1 / 24

Overview of Technology-Based Additions to Chem 200/202 (General Chemistry I)

Explore how adding animations and virtual office hours improve understanding and engagement in General Chemistry I. Addressing key concepts and student interaction challenges. Virtual office hours offer flexibility and anonymous support for students. Assess student attitudes through interactive tools for effective learning.

esylvia
Download Presentation

Overview of Technology-Based Additions to Chem 200/202 (General Chemistry I)

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Overview of Technology-Based Additions to Chem 200/202 (General Chemistry I)

  2. Overview of Technology-Based Additions to Chem 200/202 (General Chemistry I) “Innovation” #1: Showed More Animations During Lectures

  3. Overview of Technology-Based Additions to Chem 200/202 (General Chemistry I) “Innovation” #1: Showed More Animations During Lectures Intended to address the following issues: • Aptitude in basic calculations does not equal mastering key concepts

  4. Overview of Technology-Based Additions to Chem 200/202 (General Chemistry I) “Innovation” #1: Showed More Animations During Lectures Intended to address the following issues: • Aptitude in basic calculations does not equal mastering key concepts • Molecular shapes often difficult to visualize, even for students who ace other sections of General Chemistry

  5. Overview of Technology-Based Additions to Chem 200/202 (General Chemistry I) “Innovation” #1: Showed More Animations During Lectures Intended to address the following issues: • Aptitude in basic calculations does not equal mastering key concepts • Molecular shapes often difficult to visualize, even for students who ace other sections of General Chemistry • Boredom….

  6. Overview of Technology-Based Additions to Chem 200/202 (General Chemistry I) “Innovation” #2: Used Horizon Wimba for Real-Time, Archivable, Virtual Office Hours and for Recording Review Sessions

  7. Overview of Technology-Based Additions to Chem 200/202 (General Chemistry I) “Innovation” #2: Used Horizon Wimba for Real-Time, Archivable, Virtual Office Hours and for Recording Review Sessions Intended to address the following issue:

  8. Overview of Technology-Based Additions to Chem 200/202 (General Chemistry I) “Innovation” #2: Used Horizon Wimba for Real-Time, Archivable, Virtual Office Hours and for Recording Review Sessions Intended to address the following issue: Most students do not come to my office hours, either due to shyness or laziness, or because their schedules do not allow it.

  9. Overview of Technology-Based Additions to Chem 200/202 (General Chemistry I) “Innovation” #2: Used Horizon Wimba for Real-Time, Archivable, Virtual Office Hours and for Recording Review Sessions Intended to address the following issue: Most students do not come to my office hours, either due to shyness or laziness, or because their schedules do not allow it. Virtual office hours provide more anonymity and flexibility for the students.

  10. Overview of Technology-Based Additions to Chem 200/202 (General Chemistry I) “Innovation” #2: Used Horizon Wimba for Real-Time, Archivable, Virtual Office Hours and for Recording Review Sessions Intended to address the following issue: Most students do not come to my office hours, either due to shyness or laziness, or because their schedules do not allow it. Virtual office hours provide more anonymity and flexibility for the students. Students can also replay sections that are giving them the most trouble.

  11. Assessments of Student Attitudes

  12. 0 / 512 Viewing animations in class Made chemistry much easier to understand Made chemistry slightly easier to understand. Didn’t change how I learned chemistry Made chemistry slightly harder to understand Made chemistry much harder to understand Cross-Tab Label

  13. 0 / 512 Viewing animations in class • Made chemistry much more interesting • Made chemistry slightly more interesting • Didn’t change my interest in chemistry • Made chemistry slightly less interesting • Made chemistry much less interesting Cross-Tab Label

  14. 0 / 512 If I had access to chemistry animations online • I would make them an integral part of my study process because they’re very helpful • I would make them a small part of my study process because they’re somewhat helpful • I’m not sure if I’ll use them or not • I probably wouldn’t use them much because they are not helpful • I would avoid them like the plague because they actually hurt instead of help Cross-Tab Label

  15. 0 / 512 I found the virtual helproom • Very helpful • Somewhat helpful • Not helpful at all • Can’t say because I’ve never used it Cross-Tab Label

  16. 0 / 512 If I had a choice between a “traditional” chemistry course (such as this one) and a “high-tech” course with 1/4 to 1/2 of the lectures replaced by interactive web assignments and animations, I would: • Definitely sign up for the “high-tech” course • Probably sign up for the “high-tech” course • Not sure • Probably stick with the “traditional” course • Definitely stick with the “traditional” course Cross-Tab Label

  17. Future Plans for “Hybrid Course”

  18. Sample Calculation Problem Given the unbalanced reaction below and using the Ideal Gas Law, at 25 oC and 1.0 atm, how much NaN3 would be required to generate 73 L of N2 gas? _ NaN3(s)  _ Na(s) + _ N2(g)

  19. Sample Calculation Problem Given the unbalanced reaction below and using the Ideal Gas Law, at 25 oC and 1.0 atm, how much NaN3 would be required to generate 73 L of N2 gas? 2 NaN3(s)  2 Na(s) + 3 N2(g) • Balance the reaction

  20. Sample Calculation Problem Given the unbalanced reaction below and using the Ideal Gas Law, at 25 oC and 1.0 atm, how much NaN3 would be required to generate 73 L of N2 gas? 2 NaN3(s)  2 Na(s) + 3 N2(g) • Balance the reaction • Calculate using PV = nRT how many moles of N2(g) will occupy 73 L of space at 1 atm and 25 oC

  21. Sample Calculation Problem Given the unbalanced reaction below and using the Ideal Gas Law, at 25 oC and 1.0 atm, how much NaN3 would be required to generate 73 L of N2 gas? 2 NaN3(s)  2 Na(s) + 3 N2(g) • Balance the reaction • Calculate using PV = nRT how many moles of N2(g) will occupy 73 L of space at 1 atm and 25 oC • Calculate the molar mass of NaN3

  22. Sample Calculation Problem Given the unbalanced reaction below and using the Ideal Gas Law, at 25 oC and 1.0 atm, how much NaN3 would be required to generate 73 L of N2 gas? 2 NaN3(s)  2 Na(s) + 3 N2(g) • Balance the reaction • Calculate using PV = nRT how many moles of N2(g) will occupy 73 L of space at 1 atm and 25 oC • Calculate the molar mass of NaN3 • Using stoichiometry, calculate the amount of NaN3

  23. Who cares?!? It’s soooo tedious and boring!It has nothing to do with me….

  24. Who cares?!? It’s soooo tedious and boring!It has nothing to do with me….

More Related