Herbert Beall

Expanding the Scope of Writing in Chemical Education.

Writing has a role of increasing importance in the teaching of chemistry. Analysis of the use of this writing can be aided by classifying writing by types such as expressive, poetic, transactional, empiricist and contingent. The status of chemistry teaching within the writing across the curriculum movement indicates that writing is important in teaching chemistry and that a range of writing including not only transactional but also expressive writing should be applied. Transactional writing such as laboratory reports and formal term papers has been used in chemistry teaching for a long time and its importance is unquestioned. Part of the value of expressive writing is that it can provide communication within the classroom and involve the students in the course. In-class writing is an example of this. In-class writing is described in some detail along with suggestions for its successful use.

A simplified preparation of B3H8− salts

Abstract A method of preparation of salts of the B 3 H 8 − ion from NaBH 4 and BF 3 -etherate is described which requires neither the use of high pressures nor the need to handle diborane. Details of the preparation of NaB 3 H 8 ·3(C 4 H 8 O 2 ) by this method are given (yield = 65 per cent) as are the details for the conversion of this product to CsB 3 H 8 . Possible causes of low yields are discussed.

Reactions of coal with the chlorides of iron, chromium and copper

Abstract The study of X-ray diffraction patterns indicates the possibility of the formation of intercalation compounds in several coals after reactions with FeCl 3 , FeCl 3 ·6H 2 O, CuCl 2 , CuCl 2 ·2H 2 O, and CrCl 2 · 6H 2 O. These reactions were carried out without solvent at temperatures ranging from 215 to 250 °C. X-ray evidence suggests that washing of the products, obtained from these reactions, with dilute acid returns the coal starting material substantially unchanged. X-ray and chemical evidence shows that reaction of FeCl 3 and FeCl 3 ·6H 2 O with coal results in the reduction of some Fe(III) to Fe(II).

Mastery, Insight, and the Teaching of Chemistry.

The learning of chemistry is described as a process analogous to the process of making chemical discoveries. Historical examples are given to show how chemists have used their insight to break out of a conceptual loop in order to advance the science. Having the insight to make the intuitive leap necessary to break a conceptual loop is as important as having the mastery of the pertinent facts. As in making chemical discoveries, learning elementary chemistry requires developing insight as well as acquiring mastery of the facts. However, current general chemistry teaching tends to teach facts first and insight later. Suggestions for improving this situation so that insight and facts are learned together are given. Finally, the nature of insight is probed more deeply and presented as a two-step process where the first step is an evaluation of the perceptions about science which are held. Once the student, teacher, or researcher has a clear evaluation of the validity of the perceptions that he or she holds, further significant progress toward understanding or scientific discovery is possible.

Writing in Chemistry: Keys to Student Underlife.

The writing across the curriculum movement began in American col leges and universities in the mid 1970s as an effort by the faculty to spread the responsibility for improving student writing abilities beyond freshman Eng lish. Now there are over four hundred writing across the curriculum programs, many of which require students to take writing-intensive courses outside the English department and beyond the fresh man year. The staying power of these pro grams may be explained by the fact that writing across the curriculum is as much about improving teaching as it is about re quiring more student writing. What seems to keep faculty members interested and committed to these programs are the strat egies they offer to improve teaching by using writing in new ways in the class room.

Reaction of coal with ferric chloride: effect on surface area and dependence on rank

Abstract The reaction of anhydrous FeCl 3 with coal was studied using a number of techniques including X-ray diffraction, scanning electron microscopy, surface area determination and chemical analysis. The results of scanning electron microscopy showed that likely incorporation of the FeCl 3 into the coal forms smooth cracks in the coal particles. A large increase of surface area was observed. The X-ray and chemical analysis results showed that considerable Fe 3+ is incorporated into the coal structure even though no Fe 3+ salts could be determined in the coal by X-ray diffraction after reaction. Incorporation of Fe 3+ increased with increasing rank supporting the possibility that FeCl 3 may be incorporated between carbon planes in the coal structure of at least the high-rank coals.

“Thermal” decoupling and apparent rapid intramolecular exchange in (Ph3P)2CuBH4: 1H nuclear magnetic resonance study

The sharpening of the 1H n.m.r. spectrum of the BH4 hydrogens of (Ph3P)2CuBH4 into a singlet resonance at low temperature indicates efficient quadrupole induced 10B and 11B spin relaxation (“thermal” decoupling) and apparent rapid intramolecular exchange on the 1H n.m.r. time scale at –110°.