to allow the solution to fill
one of the beakers. Figure 1 shows a computer screen of
the chemistry workbench with three 1.0 M aqueous solutions to choose from. In this example, the student is choosing to work with aqueous 1.0 M coppedII) nitrate in one
beaker and aqueous 1.0 M zinc nitrate in another beaker.
The menu of aqueous solutions also includes the option
of working with 0.10 M, 0.010 M, and 0.0010 M aqueous
solutions. enabline students to exolore concentration cells
equation. Next, the
and calklations i&olviug the
student selects metal electrodes to lace in the solutions. A
menu presents various metal electiodes to choose from. If
a student wants to explore building an electrochemicalcell
by placing a zinc metal electrode in copper(I1) nitrate solution and by placing a copper electrode in zinc nitrate solution, the program will do so. This is an important component of interactive multimedia: the user is presented with
decisions to make just as if he or she were in a laboratory
working with electrochemical cells. The program prompts
students with hints if they are having trouble setting-up a
cell, and there is a help menu also. Figure 2 shows the components of an electrochemical cell being assembled. One
beaker contains 1.0 M coppedII) nitrate and a copper electrode; a second beaker contains zinc nitrate and a zinc electrode. Avoltmeter, wires, and a salt bridge are available.
The student moves the wires to connect the electrodes to
the voltmeter. Again, the student must make a decision:
which electrodes should be connected to which terminals.
st
Figure 1. A computer screen image of the electrochemistry workbench showing three aqueous solutions and two beakers.
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computer animation. Of particular interest is the discovery by students that a negative voltage does not indicate
that the electrons and oxidation-reduction process is reversed.
The results of preliminary studies indicate that the program helps students achieve a better conceptual understanding of the processes occurring in electrochemical
cells. These studies also indicate that student learning
styles play a role in whether or not students benefit from
viewing and working with the animations, simulations,
and instructional modules. The interactive multimedia
program becomes a problem solving tool, a wnceptualizer,
and a tutorial for the student.
Acknowledgement
The National Science Foundation Division of Undergraduate Education has provided support for this project
through Grant No. DUE 9253985.
Literature Cited
1. Hermn, J. D.; Greenbowe, T. J. J Cham Edue 1986,63.528.
2. Lynch, M ; Greenbowe,T J. "An InteractiveKineties Program'.Apaper presented at
the 12th Biennial Conference on Chemical Education, University ofCalifornia Davis. Davis. CA, Augvrt 6.1992.
3. McPh3len. M. A ; Greenbowe, T. J."An I n t t t a d i ~ eE l ~ t t h h m i i i Cell
l
Programgra.A
paper presented at the 12th Biennial Conference on Chemical Education,University of California-Davis, Davis, CA, Avgvrt 6, 1992.
4. Greenbowe, T J . ; Parlte~M. M. l l s i n g Interactive Multimedia To Help Students
understand
f i n p l e a and concepts of ~
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nf the American Chemical Society meetin& San Diego, March, 1994.
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The recently reestablished State and Lacal Government Affairs program (SLGA) within the American Chemical
Society's Department of Gavemment Relations and Science Policy will aid ACS members in pmduetively interacting
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Wide acceptance of the need to reform education in the United States exists. Efforts by the Nation's governors and
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contact Bill Gray of the SLGAstaff. He i s a t the American Chemical Society, 1155 Sixteenth Street, NW, Washingtan,
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David R. Schleicher
Depattment of Government Relations and Science Policy
American Chemical Society
Washington, DC
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