<p> The rationale for this project is based on the recognition that chemistry courses tend to be taught too much from a theoretical standpoint, with little reference to everyday life. This is one of the reasons that a majority of students think that chemistry is difficult, boring, tedious, and uninteresting (Worthy, 1982). If they have the choice, many students would rather not take a chemistry course, and if they do, it will probably be their last course in Chemistry.</p> <p> It is the intent of the Ontario Curriculum Guidelines to provide some science-technology-society connections. The aim of this project is to provide supplemental science-technology society connections, and selected concrete examples of practical, everyday chemistry for teachers, so that they may enrich their classes, motivate their students, and put theory into an appropriate context. If classes are more interesting and relevant to the world of the students, then more students could be motivated to take chemistry courses and consider continuing to more advanced classes. A second purpose for this project is to stimulate a typical non-science student's interest in chemistry and science. It is even more necessary to motivate these students by providing interesting connections with the real world and suitable applications of theory and principles. These connections with the real world are important for such students, so that they will be better able to make informed decisions as scientifically literate citizens, managers, or politicians, not only for themselves, but for the benefit of society as a whole.</p> <p> To accomplish the aims of this project, two or three short hand-outs of practical everyday chemistry were prepared for each of the core topics in the Grade 11 (SCH 3A) and Chemistry OAC (SCH OA) courses. A few of the examples included Dental Chemistry, Culinary Chemistry, Insect Pheromones, and Teflon.</p> <p> Results of the survey taken from chemistry teachers showed that these hand-outs would better motivate students to study chemistry. Teachers think it is useful for their classes. They would like a compilation of these examples, if one were to be made available.</p> / Thesis / Master of Science (Teaching)

Essentialist thinking refers to the intuition that category membership and category-specific features are caused by an internal, invisible, essence. Across three studies, we investigated essentialism from a developmental, a cognitive, and a social perspective. In the first study, using a structured interview, we investigated whether Canadian children aged 5-to-8 hold an essentialist view of national identity, and whether their view differs from that of American children. Compared to older children, younger Canadian children were more likely to believe that Canadian identity was biologically based, and that traits associated with Canadian identity were heritable. However, we found no differences between Canadian and American children in terms of essentialist thinking. In the next study, we tested whether adults obscure their essentialist thinking and whether it may be unveiled by cognitive demand. We presented participants with a switched-at-birth paradigm where some participants were under time pressure and others were not. We found that adults under time pressure were more essentialist about national identity and gender than adults not under time pressure, though we saw no effect on race. This suggests that adults obscure their essentialist thinking, but it can be unveiled during cognitive demand. Finally, we assessed whether essentialist thinking is associated with addiction stigma. We presented participants with fictional news articles about scientific studies to prime either essentialist or anti-essentialist views about addiction. Both participants’ biological and non-biological essentialism were associated with addiction stigma, with the latter being a stronger correlate. This suggests that the extent to which individuals view addiction as a fundamentally distinct category has more impact on stigma than whether adults view addiction as genetically based. / Dissertation / Doctor of Philosophy (PhD) / Essentialism is the human intuition that category membership is caused by an internal, invisible, source. Humans treat category members as if there is something deep inside them that makes them who they are. Across three chapters, we investigated whether people are essentialist about social categories, and the subsequent consequences. In the first study, we showed that younger children, more than older children, believed in an internal, Canadian, essence. There was no difference between Canadian and American children in how they viewed national identity. Next, we demonstrated that adults are more essentialist about social categories like national identity and gender when they are under time pressure. Finally, we showed that thinking about addiction as a biologically based and distinct category is associated with addiction stigma.

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Paronychia virginica Spreng. (Caryophyllaceae) is a perennial evergreen herb of exposed, relatively xeric habitats. Approximately 10 mid-Appalachian populations remain in Virginia, West Virginia, and Maryland and are disjunct from populations located primarily in Texas, Oklahoma, and Arkansas. A study was conducted to test the hypothesis that eastern and western populations differ significantly and, therefore, represent at least two distinct taxa. Statistical analyses of 8 qualitative and 24 quantitative morphological characters indicated very highly significant (P < 0.001) variation between eastern and western populations of P. virginica. Characters differing most significantly included sepal pubescence, awn length, awn pubescence, awn curvature, length-width ratio of leaves, and shape of leaf apices. Starch gel electrophoresis was performed and six enzyme systems/nine loci (EST-2, EST-3, LAP, MDH-1, MDH-2, PGI, PGM-1, PGM-2, and SKDH) were identified as being consistently scorable and informative. Although gene flow between populations of P. virginica was shown to be restricted (mean FST = 0.353), populations are maintaining relatively high levels of genetic diversity. Genetic variability was quantified for each population and mean values for number of alleles per locus (A), percent loci polymorphic (P), and expected heterozygosity (HEXP) were found to be 1.95, 47.22%, and 0.204, respectively, exceeding those values reported for seed plants, widespread species, and endemic species. Hierarchical F statistics suggest higher levels of genetic variability within individual populations than among populations, regardless of geographic location. All statistically significant (P < 0.05) deviations from Hardy-Weinberg equilibrium indicated a deficiency in heterozygotes at the respective loci. Considering results from both the morphometric and allozyme analyses, the current author suggests recognizing two distinct subspecies, P. virginica subsp. virginica in the eastern U.S. and P. virginica subsp. scoparia in the south-central U.S. Conservation efforts should be focused on the maintenance of existing populations in both eastern and western regions of the U.S. in order to preserve the genetic and evolutionary potential of these taxa. / Master of Science