Making chemistry relevant

By:

Dutt, Sharmistha Basu

Language: ENG Publication details: New Delhi John Wiley & Sons 2010Edition: 1stDescription: 289, 24.1*16 Pages | Binding - Paperback |ISBN:

0-470-27898-7

Subject(s):

PHARMACEUTICAL CHEMISTRY

DDC classification:

541.078 DUT DDC23

Online resources:

Click here to access online

Summary: Stemming from a series of National Science Foundation grants and initiatives, this book presents a unique collection of strategies that are effective in chemistry classrooms. Featuring chapters from chemistry professors and research groups from a wide variety of research universities, the book discusses chemistry concepts including environmental chemistry (with discussion of global warming, smog, local air quality, and air pollution regulations), chemistry laboratory research, and forensics, among others. The coverage takes a cognitive constructivism approach, casting the teacher as a facilitator for students constructing solutions to problems, rather than a promoter rote memorization.

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Holdings
Item type	Current library	Collection	Call number	Status	Barcode
Books	School of Pharmacy Reference Section	Reference	541.078 DUT (Browse shelf(Opens below))	Not For Loan	B0779

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Previous	541 VIS/SHU Textbook of physical chemistry	541 VIS/SHU Textbook of physical chemistry	541 VIS/SHU Textbook of physical chemistry	541.078 DUT Making chemistry relevant	543 SWA/KRU Handbook of analytical validation	543.17 COT Chemical application of group theory	543.5 BAR Mass spectrometry	Next

Stemming from a series of National Science Foundation grants and initiatives, this book presents a unique collection of strategies that are effective in chemistry classrooms. Featuring chapters from chemistry professors and research groups from a wide variety of research universities, the book discusses chemistry concepts including environmental chemistry (with discussion of global warming, smog, local air quality, and air pollution regulations), chemistry laboratory research, and forensics, among others. The coverage takes a cognitive constructivism approach, casting the teacher as a facilitator for students constructing solutions to problems, rather than a promoter rote memorization.

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