Just Do It:Perspectives of First-Time

POGIL Implementers

Elizabeth Jensen & Li-Heng ChenDepartment of Chemistry

Aquinas CollegeGrand Rapids, Michigan

Our Home: Albertus Magnus Hall of Science

Aquinas College• PUI, 4-year private Catholic • founded 1886 by Dominican Sisters of Grand Rapids• approx. 2300 students (400 nontraditional; 400 graduate)

Chemistry Department• 3 faculty, 1 lab manager• 3-5 majors, ~10 minors per year• traditional program

- 1 year general chemistry- 1 year organic chemistry- 1 year physical chemistry- 1 sem. quantitative analysis- 2 sem. chemistry electives- independent research project

Jensen with student in lab

Our BackgroundsJensen• 3 years at AQ• analytical and inorganic courses• attended several POGIL workshops over two years

Chen• 20+ years at AQ• organic and physical courses• attended one POGIL workshop

What we liked about POGIL• constructivist/ learning cycle• peer working groups• practice discussing concepts/language• process of problem solving• well-defined team structure• alternative to lecturing

Chen teaching physical chemistry

Taking the Plunge

Fall 2005• General Chemistry I (Jensen)• Organic Chemistry I (Chen)• Physical Chemistry I (Chen)

Spring 2006• General Chemistry II (Chen)• Physical Chemistry II (Chen)

Team Organization

• assigned teams• using exam scores• team reports• time allowed

Ma

na

ger

Recorder/Reflector

Presenter

3 students

Ma

na

ger

Recorder

Presenter

Re

flect

or

4 students

Presenter

Responsible for:

• presenting oral and written reports.

• representing the team to the class.

• participating in team activities.

Example of Student Role Card

General Chemistry I

Monday Tuesday Wednesday Thursday Friday

Morning Recitation A

(2 hours)

Mid-day Lecture

(1 hour)

Lecture

(1 hour)

Lecture

(1 hour)

Afternoon Lab A

(3 hours)

Lab B

(3 hours)

Recitation B

(2 hours)

5 credits

• first time teaching course• POGIL in Recitation sections• ~ 45 students, 20-25 per section

Activities Week 1 The Nuclear Atom (1)

Week 2 Balanced Chemical Equations (28)

Limiting Reagents (29)

Week 3 Molarity (33)

Oxidation Numbers (49)

Week 4 The Ideal Gas Law (34)

Week 5 Enthalpy of Atom Combination (31)

Enthalpy Changes in Chemical Reactions (32)

Week 6 The Shell Model I (4)

The Shell Model II (5)

Week 7 Photoelectron Spectroscopy (7)

The Shell Model III (8)

Week 8 Atomic Size (6)

Week 9 Bond Order and Bond Strength (13)

Bond Length and Bond Strength (14)

Week 10 Lewis Structures II (15)

Lewis Structures III (16)

Week 11 Dipole Moment (22)

Hybrid Orbitals (18)

Weeks 12 & 13 Intermolecular Forces (26)

Strengths• students liked working in groups• students met/talked to classmates• activities helped students understand concepts• recitations were less boring

Areas for Improvement• confusion about the “right answers”• poor class discussions• Reflector role underutilized

Insights• overall course grades=different instructor• ACS exam scores• better prepared for 2nd semester• 6 vs. 17-18 drops

CY111 2005

%A, 9.8

%B, 36.6

%C, 34.1

%D, 4.9

%NC, 14.6

CY111 2002-2004

%A, 25.7

%B, 29.3

%C, 35.7

%D, 4.3

%NC, 5.0

n = 41

n = 140

Monday Tuesday Wednesday Thursday Friday

Morning

Mid-day Lecture

(1 hour)

Lecture

(1 hour)

Lecture

(1 hour)

Afternoon Lab A

(3 hours)

Lab B

(3 hours)

Lab A

(3 hours)

Lab B

(3 hours)

General Chemistry II5 credits

Used for Recitation• taught course 4 years• POGIL in Recitations (5)• 30-35 students, ~15 per section

Activities

Week 1 Rates of Chemical Reactions I (36)

Rates of Chemical Reactions II (57)

Week 2 Equilibrium I (37)

Equilibrium II (38)

Week 7 Relative Acid Strength (46)

Acid/Base Strength of Conjugate Pairs (47)

Week 9 The Solubility Product (41)

Week 12 Redox Reactions (48)

Monday Tuesday Wednesday Thursday Friday

Morning

Mid-day Lecture

(1 hour)

Lecture

(1 hour)

Lecture

(1 hour)

Afternoon Lab

(3 hours)

Recitation

(3 hours)

Organic Chemistry I5 credits

• taught course 7 years• POGIL replaced traditional lectures & Recitations• 20-25 students

Activities Lewis Structures (2)

Resonance Structures (3)

Acid-Base Reactions (8)

The Core Charge Effect and Inductive Effect (9)

Resonance Effects (10)

Electron Orbitals (11)

Conformers of Carbon Structures (4)

Chirality (7)

One-Step Nucleophilic Substitution (12)

Two-Step Nucleophilic Substitution Reactions (13)

Elimination Reactions (14)

Stereochemistry of E2 Reactions (15)

Hydroboration/Oxidation (22)

Physical Chemistry I & II4 credits each

• three 1-hour lectures, one 3-hour lab• instructor taught for many years• POGIL replaced traditional lectures• 7 students

Two teams: 3 and 4 studentsTeams worked through activities separatelyEntire class participated in discussion

Activities

Gases I (G1)

Gases II (G2)

Work (T1)

The First Law of Thermodynamics (T2)

Enthalpy (T3)

Heat Capacity (T4)

Temperature Dependence of the Enthalpy of Reaction (T5)

Entropy (T6)

Entropy Changes as a Function of Temperature (T7)

The Third Law of Thermodynamics (T8)

First Semester

Gibbs Energy and Helmholtz Energy (T9)

Gibbs Energy as a Function of Temperature and Pressure (T10)

Equilibrium (T11)

Temperature Dependence of the Equilibrium Constant (T12)

Temperature and Pressure Dependence of Phase Equilibria for Pure Phases (T13)

Vapor Phase and One Component Phase Diagrams (T14)

Partial Molar Volumes (T17)

Enzyme Kinetics (K6)

Activities Second Semester

Strengths• students enjoyed POGIL, working together• students believed they learned more and better• more difficult concepts more easily mastered• conversation and laughter• very good class discussions

Areas for Improvement• much more time-consuming• stronger students dominated difficult material• students sometimes missed key points• how to study for exams?• small class size was a problem

Insights• enjoyment of physical chemistry• reduced fear of the course?• exam scores, grades

Chen with ACS officers

Conclusion

• students like POGIL, enjoy class more• greater comfort level with chemical concepts & language• difficult topics are less intimidating• weaker students may do better• offers structured way to provide another class format

Strengths

Areas for Improvement• emphasize process & roles• requires more time• Facilitation

Insights• student performance• student attitudes• interactivity• communication skills

Plans for 2006-2007

Jensen will use POGIL again in General Chemistry I

Would like to use POGIL in analytical chemistry courses

Chen will use POGIL again in General Chemistry II, Organic Chemistry I and Physical Chemistry

• explore ways to answer without frustrating students• select activities carefully• stay on schedule• improve Facilitation

Acknowledgements

Aquinas College Faculty Development Committee

Aquinas College Department of Chemistry

Students in our 2005-2006 courses

POGIL Project personnel