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Modifying the Curriculum in General Chemistry

This study evaluates the effectiveness of the atoms-first approach in modifying the curriculum of general chemistry. It compares the results of two similar classes taught with different approaches and analyzes the exam scores and student surveys. The study assesses the sequence of topics, difficulty of material, and the role of the textbook in determining the sequence.

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Modifying the Curriculum in General Chemistry

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  1. Modifying the Curriculum in General Chemistry An assessment of the Atoms-First Approach Mary J. Bojan Ruth Bowers Ralph Locklin The Pennsylvania State University Department of Chemistry

  2. Traditional Approach to General Chemistry vs. Atoms First TRADITIONAL • Nomenclature • Stoichiometry • Aqueous reactions • Energy (Enthalpy) in reactions • Structure/properties of atoms • Structure/properties of molecules • Properties of gases, liquids , solids • Properties of aqueous solutions • Kinetics • Equilibrium ATOMS FIRST • Structure/properties of atoms • Nomenclature • Structure/properties of molecules • Properties of gases, liquids , solids • Properties of aqueous solutions • Stoichiometry • Aqueous reactions • Energy (Enthalpy) in reactions • Kinetics • Equilibrium Mary J. Bojan 19th BCCE

  3. Rationale: build from the basics • Start with basics: • Structure/properties of atoms • Structure and properties of molecules • Emphasize: structure effects function • Interaction of energy with matter incorporated throughout • Photon interacting with matter • Electrostatic forces • Intermolecular forces • Bond energies • Reactions introduced AFTER structure and properties are understood • Finally: thermodynamics (equilibrium) and kinetics can be understood. Mary J. Bojan 19th BCCE

  4. Assessment • Compare results from two similar classes • Fall 2004 (traditional sequence) • Fall 2005 (atoms first sequence) • 4 of 5 instructors are the same • Deliver Content • Write exams • Overall content for both courses was same (no material was added or deleted) • Exams given in evening at same time of day • Format of exams (MC) and # of questions per exam is same • Student Demographics are the same Mary J. Bojan 19th BCCE

  5. Exam Analysis • Compare Final Exam Results • Fall 2004 (traditional sequence) • Fall 2005 (atoms first sequence) Comprehensive Final 72% mean for both semesters • Marker Questions Similar questions from exams encountered at different times in the semester • Test Progression Same concepts encountered in later exams during the same semester. • Topic Groupings Total number of exam questions in a broader topic area Mary J. Bojan 19th BCCE

  6. Assessing this approachQualitatively • Survey of students • 194 students responded to survey • 72% were first semester freshman • 5% (10 students) had taken course with “old” sequence • Survey Questions • Sequence of topics • Difficulty of material in relationship to sequence • Role of textbook in determining sequence Mary J. Bojan 19th BCCE

  7. Marker Questions Mary J. Bojan 19th BCCE

  8. Thermodynamics Mary J. Bojan 19th BCCE

  9. Aqueous Mary J. Bojan 19th BCCE

  10. Test Progression Colligative Properties Atoms first Approach Mary J. Bojan 19th BCCE

  11. Test ProgressionIntermolecular forces • Intermolecular forces and properties of liquids • 2004: 3 questions on Final exam • 2005: 10 questions on 3 exams Mary J. Bojan 19th BCCE

  12. Survey results • Survey Questions 3 in each area • Sequence of topics • Difficulty of material in relationship to sequence • Role of textbook in determining sequence • Scale • Strongly agree • Agree • Neither • Disagree • Strongly disagree Mary J. Bojan 19th BCCE

  13. Sequence of Topics Knowledge of atomic structure helped with conceptual understanding of material. Mary J. Bojan 19th BCCE

  14. Difficulty of material in relationship to sequence Mary J. Bojan 19th BCCE

  15. Role of Textbook in determining sequence Mary J. Bojan 19th BCCE

  16. Summary: survey • Sequence of Topics • 65% agree/strongly agree that topic sequence is logical (only 19% disagree) • 62% agree/strongly agree that knowledge of atomic structure helped with conceptual understanding (only 15% disagree) • Sequence was very different: 39% agree, 29% disagree, 32% neither • Difficulty of material • Only 26% agreed that the atoms first sequence required extra help early. (49% disagree, 25% neither) • 56% agreed that material was easier to understand since reactions came up later. Only 20% disagree. • Only 23% agreed that the concepts were more difficult because the sequence was different form the text book (59% disagreed) Mary J. Bojan 19th BCCE

  17. Summary: Survey • Role of Textbook in determining sequence • 32% claimed they had difficulty reading text because it had not been covered in lecture. • 59% felt it was important for the textbook to match the lecture (23% disagreed with this) • 40% agreed that the atoms first sequence made more sense than the textbook sequence. Another 39% were neutral. Mary J. Bojan 19th BCCE

  18. Interview and survey • Found the sequence to be logical • Did not notice difference between atoms first and their previous courses • Did not mind covering material in different sequence from text: syllabus provided a sufficient guide Conclusion: the new sequence did not drastically improve student perception of learning and understanding, but it did not hurt! Mary J. Bojan 19th BCCE

  19. Unforeseen Consequences • Mismatch between lecture and lab • Lab focuses on reactions • Students encounter material in lab before it is covered in lecture Mary J. Bojan 19th BCCE

  20. Conclusions • Faculty perspective: atoms first approach is more logical approach • Student performance was not improved but it was not hurt • Detailed syllabus was effective guide when material was covered in different sequence from text. • Problem: integration of Lab and lecture Mary J. Bojan 19th BCCE

  21. Atomic structure Mary J. Bojan 19th BCCE

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