Principles of Chemistry II (University of North Georgia)

This Grants Collection for Principles of Chemistry I was created under a Round Two ALG Textbook Transformation Grant. It contains materials used within the implementation of OpenStax Chemistry and uses the Open Course Principles of Chemistry II from the University of North Georgia. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/chemistry-collections/1003/thumbnail.jp

Principles of Chemistry I (University of North Georgia)

This Grants Collection for Principles of Chemistry I was created under a Round Two ALG Textbook Transformation Grant. It contains materials used within the implementation of OpenStax Chemistry and uses the Open Course Principles of Chemistry I from the University of North Georgia. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/chemistry-collections/1002/thumbnail.jp

The Vehicle, 1963, Vol. 5

Vol. 5 Table of Contents Milepostspage 3 Rhyme Conceived At DawnDaun Alan Leggpage 4 NightRoss Kokospage 4 UncrownedOra Blanche T. Kingpage 4 SunfishingL.J.G.page 5 The Man Who Went To New YorkEric Crookspage 7 The DreamPauline B. Smithpage 18 Open WindowsDavid Helmpage 19 SalvationChristine McCollpage 19 The Chess GamePierre Hooverpage 20 CataclysmRaymond Kapraunpage 20 A Microscopic ViewKenneth L. Vadovskypage 21 See How Love ComesLiz Puckettpage 21 A Can Of Beer For AndyKenneth L. Vadovskypage 22 A MonsterDixie Lee Motleypage 28 InconstancyJanice Brookspage 29 DreamerDaun Alan Leggpage 29 The Third WishGlenda Vursellpage 30 The MiracleJanice Brookspage 32 What Lives Where Love Once Dwelt?Vernell Vyvialpage 33 The Most Unforgettable Person I Have Ever KnownJames Flingpage 34 Winter ThoughtsPauline B. Smithpage 35 A Winter NightPeggy Lambertpage 35 The Silver WhaleL.J.G.page 36 RaindropsDixie Lee Motleypage 40 Conflict Of Soul IJean Konzelmanpage 40 JudyChristine McCollpage 41 Sadness No. 3 (Vergessen)Sherry Sue Frypage 41 Lost GoldLarry Pricepage 42 EchoesCharles Cooleypage 48 TruthDaun Alan Leggpage 48 SunsetCarol Bennettpage 48 Cover designTom Windsor Illustration for winning storyJoel E. Hendrickshttps://thekeep.eiu.edu/vehicle/1011/thumbnail.jp

Short and Long Term Free Recall of Nouns as a Function of Learning Instructions and Noun Concreteness

The present study was designed to investigate immediate and delayed recall of abstract and concrete nouns learned using a verbal or imagery set. On the basis of the Dual Coding Hypothesis, it was predicted that concrete nouns would be recalled better than abstract nouns for both immediate and delayed recall. It was further expected that imagery instructions would facilitate recall of concrete nouns more than abstract nouns for both immediate and delayed recall. A secondary interest was to investigate the amount of organization in the recall protocols of subjects for both immediate and delayed recall. According to the Organizational Hypothesis by Begg (1972, 1973), it was predicted that the concrete noun condition would result in more recall organization than the abstract noun condition, and that the concrete noun imagery instruction condition would result in the greatest organization of all conditions. Forty male and female subjects were randomly assigned to one of four experimental conditions; concrete noun-imagery instructions, concrete noun-repetition instructions, abstract noun-imagery instructions, abstract noun-repetition instructions. Each group of 10 was presented with a list of 30 words to learn. One list consisted of nouns with high imagery-concreteness ratinas and the other list was composed of nouns with low imaaery-concreteness ratings. The subjects were instructed to learn the words by using imagery or repetition. After the 30 word list had been presented, the task was to write down the words from memory. The subjects were told to return in one week for the second part of the study which would be different . When the subjects returned in one week, they were asked to write down all of the words they could remember from the list presented the previous week. After completing this recall trial, the subjects were asked to indicate how they had recalled each word by writing a number beside it. Number 1 was to be used if they recalled an image or mental picture first, number 2 was to indicate recalled the word , and number 3 was to indicate some other recall method, which they were to describe. Recall frequencies were treated with an analysis of variance procedure. Recall organization or clustering was first examined using the Adjusted Ratio of Clustering (ARC) developed by Roenker et al. (1971). This data was then transformed into Arcsin values and cast into an analysis of variance. The proportion of words recalled by each recall strategy was transformed into arcsin values and also cast into an analysis of variance. The results of this study showed that both immediate as well as delayed recall are better for concrete material learned using imagery instructions than for all other combinations of word type and instructions. Repetition as a mode of learning concrete material results in inferior recall performance when compared with the use of imagery. Abstract material was learned equally well with either repetition or imagery instructions. It was also found that retention loss is less for delayed recall in imagery coded concrete material than for any other combination of material and learning instructions. The recall strategy data did not provide ahy useful information, probably due to subjects\u27 confusion in understanding the instructions. The recall organization data showed that recall was not correlated with organization in this study. It was concluded that the results of this study are generally in support of the Dual Coding Hypothesis (Bower, 1969; Paivio, 1969) and fail to support the Organizational Hypothesis (Beqg, 1972)

Principles of Chemistry II (Open Course)

This web-based open course for Principles of Chemistry II was created under a Round Two Textbook Transformation Grant

Proposal and Report for Grant 081: Principles of Chemistry I, Principles of Chemistry II

This proposal and final report are from the first ALG grants finishing between Spring 2015 and Spring 2016. They have been republished in the repository in order to move our first reports over from being hosted on the ALG website

“The Spark of Life”: A Pilot to Improve Scientific and Prose Literacy

Dr. Jim Konzelman and Dr. Laura Ng partnered to investigate whether exploring the scientific history of classical works of literature, such as Shelley’s Frankenstein, would improve students’ scientific literacy and their perception of how literature connects to life. They wanted students to be able to identify elements of scientific innovation in literature and understand how the author’s treatment of that innovation through traditional literary tools reflects social anxieties. They chose Dr. Ng’s World Literature II for the pilot. Students read works dealing with science’s ethical application, humanity’s responsibility, and the definition of human. Dr. Konzelman, a chemist, would guest lecture explaining the scientific trends in each novel’s time period and the ethical concerns. Students completed many assignments, from discussion posts where they identified traits of the “mad scientist” and discussed which characters embody those traits, to final projects critically examining the treatment of innovations or creating their own short speculative fiction work. In this poster session, Dr. Konzelman and Dr. Ng will explain the methodology used in the study and the results from their first round of research. They will provide copies of assignments, the rubrics used for scoring, some sample student work, and aggregate data of the student performance

Phosphorylating Proteins to Replace Casein in Cheese Analogs**

Casein is a unique protein in milk that binds to calcium, fat, and water to make micelles, which form cheese curds. Casein is unlike any other protein because of its unique ability to provide structure and give specific rheological properties to cheese; however, the production of casein is resource intensive and a common allergen. Cheese analogs provide a food source that is less burdensome on the environment and thus more sustainable. Most imitation cheeses incorporate casein because of its unique properties. In order to make an imitation cheese that does not contain casein, phosphorylating substitute proteins could allow for the protein to behave like casein in cheese production. On top of producing a product that can be consumed by those with a casein allergy, using substitute proteins would make production less resource intensive and therefore better for the environment and less expensive

Principles of Chemistry I (Open Course)

This web-based open course for Principles of Chemistry I was created under a Round Two Textbook Transformation Grant