These range from lab data analysis through problem sets. The applications are all interactive and have enabled us to assign students individualized problem sets and to track their performance in some detail. The approach appears to be practical and inexpensive in our investment of time. There is promise that this approach will lead to a genuinely practical method for tracking our students' progress in a mode of independent study. It further permits us to have an ongoing program of review and reinforcement not tied to a particular course.
Many databases contain chemical information which is in the public domain.
Although there is growing media coverage of the confusion over the fair use doctrine and copyright as it will be applied to information on the Internet, little treatment is given to the distribution of information which is not copyrighted. This section of our presentation will discuss the breadth of this public domain information and methods of making it available to our students and to all Internet users. Specific examples of these applications, how they were part of the lesson plans, and a survey of student responses to use of the WWW for part of their instruction are covered in the paper. Samples of tutorials which have interactive practice sessions written in Javascript and were developed during the second year of the project are also included. This paper addresses the issue of the time involved in formatting the material for the web versus the effectiveness of using this medium as a way of presenting chemistry to high school students.