PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL)

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Presentation transcript:

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

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

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

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

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

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

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

ACTIVITY 3 – THE STAGGERED CONFORMATION LZ - Define Dihedral angle

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

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

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

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

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. www.pogil.org

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.

RESOURCES www.pogil.org Our contact info: Christine.devries@wartburg.edu Jing.hu@wartburg.edu Leilani.zart@wartburg.edu CD

BACKGROUND RESEARCH – GENERAL CHEMISTRY Sections of about 24 students Lecture F1990 - S1994: n = 420 POGIL F1994 - 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.

BACKGROUND RESEARCH – GENERAL CHEMISTRY Franklin & Marshall College F90 – S94 F94 – S97 n = 420 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.