Increasing Access and Opportunity: A New Approach to General Chemistry

1
Increasing Access and OpportunityA New Approach
to General Chemistry
Ray Trautman Department of Chemistry
Biochemistry San Francisco State UniversitySan
Francisco, California
2
Acknowledgements
Chemistry Curriculum Cliff Berkman, Jane
DeWitt, Uschi Simonis, Ray Trautman, Jane Zeile
(SFSU)
Active Learning Nan Carnal (SFSU), Dan Walker
(SJSU)
Department of Education, Fund for the Improvement
of Postsecondary Education (FIPSE), P116B001869
National Science Foundation, Department of
Undergraduate Education, 9553786 (PI Dan
Walker, SJSU) College of Science Engineering
and Department of Chemistry Biochemistry, San
Francisco State University
3
Outcomes of the Traditional General Chemistry
Curriculum at SFSU

• Students consider General Chemistry a big
  challenge.
• On average, 50 of the students do not
  successfully complete the twosemester course
  sequence.
• Over 50 of the students interrupt the
  traditional sequence.
• On the bright side
• 30 of the Departments graduates excel in their
  studies and obtain advanced degrees.
• An additional 25 enter professional schools.

4
Shortcomings of the Traditional General
Chemistry Curriculum

• Ignores non-traditional student demographics
• 20 traditional-age students enrolled full-time
  45 work 25 or more hours per week. Average of
  7 years to complete a fouryear degree program.
• Ignores inadequate high school preparation
• 50 of students entering CSU system fail the
• Entry Level Mathematics or English Placement
  Test
• Does not stimulate student to learn chemistry
• Topics appear to be presented in disjointed
  fashion.Focus on quantitative answers, not
  chemistry concepts.
• The majority of students are not chemistry
  majors.

5
A Known Problem
6
Plea for Change Former ACS President Ronald
Breslow

• Shift focus of General Chemistry away from
  quantitative approach combine conceptual
  quantitative approach
• Stop weeding students out
• Turn students onto chemistry
• Remember that chemistry can be pursued by
  students with varying interests and skills
• Allow students to experience that chemistry is
  not a watered-down version of physics
• Make General Chemistry courses relevant to
  students
• Convey the message that chemistry is a living
  science
• 17th Biennial Conference on Chemical Education,
  Western Washington University, Bellingham,
  Washington (July 2002).

7
Goals of the New Curriculum

• Enable students to successfully learn chemistry
  concepts
• Increase students assimilation and retention of
  essential chemistry concepts
• Introduce students to Organic Chemistry and
  Biochemistry early in their education
• Provide a strong foundation for student success
  in upper division science courses
• Encourage students to become science majors

8
Models for SFSUs New Curriculum

• North Carolina State Universitys General
  Chemistry Program
• Chemistry I - A Molecular Science
• Chemistry II - A Quantitative Science
• NSFs ChemConnections Project
• "Develop new curricula, materials and methods
  that enhance the appreciation and learning of
  chemistry for every undergraduate student, such
  that all college graduates will command the
  knowledge and skills necessary to permit
  continued learning, to lead productive lives, and
  to make informed decisions."
• NSFs New Traditions Project
• Pedagogies, which "facilitate a paradigm shift
  from faculty-centered teaching to
  student-centered learning" supported by classroom
  and cognitive studies.
• University of Michigan Start with Organic
  Chemistry

9
Traditional Curriculum
One year of General Chemistry, often followed by
one semester or one year of Organic Chemistry
10
New General Chemistry Lecture and Laboratory
Courses

• CHEM 115 General Chemistry I Essential
  Concepts of Chemistry
• predominantly conceptual General Chemistry
  course
• 3-unit studentcentered lecture
• 2unit guided-inquiry and discovery-based
  laboratory course
• CHEM 215 General Chemistry II Quantitative
  Applications of Chemistry Concepts
• quantitative General Chemistry course
• 3-unit student-centered lecture course
• CHEM 216 General Chemistry II Laboratory
• 2-unit guided-inquiry and project-based
  laboratory course

11
Topics and Concepts of CHEM 115 LectureEmphasis
on Student-Centered Learning
Primarily qualitative examinations of essential
chemistry concepts Properties of Atoms (5 of 29
lectures) Atoms, molecules and ions
properties of electromagnetic radiation
atomic structure nature of ions periodic
properties Interactions of Atoms (8 of
29) Chemical compounds properties
nomenclature gases ionic
interactions covalent interactions molecular
structure properties of liquids, solids,
solutions intermolecular forces Reaction
Chemistry Including Stoichiometry (7 of
29) Acid/base and redox reactions pH chemical
formulas and equations moles mole
calculations gas phase reactions Chemical
Dynamics (9 of 31) Qualitative aspects of
thermodynamics chemical kinetics chemical
equilibria, including acid/base equilibria
12
Laboratory Program of CHEM 115 Guided-Inquiry
(GI) Discovery (D) Exercises, Workshops (W)
Properties of Atoms Spectroscopy electronic
transitions (GI) Emission reflectance
spectra Chemistry of fireworks
Electron configuration periodic trends
(W) Interactions of Atoms Nomenclature (W)
Determining salt solubility rules in water
(D) Deductive reasoning (ion
identification) (D) Molecular models
Lewis dot structures (W) Computer modeling
of molecules (GI) Reaction Chemistry Scientific
measurement uncertainty (W) Reaction
stoichiometry of salts (D) Chemical
reactions stoichiometry (W) The
copper cycle (GI) Chemical Dynamics Heats of
combustion food, oils, fats (GI)
Spontaneity of salt dissolution (GI)
Kinetics (permanganate reduction) (GI)
Co(II) complex ions (D) Dynamics
workshop (W)
13
Topics Concepts of CHEM 215 Lecture
Quantitative applications of chemistry concepts
Properties of Atoms (15) Nuclear chemistry
(focus on nuclear decay) atomic structure
quantitative aspects of emission absorption
spectroscopy Interactions of Atoms
(20) Properties of liquids solutions, solids
new materials Quantitative aspects of
intermolecular forces Reaction Chemistry
(15) Coordination chemistry acid/base
reactions Redox reactions and applications to
electrochemistry Chemical Dynamics
(50) Quantitative aspects of chemical
kinetics Quantitative aspects of chemical
equilibria thermodynamics Relationships
between thermodynamics and electrochemistry
14
CHEM 216 Quantitative Applications of
Chemistry Concepts Laboratory
Experiment 1 Emission Spectra Workshop
1 Abstract Writing Workshop 2 Safety Lab
Practical 1 Essential Concepts Demonstration Exper
iment 2 Absorption Spectroscopy Experiment
3 Water Analysis Lab Practical 2 Briggs-Rauscher
Reaction Experiment 4 Rate Laws and
Mechanisms Workshop 3 Kinetics Experiment 5 Iron
Thiocyanate Equilibria Workshop 4 Gas Phase
Acid/Base Equilibria Experiment 6 Acid-Base
Equilibria and Titrimetry Workshop 5 Buffers Lab
Practical 3 Preparation of a Buffer Solution
Experiment 7 Spontaneity of Electrochemical Cell
Reactions Workshop 6 Thermodynamics and
Electrochemistry
15
New Curriculum
CHEM 115 Essential Concepts of Chemistry
CHEM 115 Primarily Conceptual
Treatment Properties of Atoms Interactions of
Atoms Chemical Reactions Stoichiometry Chemical
Dynamics CHEM 215/216 Quantitative
Treatment Properties of Atoms Interactions of
Atoms Chemical Reactions Stoichiometry Chemical
Dynamics
CHEM 215/216 Quantitative Applications of
Chemistry Concepts
16
Engineering
CHEM 115 Essential Concepts of Chemistry
CHEM 115 Primarily Conceptual
Treatment Properties of Atoms Interactions of
Atoms Chemical Reactions Stoichiometry Chemical
Dynamics Engineering majors introduced to the
majority of essential chemistry concepts
Engineering majors
Stop
CHEM 215/216 Quantitative Applications of
Chemistry Concepts
17
Geosciences
CHEM 115 Essential Concepts of Chemistry
CHEM 115 Primarily Conceptual
Treatment Properties of Atoms Interactions of
Atoms Chemical Reactions Stoichiometry Chemical
Dynamics CHEM 215/216 Quantitative
Treatment Properties of Atoms Interactions of
Atoms Chemical Reactions Stoichiometry Chemical
Dynamics
CHEM 215/216 Quantitative Applications of
Chemistry Concepts
18
Chem / Biology
CHEM 115 Essential Concepts of Chemistry
BIO A Majors B.A. Biology
B.S. Biology Concentration in Botany
Ecology Marine Biol Limnology
Physiology Zoology B.S. Clinical
Science CHEM BIO B Majors B.S. Biology,
Concentration in Cell Molecular
Biology Microbiology B.S.
Biochemistry B.S. Chemistry B.A. Chemistry
CHEM BIO B Majors
BIO A Majors
CHEM 333/334 Org. Chem. I
CHEM 130 Gen. Org Chem.
CHEM 335/336 Org. Chem. II
CHEM 215/216 Quantitative Applications of
Chemistry Concepts
19
B.S. Biology
CHEM 115 Essential Concepts of Chemistry
BIO A Majors B.S. Biology Concentration in
Botany Ecology Marine Biol
Limnology Zoology
BIO A Majors
CHEM 130 Gen. Org Chem.
MATH 226 Calculus I
MATH 227 Calculus II
Choose any 4 of 5 courses
PHYS 111/112 Physics I
CHEM 215/216 Quantitative Applications of
Chemistry Concepts
PHYS 121/122 Physics II
20
Dietetics
CHEM 115 Essential Concepts of Chemistry
And some BIO A Majors
B.S. Biology Concentration in
Marine Biol Limnology
Physiology B.S. Clinical Science
CHEM 130 Gen. Org Chem.
CHEM 215/216 Quantitative Applications of
Chemistry Concepts
CHEM 349 Gen. Biochemistry
21
BIO2010 Curriculum
CHEM 115 Essential Concepts of Chemistry
BIO2010 Transforming Undergraduate Education for
Future Research Biologists (2002) Committee on
Undergraduate Biology Education to Prepare
Research Scientists for the 21st Century,
National Research Council
CHEM 130 Gen. Org Chem.
New Organic Chemistry II
CHEM 215/216 Quantitative Applications of
Chemistry Concepts
Upper-division Chemistry Biology courses
22
New Curriculum
CHEM 115 Essential Concepts of Chemistry
Engineering majors
Geosciences Majors
Stop
CHEM BIO B Majors
BIO A Majors
CHEM 333/334 Org. Chem. I
CHEM 130 Gen. Org Chem.
CHEM 335/336 Org. Chem. II
CHEM 215/216 Quantitative Applications of
Chemistry Concepts
Upper-division Chemistry Biochemistry courses
23
Changes in Teaching Methods

• NSFs ChemConnections Project
• Develop new curricula, materials methods that
  enhance the appreciation and learning of
  chemistry for every undergraduate student.
• NSFs New Traditions Project
• Pedagogies, which "facilitate a paradigm shift
  from faculty- centered teaching to
  student-centered learning" supported by
  classroom and cognitive studies.

24
Online Homework

• Powerful, web-based electronic homework model
• Student work is graded (homework and quiz modes)
• Immediate, useful feedback
• Students recognize that OWL helps them master
  the material
• Students report a doubling of time spent on
  homework assignments
• Performance on in-class tests is at least 8
  percentage points higher

25
Project Timeline
26
General Chemistry Enrollment
27
Support Services
Support Courses Weekly 90-minute supplementary
instruction/workshop led by upper-division
undergraduate, graduate student, or temporary
faculty member.

• Drop-in Tutoring
• Initiated Spring 2003 by the Department of
  Chemistry Biochemistry and the Student
  Enrichment Opportunities Office
• AY 2003/2004
• Open 12 hours per week.
• Computers available for online homework.
• Tutors provide review sessions before each exam.

28
Evaluation
Formative Evaluations Student surveys of new
courses, teaching methods, every new laboratory
exercise. TA survey of the demands of the new
teaching methods. Chemistry and Biology faculty
survey of the new curriculum and teaching methods.
Summative Evaluations Performance in new
courses. Student progression through
lower-division chemistry courses. Student
performance in upper-division chemistry
courses. Biology majors progression through
biology courses.
29
Student Performance in CHEM 115
30
Student Repeat Rate in CHEM 115
31
Performance in Organic Chemistry
32
Performance in Organic Chemistry
33
Class Level in Organic Chemistry
34
Performance in BIOL 355, Genetics
35
Performance in Upper-Division Chem Courses
36
Performance in Upper-Division Chem Courses
37
Impact on Biology Majors
38
Impact on Biology Majors
39
Student Attitudes Regarding the CHEM 115/215
Course Sequence
40
Conclusion / Future Directions

• Curriculum change is very challenging but worth
  the effort.
• Demonstrated improved student performance,
  retention, and progression.
• Incorporate personal response system into
  lectures.
• Produce textbook that can be used in both CHEM
  115 215.
• Address native/transfer student performance
  differences.
• Disseminate curriculum, to both University and
  High School.

41
Acknowledgements

• Faculty members of the NSF-sponsored projects,
  New Traditions and ChemConnections, who developed
  new General Chemistry exercises and teaching
  paradigms that inspired us in our efforts
• Dr. Dennis Wertz colleagues, North Carolina
  State University
• Division of Undergraduate Education, National
  Science Foundation, grant 9553786 (PI Dan
  Walker, SJSU)
• Fund for the Improvement of Postsecondary
  Education (FIPSE), Office of Postsecondary
  Education, U.S. Department of Education, grant
  P116B001869
• College of Science Engineering and Department
  of Chemistry Biochemistry, San Francisco
  State University

42
Questions ?