Literaturnachweis - Detailanzeige
| Autor/inn/en | Curtright, Robert; Emry, Randall; Heaton, Ruth M.; Markwell, John |
|---|---|
| Titel | Facilitating Student Understanding of Buffering by an Integration of Mathematics and Chemical Concepts |
| Quelle | In: Biochemistry and Molecular Biology Education, 32 (2004) 2, S.71-77 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1470-8175 |
| DOI | 10.1002/bmb.2004.494032020314 |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Biochemistry; Mathematical Concepts; Teaching Methods; Spreadsheets; College Faculty; Science Teachers; Mathematics Teachers; Teacher Collaboration Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Biochemie; Teaching method; Lehrmethode; Unterrichtsmethode; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Fakultät; Science; Science teacher; Wissenschaft; Lehrer; Mathematics; Mathematik; Lehrerkooperation |
| Abstract | We describe a simple undergraduate exercise involving the titration of a weak acid by a strong base using a pH meter and a micropipette. Students then use their data and carry out graphical analyses with a spreadsheet. The analyses involve using mathematical concepts such as first-derivative and semi-log plots and provide an opportunity for collaboration between biochemistry and mathematics instructors. By focusing on titration data, rather than the titration process, and using a variety of graphical transformations, we believe that students achieve a deeper understanding of the concept of buffering. (Author). |
| Anmerkungen | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: https://secure.interscience.wiley.com/cgi-bin/jhome/112782101 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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