Implicit Information from Lewis Structures Instrument (IILSI ) 1 A self-report instrument

1. A longitudinal assessment of a learning progression for structure-property relationships – Chemistry, Life, the Universe, and Everything (CLUE) Implicit Information from Lewis Structures Instrument (IILSI)1A self-report instrument .. .. Sonia M. Underwood, Melanie M. Cooper, Leah M. Corley Department of Chemistry, Michigan State University, East Lansing, MI, 48824 .. .. Assessments Administered Structure-Property Importance C2H6O Intermolecular Forces (IMF) Assessment Asked the students to draw and label a representation that clearly indicates where the hydrogen bonding, dipole-dipole, or London dispersion forces (LDFs) are present for three molecules of CH3CH2OH. If the students believed the interaction was not present, they were asked to write “not present”. Code Categories Within, between, don’t know, other, not present, states always present. Ethanol Liquid at room temp Bp 78 °C Dimethyl ether Gas at room temp Bp –23 °C Previous Research E. S. = 0.39 *** The process for connecting structures and properties1 *** means p-value of < .001 Effect Size = E. S. “What information could be obtained from a Lewis structure?” Conclusions/Future Work Percentage of students who stated each type of information2 CLUE students appear to have a better understanding of intermolecular forces What students self-report is not consist with their actual understanding of intermolecular forces We want to follow this same cohort through their second semester of OC We are currently designing and are going to administer a phase change assessment Methodology • Guiding Research Question: • In what ways does the CLUE curriculum impact students’ ideas about intermolecular forces? • In what ways do students retain an understanding about intermolecular forces as they progress through a second year of chemistry? Acknowledgements Conducted at a public southeastern university following students through two years of chemistry (General and Organic Chemistry) Tracked two equivalent groups of students (Traditional Group [N=31] and CLUE Group [N=51]) Part of a larger project using multiple assessments References 1 Cooper, M. M.; Underwood, S. M.; Hilley, C. Z. Chem. Educ. Res. Pract.,2012, 13, 195-200. 2Cooper, M. M.; Grove, N. P.; Underwood, S. M.; Klymkowsky, M. W. J. Chem. Educ., 2010, 87, 869-874.