The Data-Driven Classroom

Bondeson, S. R.; Brummer, J. G.; Wright, Steve

doi:10.1021/ed078p56

Cited by 11 publications

(8 citation statements)

References 1 publication

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“…Historically, both lecture and laboratory concepts are conveyed to second-year organic chemistry students in a context whereby principles are simply stated, and experimental data, if presented or collected, are used to justify a previously established principle. This principle-first-then-data justification approach is a time-efficient method of content delivery, but it does come with trade-offs . This traditional approach does not develop the logic of the scientific method.…”

Section: Pedagogical Approach To Exercisementioning

confidence: 99%

“…This principle-first-then-data justification approach is a time-efficient method of content delivery, but it does come with trade-offs. 1 This traditional approach does not develop the logic of the scientific method. The result of such an approach is that independent concepts are relegated to mere stated facts that need to be memorized rather than being derived via the interpretation of data.…”

Section: ■ Pedagogical Approach To Exercisementioning

confidence: 99%

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An Introductory Organic Chemistry Review Homework Exercise: Deriving Potential Mechanisms for Glucose Ring Opening in Mutarotation

et al. 2014

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A unique homework assignment has been designed as a review exercise to be implemented near the end of the one-year undergraduate organic chemistry sequence. Within the framework of the exercise, students derive potential mechanisms for glucose ring opening in the aqueous mutarotation process. In this endeavor, 21 general review principles are addressed. The pedagogical approach employed is referred to as the question-guided, data-driven exercise. Students derive principles from answering questions posed and from the interpretation of provided structural (NMR spectroscopy) and kinetic data (generated in a research laboratory). An emphasis on designing experiments to address specific questions is incorporated throughout. The questions posited, and the data provided, are formulated to build on one another and thus emphasize a student's knowledge of each preceding concept. The concepts reviewed are as folllows: resonance structures, isomers, conformations, electrophiles, nucleophiles, thermodynamics versus kinetics, enthalpic and entropic considerations regarding intramolecular cyclization, hybridization, geometry, chirality, Brønsted−Lowry acid−base theory, pH, pK a , hydrogen bonding, and NMR spectroscopy (chemical shift, inductive effects on shielding and deshielding, spin−spin splitting, and integration).

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Section: Pedagogical Approach To Exercisementioning

confidence: 99%

Section: ■ Pedagogical Approach To Exercisementioning

confidence: 99%

An Introductory Organic Chemistry Review Homework Exercise: Deriving Potential Mechanisms for Glucose Ring Opening in Mutarotation

et al. 2014

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“…While LCAs generally focus on environmental impacts, TEAs may use the same or similar data to analyze production costs and revenue from product streams . They may serve to not only broaden the truly impressive efforts of chemical educators developing Green Chemistry experiments but help guide future education research toward making teaching laboratories safer and more sustainable, having these efforts become more transparent and data-driven. , These tools may allow students to first target individual impacts via metrics, like reagent cost or atom economy, and then connect these interrelated ideas via suggested changes to the procedure of an experiment, for example, using an alternative and potentially safer solvent for a reaction and evaluating how this change may affect both cost and atom economy. From here instructors may go one step beyond and include student suggestions in future iterations of the laboratory, potentially serving to help replace an outdated solvent in this instance.…”

Section: Introductionmentioning

confidence: 99%

Evaluating Feedstocks, Processes, and Products in the Teaching Laboratory: A Framework for Students To Use Metrics to Design Greener Chemistry Experiments

Silverman

Hudson

2019

J. Chem. Educ.

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Exciting developments in the field of Green Chemistry spur the continuous innovation of experiments in the teaching laboratory. Beyond learning practical techniques, students can critically assess experiments using relevant metrics to propose further improvements and identify the most important interconnected impacts of these alternative products and processes. Herein we review popular laboratory experiments through the simple framework of feedstocks, processes, and products, offering data-driven methods for student evaluation of experiments used in the teaching laboratory. These evaluations employ techniques from life-cycle assessments and techno-economic analyses leveraging freely available data from online databases and safety data sheets. These methods may be used by students and educators to first assess seemingly distinct facets of a chemical transformation (energy inputs, reagent toxicity, etc.) and then relate these to meaningfully address system-wide improvements (replacing harmful solvents, reducing reagent costs, etc.).

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“…Rather, students must mimic the actions of professional researchers by transforming data into knowledge and structuring their arguments to support specific claims/conclusions. This type of inquiry-based writing encourages active participation in the scientific process, enhancing engagement and learning [ 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

Improving quantitative writing one sentence at a time

2018

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Scientific writing, particularly quantitative writing, is difficult to master. To help undergraduate students write more clearly about data, we sought to deconstruct writing into discrete, specific elements. We focused on statements typically used to describe data found in the results sections of research articles (quantitative comparative statements, QC). In this paper, we define the essential components of a QC statement and the rules that govern those components. Clearly defined rules allowed us to quantify writing quality of QC statements (4C scoring). Using 4C scoring, we measured student writing gains in a post-test at the end of the term compared to a pre-test (37% improvement). In addition to overall score, 4C scoring provided insight into common writing mistakes by measuring presence/absence of each essential component. Student writing quality in lab reports improved when they practiced writing isolated QC statements. Although we observed a significant increase in writing quality in lab reports describing a simple experiment, we noted a decrease in writing quality when the complexity of the experimental system increased. Our data suggest a negative correlation of writing quality with complexity. We discuss how our data aligns with existing cognitive theories of writing and how science instructors might improve the scientific writing of their students.

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The Data-Driven Classroom

Cited by 11 publications

References 1 publication

An Introductory Organic Chemistry Review Homework Exercise: Deriving Potential Mechanisms for Glucose Ring Opening in Mutarotation

An Introductory Organic Chemistry Review Homework Exercise: Deriving Potential Mechanisms for Glucose Ring Opening in Mutarotation

Evaluating Feedstocks, Processes, and Products in the Teaching Laboratory: A Framework for Students To Use Metrics to Design Greener Chemistry Experiments

Improving quantitative writing one sentence at a time

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