Non-majors can do inquiry too!

Robin Lasey

Arkansas Tech University

Who are non-majors?

Arkansas Tech University~6300 undergraduate students89% white53% female24% over 24

Who are non-majors?

Survey of Chemistry30 students per class67% female26% graduated HS 4 or more years earlier~45% nursing majors

Who are non-majors?

Survey of Chemistry Enrollment

46%

11%

8%

6%

5%

5%

2%

2%

2%

2% 11%

NURS

UNDE

AGBU

HA

RPA

FW

MLED

HIM

Pre-med

Science

OTHER

Who are non-majors?

Survey of Chemistry30 students per class67% female26% graduated HS 4 or more years earlier~45% nursing majorsAverage Math ACT score – 20±3Average Sci. Reas. ACT score – 22±3Some have never had chemistrySome have had AP chemistry in HS

Why should non-majors do inquiry?

Process more important than contentMany different majors with different content

that will be used in the “real world” Impossible to teach everything they might

need to knowNeed to teach how to find information,

analyze data, solve problems, think critically

Problems with inquiry in non-majors course

Students used to passive educationStudents have negative attitude about

scienceStudents think they CAN’T do math and

scienceStudents will shutdown if they think it is

too hard

Class Schedule

Quiz(5-10 minutes)Part of activityMini-lecturePart of activityMini-lectureEtc. (as needed)

Course Syllabus

Unit conversions Atomic Structure Nuclear Chemistry Formation of Ions Molecular Structure/Polarity Moles Chemical Reactions Solutions Acid/Base Chemistry Organic Functional Groups

Conceptual Baby Steps

Based on the model, what do all carbon atoms (and ions) have in common? What do all hydrogen atoms (and ions) have in common?

What is the significance of the atomic number, Z, above each atomic symbol in the periodic table?

Conceptual Baby Steps

4. Based on the model on the previous page,

a) what do all carbon atoms (and ions) have in common?

b) what do all hydrogen atoms (and ions) have in common?

5. The atomic number can be found on the periodic table above the symbol for each element.

a) What is the atomic number: for carbon? for hydrogen?

b) Comparing your answers to 4 and 5, what does the atomic number represent?

13C-

1H 2H 1H+

12C 13C

Hydrogen Hydrogen Hydrogen ion

Carbon Carbon Carbon ion

16O2-

Oxygen ion23Na+

Sodium ion

electron (-)proton (+)neutron (no charge)

13C-

1H 2H 1H+

12C 13C

Hydrogen Hydrogen Hydrogen ion

Carbon Carbon Carbon ion

16O2-

Oxygen ion23Na+

Sodium ion

electron (-)proton (+)neutron (no charge)

Li6.941

3

Atomic number

Li6.941

3

Atomic number

Conceptual Baby Steps

Information Atoms tend to react to achieve filled energy levels. An energy level is full with 8 valence electrons, except for the first which is full with 2 valence electrons. Key Questions

1. How many electrons does sodium need to gain to have all energy levels full?

2. Would all energy levels be full if sodium lost one electron?

3. Which would be easier for sodium, to gain the number of electrons in Question #7 or lose the one electron in Question #8?

4. What would be the charge of the resulting sodium ion identified in Question #9?

5. Would chlorine tend to gain or lose electron(s) to get filled energy levels?

6. What would be the charge of the resulting chloride ion?

Conceptual Baby StepsModel

n=1

n=2

Na

n=3

n=1

n=2

Na

n=1

n=2

Na

n=3

n=1

n=2

Na+

n=3

n=1

n=2

Na+

n=1

n=2

Na+

n=3

Key Questions1. When sodium loses one electron, where do you think this electron

goes?2. Which atom from the previous activity gained one electron?3. What is the charge on the sodium after it loses one electron? What is

the charge on the chlorine after it gains one electron?4. Do opposite charges repel each other or attract each other?

Simple modelsModel

Box A Box B

= 2 g

= 3 g

Key Questions1. What is the ratio of the number of black balls to the number of white balls in

each box?2. What is the ratio of the number of black balls to the number of total balls in each

box?3. Come up with a method of representing the ratio of black balls to total balls in

the boxes using the mass of the balls?4. Which box has the highest ratio of black balls to total balls?5. Does your answer to Question #4 depend upon how you represent the ratio of

black balls to total balls? Why or why not?

Analogies

Information The process of problem solving in chemistry often requires the conversion of an initial quantity to the same quantity in a different unit. There are several steps that can be followed to solve problems. Step 1: Read the problem and determine the final unit needed and the initial unit given. Step 2: Write out a series of equalities that can convert the initial unit to the final unit. Step 3: Write the initial quantity with unit and write a fraction for each equality listed in step 2. Step 4: Write the units in the conversion factors such that each unit in the denominator cancels the preceding unit in the numerator. Step 5: Place the numbers from the equalities into the conversion factors. Step 6: Multiply the numbers in the numerators together and divide by the numbers in the denominators. Step 7: Write the final unit next to the answer.

Analogies

1. If you were going on a trip, how easy would it be to get to your destination without knowing where you were starting or where you were going?

2. What is the purpose of step 1?3. If you were going on a trip to Bowling Green, OH, would you want to start your

trip without looking at a map and determining how to get there?4. What is the purpose of step 2?

Information The process of problem solving in chemistry often requires the conversion of an initial quantity to the same quantity in a different unit. There are several steps that can be followed to solve problems. Step 1: Read the problem and determine the final unit needed and the initial unit given. Step 2: Write out a series of equalities that can convert the initial unit to the final unit. Step 3: Write the initial quantity with unit and write a fraction for each equality listed in step 2. Step 4: Write the units in the conversion factors such that each unit in the denominator cancels the preceding unit in the numerator. Step 5: Place the numbers from the equalities into the conversion factors. Step 6: Multiply the numbers in the numerators together and divide by the numbers in the denominators. Step 7: Write the final unit next to the answer.

Methods to avoid shutdown

Conceptual baby stepsSimple modelsAnalogiesBe on the lookout for the “deer in the

headlights” lookError on the side of too much helpBe a cheerleader

Further Plans

Pre-test/Post-testCompare to lecture courseFollow students through advanced

courses

Student Comments

“The way Dr. Lasey taught the course made it easy to understand…”

“The group work in class was helpful.”

“She breaks it all down to where people who aren’t science geniuses can understand it.”

“I felt it (working in groups) helped me better understand..”

“I have always had trouble with this subject until this class.”

“…it is nice to try and figure stuff out on your own.”

“The teacher presents the information in a way that actually makes sense and you can “learn” and remember longer.”