Keele University Teaching Innovation Day 2007-08 Chemistry for the - - PowerPoint PPT Presentation

Keele University Teaching Innovation Day 2007-08 Chemistry for the Environmental Sciences: Enhancing Accessibility and Student Engagement through Context-based Learning

Zoe Robinson, Mark Ormerod & David McGarvey

CHE-10027 INTRODUCTORY CHEMISTRY FOR THE ENVIRONMENTAL SCIENCES CORE MODULE

Bespoke 1st year module for AES/ESS students Taught by chemists Core chemistry, little context

Old Version Introductory Chemistry for the Environmental Sciences Distinctive Features

Core chemistry, little context Unpopular with students Poor student engagement High failure rate and low student achievement Perceived lack of relevance Some evidence of detrimental impact on AES student retention

Bespoke 1st year module for AES/ESS students Interdisciplinary Teaching Team

New Version Introductory Chemistry for the Environmental Sciences Distinctive Features

Context-based Environmental Case Studies Context-based Practical Course Industrial Site Visit Linked to 1st year field course.

Teaching Team

Diversity of students’ chemistry/science backgrounds Diversity in basic numeracy/mathematical skills The negative attitudes of some students The lack of confidence of some students

Challenges

How to engage the students Preparing completely new teaching materials (lectures, practicals, case studies, problem classes, class tests etc.) Teaching in context

24 students (4 ESS + 20 AES) 19 students engaged seriously with the course and had excellent attendance records at lectures, problem classes and

The Students

practicals Of these 19 students, only 1 failed (marginally) the module. The 5 students who did not engage had poor attendance records and none of them passed the module (but these students had poor performance across the board).

CHEMISTRY/SCIENCE BACKGROUND

5 6 7 8 9 10 umber 1 2 3 4 5 SFY A Level Ch A-Level App Sci A-Level Env sci GCSE Ch GCSE Db sci nu

ASSESSMENT: 50% UNSEEN EXAM 30% PRACTICAL 20% ‘SEEN’ CLASS TESTS

Module Structure & Assessment

20% ‘SEEN’ CLASS TESTS

Identify the principal structural features of alkanes, alkenes and alkynes. Name hydrocarbons from the alkane, alkene and alkyne families from their structural formulae Write structural formulas of hydrocarbons from their names

LEARNING OBJECTIVES LEARNING OBJECTIVES

Write structural formulas of hydrocarbons from their names Write implicit structural formulae for hydrocarbons Deduce chemical formulae from structural formulae Distinguish between structural isomerism and stereoisomerism Name simple aromatic hydrocarbons in the BTEX family Name selected polycyclic aromatic hydrocarbons (PAHs)

Polycyclic aromatic hyrocarbons (PAHs) comprise a group of compounds composed of fused benzene rings. Many PAHs are formed in combustion processes and are important pollutants of the atmosphere and aquatic environments. Some are strong carcinogens.

POLYCYCLIC AROMATIC HYDROCARBONS POLYCYCLIC AROMATIC HYDROCARBONS

naphthalene phenanthrene anthracene Pyrene benzo[a]pyrene

PCBs are derived from biphenyl and comprise a group of compounds with varying numbers of chlorine atoms placed at various positions on the phenyl rings. PCBs are liquids and were used in various industries (e.g. as coolants) . Although their manufacture has ceased, they remain major environmental contaminants because of their persistence. They have impacts far removed from the pollution source. Long term effects

POLYCHLORINATED BIPHENYLS (PCBs) POLYCHLORINATED BIPHENYLS (PCBs)

far removed from the pollution source. Long term effects include reproductive abnormalities and cancers biphenyl examples of PCBs

Cl Cl Cl Cl Cl Cl Cl Cl Cl Cl Cl

Balancing Chemical Equations

• Chemical equations tell us what substances react together and the

amount of those substances which react together

• Must be overall electrically neutral (electroneutrality)
• The relative amounts of substances undergoing chemical reactions

as given by the balanced chemical equation, are called the stoichiometric amounts Dissolving salts in water

NaCl Na+ + Cl- NaHCO3 Na+ + HCO3

• (NH4)3PO4 3 NH4

+ + PO4 3-

Fe2(SO4)3 2 Fe3+ + 3 SO4

2-

Chemical weathering of gypsum (calcium sulphate)

CaSO4.2H2O Ca2+ + SO4

2- + 2 H2O

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I really enjoy the practicals but I don't understand anything at all. I am trying but it doesn't seem to be getting me anywhere. I am finding this module the most difficult so far. If i had known in advance the level of knowledge required i would certainly have chosen to do a chemistry CSP (if there was one available) or perhaps taken GCSE Chemistry at least before coming here. I was watching a BBC bitesize chemistry programme in the middle of the night a couple of weeks ago and in the morning asked my daughter what level it was pitched at because i actually understood it. Apparently it was years 7-10! So that's the level i'm at!! If this module is pitched at some kind

• f middle ground so as not to bore those who have some previous knowledge, I feel that us year

sevens are not going to cope. I'm not. Hope it's not just me.

MODULE BLOG ON WEBCT

sevens are not going to cope. I'm not. Hope it's not just me. Definately not just you! I did gcse double science, and thought that my chemistry would be good enough for "introductory chemistry for the environmental sciences". i was wrong. the majority of this stuff i have never done before, and the stuff i have done is done at such a level that i dont understand. the test on friday is a complete waste of time for me, because all it is going to do is prove how little i am able to do. snap!! I am struggling just as much as you and Helen. I was never great at chemistry, I had to work very hard just to get a C for GCSE!! I can see why chemistry is needed, but now im worrying that my lack of understanding and ability mean that I have little future in environmental science, so much that Im already thinking of majoring in physical geography! the excelent thing about this course is that there is always someone else that is strugling too, so youre never alone! Also, i was very pleased in the last practical, because we actually managed to do it with less help than normal. go us!!

I'm finding this module ok and the problem classes definitely helped me go over past mathematical principles that were mentioned in lectures. One suggestion though is that lecture notes could maybe be put up a few days in advance. I print mine off in the library and is impossible to do when they are put up on the same day and have solid lectures. I work better with notes in front of me. Apart from that I'm finding things ok. I've just spent a rather demoralising 2 hours trying to get through question 7 and 8 on the problem sheet myself. I did think I was OK at chemistry but there is something defeating me

MODULE BLOG ON WEBCT

problem sheet myself. I did think I was OK at chemistry but there is something defeating me here and I would appreciate some help. Is it at all possible that these questions could be worked through/together by Dr D.J. McGarvey so to see how they are worked out or if too time consuming I would appreciate some extra 1-1 if that is possible as I don't know what else to do ?? Just to say the extra help session we had last Friday was excellent and really helped me sort out a few misunderstandings I had. Thank you for the extra input and time given. Most appreciated.

Context-based Exposure to principles of some sophisticated instrumentation Training in basic practical skills and use of standard analytical equipment

Practicals

Supported by pre-laboratory exercises Classroom atmosphere stimulated by ‘live pooling of the class data’ Maintaining a laboratory diary Data processing and presentation using spreadsheets Laboratory diary checklists

Multi-element analysis of natural waters by ICP-OES

Partition Coefficients

Determination of Iron in natural waters by UV-VIS spectrophotometry

Acid-base titrations

‘It has totally changed. I can see how important chemistry is for the environmental sciences now’ ‘It has changed dramatically, trying to get a more intuitive feel for environmental science and type of chemical reactions going on in natural environments at different scales’ ‘More complex than I thought – but it’s been a good challenge’ How has this module changed your view of environmental science/earth system science (if at all)? ‘More complex than I thought – but it’s been a good challenge’ ‘Applying chemistry to environmental science is important’ ‘It has put me off the subject somewhat, as to me ESS meant big scale things, not microscopic reactions’ ‘I recognised words, but not the actual chemical reasoning, i.e. I knew of PAH’s, but not chemically’ ‘Made me realise how complex issues are’ ‘Been put off as I’m rubbish at it’

Overall, how much did you enjoy this module?

1 2 3 4 5 6 7 Not at all 2 3 4 very much number of responses

Overall, how much did you enjoy the practical Overall, how much did you enjoy the practical sessions in this module?

1 2 3 4 5 6 7 8 9 10 Not at all 2 3 4 very much number of responses

How useful were the case studies in placing the chemistry in an environmental context??

6 7 8 9 10

• f responses

1 2 3 4 5 Not at all 2 3 4 very useful number o

How well did the case studies link to the chemistry?

5 6 7 8 9 r of responses 1 2 3 4 Not at all 2 3 4 linked very well number

How well did the chemistry link to the case studies?

4 5 6 7 8 r of responses 1 2 3 4 Not at all 2 3 4 linked very well number

Examination average mark 2007-2008: 55% Examination average mark 2006-2007: 45%

Comparisons

(after reassessment)

Introduce more directed reading Move numeracy to 1st semester ‘Environmental Science Skills’ module

Reflections

Review diversity of level of content Review topics covered and the sequencing of these Introduce more context-based practicals Industrial Site Visit

Keele University Teaching Innovation Awards 2007 £1.3k

Acknowledgements