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

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:

a) Aptitude in basic calculations does not equal mastering key concepts





b) Molecular shapes often difficult to visualize, even for students who ace other sections of General Chemistry





b) Molecular shapes often difficult to visualize, even for students who ace other sections of General Chemistry

c) Boredom….


“Innovation” #2: Used Horizon Wimba for Real-Time,

Archivable, Virtual Office Hours and for Recording Review

Sessions




Sessions

Intended to address the following issue:




Sessions


Most students do not come to my office hours, either due

to shyness or laziness, or because their schedules do not

allow it.




Sessions




allow it. Virtual office hours provide more anonymity and

flexibility for the students.




Sessions




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.

Assessments of Student Attitudes

41%46%

10%

0%3%

1 2 3 4 5

Viewing animations in class

1. Made chemistry much easier to understand

2. Made chemistry slightly easier to understand.

3. Didn’t change how I learned chemistry

4. Made chemistry slightly harder to understand

5. Made chemistry much harder to understand

44% 43%

11%

1% 1%

1 2 3 4 5

Viewing animations in class

1. Made chemistry much more interesting

2. Made chemistry slightly more interesting

3. Didn’t change my interest in chemistry

4. Made chemistry slightly less interesting

5. Made chemistry much less interesting

40% 38%

15%

1% 3%

1 2 3 4 5

If I had access to chemistry animations online

1. I would make them an integral part of my study process because they’re very helpful

2. I would make them a small part of my study process because they’re somewhat helpful

3. I’m not sure if I’ll use them or not4. I probably wouldn’t use them much

because they are not helpful5. I would avoid them like the plague

because they actually hurt instead of help

10% 9%1%

80%

1 2 3 4

I found the virtual helproom

1. Very helpful

2. Somewhat helpful

3. Not helpful at all

4. Can’t say because I’ve never used it

41%

33%

9% 10%7%

1 2 3 4 5

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:

1. Definitely sign up for the “high-tech” course

2. Probably sign up for the “high-tech” course

3. Not sure4. Probably stick with the

“traditional” course5. Definitely stick with the

“traditional” course

Future Plans for “Hybrid Course”

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)





2 NaN3(s) 2 Na(s) + 3 N2(g)

1) Balance the reaction





2 NaN3(s) 2 Na(s) + 3 N2(g)


2) Calculate using PV = nRT how many moles of N2(g) will occupy 73 L of space at 1 atm and 25 oC





2 NaN3(s) 2 Na(s) + 3 N2(g)



3) Calculate the molar mass of NaN3





2 NaN3(s) 2 Na(s) + 3 N2(g)



3) Calculate the molar mass of NaN3

4) Using stoichiometry, calculate the amount of NaN3

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

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

Documents

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