Materials science: Internet and WebCT[R] enhanced laboratory in general chemistry.Scott E. McKay Mc·Kay , Claude 1890-1948. Jamaican-born American writer who figured prominently in the Harlem Renaissance of the 1920s. His works include collections of poetry, such as Constab Ballads (1912), and novels, including Home to Harlem (1928). * Abstract: A laboratory was designed and implemented covering the area of materials science materials science Study of the properties of solid materials and how those properties are determined by the material's composition and structure, both macroscopic and microscopic. . Along with the usual demonstration oriented o·ri·ent n. 1. Orient The countries of Asia, especially of eastern Asia. 2. a. The luster characteristic of a pearl of high quality. b. A pearl having exceptional luster. 3. introduction to these topics, a classroom technology integrated approach was used to introduce topics such as superconductivity superconductivity, abnormally high electrical conductivity of certain substances. The phenomenon was discovered in 1911 by Kamerlingh Onnes, who found that the resistance of mercury dropped suddenly to zero at a temperature of about 4.2°K;. , organomagnetic materials, ferromagnetic Refers to a material, such as iron and nickel, that can be easily magnetized. See MRAM. behavior, polymers, and fullerenes into the general chemistry (chemistry for science majors) curriculum at Central Missouri State University Missouri State University is a state university located in Springfield, Missouri. It is the state's second largest university in student enrollment, second only to the University of Missouri. From 1972 to 2005, Missouri State was known as Southwest Missouri State University. . Demonstrations of the Meisner effect and well-known well-known adj. 1. Widely known; familiar or famous: a well-known performer. 2. Fully known: well-known facts. polymerizations were performed for the students. Students researched information from the Internet Internet Publicly accessible computer network connecting many smaller networks from around the world. It grew out of a U.S. Defense Department program called ARPANET (Advanced Research Projects Agency Network), established in 1969 with connections between computers at the to relate physical properties to the elements and materials. A short paper was written using web-based references concerning superconductivity, organomagnetic materials, polymers, molectronics, or fullerene fullerene, any of a class of carbon molecules in which the carbon atoms are arranged into 12 pentagonal faces and 2 or more hexagonal faces to form a hollow sphere, cylinder, or similar figure. nanotechnology nanotechnology: see micromechanics. nanotechnology Manipulation of atoms, molecules, and materials to form structures on the scale of nanometres (billionths of a metre). . The students discussed their findings using the WebCT[R] electronic forum. Assessment surveys indicated the students had a positive response to the materials laboratory and an increased understanding of interesting research directions chemists This is a list of famous chemists: (alphabetical order) : Top - 0–9 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z A
Keywords: Chemical Education, Materials Science, Laboratory. Introduction Several papers in the chemical literature have discussed advanced materials Advanced Materials is a leading peer-reviewed materials science journal published every two weeks. Advanced Materials includes Communications, Reviews, and Feature Articles from the cutting edge of materials science, including topics in chemistry, physics, or materials science in recent years [1,2,3]. Materials have emerged in the last decade to become a very active research area. Molectronics, or nanotechnolgy, may provide the key to computers with hereto here·to adv. To this document, matter, or proposition. hereto Adverb Formal or law to this place, matter, or document Adv. 1. unimagined speed and requiring significantly less energy. Supramolecular chemistry Supramolecular chemistry refers to the area of chemistry that focuses on the noncovalent bonding interactions of molecules.[1][2] While traditional chemistry focuses on the covalent bond, supramolecular chemistry examines the weaker and reversible noncovalent and crystal engineering utilize intermolecular Adj. 1. intermolecular - existing or acting between molecules; "intermolecular forces"; "intermolecular condensation" interactions to design materials or supramolecular su·pra·mo·lec·u·lar adj. 1. Consisting of more than one molecule. 2. Of greater complexity than a molecule. constructs with magnetic and non-linear properties. These tremendous advances in materials science necessitate ne·ces·si·tate tr.v. ne·ces·si·tat·ed, ne·ces·si·tat·ing, ne·ces·si·tates 1. To make necessary or unavoidable. 2. To require or compel. a more thorough introduction of these topics into the general chemistry curriculum. It is often the case in general chemistry (chemistry for science majors) that time only allows for teaching the tools of chemistry and the arithmetic of chemistry. The purpose of this new laboratory is to expose students to a wide scope of topics that fall into the materials category. Superconductivity [4,5], organomagnetic materials [6], ferromagnetic behavior [7], piezoelectric The property of certain crystals that causes them to produce voltage when a mechanical pressure is applied to them such as sound vibrations. This technique is used to build crystal microphones, phonograph cartridges and strain gauges, all of which turn mechanical movement into voltage. materials [8], polymers [9,101, and fullerene based nanotechnology [11,12] topics are discussed in a historical perspective. Demonstrations of the superconductivity Meisner effect [13] and common polymerizations such as the syntheses of Nylon nylon, synthetic thermoplastic material characterized by strength, elasticity, resistance to abrasion and chemicals, low moisture absorbency, and capacity to be permanently set by heat. After 10 years of research E. I. and polyurethane polyurethane Any of a class of very versatile polymers that are made into flexible and rigid foams, fibres, elastomers (elastic polymers), surface coatings, and adhesives. were performed. This lab requires the student to search and cite the Internet for information on one of these topics and discuss their findings in an open electronic forum in the WebCT[R] environment [14]. Specific goals (Table 1) were generated with the assistance of the FLAG website [15]. The intended goals were to increase the basic knowledge of the student in the area of materials science, to help the student analyze data from differing sources and points of view, to encourage effective communication skills through writing and discussion forums, to use the Internet as a citable cite tr.v. cit·ed, cit·ing, cites 1. To quote as an authority or example. 2. To mention or bring forward as support, illustration, or proof: source of scientific information, and to educate students on the role of scientists in society. Methods A three-hour laboratory introduced students to the areas of polymers, molectronics (nanotechnology) and superconducting su·per·con·duct·ing adj. Having, exhibiting, or capable of superconductivity: "a revolutionary superconducting magnetic propulsion system" Colin Nickerson. materials. The demonstations and lecuture were completed in one laboratory period. The students had one week to complete their assignments out of class. Common polymerizations demonstrations [16,17] such as the preparation of Nylon and polyurethanes polyurethanes (pŏl'ēy  r`əthānz), group of plastics that may be either thermosetting or thermoplastic. Polyurethane can be made into both flexible and rigid foams. were performed. The magnetic
field phenomenon know as the Meisner effect found in superconducting
materials was demonstrated with a small pellet pel·letn. 1. A small pill; a pilule. 2. A small rod-shaped or ovoid mass, as of compressed steroid hormones, intended for subcutaneous implantation in body tissues to provide timed release over an extended period of time. of YB[a.sub.2]C[u.sub.3][O.sub.6] at 77K. The topics were discussed with some historical perspective to chronicle chronicle, official record of events, set down in order of occurrence, important to the people of a nation, state, or city. Almanacs, The Congressional Record in the United States, and the Annual Register in England are chronicles. the technological leaps in materials science and its effects on society and industry. Dr. Richard Smalley's work in the area of fullerenes [18,19] which earned him the 1996 Nobel Prize in chemistry The Nobel Prize in Chemistry (Swedish: Nobelpriset i kemi) is awarded once a year by the Royal Swedish Academy of Sciences. It is one of the six Nobel Prizes. The first prize was awarded in 1901. was used to initiate discussion on the history of nanotechnology Although nanotechnology is a relatively recent development in scientific research, the development of its central concepts happened over a longer period of time. Pre-Nanotechnology , the present utility of molectronics and the most probable uses of nanotechnology in the near future. The students were then directed to do several tasks. First, the students were to write a short paper on any of the advanced material categories such as high performance polymers, organomagnetic materials, ferromagnetic behavior, superconducting materials or nanotechnology; the papers were written and cited from Internet resources. The understanding of structure, intermolecular forces intermolecular forces, forces that are exerted by molecules on each other and that, in general, affect the macroscopic properties of the material of which the molecules are a part. Such forces may be either attractive or repulsive in nature. , and solid-state chemistry Solid-state chemistry is the study of solid materials, which may be molecular. Solid-state chemistry studies both the synthesis, the structure, and the physical properties of solids. is essential in the understanding of the principles behind materials science. The students were given an assignment to plot chemical and physical properties with respect to periodicity periodicity /pe·ri·o·dic·i·ty/ (per?e-ah-dis´i-te) recurrence at regular intervals of time. pe·ri·o·dic·i·ty n. 1. (see periodic table assignment). Finally the students posted electronic communications of their findings on a bulletin board. The electronic bulletin board was provided by the use of the electronic course management program WebCT(R). Periodic Table Assignment: Find a suitable site on the web that includes physical (density, radius, etc.) and chemical (ionization ionization: see ion. ionization Process by which electrically neutral atoms or molecules are converted to electrically charged atoms or molecules (ions) by the removal or addition of negatively charged electrons. energy, reactivity re·ac·tiv·i·ty n. 1. The property of reacting. 2. The process of reacting. reactivity, n the degree to which a being responds to a stimulus. , etc.) properties of the representative elements. Choose a period or a family of representative elements and graph the physical property (e.g. mp) versus the group number (for a period) or atomic number atomic number, often represented by the symbol Z, the number of protons in the nucleus of an atom, as well as the number of electrons in the neutral atom. Atoms with the same atomic number make up a chemical element. (for a family). Then, prepare a second graph as the first, except substitute a chemical property for the physical property. What do these graphs illustrate? Make a hypothesis based on prior knowledge that would explain the trend(s). There are many web sites that include periodic tables and properties. A short list of useful URLs is presented for the periodic property assignment. 1. http://chemserv.bc.eduf/web_elements/web-elements-home.html 2. http://www.uky.edu/projects/chemcomics/ 3. http://pearl1.1an1.gov/periodic/ 4. http://www.cs.ubc.ca/cgi-bin/nph-pertab/tab/periodic-table Results Students were surveyed (Table 2) upon completion of written assignments, Internet assignments and ample online discussions. The survey was used to help identify if the intended goals and objectives of the materials lab were met. Analyses of the results (presented in tables 3-9) were broken down by major to verify (1) To prove the correctness of data. (2) In data entry operations, to compare the keystrokes of a second operator with the data entered by the first operator to ensure that the data were typed in accurately. See validate. if students' perception of the laboratory was major dependent. The survey questions, based on a Likert scale Likert scale A subjective scoring system that allows a person being surveyed to quantify likes and preferences on a 5-point scale, with 1 being the least important, relevant, interesting, most ho-hum, or other, and 5 being most excellent, yeehah important, etc , were rated as strongly agree, agree, neutral, disagree or strongly disagree with Verb 1. disagree with - not be very easily digestible; "Spicy food disagrees with some people" hurt - give trouble or pain to; "This exercise will hurt your back" numerical numerical expressed in numbers, i.e. Arabic numerals of 0 to 9 inclusive. numerical nomenclature a numerical code is used to indicate the words, or other alphabetical signals, intended. values of 5,4,3,2,1, respectively. The average overall rating of the questions varied between 3.5-4.1 for the spring 2001 class. The number of students responding to a survey is enclosed en·close also in·close tr.v. en·closed, en·clos·ing, en·clos·es 1. To surround on all sides; close in. 2. To fence in so as to prevent common use: enclosed the pasture. in parentheses See parenthesis. parentheses - See left parenthesis, right parenthesis. . Several of the tables were combined by year. In these cases brackets brackets: see punctuation. specify one of the years. The overall ratings suggest the students agreed that they were more informed about the role of science in society, the contributions made by materials science on society, chemists' contributions to the field of materials science, and that the electronic discussion forums allow the students to discuss a multitude of topics. The understanding of the specific science related to materials and the relative enjoyment of the materials lab ra ted just slightly lower. The biology and health science students appeared to have a more favorable fa·vor·a·ble adj. 1. Advantageous; helpful: favorable winds. 2. Encouraging; propitious: a favorable diagnosis. 3. response to the discussion forums and in the enjoyment of the lab than did the chemistry students. As a whole, there were many more strongly agree responses than strongly disagree responses, which would indicate the constructive utility of the laboratory. The fall 2000 class responses were generally much less agreeable than the spring 2001 class. The overall average range (Table 3) was from 2.7-3.0. The only difference in instruction between the two classes was that the fall class did not perform the WebCT(R) open forum discussions. A favorable rating of the WebCT(R) forum by the spring class would appear to indicate the effectiveness of the forum in this laboratory. Table 10 provides useful web sites that may be very helpful in the development of the materials activity at other institutions. Conclusion The results of the survey would suggest that the lab, to some extent, met many of the intended goals and that this activity should be further refined to better meet those goals. Students' participation in an electronic forum increased the effectiveness of this activity.
TABLE 1
Goals of Materials Laboratory
1. Knowledge
a. Demonstrates basic knowledge of facts and terms
b. Demonstrates basic knowledge of concepts and theories
c. Learns to appreciate important contributions of this subject
d. Develops an informed understanding of the role science and
technology
2. Analytical Skills
a. Analyze problems from different points of view
b. Applies principles and generalizations to new problems and
situations
3. Communication Skills
a. Communicates in writing effectively
b. Uses graphs effectively
4. Research Skills
a. Uses web based and other sources effectively
b. Seeks information on problems from multiple sources
c. Understands importance of what has already been accomplished
5. Attitudes
a. Identifies beliefs about the nature of a field
b. Indicates perceptions about interdisciplinary research
TABLE 2
Materials Lab Survey
5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, 1= strongly
disagree
1 I am more informed about the role 5 4 3 2 1
science and technology has made to
society and our economy.
2 I have a better appreciation of the 5 4 3 2 1
important contributions material
science has made to society.
3 I have a better understanding of the 5 4 3 2 1
basic knowledge of the concepts and
theories behind the materials science
revolution.
4 The materials laboratory gave me a 5 4 3 2 1
better understanding of chemists'
contributions to the field of
materials science.
5 These activities gave me a better 5 4 3 2 1
understanding of the inter-
disciplinary nature of research
(chemistry, engineering, physics,
etc.)
6 I am more aware or better prepared to 5 4 3 2 1
understand specific materials science
related topics such as polymers,
superconductivity, non-linear optics
and organomagnetism from mass media
resources.
7 I am more aware of the vast amount of 5 4 3 2 1
resources concerning materials
science and other topics on the
internet due to the internet (written)
assignment associated with this
laboratory.
8 The WebCT[R] student discussions 5 4 3 2 1
provided an opportunity to discuss a
multitude of materials science topics.
9 I enjoyed this lab more than most of 5 4 3 2 1
the traditional laboratories we have
performed this semester.
1. When did you take the course? a. Fall 2000 b. Spring 2001 2. Which of the following years represents your year in college? a. 1st b. 2nd c. 3rd d. 4th e. other 3. What is your intended major? a. Biological sciences b. Chemistry c. Health professions d. Geology/Earth Science e. Humanitie f. other
TABLE 3
Average Response for Each Major and Overall Average Fall 2000
5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, 1 = strongly
disagree
Q# Major (Responses) Ave.
1 I am more informed about the role Biology (2) 3.0
science and technology has made Geology (2) 2.5
to society and our economy. Other (5) 2.8
Overall Average (9) 2.8
2 I have a better appreciation of the Biology (2) 3.0
important contributions materials Geology (2) 2.5
science has made to society. Other (5) 3.2
Overall Average (9) 3.0
3 I have a better understanding of the Biology (2) 2.5
basic knowledge of the concepts and Geology (2) 3.0
theories behind the materials science Other (5) 3.0
revolution. Overall Average (9) 2.9
4 The materials laboratory gave me a Biology (2) 2.5
better understanding of chemists' Geology (2) 3.0
contributions to the field of Other (5) 3.2
materials science. Overall Average (9) 3.0
5 These activities gave me a better Biology (2) 1.5
understanding of the inter-disciplinary Geology (2) 2.5
nature of research (chemistry, Other (5) 3.4
engineering, physics, etc.) Overall Average (9) 2.8
6 I am more aware or better prepared to Biology (2) 2.0
understand specific materials science Geology (2) 1.5
related topics such as polymers, Other (5) 3.4
superconductivity, non-linear optics Overall Average (9) 2.7
and organomagnetism from mass media
resources.
7 I am more aware of the vast amount of Biology (2) 2.0
resources concerning materials science Geology (2) 2.0
and other topics on the internet due Other (5) 3.2
to the internet (written) assignment Overall Average (9) 2.7
associated with this laboratory.
8 The WebCT[R] student discussions Biology (2) N/A
provided an opportunity to discuss Geology (2) N/A
a multitude of materials science Other (5) N/A
topics. Overall Average (9) N/A
9 I enjoyed this lab more than most Biology (2) 3.0
of the traditional laboratories Geology (2) 2.0
we have performed this semester. Other (5) 3.0
Overall Average (9) 2.8
TABLE 4
Average Response for Each Major and Overall Average Spring 2001
5=storngly agree, 4 = agree, 3 = neutral, 2 = disagree, 1 = strongly
disagree
Q# Major (Responses) Ave.
1 I am more informed about the role Biology (10) 4.3
science and technology has Health Prof. (3) 4.3
made to society and our economy. Other (6) 3.5
Chemistry (5) 3.8
Overall Ave. (24) 4.0
2 I have a better appreciation of Biology (10) 4.1
the important contributions Health Prof. (3) 4.3
materials science has made to Other (6) 3.6
society. Chemistry (5) 4.0
Overall Ave. (24) 4.0
3 I have a better understanding of Biology (10) 4.0
the basic knowledge of the concepts Health Prof. (3) 4.0
and theories behind the materials Other (6) 3.8
science revolution. Chemistry (5) 3.8
Overall Ave. (24) 3.9
4 The materials laboratory gave Biology (10) 3.9
me a better understanding of Health Prof. (3) 4.6
chemists' contributions to Other (6) 4.0
the field of materials science. Chemistry (5) 4.2
Overall Ave. (24) 4.1
5 These activities gave me a Biology (10) 3.8
better understanding of the Health Prof. (3) 3.3
interdisciplinary nature of Other (6) 3.6
research (chemistry, Chemistry (5) 4.2
engineering, physics, etc.) Overall Ave. (24) 3.8
6 I am more aware or better prepared Biology (10) 3.4
to understand specific materials Health Prof. (3) 4.0
science realted topics such as Other (6) 3.3
polymers, superconductivity, Chemistry (5) 3.8
non-linear optics and Overall Ave. (24) 3.5
organomagnetism from mass
media resources.
7 I am more aware of the vast Biology (10) 4.0
amount of resources concerning Health Prof. (3) 3.6
materials science and other topics Other (6) 3.3
on the internet due to the internet Chemistry (5) 3.6
(written) assignment associated Overall Ave. (24) 3.7
with this laboratory.
8 The WebCT [R] student Biology (10) 4.3
discussions provided Health Prof. (3) 4.6
an opportunity to Other (6) 4.0
discuss a multitude of Chemistry (5) 3.2
materials science topics. Overall Ave. (24) 4.0
9 I enjoyed this lab more Biology (10) 3.5
than most of the Health Prof. (3) 4.5
traditional laboratories we Other (6) 4.0
have performed this semester. Chemistry (5) 2.8
I Overall Ave. (24) 3.6
TABLE 5
Response from Biology Majors Fall 2000 [2001]
Question 5 4 3 2 1
1 [4] 1[5] [1] 1
2 [3] 1[5] [2] 1
3 [2] [6] 1[2] 1
4 [2] 1[5] [3] 1
5 [1] [7] [1] 1[1] 1
6 [1] [4] 1[3] [2] 1
7 [2] [6] [2] 1
8 [4] [5] [1]
9 1[3] [3] [1] [2] 1[1]
TABLE 6
Response from Chemistry Majors Spring 2001
Question 5 4 3 2 1
1 4 1
2 1 3 1
3 2 3
4 2 2 1
5 2 2 1
6 1 2 2
7 1 2 1
8 3 2
9 1 2 2
TABLE 7
Response from Health Profession Majors 2001
Question 5 4 3 2 1
1 1 2
2 1 2
3 1 1 1
4 2 1
5 1 2
6 1 1 1
7 1 2
8 2 1
9 1 1
TABLE 8
Responses from Other Majors Fall 2000 [2001]
Question 5 4 3 2 1
1 1[4] 2[1] 2[1]
2 1[4] 4[2]
3 [2] 1[2] 3[1] 1[1]
4 [1] 1[4] 4[1]
5 [1] 2[2] 3[3]
6 [1] 2[1] 3[3] [1]
7 1[3] 4[2] [1]
8 [1] [4] [1]
9 1[1] [4] 1[1] 2 1
TABLE 9
Responses from Geology Majors Fall 2000
Question 5 4 3 2 1
1 1 1
2 1 1
3 1 1
4 1 1
5 1 1
6 1 1
7 2
8
9 1
TABLE 10
Material Science Web Sites
High Performance www.technology-catalysts.com/
Polymers strtegic_Analysis/srvhighp.htm
www..iop.org/journals/hp
www.netaccess.on.ca/~dbc/cic_hamilton/
poly.html
www.omega23.com/reference/k23j28_
polymers.html
Nanotechnology www.nyvex.com/nano.com
www.nanozine.com
www.rand.org/publications/MR/MR615/
mr615.html
Superconducting www.aub.edu.lb/alumni/ssc/supcond3.
Materials thm?clka=lwm
www.soton.ac.uk\~newrep/vol12/nxdk003.htm
Non-Linear Optical www.msi.com/materials/sstate/nlo.html
Materials
Composite Materials www.composite.about.com/industry/
composite/mlibrary.html
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