1. PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL)
Christine DeVries, Jing Hu and Leilani Zart

2. INSTRUCTIONS Form 10 -15 groups of five people.
Remaining people at tables are observers.
Group Role Assignments:
Group Manager - Person with last name starting with letter closest to A.
Manager will assign remaining group roles by distributing role cards from folder. LZ

3. ACTIVITY 3 Purpose of the Activity: Content Learning Goals:
To explore the different molecular conformations that can arise as a result of rotation about a C-C single bond, how conformers can impact the stability of the system in three dimensions, and to translate these findings into two-dimensional representations on paper.
Content Learning Goals:
Translate conformational information observed for atoms about specific bonds in three dimensions to Newman Projections on paper and predict the relative conformational stability. LZ

4. ACTIVITY 3 Process Learning Objectives: Critical Thinking Skills
Information Processing Skills LZ

5. Activity 3 - SIGMA BONDS AND BOND ROTATION
Conformations of a molecule
Temporary molecular shapes that occur as a result of rotation of groups about sigma bonds
Conformer
Each possible structure that arises from rotation about sigma bonds
Conformational Analysis
Energy changes associated with changes in molecular shapes as a result of rotation about sigma bonds LZ

6. Activity 3 - SIGMA BONDS AND BOND ROTATION
LZ - Ways of representing different conformations
Newman Projections
Sawhorse formula

7. Activity 3 - SIGMA BONDS AND BOND ROTATION
LZ - Go through CTQ 5 and 6 by calling on groups to report their answers.
Eclipsed
Staggered

8. ACTIVITY 3 – THE STAGGERED CONFORMATION
LZ - Define Dihedral angle

9. ACTIVITY 3 – THE ECLIPSED CONFORMATION
LZ -
Bring attention to dihedral angle

10. ACTIVITY 3 – CONFORMATIONS OF BUTANE
LZ - Considering rotation about the C2 - C3 bond…

11. ACTIVITY SUMMARY Group Roles: Manager Recorder Spokesperson/Reporter
Technician
Strategy Analyst
CD Facilitator
JH and LZ jump in as needed.

12. ACTIVITY SUMMARY Activity Structure Assessment Model(s)
Critical Thinking Questions
Exploration
Concept Invention
Application
Assessment
CD Facilitator
JH and LZ jump in as needed.

13. OUTCOMES OF POGIL TEACHING METHOD
Students are actively engaged and thinking in class.
Students discover concepts (rather than memorize facts).
Students learn course content and practice key process skills.
JH -- insert picture here!
LZ and CD jump in with two cents.

14. IS POGIL WORTH A TRY? Pros Cons Tend to be lower failure rates.
Students typically learn just as much material.
Provides another avenue to focus on process.
Initial time investment.
Student buy-in varies. JH
LZ and CD jump in as needed.

15. RESOURCES www.pogil.org
Our contact info: CD

16. BACKGROUND RESEARCH – GENERAL CHEMISTRY
Sections of about 24 students
Lecture F S1994: n = 420
POGIL F S1998: n = 485
Students randomly placed Fall semester
Students designate preference Spring semester (but not guaranteed to get their choice)
Same instructors “before” and “after”
Franklin and Marshall College
Farrell, J. J.; Moog, R. S.; Spencer, J. N. J. Chem. Ed. 1999, 76(4), 570 – 574.

17. BACKGROUND RESEARCH – GENERAL CHEMISTRY
Franklin & Marshall College
F90 – S F94 – S97
n = n = 438
Lecture
POGIL
Franklin and Marshall College
Farrell, J. J.; Moog, R. S.; Spencer, J. N. J. Chem. Ed. 1999, 76(4), 570 – 574.