W PROCESS ORIENTED GUIDED INQUIRY LEARNING POGIL Christine

W PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) Christine De. Vries, 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. 2

ACTIVITY 3 Purpose 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 of the Activity: 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. 3

ACTIVITY 3 Process Learning Objectives: Critical Thinking Skills Information Processing Skills 4

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 5

ACTIVITY 3 - SIGMA BONDS AND BOND ROTATION 6

ACTIVITY 3 - SIGMA BONDS AND BOND ROTATION Eclipsed Staggered 7

ACTIVITY 3 – THE STAGGERED CONFORMATION 8

ACTIVITY 3 – THE ECLIPSED CONFORMATION 9

ACTIVITY 3 – CONFORMATIONS OF BUTANE 10

ACTIVITY SUMMARY Group Roles: Manager Recorder Spokesperson/Reporter Technician Strategy Analyst 11

ACTIVITY SUMMARY Activity Structure Model(s) Critical Thinking Questions Exploration Concept Invention Application Assessment 12

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. www. pogil. org 13

IS POGIL WORTH A TRY? Pros Cons Tend Initial Students Student to be lower failure rates. typically learn just as much material. time investment. buy-in varies. Provides another avenue to focus on process. 14

RESOURCES www. pogil. org Our contact info: Christine. devries@wartburg. edu Jing. hu@wartburg. edu Leilani. zart@wartburg. edu 15

GENERAL CHEMISTRY Sections of about 24 students Lecture F 1990 - S 1994: n = 420 POGIL F 1994 - S 1998: n = 485 Students randomly placed Fall semester Students designate preference Spring semester Same (but not guaranteed to get their choice) instructors “before” and “after” Farrell, J. J. ; Moog, R. S. ; Spencer, J. N. J. Chem. Ed. 1999, 76(4), 570 – 574. 16

GENERAL CHEMISTRY Franklin & Marshall College Lecture POGIL F 90 – S 94 n = 420 F 94 – S 97 n = 438 Farrell, J. J. ; Moog, R. S. ; Spencer, J. N. J. Chem. Ed. 1999, 76(4), 570 – 574. 17