Howard Kimmel

Instructional Technology: A Tool or a Panacea?

It is time to recognize that educational technology cannot be considered a panacea for educational reform. Technology, when properly used, can be a very effective tool for improving and enhancing instruction and learning experiences in the content areas. However, incorporation of electronic tools, such as computers and videodiscs, into classrooms must be accompanied by systemic change in the educational process. Successful utilization of technology depends on how we provide teachers with the necessary environment for training, tools for instruction, and technology evaluation skills. This paper examines some of the misuses of technology and then explores the appropriate use of technology in the context of current educational reform. The focus is on the integration of technology in the educational process that provides a learning environment allowing discovery and creativity through the use of computer visualizations. The teacher is seen as the essential element, requiring a solid foundation in the general applications of technology, and the ability to evaluate and select systems that are effective and efficient for specific applications.

Vibrational studies of monosubstituted halogenated pyridines

Abstract Infrared and Raman spectra of 2- and 3-iodopyridine and 2-fluoropyridine have been measured. Complete vibrational assignments for the three molecules are proposed. Linear relationships between X-sensitive vibrations and structural parameters are shown to be valid for the 2- and 3-halopyridines as well as for the halobenzenes. The assignments for the halopyridines are correlated with one another and with those for the halobenzenes. It is concluded that, in most cases, the ring vibrations of the pyridine derivatives are closely parallel to those of the phenyl derivatives, but the hydrogen deformation frequencies are generally higher in the substituted pyridines than in the corresponding monosubstituted benzenes.

Incorporation of pre-engineering lessons into secondary science classrooms

The Pre-Engineering Instructional and Outreach Program (PrE-IOP) has been established to enlarge the future pool of qualified high-tech workers, including those who have been historically underrepresented (minorities and women). This is being accomplished through two components: (1) the implementation of pre-engineering curriculum in middle and high schools; and (2) a comprehensive information campaign about the rewards of science, engineering, mathematics and technology (SMET) professions. Engineering faculty are working with science teachers to create connections between the science used in engineering applications in the modern workplace and standards-based science. The curriculum materials are grade specific and fit the instructional classroom needs of grades 6-12 teachers by addressing the content standards in science, mathematics and technology. Most importantly, it focuses on teaching the pre-engineering skills of design and problem solving needed to convey the skills and knowledge required for successful admission to undergraduate engineering education programs. Summer institutes are designed to familiarize the teachers with the curriculum and the associated pedagogy. The development of integrated curriculum modules for middle and high schools and the teacher-training program for the first year are described.

K-12 and beyond: the extended engineering pipeline

The Center for Pre-College Programs (CPCP) at New Jersey Institute of Technology (USA) offers initiatives and programs designed to increase educational opportunities for inner-city youngsters, and to improve the quality of education at the elementary and secondary schools in the region and the State. The Center and its programs provide the connection between the K-12 sector and the University that creates a K-16 continuum. Engineering is used as the vehicle to involve pre-college populations in technological education and to motivate the population to pursue technological careers. This paper describes the organization of the Center and its programs in order to meet the needs of the pre-college students, their teachers, and other stakeholders. The connection between, the K-12 programs and initiatives and university programs are discussed. The use of engineering as the interface between high school and college is described.

Computer Mediated Telecommunications and Pre-College Education: A Retrospect

The appearance of applications software (word processing, spreadsheets, etc.) in elementary and secondary classrooms marked the beginning of the second generation of computer usage in these settings. One such use of these applications is computer mediated telecommunications which have become accessible to schools and school systems through the availability of low cost hardware (modems) and improved compatibility between telecommunications software and applications software now used in schools. A number of pilot projects have brought the promise of increased information sharing, collaborative learning, and a reduction of the isolation experienced by teachers and students through the use of electronic mail and electronic conferencing. Four of these projects are reviewed, focusing on their problems and successes. Suggestions for future applications of evolving computer mediated telecommunications technologies to elementary and secondary education are offered and questions for further study are suggested.

Status of Computer Science Education in Secondary Schools: One State's Perspective

New Jersey Institute of Technology (NJIT) has convened the yearly Conference on Computer Science Education in the Secondary Schools since 1995 to discuss and carry out a systematic study of issues facing computer science education in the state of New Jersey. The goal is to address the implications of these curricular issues, identify the obstacles to classroom implementation, and to make suggestions for possible solutions. The outcome of these conferences is a clear indication that a seamless articulation between high-school programs and those at university level is of critical importance for secondary school educators and could serve as the foundation for implementing a computer science curriculum in the schools. This paper reviews the current status of secondary schools computer science education in the state of New Jersey and discusses curriculum guidelines formulated by conference participants, themselves classroom teachers. This work, along with previous curriculum re commendations reported in the li...

Infrared spectra of the biologically important DNP and PTH amino acids

Abstract The infrared spectra of the DNP and PTH derivatives of 27 amino acids that are important in the study of biological materials were determined. These spectra include nine DNP and five PTH amino acid derivatives not previously reported in the literature. In addition to the usual qualitative assignment of the wavelength of spectral absorption bands in the 2 to 15 μ region, a quantitative study of the intensities of the major bands was made. This quantitative approach furnishes an additional parameter by means of which structurally related amino acids can be readily differentiated. The infrared spectra of DNP and PTH amino acids were shown to be a useful tool for the determination of the N -terminal residues of various peptides and proteins especially when used in conjuction with thin-layer chromatography.

The interpretation of i.r. and Raman spectra using pattern recognition

Abstract A method for the classification of chemical compounds by processing their digitalized i.r. and Raman spectra is presented. Each of the 1117 spectra in Volume 1 of Sadtlers Standard Raman Spectra was coded using a scale from 0–9 in the range from 4000-20O cm −1 . These data were then examined using pattern recognition techniques, and several methods of combining i.r. and Raman data from the same compound were tested. The classification technique was most successful when applied to concatenated i.r. and Raman data. The classification technique develops a linear vector which categorizes a spectrum as representing a compound which either is or is not a member of a particular chemical group. The classification is based on the sign of the dot product of the linear vector and the digitalized spectrum in question. Alcohols, esters, ethers, ketones and compounds containing non-aromatic double bands were treated as classes of compounds. The calculated linear vectors were used to help distinguish characteristic group frequencies of each of the groups tested. The calculated vectors were also used as aids in interpreting the spectra of cis - and trans -1,2-dimethoxyethylene and divinyl ether.

Coupling of the Double Bond Stretching Vibration in Divinyl Ethers

Abstract Examination of the Infrare and Raman spectra of cis, cis-dipropenyl ether (which was produced by isomerization of diallyl ether) has produced evidence for strong vibrational coupling between the two double-bonds. This ether has strong bands it 1655 cm−1 in the infrared and at 1691 cm−1 in the Raman. The 1658 cm−1 band in the Raman is about 10 fold less intense than the strong polarised band. Thus it appears reasonable to associate the strong IR and Raman bands with the asymmetric and symmetric vibrations shown.

Changing the students' role from passive listeners to active participants

A study was initiated to assess alternative teaching strategies that make learning more active and interactive and that allow students to discover things on their own with some guidance. This initial study was designed to be exploratory in nature, making it possible as well as methods for assessment. The results are encouraging and do indicate that the activity-based instruction is more effective than the traditional lecture mode.<<ETX>>