InterChemNet: Integrating Instrumentation, Management, and Assessment in the General Chemistry Laboratory Course

Stewart, Barbara L.; Kirk, Robert H.; LaBrecque, David; Amar, François G.; Bruce, Mitchell R. M.

doi:10.1021/ed083p494

Cited by 11 publications

(17 citation statements)

References 15 publications

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“…Instances of water analysis by undergraduates using ion chromatography (3) and capillary electrophoresis (4,5) have been reported in this Journal, as has the use of advanced instrumentation to influence student attitudes and understanding (6)(7)(8). The project described here expands upon the examples in the literature that illustrate improved scientific understanding (9)(10)(11) and science attitudes (12)(13)(14)(15)(16)(17)(18) resulting from collaborative learning (12)(13)(14)(15) and interdisciplinary undergraduate student research (13,19,20).…”

mentioning

confidence: 92%

Improving Student Attitudes about Science by Integrating Research into the Introductory Chemistry Laboratory: Interdisciplinary Drinking Water Analysis

et al. 2010

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The integration of student research into a general chemistry laboratory and an environmental geology course has been evaluated for its effectiveness to improve (i) student attitudes about science and chemistry, (ii) student understanding of the nature of experimental science and the scientific method, and (iii) student perceptions of the application of science and the interdisciplinary nature of science. Students in introductory science courses frequently devote all or most of their time and effort to learning basic laboratory techniques by following predefined procedures that have intentionally predictable outcomes. Though this longstanding model of laboratory structure is an important means of effectively preparing students for future chemical study, it often neglects items i−iii. Students were guided through a research experience by an interdisciplinary team of faculty so that students could begin the research and bring it to an appropriate conclusion, including formal presentations, within a single semester. Evaluation of this instructional strategy indicated that students believed they were doing work similar to a research scientist, that they appreciated this opportunity to do research, that it increased how much they like science in general, and that they were more likely to consider majoring in chemistry. The advanced instrumentation, personal relevance of the research, and collaborations (within and outside the department) contributed significantly to the overall success of the project.

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confidence: 92%

Improving Student Attitudes about Science by Integrating Research into the Introductory Chemistry Laboratory: Interdisciplinary Drinking Water Analysis

et al. 2010

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“…40 The introductory materials describe the CORE learning cycle, the motivation for the approach, and some information about analogies. Students are required to complete a prelab assignment, which consists of writing a brief introduction, creating a chemical safety table, and answering several questions about analogy and the nature of scientific inquiry.…”

Section: Prelab Preparation and Prelab Discussionmentioning

confidence: 99%

“…40 In one of these questions, students were asked: "Is there another analogy that you can think of that would help you gain insight into the chemistry involved in this lab? Please explain."…”

Section: ■ Student-generated Alternative Analogiesmentioning

confidence: 99%

Polymers and Cross-Linking: A CORE Experiment To Help Students Think on the Submicroscopic Level

Bruce

Avargil

et al. 2016

J. Chem. Educ.

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The Polymers and Cross-Linking experiment is presented via a new three phase learning cycle: CORE (Chemical Observations, Representations, Experimentation), which is designed to model productive chemical inquiry and to promote a deeper understanding about the chemistry operating at the submicroscopic level. The experiment is built on two familiar activities often used in public outreach: mixing solutions of poly(vinyl alcohol) and sodium borate, producing the substance known as "slime", and linking paper clips as an analogy to represent polymers. In phase 1 of the CORE experiment, students prepare slime, and explore the properties of the separate solutions and slime. In phase 2, students use analogical reasoning to think about a representation for considering the chemistry at the submicroscopic level. The analogy activity includes using an Analog to Target Worksheet to carefully consider similarities and differences between the analog (paper clip chains) and target (polymers). Phase 3 begins with pairs of students designing experiments in response to this question: How do different proportions of the two reactants, poly(vinyl alcohol) and sodium borate, affect the material properties of the new polymer that is formed? In a recent JCE paper, we report the capacity for students to engage in using analogical reasoning when conducting the Polymer and Cross-Linking experiment. In this paper, we include an analysis of a postlab question, asking students to propose an alternative analogy that could be used in the lab experiment. Detailed analysis of a subset (23 out of 312) of student-generated alternative analogies is provided in Supporting Information. Together with the previously published paper, the data provides insight into student thinking about using analogical reasoning in the Polymers and Cross-Linking CORE experiment.

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“…Student responses were not used as part of their lab grades. Data were collected online using the InterChemNet course management system developed at the University of Maine …”

Section: Assessmentmentioning

confidence: 99%

A Simple, Student-Built Spectrometer To Explore Infrared Radiation and Greenhouse Gases

et al. 2016

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In this experiment, students build a spectrometer to explore infrared radiation and greenhouse gases in an inquiry-based investigation to introduce climate science in a general chemistry lab course. The lab is based on the exploration of the thermal effects of molecular absorption of infrared radiation by greenhouse and non-greenhouse gases. A novel feature of the experiment has students building an infrared spectrometer, using a hot plate as an IR source, a sample compartment employing a plastic cuvette holder with open sides (to standardize the path length), and a low-cost infrared thermometer. Students, working in groups, (1) explore a PhET simulation; (2) design a set of experiments in response to a scientific question, “comparing the absorption of infrared light in the presence and absence of each different sample of gas, are there any significant differences that can be observed experimentally?”; (3) reflect on climate science and their experimental results by visiting the American Chemical Society Climate Science Toolkit; and (4) communicate their results in lab by constructing and presenting a poster. Assessment of student responses to a pre- and postexperiment question suggests that the lab has a positive influence on student understanding of the concepts involved in identifying greenhouse gases. Results from postexperiment questions also provide information for what aspects of the online resources students found useful.

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InterChemNet: Integrating Instrumentation, Management, and Assessment in the General Chemistry Laboratory Course

Cited by 11 publications

References 15 publications

Improving Student Attitudes about Science by Integrating Research into the Introductory Chemistry Laboratory: Interdisciplinary Drinking Water Analysis

Improving Student Attitudes about Science by Integrating Research into the Introductory Chemistry Laboratory: Interdisciplinary Drinking Water Analysis

Polymers and Cross-Linking: A CORE Experiment To Help Students Think on the Submicroscopic Level

A Simple, Student-Built Spectrometer To Explore Infrared Radiation and Greenhouse Gases

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