The last decade has seen fundamental changes in the way chemistry is taught. Many innovative and successful reforms focus on the first four semesters of college chemistry (1-13). However, relatively few innovations have been reported for the final four semesters of the chemistry major (14-19). These courses, which generally include physical, analytical, and inorganic chemistry, are also in need of reform (20). Because innovative curricula have been implemented in the first four semesters of chemical education, students come to expect a high level of instrumental and scientific sophistication. If no changes are made to bring at least the same level of sophistication to the final four semesters of the curriculum, students who elect to continue their study of chemistry may become disillusioned.We have recently attempted to apply accepted strategies of guided-inquiry and collaborative learning to a physical chemistry laboratory course. Our effort builds on the successful guided-inquiry approach used in many general and organic chemistry courses (1). The goals of this effort were threefold:1. Guide students toward planning their own experiments, independent data analysis, and independent data interpretation. 2. Increase student preparedness for and intellectual engagement in the laboratory investigations. 3. Give students an understanding and appreciation of a collaborative work environment.
The chemistry department at Holy Cross has developed a series of guided-inquiry experiments for our general and organic chemistry sequence we call the Discovery Curriculum (1-7 ). In a typical discovery experiment, a question is posed in pre-lab that leads students to rediscover a scientific concept. Many discovery experiments utilize data-pooling to answer the question (1, 3-10). Data-pooling experiments have several advantages over traditional laboratory teaching methods in which all students perform the same experiment. The most important advantage is the creation, in a single laboratory period, of a database that allows the student researchers to examine different aspects of the experiment. Data-pooling experiments have the additional advantage that each student or group of students works on a unique aspect of the experiment. They learn from this experience that their work is contributing to the group effort and that an accurate value is important. Finally, we find that actively engaging students in the laboratory leads to better comprehension of the material.The first experiment chemistry students perform normally introduces them to laboratory techniques, different kinds of equipment, and the scientific method. A very successful first experiment designed at Holy Cross is the Pennies experiment, regarded by many as the signature experiment of our curriculum. It has been discussed several times in this Journal (1, 8-10), has been featured in numerous talks by our faculty, and has also been adapted for use at the Museum of Science in Boston. However, it has become a victim of its own success. Numerous high schools now use the experiment. Many of our recent first year students have already performed the Pennies experiment, removing the element of discovery from it. For this reason we have developed a new first experiment that will allow students to experience the scientific method. In this experiment students determine the density of Coke and Diet Coke. During this process they discover that the densities of the two sodas are different and that density is an intensive property. In addition, their data are used to compare the accuracy and precision of different types of glassware.The experiment was run for the first time in the fall of 1997. It was the first experiment for the 210 students taking Atoms and Molecules, our first-semester general chemistry course. The students were organized into seven laboratory sections of 30 students and into three lecture sections. All students in a particular laboratory section were assigned to the same lecture section to maintain the tie between lecture and lab.
Engaging students actively is essential for an effective outreach program. Our program engages students by appointing them as chief detectives in a mystery. Their goal is to determine the identify of the thief. The program is designed for middle school students with little or no laboratory experience and is structured so that these students can solve the mystery themselves with minimal assistance from laboratory supervisors. Students are presented with a synopsis of the mystery, small samples of evidence collected at the scene and information about the suspects. Through a series of chemical experiments students identify the evidence collected. Using this information together with the information provided about the suspects and the crime scene, students determine the identify of the thief. Students involved in this program learn about experimental design, careful observation, analytical reasoning and have fun in the process. The program is designed to spark interest in science and to build student self-confidence by actively involving students in an experimental investigation.
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