 |
|
|
|
|
||
|
Viscosity Measurement: A Virtual Experiment
|
||
|
N. Papadopoulos, A. T. Pitta, N. Markopoulos, and M. Limniou Laboratory of Physical Chemistry, Department of Chemistry, Aristotle University, 54006 Thessaloniki, Greece M. A. N. D. A. Lemos, F. Lemos, and F. G. Freire Departamento de Engenharia Quimica, Instituto Superior Tecnico, Av. Rovisco Pais 1, 1096 Lisboa codex, Portugal |
||
|
|
||
|
Note: |
This program is included in both the General Chemistry Collection (SP-16) and the Advanced Chemistry Collection (SP-28).
To Order General Chemistry Collection |
|
|
|
||
|
Viscosity Measurement: A Virtual Experiment simulates a series of viscosity experiments. Viscosity is a very important subject in both chemistry and chemical engineering. It is important when dealing with intermolecular forces in liquids and gases and it also has an enormous relevance in all technological aspects of equipment dealing with liquids or gases. Most university-level chemistry courses include viscosity to some extent. Viscosity Measurement includes three virtual experiments: an Ostwald viscometer simulator, a falling ball viscometer simulator, and a balance simulator for a simple determination of the density of a liquid. The Ostwald viscometer simulator and the balance simulator allow the student to find out how composition and temperature influence the density and viscosity of an ethanol--water mixture. The falling-ball viscometer simulator allows the student to determine experimentally the size and density of the ball required to measure viscosity of various liquids.
Each virtual experiment includes a corresponding theoretical section. Support from the program is sufficient to enable the students to carry out a virtual experiment sensibly and on their own. Preparation is not essential. Students can use the program unsupervised, thus saving staff time and allowing flexibility in students' time. The design of the program interface plays a key role in the success of a simulated experiment. Direct manipulation has greater intuitive appeal than alternative interface forms such as menus and has been observed to provide performance and learning advantages (1). We tried to design an interface that is visually attractive, is user friendly with simple and intuitive navigation, and provides appropriate schematic animations to clarify the principles of the laboratory procedures. The opening screen presents the virtual experiments that can be selected. Clicking an icon takes the student to the appropriate section. Viscosity Measurement allows the student to concentrate on the experiments at hand and not on learning how to use the program. It communicates its ideas visually with pictures and diagrams relegating onscreen text to the minimum required for the student to understand the presentation. A full presentation of viscosity is reserved for the textbook, which the computer cannot replace. It is well established (2) that people read text on a computer screen more slowly and with greater strain than they do text in a book. Moreover, relatively open-ended exploration does not appear to be a successful method of practice, because practice devised by the learner tends, not to be well conceived and well integrated in the students learning path (3). For every virtual experiment we suggest a set of coherent exercises that highlight what we want students to know before they enter the real laboratory. Hardware and Software Requirements
Computer: Windows Compatible Acknowledgement The Greek Ministry of Education and the European Community provided financial help to create the "New Educational Technologies for the Teaching of Chemistry" course that made development of the viscosity simulator possible. Literature Cited Availability
Available: Now
|
||
|
|
|
|
|
|
|
|
|
|
|
|
|
Last Updated: July 19, 2001 Created: October 18, 1999 |
Created by: N. S. Gettys Comments to: jceonline@chem.wisc.edu |
|
|
|
| © 1997 Division of Chemical Education, Inc., American Chemical Society. All rights reserved. | |