Teaching guided inquiry organic chemistry labs
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Teaching Guided-Inquiry Organic Chemistry Labs. Jerry Mohrig Carleton College Northfield, MN Workshop Objectives Summer 2005. Provide the participants hands-on experience with question-driven, guided-inquiry organic chemistry projects and experiments.

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Teaching guided inquiry organic chemistry labs
Teaching Guided-Inquiry Organic Chemistry Labs

Jerry Mohrig

Carleton College

Northfield, MN

Workshop Objectives

Summer 2005


  • Provide the participants hands-on experience with question-driven, guided-inquiry organic chemistry projects and experiments.

  • Allow the participants to evaluate what works well for guided-inquiry experiments and what are the practical constraints.

  • Help the participants learn how to invigorate their laboratory courses by using question-driven experiments.

  • Explore whether graduate-student teaching assistants can provide competent supervision in the use of guided-inquiry organic chemistry labs and what training will be necessary to do this successfully.

  • Encourage sharing of positive and negative experiences by participants regarding their teaching of organic chemistry labs.


Two important questions
Two Important Questions question-driven, guided-inquiry organic chemistry projects and experiments.

Why Do We Teach Labs?

What Are Our Goals In Teaching Organic Chemistry Labs?


The Traditional Teaching Goals question-driven, guided-inquiry organic chemistry projects and experiments.

  • Help students to experience the material taught in our lectures and deepen their understanding of it

  • Allow students to verify what the lab manual says

  • Teach students how to follow experimental directions

  • Teach modern laboratory techniques to students

  • Teach students to synthesize organic compounds

Higher-Order Traditional Goals


The important non traditional goals of laboratory teaching
The Important question-driven, guided-inquiry organic chemistry projects and experiments. “Non-Traditional Goals” of Laboratory Teaching

  • Teach students how to interpret experimental results and draw reasonable conclusions

  • Teach students how to design and carry out experimental procedures

  • Encourage students to ask questions and find answers

  • Allow students to explore the process of science


Styles of lab teaching
Styles of Lab Teaching question-driven, guided-inquiry organic chemistry projects and experiments.

Traditional or Verification Experiments

Cookbook

Confirmation of knowledge students already have

Cosmic futility – make a white powder, prove it’s what you expect, and donate it to chemical waste, again, and again, and again

Guided-Inquiry or Discovery Experiments/Projects

Question or purpose driven

Outcome not known but the chemistry builds on what the students know

A procedure is given

The experimental results must be evaluated and conclusions drawn

Open-ended Inquiry Experiments/Projects

Undetermined outcome

Students generate their own procedure

Research-like Projects


The advantages of multi week projects
The Advantages of Multi-Week Projects question-driven, guided-inquiry organic chemistry projects and experiments.

  • Promote student engagement

  • Allow flexible use of lab time

  • Promote guided-inquiry instruction

  • Use organic synthesis in the context of asking questions

  • Provide good teamwork opportunities

  • Effective at every level

  • Allow lower lab costs


Traditional grignard synthesis project
Traditional Grignard Synthesis Project question-driven, guided-inquiry organic chemistry projects and experiments.


Guided-Inquiry Grignard Project question-driven, guided-inquiry organic chemistry projects and experiments.Purpose: To design and carry out the Grignard synthesis of a secondary or tertiary alcohol from a simpler primary alcohol


Traditional acetylation of ferrocene
Traditional Acetylation of Ferrocene question-driven, guided-inquiry organic chemistry projects and experiments.


Guided inquiry diacetylation of ferrocene question which diacetylferrocene isomers form
Guided-Inquiry Diacetylation of Ferrocene question-driven, guided-inquiry organic chemistry projects and experiments.Question: Which diacetylferrocene isomers form?


Keys to success in using guided inquiry labs teaching the art of data interpretation
Keys to Success question-driven, guided-inquiry organic chemistry projects and experiments. in Using Guided-Inquiry LabsTeaching the Art of Data Interpretation

  • Communication of the lab goals by the teacher

  • A clear well-defined question or purpose, stated up front

  • The right background material so that students can successfully interpret their experimental data

  • The availability of some modern instrumentation

  • A well-written techniques book, which contains modern spectroscopy as well as traditional lab techniques

  • Clear, student-friendly experimental directions or models for developing them

  • A range of question- and purpose-driven experiments and projects, from the straightforward to the more sophisticated

  • Teamwork opportunities


Summary
Summary question-driven, guided-inquiry organic chemistry projects and experiments.

Guided-inquiry experiments and projects are effective

  • For teaching students how to evaluate their experimental data and draw conclusions from them

  • For helping students to learn how to design and carry out experimental procedures

  • For allowing students to experience first-hand the science of organic chemistry


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