JCE 2008 (85) 1226 [Sep] Helping Students Make Sense of Logarithms and Logarithmic Relationships


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Home > JCE Print > Journal of Chemical Education > Issues > 2008 > September >

In the Classroom

Helping Students Make Sense of Logarithms and Logarithmic Relationships

Ed DePierro and Fred Garafalo
School of Arts and Sciences, Massachusetts College of Pharmacy and Health Sciences, Boston, MA 02115

Rick Toomey
Department of Chemistry and Physics, Northwest Missouri State University, Maryville, MO 64468

September 2008
Vol. 85 No. 9
p. 1226

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Abstract

This paper summarizes difficulties that chemistry students at all levels commonly exhibit when translating, manipulating, and interpreting mathematical expressions that contain logarithms, and offers approaches that the authors have found useful to help students overcome such difficulties. The online supplement provides problem sets created by the authors, based on student–instructor interactions that have taken place during many classes, help sessions, and laboratories. They range in level of difficulty from those appropriate for high school and first-year college students, to those appropriate for more advanced students.

Supplement

Problem sets (and answers) addressing the difficulties described; A lesson on the maximum work done by the isothermal expansion of an ideal gas, also with questions and answers


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More Information

Citation	DePierro, Ed; Garafalo, Fred; Toomey, Rick T. J. Chem. Educ. 2008, 85, 1226.
Keywords	Constructivism; First-Year Undergraduate / General; High School / Introductory Chemistry; Interdisciplinary / Multidisciplinary; Kinetics; Mathematics / Symbolic Mathematics; Misconceptions / Discrepant Events; Physical Chemistry; Problem Solving / Decision Making; Upper-Division Undergraduate
History	Created: Last Updated:	8/4/2008 8/4/2008

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