W PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) Christine DeVries, Jing Hu and Leilani Zart.
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Transcript of W PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) Christine DeVries, Jing Hu and Leilani Zart.
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W
PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL)
Christine DeVries, Jing Hu and Leilani Zart
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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.
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ACTIVITY 3 Purpose of the Activity:
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.
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ACTIVITY 3 Process Learning Objectives:
Critical Thinking Skills
Information Processing Skills
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ACTIVITY 3 - SIGMA BONDS AND BOND ROTATION
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Conformations of a moleculeTemporary molecular shapes that occur as a
result of rotation of groups about sigma bonds
ConformerEach possible structure that arises from rotation
about sigma bonds
Conformational AnalysisEnergy changes associated with changes in
molecular shapes as a result of rotation about sigma bonds
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ACTIVITY 3 - SIGMA BONDS AND BOND ROTATION
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ACTIVITY 3 - SIGMA BONDS AND BOND ROTATION
7 Staggered
Eclipsed
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ACTIVITY 3 – THE STAGGERED CONFORMATION
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ACTIVITY 3 – THE ECLIPSED CONFORMATION
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ACTIVITY 3 – CONFORMATIONS OF BUTANE
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ACTIVITY SUMMARY
Group Roles:
Manager
Recorder
Spokesperson/Reporter
Technician
Strategy Analyst
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ACTIVITY SUMMARY
Activity Structure
Model(s)
Critical Thinking Questions
Exploration
Concept Invention
Application
Assessment
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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.
13www.pogil.org
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IS POGIL WORTH A TRY?
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.
Pros Cons
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BACKGROUND RESEARCH – GENERAL
CHEMISTRY
Sections of about 24 studentsLecture 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”
16Farrell, J. J.; Moog, R. S.; Spencer, J. N. J. Chem. Ed. 1999,
76(4), 570 – 574.
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BACKGROUND RESEARCH – GENERAL
CHEMISTRY
Franklin & Marshall College
F90 – S94 F94 – S97n = 420 n = 438
17Farrell, J. J.; Moog, R. S.; Spencer, J. N. J. Chem. Ed. 1999,
76(4), 570 – 574.
A19%
B33%
C26%
D,W,F22%
A24%
D,W,F10%
C26%
B40%
Lecture POGIL