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This memorandum is an interim Report on progress toward a course transformation in Chemistry 202: Organic Chemistry, a year-long course elected mainly by science majors. The goal is to integrate new computer technology into the course at all levels while using an innovative organic chemistry textbook by Marye Anne Fox and James K. Whitesell. The 2nd edition of Organic Chemistry by Fox and Whitsell is unique because it:
(1) organizes the subject around common mechanisms rather than functional groups and requires extensive use of CD ROMs by students and the instructor. A midcourse evaluation indicates that a majority of the students found the CD Chemistry in Motion (CIM) that came with the textbook and the CDs used in classroom demonstrations at least moderately helpful. However, 5 out of 40 students "never" used CIM, 11 out of 40 students found the use of computer projection during the lecture "never helpful" and 33 out of 40 students "never" used other optional CDs available on reserve in the Kollett Academic Computing Center (KACC). It appears that a substantial minority of the students resist the use of computers in and outside the classroom. This is a problem that I intend to explore further during the second semester of the course, and a final assessment of the effectiveness of organizing the course around mechanisms rather than functional groups will be Reported at the end of the 1997-98 academic year. A copy of the questionnaire and a tabulation of the results of the midcourse evaluation of the use of CD ROMs in Chemistry 202 is included in this Report. Suggestions, reflections, and comments from readers are welcome.
Report
a.
Pedagogical goals and problems addressed
I chose the innovative text by Marye Anne Fox and James K. Whitesell
for use in Chemistry 202: Organic Chemistry (a two-semester course),
which is required for the chemistry, biochemistry, biology, and
environmental science majors, because the second edition of their
Organic Chemistry text: (1) organizes the subject around common
mechanisms rather than functional groups, and (2) a CD ROM CHEMISTRY
IN MOTION (CIM) was included in the textbook. At appropriate points
in the text students are directed to use CIM or a student edition
of CHEM TV (a supplemental CD that students may purchase for $29.95).
The instructor's edition CHEM TV I & II was purchased by the college
for use in the classroom. CIM provides 120 animations and enables
students to view and rotate selected molecular structures . In
addition, CIM includes 500 multiple choice questions that students
can use after they have completed the reading in each chapter
of the text. I include some multiple choice questions on every
examination so that students have exposure to this type of testing
before they take the GREs or MCATs.
My goal in using these new resources is to make the study of organic
chemistry easier and more enjoyable. It is my assumption that
exposure to computer simulations of complex molecules and the
animated presentation of reaction mechanisms should assist students
in the learning process. An appreciation of the relationship between
molecular structure and chemical reactivity is at the heart of
modern organic chemistry. By mastering the mechanistic approach
to organic chemistry, students are able to predict the course
of chemical reactions and minimize the amount of memorization.
An understanding of molecular structure and the mechanistic approach
to organic chemistry are essential for advanced work in organic
chemistry and/or molecular biology.
b.
strategy for achieving these goals
As mentioned above, students are directed to refer to the CD ROMS,
CIM and CHEM TV, at various points in the text as they complete
their reading assignments. After students complete a chapter in
the textbook, they have the option of using the multiple choice
questions supplied on the CIM CD as a self-test. In the classroom
I have used computer projection in connection with the discussion
of diagrams and spectra in the textbook. For this purpose I have
used the CD provided to instructors entitled Lecture Success.
At appropriate points I have used CHEM TV I & II, which are most
useful in connection with a discussion of atomic or molecular
orbitals and reaction mechanisms.
I must add that the use of technology is not without its frustration.
Even though I tested the system in advance of using computer projection,
twice the system failed. Once the computer needed to be replaced
and the second time there was a problem with the projection system.
These problems resulted in some student frustration. However,
I don't know of any way to avoid these random events.
c.
assessment
I had hoped that all the students would make frequent use of the
CDs outside of class. One student, however, pointed out that lack
of time was a problem. This student's response made me wonder
how many other students may not have easy access to a computer
that can handle CD ROMs. Lack of a personal computer with a CD
ROM player may explain why some students indicated that they "never"
used the CDs. In May 1998 I shall add a question regarding the
ease of access to a computer equipped to run CDs. In addition,
25 % of the members of the class seem to have a negative attitude
toward the new use of CDs in the course. At least two students
stated that they preferred a traditional lecture course and the
use of the familiar ball and stick models. I plan to explore this
problem further during the second semester of the course. Suggestion,
reflections, and comments from those reading this Report are welcome.
Nevertheless, the final "test for success" will be evaluation
of the project in May 1998. As indicated in my original proposal,
I plan to judge success of the new pedagogy in a number of ways.
First, I shall assess the level of student satisfaction by means
of an evaluation form. Second, I plan to compare the average and
median scores of students on examinations with students in past
years. Because Chemistry 202 is a two-semester course, I am most
interested in student achievement at the end of the second semester
on questions involving mechanisms of reactions and multi-step
syntheses.
At the end of this Report I have included a copy of the questionnaire
used for the midcourse evaluation, including a tabulation of results
and a representative sample of student comments.
d.
dissemination
I plan to send comments and suggestions to the publisher/authors.
Already my students and I have detected some errors in all the
resources we have used (text, solutions manual, and CIM).
The Journal of Chemical Education, a refereed journal published
by the American Chemical Society, would be the most visible avenue
of dissemination. I have two previous publications in that journal
- a review of a molecular graphics program and a co-authored article
regarding the interfacing of a computer with an infrared spectrometer
for data analysis and retrieval. Since I submitted my proposal,
Kathy Morgan has brought to the attention of faculty in the Science
Center one or more world wide web (WWW) sites that facilitate
the dissemination of innovations in science education. The WWW
may be the most appropriate mode of distribution for this type
of project.
Chemistry 202
Fall 1997
Myrna Pearson
Evaluation of New Uses of Computer Technology
Text: Fox, Marye Ann and James K. Whitsell, Organic Chemistry,
2nd ed.
Boston: Jones and Bartlett Publishers, 1997.
CD ROM: Chemistry in Motion is included in the above textbook.
CD ROM: CHEM TV I & II is On Reserve in the KACC.
CD: ROM: Lecture Success for use in class presentations.
Please / the answer that best conveys your response to the following
statements.
1. I used the CD Chemistry in Motion as a supplement to the reading
assignments in the textbook
5 Never |
30 Occasionally |
5 Frequently |
5 Never helpful |
27 Moderately helpful |
3 Very helpful |
1 Never |
20 Occasionally |
14 Frequently |
2 Never helpful |
18 Moderately helpful |
15 Very helpful |
11 Never Helpful |
24 Moderately helpful |
5 Very helpful |
11 Never Helpful |
26 Moderately helpful |
3 Very helpful |
33 Never |
6 Occasionally |
1 Frequently |
Last updated
on 1/26/99; 4:05:26 PM
Send questions about this page to: Myrna
Pearson
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