General Chemistry: Discovery-Based Advances for the Two-Year College Chemistry Curriculum

1994 ◽  
Vol 71 (6) ◽  
pp. 506
Author(s):  
Arlyne M. Sarquis
Keyword(s):  
General Chemistry ◽  
Chemistry Curriculum ◽  
College Chemistry ◽  
Two Year College

When do students recognize relationships between molecular structure and properties? A longitudinal comparison of the impact of traditional and transformed curricula

2016 ◽  
Vol 17 (2) ◽  
pp. 365-380 ◽  
Author(s):  
Sonia M. Underwood ◽  
David Reyes-Gastelum ◽  
Melanie M. Cooper
Keyword(s):  
Organic Chemistry ◽  
General Chemistry ◽  
Control Group ◽  
Structure And Properties ◽  
Chemistry Curriculum ◽  
Traditional Curriculum ◽  
College Chemistry ◽  
Chemical Structures ◽  
Longitudinal Comparison ◽  
The Impact

The ability to use a chemical structure to predict and explain phenomenon is essential to a robust understanding of chemistry; however, previous research has shown that students find it difficult to make the connection between structure and properties. In this study we examine how student recognition of the connections between structure and properties evolves during the first two years of college chemistry courses. In addition, we investigate how an alternative general chemistry curriculum (Chemistry, Life, the Universe and Everything (CLUE)) impacts students' understanding during these first two-years. Using discrete-time survival analysis to analyze student responses to the Implicit Information from Lewis Structures Instrument (IILSI), we found that it takes multiple semesters for students enrolled in a traditional curriculum to recognize that chemical structures can be used as models to predict chemical and physical properties. Students in the CLUE curriculum, however, tend to make this connection earlier than a matched cohort of students from a traditional curriculum, and this advantage is maintained throughout the two semesters of organic chemistry. In general, the control group takes an additional year of organic chemistry to reach the same level as the CLUE students after a year of general chemistry.

scholarly journals Integrating Course Material and Application: A Progressive Writing Assignment Applied to an Astrochemistry Tutorial

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Olivia H Wilkins ◽  
Camillus F Buzard
Keyword(s):  
General Chemistry ◽  
Graduate Students ◽  
Chemistry Curriculum ◽  
Chemistry Students ◽  
Research Areas ◽  
Broader Impacts ◽  
Big Picture ◽  
Course Material ◽  
Writing Assignment ◽  
The Subject

A major challenge in teaching is helping students integrate course concepts to understand the big picture of a field and apply those concepts in new situations. To address this challenge in a tutorial course about astrochemistry (taught by graduate students to chemistry undergraduates), we implemented a progressive writing assignment that culminated in a final presentation. In the progressive writing assignment, students chose an astrochemistry topic they found interesting to be the subject of three sequential papers, which became the basis for their presentations. The purpose of this assignment was to gradually introduce chemistry students to research areas in astronomy, which is by nature outside the general chemistry curriculum, while also providing students with regular feedback. Over the course of the assignment, students applied key themes in the course—significance of astrochemistry research, research methods, and chemistry in astronomical environments—separately to their chosen topics before explaining in the final presentation how these different aspects of astrochemistry work together. By incorporating stories and anaologies, rather than just facts, students gave presentations that were accessible to a novice audience. As a result, students explained broader impacts of astrochemistry research, rather than just focusing on results, and they entertained questions with answers that went beyond clarification of the material discussed.

Two-Year College Chemistry Baseline Study

2001 ◽  
Vol 78 (10) ◽  
pp. 1325
Author(s):  
Michael Neuschatz ◽  
Mary Ann Ryan ◽  
Janet M. Boese
Keyword(s):  
College Chemistry ◽  
Baseline Study ◽  
Two Year College

Promoting Excellence in Two-Year College Chemistry Education

2010 ◽  
Vol 87 (9) ◽  
pp. 896-897
Author(s):  
John V. Clevenger ◽  
Thomas B. Higgins ◽  
Blake J. Aronson
Keyword(s):  
Chemistry Education ◽  
College Chemistry ◽  
Two Year College

scholarly journals Using the Chemistry of Pharmaceuticals to Introduce Sustainable Chemistry and Systems Thinking in General Chemistry

2020 ◽  
Author(s):  
Tom Holme
Keyword(s):  
General Chemistry ◽  
Systems Thinking ◽  
Discussion Groups ◽  
Pharmaceutical Chemistry ◽  
Sustainable Chemistry ◽  
Student Writing ◽  
Transfer Of Knowledge ◽  
College Chemistry ◽  
Wide Range

Introductory college chemistry courses are required by a wide range of science curricula. This fact has tended to frame the courses as places where core, fundamental ideas are taught, so that a foundation of knowledge might be called upon by students when they are in subsequent courses. Unfortunately, the preponderance of compartmentalized fundamental topics bolsters learning that has challenges in terms of transfer of knowledge to other science settings. One method that has been proposed to help alleviate this concern is to incorporate systems thinking and rich contexts that directly connect foundational chemistry ideas to larger systems. One area that shows strong potential for such efforts is the science of pharmaceuticals. Adding examples related to the chemistry of drugs, both within the large lecture setting of general chemistry and within smaller discussion groups. The role of example problems, student writing projects and group construction of systems thinking related visualizations of the context of pharmaceutical chemistry are reported.

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