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The chemistry test item banks contains 225 multiple-choice questions suitable for diagnostic and achievement testing; a three-page teacher's guide; answer key with item facilities; an answer sheet; and a 45-item sample achievement test. Although written for the new grade 12 chemistry course in Victoria, Australia, the items are widely applicable. Items are grouped in six course units and cover these topics: the nuclear atom; electronic structure; periodic table; mole and chemical formulae; chemical reactions; stoichiometric calculations; chemical equilibrium; transformation and production of energy by chemical reaction; chemical reactions driven by electrical energy; carbon and silicon (elements, hydrides, covalent bonding, oxides); oil and coal derivatives; polymers; molecules of biological importance; nitrogen and phosphorus (elements, oxides, role in living systems); ammonia and phosphine; oxygen, sulfur, and metals (elements, commercial sources); direct formation of oxides from metals; oxides of sulfur; sulfuric acid; water and hydrogen peroxide. (Author/CP)

An advanced General Education Program has been designed to prepare an individual with the information, concepts, and general knowledge required to successfully pass the American Council on Education's High School General Education Development (GED) Test. The Advanced General Education Program provides comprehensive self-instruction in each of the following areas: (1) Correctness and effectiveness of Expression, (2) Social Studies, (3) Natural Sciences, (4) Interpretation of Literary Materials, and (5) General Mathematics. This document covers atomic structure and chemical change, chemical compounds, and forms of energy. (CK)

This self-study program for high-school level contains lessons on: Atomic Structure and Valence, Chemical Bonding, The Table of Elements, and Electrolysis. Each of the lessons concludes with a Mastery Test to be completed by the student. (DB)

This course, intended for first year chemistry students, introduces the mole concept through the use of experimentation. Performance objectives are specified and a course outline is given. A total of 42 experiments from eight texts, sources for eight demonstrations, and suggestions for accompanying film strips and film loops are included. Lists of report topics, projects, sample problems, and discussion questions are provided; speakers and field trips in the Dade County area are suggested. Bibliographies of four state adopted texts and 18 other references are included. For other documents in this series, see ED 062 175 through ED 062 180. (DT)

This study compared the relative effectiveness of teaching selected science concepts associated with the study of atoms and molecules to fourth and sixth grade students, using two contrasting teaching methods: (1) laboratory-theory sequence, and (2) theory-laboratory sequence. The sample of 99 students in one school was taught the science units through method (1), and 158 students in another school were taught the same science concepts using method (2). Analysis of covariance techniques were used, with IQ and general science achievement as covariates. Findings included the following: the laboratory-theory sequence method was a better way to teach science concepts in the fourth grade; the theory-laboratory sequence method was a better way to teach science concepts in the sixth grade; the concepts taught were too difficult for most fourth grade students but not too difficult for sixth grade students; concept retention after three months was extremely high for most of the students; sixth grade boys in the theory-laboratory sequence method scored significantly higher than girls; and there was no significant interaction between the treatment groups and IQ ability groupings. (Author/PR)

Reported is an experiment on instructional episodes organized around the planetary atomic model. The study involved 236 children of eight self-contained classes, four of which were reference classes in each of 3rd, 4th, 5th, and 6th grades. The purpose was to investigate the feasibility of presenting these activities within a cognitive hierarchy as early as the middle elementary grades. The two cognitive objectives were designated as factual-conceptual and inferential, each being further classified into the background category and the category pertaining to the model. The 48-item multiple-choice test used in pre- and post-measurements was at the middle-elementary reading level and subjected to jury validation. Regular non-science teachers conducted the experiment 30-45 minutes daily for a seven-week tenure after completion of a 12-hour training period. Statistical analyses showed the presence of satisfactory results. Further research was recommended for the determination of predictive indices for mental abilities and cognitive achievement, the development of various teacher training modes, study of implementation in schools with varying social-economic-ethnic patterns, and study of the feasibility of presenting other science conceptual schemes in elementary schools. (Diagrams may reproduce poorly). (CC)

This is a 1971 reprint of the chemistry syllabus printed in 1966 for the state of New York. This course of study presents a modern view of chemistry suitable for pupils with a wide range of skills and abilities. The outline of topics provides the unifying principles of chemistry together with related facts. The principles included in the outline are basic to man's understanding of his environment. The topical outline is divided into nine major units: Matter and Energy, Atomic Structure, Bonding. Periodic Table, Mathematics of Chemistry, Kinetics and Equilibrium, Acid-Base Theories, Redox and Electrochemistry, and Organic Chemistry. A tenth unit, Application of Principles of Reaction, is to be related to, and integrated in, other units as it applies. Each unit is subdivided into specific topics, each of which has additional material associated with it. Understandings and Fundamental Concepts outlines the basic concepts, while Supplementary Information provides amplification and explanation of the basic concepts. Two appendices deal with an energy level diagram used to depict electron configuration and with some mathematical concepts used in the course. (Author/TS)

This booklet is one in the "World of the Atome Series" for junior high school students and their teachers. It describes the fascinating story of the search for the key to the structure of matter. These topics are reviewed: the chemical atom of the 19th century, the planetary atom, the wave atom, inside the elementary particles, and the mystery of matter. Numerous photographs are included throughout the text. (PR)

This nuclear chemistry module includes topics on atomic structure, instability of the nucleus, detection strengths and the uses of radioactive particles. Laboratory work stresses proper use of equipment and safe handling of radioactive materials. Students with a strong mathematics background may consider this course as advanced work in chemistry. A reference list of six books is given and twelve performance objectives are stated. The course outline presents seven topics: (1) Units; (2) Nuclear Composition; (3) Nuclear Activity; (4) Radiation; (5) Nuclear Rearrangement; (6) Application; and (7) Safety. Experiments, including several from the United States Atomic Energy Commission, are indicated. Demonstrations, projects, reports, field trips, and suggested guest speakers are incorporated into the program. References include films and readings. A master sheet coordinates the entire curriculum. (Author/EB)

This third unit in chemistry is considered for any chemistry student and particularly the college-bound student. An understanding of the material included should enable the student to understand better the concepts in the Dynamic Nature of Atoms and Molecules which are essential for Organic Chemistry, the Chemistry of Carbon and Its Compounds and Qualitative Analysis. The student explores energy changes, solubility of chemicals, and chemical reactions by use of laboratory investigations and problem solving situations. The purpose of doing calculations is to apply the concepts and, therefore, the arithmetic is made as simple as the type of problem will allow. Eleven performance objectives are presented in detail. The course outline includes four major topics: (1) Phases of Matter; (2) Solutions; (3) Determination of [Change in Heat] for Chemical Reaction; and (4) Rates of Reaction. The entire curriculum is presented, including experiments, demonstrations, projects and reports presented by students. Audio-visual aids, including films, film loops, and film strips are suggested. A master sheet coordinating the curriculum is presented. (Author/EB)

Presented is the study of modern and classical concepts of the atom; the structure of the atom as a mass-energy relationship; practical uses of radioactivity; isotopes; and the strange particles. Performance objectives (16) are included as well as a detailed course outline. Experiments, demonstrations, projects and reports to enhance student learning experiences are suggested. To enhance creative thinking, a list of innovative activities has been compiled and presented. Available films, film loops and transparencies are included in the course of instruction. Additional instructional aids include: (1) suggested discussion questions; (2) references; (3) laboratory guides; and (4) a master sheet (coordinating objectives with suggested text chapters, laboratory exercises, projects, reports, etc.). (Author/EB)

This course of instruction in advanced chemistry is intended for the student ready for first-year college chemistry. Presented is an in-depth review with theory and mathematics being stressed in the study of concepts involving atomic structure, bonding, states of matter, molar relationships in equations, and properties of solutions. It is suggested that the course play a major role in preparing the student for the Advanced Placement Test in chemistry. Guidelines for enrollment into the course are included. Fourteen performance objectives are listed and a detailed course outline is presented. Ninety-five experiments, drawn from several different curricula, are presented as part of the student performance activities. Additional related learning experiences included in the course description are suggested projects, reports, field trips and related problems. A reference list for films, film loops, and film strips is presented as well as references for books and articles. A master sheet coordinating the entire curriculum is included. (Author/EB)

This booklet is one of the "Understanding the Atom" Series. The science of spectroscopy is presented by a number of topics dealing with (1) the uses of spectroscopy, (2) its origin and background, (3) the basic optical systems of spectroscopes, spectrometers, and spectrophotometers, (4) the characteristics of wave motion, (5) the electromagnetic spectrum, (6) types of spectra, (7) line spectra, and (8) interpretations of spectra information. In addition, there is a discussion of the fundamental concepts of quantum mechanics, the origin of spectra, and of the different kinds of spectroscopic techniques including x-ray spectrography, mass spectrometry and infrared, fluerescence, magnetic, Raman, and electron spin resonance spectroscopy. References to popular books, technical books, and journal articles are provided. (LC)

Basic atomic theories are presented in this fifth unit of the Project Physics text for use by senior high students. Chemical basis of atomic models in the early years of the 18th Century is discussed n connection with Dalton's theory, atomic properties, and periodic tables. The discovery of electrons is described by using cathode rays, Millikan's experiment, photoelectric effects, x-rays, and Einstein's photon model. Analyses of nucleus are made with a background of gas spectra, Rutherford's model, nuclear charges and sizes, Bohr theory, Franck-Hertz experiment, periodicity of elements, and atomic theory in the early 1920's. Latest ideas about atomic theory are given in terms of results of relativity concepts, particle-like behavior in radiation, wave-like behavior of matter, uncertainty principle, probability interpretation, and physical ideas of quantum mechanics. Historical developments are stressed in the overall explanation. Problems with answers are provided in two categories: study guide and end of section questions. Also included are related illustrations for explanation use and a chart of renowned people's life spans from 1800 to 1950. The work of Harvard Project Physics has been financially supported by: the Carnegie Corporation of New York, the Ford Foundation, the National Science Foundation, the Alfred P. Sloan Foundation, the United States Office of Education, and Harvard University. (CC)

ON THE PREMISE THAT A KNOWLEDGE OF NUCLEAR SCIENCE IS ESSENTIAL FOR INTELLIGENT DECISION-MAKING REGARDING ITS USES, THE NUCLEAR SCIENCE CURRICULUM PROJECT WAS DEVELOPED. ITS OBJECTIVE IS TO PROVIDE A PROGRAM THAT CAN BE EFFECTIVELY USED IN SCIENCE CLASSES TO PROVIDE AN UNDERSTANDING OF NUCLEAR SCIENCE AND ITS IMPACT ON SOCIETY. THOUGH TEACHER INSTITUTES HAD BEEN CONDUCTED TO PROVIDE NEW MATERIALS AND INSIGHTS, A LACK OF AN INCLUSIVE SOURCE OF INFORMATION ON CONCEPTS AND MATERIALS SEEMED TO HINDER IMPLEMENTATION OF INSTRUCTIONAL PROGRAMS. THIS PROJECT WAS ORGANIZED TO DEVELOP A SET OF INSTRUCTIONAL OBJECTIVES, EXPRESSED IN BEHAVIORAL TERMS, REGARDING NUCLEAR SCIENCE AND ITS IMPACT ON SOCIETY. THESE OBJECTIVES WERE DESIGNED AS MODULES THAT COULD BE INCLUDED WITHIN THE FRAMEWORK OF EXISTING SCIENCE AND SOCIAL SCIENCE COURSES. "NEED-TO-KNOW" ITEMS WERE DETERMINED FOR THE AVERAGE NON-SCIENCE ORIENTED HIGH SCHOOL GRADUATE, IN ORDER FOR HIM TO PERFORM AS A RESPONSIBLE CITIZEN. TWO TECHNIQUES EMPLOYED TO ACHIEVE PROJECT OBJECTIVES WERE (1) THE USE OF SYSTEMS TECHNIQUES FOR MISSION ANALYSIS AND DEFINITIONS, AND (2) THE USE OF BEHAVIORAL TERMS FOR INSTRUCTIONAL OBJECTIVES. THE DOCUMENT IS ORGANIZED INTO SECTIONS AS FOLLOWS--(1) FRAMEWORK, IDENTIFYING THE HIGHER ORDER BEHAVIORS AND PROVIDING AN OVER-ALL MATRIX WITHIN WHICH KNOWLEDGE, ATTITUDES, AND SKILLS CAN BE ORDERED, (2) SOCIAL ISSUES RELEVANT TO NUCLEAR TECHNOLOGY, ILLUSTRATING THE WAY EACH TERMINAL BEHAVIOR FROM THE FRAMEWORK COULD BE DEVELOPED, (3) MODULES OF INSTRUCTION, SHOWING HOW SCIENCE AND SOCIAL SCIENCE CONTENT AND DECISION-MAKING PROCESSES CAN BE STRUCTURED INTO LEARNING UNITS, (4) BEHAVIORALIZED SCIENCE DATA, GIVING A BREAKDOWN OF THE BASIC SCIENCE DATA INTO BEHAVIORAL TERMS--BEHAVIORAL OBJECTIVES, STIMULUS CUES, AND CRITERION TEST MEASURES, AND (5) BACKGROUND CONTENT, A COMPILATION OF THE "NEED TO KNOW" CONTENT IDENTIFIED BY THE NATURAL AND SOCIAL SCIENTISTS AS NECESSARY TO AN UNDERSTANDING OF THE SOCIO-SCIENTIFIC IMPLICATIONS OF TECHNICAL DISCOVERIES. (DH)

THE EFFECT OF INTERIM TESTING ON THE IMMEDIATE ACHIEVEMENT AND THE SUBSEQUENT RETENTION OF COLLEGE SCIENCE STUDENTS IS EXAMINED. EXPERIMENTAL AND CONTROL GROUPS WERE RANDOMLY SELECTED FROM TWO INTACT GENERAL SCIENCE CLASSES FOR STUDENTS OF TEACHER EDUCATION. BOTH GROUPS WERE TAUGHT ATOMIC STRUCTURE AND BONDING THROUGH THE USE OF PROGRAMED MATERIALS. RESULTS OF PRETESTS FOR READING LEVEL AND SCIENCE ACHIEVEMENT WERE USED TO ESTABLISH ABILITY GROUPS. BOTH GROUPS WERE TESTED AT THE CONCLUSION OF THE INSTRUCTIONAL PERIOD, FOR SCIENCE ACHIEVEMENT, AND 6 WEEKS LATER FOR RETENTION. FIVE INTERIM TESTS WERE ADMINISTERED TO STUDENTS IN THE EXPERIMENTAL GROUP. A QUESTIONNAIRE WAS USED TO ASCERTAIN STUDENT'S OPINIONS OF THE PROGRAM. ANALYSIS OF COVARIANCE WAS USED TO COMPARE POST-TEST ACHIEVEMENT AND RETENTION TEST SCORES. STUDENTS IN THE AVERAGE AND LOW ABILITY SUBGROUPS OF THE EXPERIMENTAL GROUP MADE SIGNIFICANTLY HIGHER SCORES ON THE ACHIEVEMENT POST-TEST AND THE RETENTION TEST THAN DID STUDENTS IN SIMILAR SUBGROUPS OF THE CONTROL GROUP. EXPERIMENTAL STUDENTS IN THE HIGH ABILITY SUBGROUP WERE SIGNIFICANTLY BETTER ON ONLY THE RETENTION TESTS. STUDENT OPINIONS INDICATED THEY PREFERRED PROGRAMED INSTRUCTION FOR CERTAIN COURSE UNITS. (AG)