On the nature of "context" in chemical education

Some of the most pressing problems currently facing chemical education throughout the world are rehearsed. It is suggested that if the notion of "context" is to be used as the basis for an address to these problems, it must enable a number of challenges to be met. Four generic models of "context" are identified that are currently used or that may be used in some form within chemical education as the basis for curriculum design. It is suggested that a model based on physical settings, together with their cultural justifications, and taught with a socio-cultural perspective on learning, is likely to meet those challenges most fully. A number of reasons why the relative efficacies of these four models of approaches cannot be evaluated from the existing research literature are suggested. Finally, an established model for the representation of the development of curricula is used to discuss the development and evaluation of context-based chemical curricula.

Dimensions of logarithmic quantities

Comment on the article by Philip Molyneux on "The Dimensions of Logarithmic Quantities" [J. Chem. Educ. 1991, 68, 467-4691].

The choice of names and symbols for quantities in chemistry

The importance of maintaining a clear distinction between the names and symbols for quantities and the names and symbols for units.

Where should the nuclei be located?

The positions of nuclei in orbital representations are discussed. Some misleading representations in the scientific literature are highlighted and more realistic diagrams are presented.

A unified titration formula

In a number of standard titrations, a volume of a monoprotic base MOH at a specific concentration is added to a volume of a monoprotic acid HA at a specific concentrations. Four different types of titration are possible, depending on whether the acid and base are strong or weak. A single unifying formula covering all four cases has been determined.