The%20ChemCollective%20Virtual%20Lab%20and%20Other%20Online%20Materials

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The ChemCollective Virtual Lab and Other Online
Materials
David Yaron, Michael Karabinos, Jordi Cuadros,
Emma Rehm, William McCue, David H. Dennis,
Donovan Lange, Rea FreelandDepartment of
Chemistry, Carnegie Mellon University Gaea
Leinhardt, Karen EvansLearning Research and
Development Center, University of Pittsburgh
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The ChemCollective

• Build community around a specific educational
  goal
• Digital Libraries can combine expertise through
  remote and asynchronous collaboration
• Digital Libraries can support an iterative
  development process
• Ways to participate
• Use activities and give feedback
• Participate in assessment studies
• Modify and create activities
• Discussions around activities and topics

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Outline

• New modes of practice
• Virtual labs
• Scenario based learning
• Alignment What should we teach?
• Whole curriculum High school chemistry
• Within topics University chemistry
• Online support for problem solving
• Assessment of ChemCollective activities
• Pittsburgh Science of Learning Center (PSLC)

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Learning challenges and interventions

• Promoting flexibility and applicability
• From mathematical procedures to chemical
  phenomena (use in chemistry)
• Virtual laboratory
• From chemical phenomena to real world (transfer
  to real world)
• Scenario based learning
• Promoting coherence
• Big picture of chemistry

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Use in chemistry Virtual laboratory

• Flexible simulation of aqueous chemistry
• New mode of interaction with chemical concepts
• Ability to see inside a solution removes one
  level of indirection in chemical problem solving

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How is the virtual lab used?

• Delivery
• From www.chemcollective.org
• From CD-ROM
• Install on your local computer system
• Classroom uses
• During recitation
• As take-home work
• Pre- and post-labs
• Lab make-ups

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A survey of Virtual lab problems

• Current topic list
• Molarity - Stoichiometry
• Quantitative analysis - Chemical equilibrium
• Solubility - Thermochemistry
• Acids and bases
• Problem types
• Predict and check
• Virtual experiment
• Puzzle problems (open-ended and inquiry based
  experiments)
• Layered problems

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Predict and Check

• Students use the virtual lab to check the
  results of a pencil-and-paper calculation or
  qualitative prediction
• Potential benefits
• Encourages students to see connection between
  calculations/qualitative predictions and an
  experimental procedure
• Observations indicate that the shift from paper
  and pencil to lab activity can challenge students
• Students can make use of intermediate results in
  locating errors

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Predict and Check

• Traditional calculation
• Thermochemistry/Coffee Calculate the amount of
  100C milk that must be added to 250ml of 95oC
  coffee to lower its temperature to 90oC. Check
  your answer in the virtual lab.
• As part of design activity
• Thermochemistry/Camping 3 Using the virtual lab,
  create two solutions, initially at 25C, that,
  when mixed together in equal volumes, cause the
  temperature of the mixture to increase from 25C
  to 60C
• Can be done as predict and check, but is often
  done in iterative process with some predict and
  check steps

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Virtual Experiments
Students generate and interpret data in the
chemistry virtual lab program
Virtual Lab problem Thermochemistry/Camping 1
Construct an experiment to measure the heat of
reaction between A and B?
Typical textbook problem When 10ml of 1M A was
mixed with 10ml of 1M B, the temperature went up
by 10 degrees. What is the heat of the reaction
between A and B?

• Students who could perform the textbook procedure
  had difficulty designing the experiment, and
  needed help from a human tutor.
• The procedure is not triggered in response to
  relevant prompt
• The Virtual Lab format requires students to
  beyond a strategy of matching words to equations

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Puzzle Problems

• Stoichiometry/Oracle 1 and 2 Given four
  substances A, B, C, and D that are known to react
  in some weird and mysterious way (an oracle
  relayed this information to you within a dream),
  design and perform virtual lab experiments to
  determine the reaction between these substances,
  including the stoichiometric coefficients. You
  will find 1.00M solutions of each of these
  chemical reagents in the stockroom.

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Oracle Problem Observations

• Intent was to give practice with determining
  reaction coefficients
• A 2B ? 3C D
• Observation
• When A is mixed with B, some A remains
• so the reaction must be A B ? C D
  A
• Reveals misunderstanding of limiting reagent
  concept (even though they could easily perform
  textbook limiting reagent problems)

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Layered Problems

• A set of activities involving the same chemical
  system, but modeling the system with varying
  levels of complexity and approximation.
• The approximations can either be removed or
  invoked
• Encourage students to reflect on relations
  between different problem types

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Layered Problems

• Acid Mine Drainage Scenario treats river at three
  levels
• As distilled water at room temperature
• As distilled water with seasonally-varying
  temperature
• As a buffered solution
• For all three models, student discuss factors
  influencing amount of Fe precipitated in the
  river bed
• See http//www.chemcollective.org/AMD/

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Authoring a virtual lab activity

• Add chemical species and reactions (if desired)
• Can create fictional proteins, drugs etc.
• Create Stockroom Solutions
• Specify available functionality
• Viewers
• For example, turn off Solution Contents for
  exercises involving unknowns
• Transfer mode
• Precise vs. realistic
• HTML problem description can be included

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Transfer to real world Scenarios

• Scenario based learning
• Embed the procedural knowledge of the course in a
  scenario that highlights its utility
• Scenarios that touch down at various points in
  the course may promote coherence
• Motivated a study of alignment between
• What we teach in high school chemistry
• What informed citizens need to know about
  chemistry

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Traditional course structure

• CA state standards
• Standard 1 Atomic and Molecular Structure
• Standard 2 Chemical Bonds
• Standard 3 Conservation of Matter and
  Stoichiometry
• Standard 4 Gases and Their Properties
• Standard 5 Acids and Bases
• Standard 6 Solutions
• Standard 7 Chemical Thermodynamics
• Standard 8 Reaction Rates
• Standard 9 Chemical Equilibrium
• Standard 10 Organic Chemistry and Biochemistry
• Standard 11 Nuclear Processes
• Chemistry AP exam guides are similarly
  structured around chemistry topic list

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Domain analysis

• Evidence of the domain as practiced
• Nobel prizes for past 50 years
• NY Times Science Times for 2002
• Scientific American News Bites for 2002
• Evidence of the domain as taught
• CA state content standards
• Best selling textbooks

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Domain map The big picture
EXPLAIN
ANALYZE
SYNTHESIZE
Hypothesis Generation
Goal(What do you want to know?)
Functional Motifs
Hypothesis Testing
Process(How to determine what you have)
Structural Motifs
Assembly Motifs
TOOLBOX
Representational Systems
Quantification Systems
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Comparison

• Domain as practiced
• Scientific literature spread equally between
  these three subdomains
• Domain as taught
• Textbooks and standards found only in Toolbox and
  Analyze subdomain

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Full domain map
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Domain map as basis for course design

• Guide development of scenarios
• Ensure distribution at both upper and lower
  levels
• Mediate conversation between traditional and
  reformed course
• Encourage students to reflect on how the course
  concepts fit into chemistry as a domain

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Scenarios Examples

• Mixed reception (molecular weight, stoichiometry)
• Cyanine dyes binding to DNA (equilibrium, Beers
  law)
• Meals read-to-eat (thermochemistry)
• Mission to mars (redox, thermochemistry)
• Arsenic poisoning of wells in Bangladesh
  (stoichiometry, titration, analytical
  spectroscopy)
• Ozone destruction (kinetics)

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Stoichiometry review course

• As in Bangladesh groundwater
• Measurement of As concentration
• Remediation
• Challenges facing modern analytical chemistry
• http//www.cmu.edu/oli

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Mixed Reception
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Middle school through high school Big Concepts

• Structure
• Relation to properties
• Functional groups
• Emergent properties (bonding pattern ? molecular
  interactions -? 3 d structure)
• Transformation
• Physical transformations and chemical reactions
• Energy and motion
• Heat
• Molecular motion
• Organizing materials water, gold and plastic

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Within topic alignment Acid base chemistry

• Traditional textbook
• Definition of pH
• Strong acids
• Weak acid dissociation equilibrium calculate pH
  of a weak acid
• Titrations
• Buffers
• Use in later courses (organic chemistry, biology)
• Big idea Will a labile proton be present on a
  molecule?
• Compare pH to pKa
• Use a buffer to control pH, so you can control
  the big idea

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Support for problem solving

• Based on hourglass view of problem solving

Initial problem analysis and selection of
procedure
Implementation of computation or procedure
Reflection on problem solving efforts
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Templated feedback
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Pseudotutors
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Fading
Path 3
Determine target PH
Determine target A-/HA
Construct solution with target A-/HA
F
S
Path 2
Determine solutions and volumes mixed.
Path 1
Schematic representation of scaffolding for
design of a buffer solution. Ovals represent
episodes (pseudotutors or templated
feedback). Support is added/faded by switching
paths.
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Support for problem solving

• Based on hourglass view of problem solving

Initial problem analysis and selection of
procedure
Implementation of computation or procedure
Reflection on problem solving efforts
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Problem analysis

• Current approach leaves this as implicit
  knowledge
• Structured dialogue for heat exchange
• What is the source of the heat?
• How do you describe that effect (qm Cv DT, qn
  DH, ..)
• What is the drain of the heat?
• How do you describe that effect (qm Cv DT, qn
  DH, ..)
• Observations on heat exchange
• Most students have difficulty with above
  questions if heat is coming form a chemical
  reaction.

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Implicit knowedge in equilibrium and acid-base
chemistry

• General strategy
• Determine majority species first
• Then determine minority species
• Key skill for which students do not get
  sufficient practice
• Given a solution (1 M HCl, 0.5M NaOCH3), what are
  the majority and minority species.

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Results from other domains

• Geometry
• Sub-goal structure of proofs was implicit
  knowledge (Anderson, Koedinger, Greeno..)
• Statistics
• Students could carry out statistical analysis
  procedures, but could not select appropriate
  procedures (Lovett)

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Student opinion data

• Student surveys (data is response)
• Attitude towards virtual lab correlates strongly
  with confidence measures (R20.82)
• Confidence does not correlate to performance
  (R20.01)

Not helpful helpful
Lectures 0 10 33 40
Reading 8 34 25 10
Textbook problems 10 33 25 7
Graded HW 5 7 34 37
Vlab 10 18 28 25
Recitation 2 16 30 34
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Assessment

• Study at Carnegie Mellon
• Second semester intro course, 150 students
• Information used
• Pretest
• 9 homework activities
• 3 hour exams
• 2 pop exams (practice exam given 5 days before
  hour exam)
• Final exam

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Correlations
Pre Test Home-work Pop Exam Exam Final
Pre test 1.00
Home work 0.03 1.00
Pop Exam 0.50 0.15 1.00
Exam 0.32 0.43 0.51 1.00
Final 0.23 0.58 0.37 0.59 1.00
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Structural equation model
PT
PEX3
PEX2
EX2
C-ACH
EX1
H1
H2
H3
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Pittsburgh Science of Learning Center (PSLC)

• Chemistry is one of seven domain Learnlabs
• Bring learning scientists and educators together
  to perform well controlled studies in real
  classrooms
• Questions of interest to the chemistry Learnlab
• What is the best balance of worked examples and
  problem solving?
• Relative benefits and dangers of virtual vs. real
  labs?
• Relative benefits of explicit instruction versus
  discovery, especially of strategies?
• Actively soliciting instructors for studies in
  2006

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Thanks To

• Carnegie Mellon
• Michael Karabinos
• William McCue
• David H. Dennis
• Jodi Davenport
• Donovan Lange
• D. Jeff Milton
• Jordi Cuadros
• Rea Freeland
• Emma Rehm
• Tim Palucka
• Jef Guarent
• Amani Ahmed
• Giancarlo Dozzi
• Katie Chang

• Erin Fried
• Jason Chalecki
• Greg Hamlin
• Brendt Thomas
• Stephen Ulrich
• Jason McKesson
• Aaron Rockoff
• Jon Sung
• Jean Vettel
• Rohith Ashok
• Joshua Horan
• LRDC, University of Pittsburgh
• Gaea Leinhardt
• Karen Evans
• Baohui Zhang

• Funding
• NSF CCLI, NSDL, SLC
• William and Flora Hewlett Foundation
• Howard Hughes Medical Institute
• Dreyfus Foundation

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Stoichiometry review course

• Basic tools of stoichiometry
• Significant figures
• Unit conversions, including Avogadros number
• Molecular weight/ molar mass
• Composition stoichiometry
• Solution concentration
• Empirical formula
• Reaction stoichiometry
• Stoichiometric conversion and percent yield
• Limiting reagents
• Titration
• Analysis of mixtures

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Pseudotutors
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Fictitious chemicals

• Protein-drug binding
• Add 3 species Protein, Drug, ProteinDrug
• Add reaction Protein Drug ? ProteinDrug
• Thermodynamic properties
• Protein Drug ? ProteinDrug
• DHfo 0 0 DH
• S0 0 0 DS
• Determine DH and DS from K at two different
  temperatures

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Fictitious chemicals

• Add a new acid
• Add 2 species HA, A-
• Add reaction HA ? H A-
• Thermodynamic properties
• HA ? H A-
• DHfo DH (H) DH (H) DH
• S0 So (H) So (H) DS
• Determine DH and DS from K at two different
  temperatures
• We also have a Chemical Database Management
  System that will generate thermodynamic data
  from a list of Ks etc.