Online Tutorials and Computer Animations for the Organic Chemistry Laboratory Laurie S. Starkey, Ali Saffari, Zachary Bogorad Chemistry Department, Cal Poly Pomona http://www.csupomona.edu/~lsstarkey email@example.com
About CHM 317L • 1st quarter of year-long Organic Chemistry Lab sequence • Multiple sections offered every quarter • Taught by many different instructors • Laboratory Exercises focus on techniques: melting point TLC extraction distillation recrystallization IR spectroscopy Recurring problem: unprepared students
Limited lab time One 3-hour lab/week Lack of incentive Easy to copy prelab Lab textbook format No discussion of common mistakes No answers to end-of-chapter problems Create an online prelab tutorial Use time outside of class Audio, video and animations make it interesting, engaging Thoroughly explore theory and practice Develop animations Lab Challenges & Solutions
Research Plan (FCPD ITaL Fellow) Collect Pre-tutorial data • Seven sections of CHM 317L (W07, F07) • Administer prelab quiz & survey Incorporate online Distillation Tutorial Collect Post-tutorial data • Five sections of CHM 317L (Sp07, W08) • Administer prelab quiz & survey
Creating the Tutorial • Developed in Adobe Presenter (a.k.a. Breeze, Connect) • Designed Flash animations(CPP I&IT provided designer) • Videotaped lab demonstrations(CPP Mediavision) http://connect.csupomona.edu/distillation (local copy)
Prelab Quiz: Overall Score Percent of Students at each Score (10/52 watched “some”) n=150 Mean = 31/65 Median = 34 n=52 Mean = 47/65 Median = 50
Prelab Quiz: Apparatus Sketch Percent of Students at each Score (Max Score = 10 points)
Prelab Survey: Confidence in Running Distillation Experiment Median = 6 Median = 8
Student Comments (Exit Survey) • “Helped in preparation for lab so I felt more comfortable with what I was doing.” • “The tutorial was extremely helpful. The notes I took really made the lab run smoothly.” • “Distillation tutorial was very animated and provided a view that made it interesting to watch.” • “Please leave the distillation on the Bb so I can review it again for my next class.” • “More tutorialson other difficult subjects would be greatly appreciated.” • “Thanks for all the work you put in to find ways to help students learn.”
New Research Question • Which TLC animation is most effective? • Does any animation make a difference? (Future work: what is the impact of varied multimedia support on student learning?) Textonly Powerpoint “animate” Powerpoint + audio Powerpoint + audio + animations
Research Plan Create Four Versions of TLC Tutorial • One tutorial with NO animation • Tutorials with various animations • One “best” (interactive) + two others Students watch a tutorial and take TLC quiz • Quiz includes two basic General Chem. Questions • Distractor • Evaluate students (“Competency”) Distribute online survey one week later • Any information retained?! http://www.csupomona.edu/~lsstarkey/ochemlab (local copy)
Student Sample • 84 General Chemistry students • Week 10, after check-out • 40 students had NO animation • 44 students had an animation • 24 of these had “best” animation • “Competency” rating out of 6 points • 20 had low performance (0-2 score) • 25 had mid performance (3-4 score) • 39 had high performance (5-6 score) (Woo-hoo!)
Some Results (wrong/correct) A LESS polar compound has a higher/lower Rf (circle one). Use of animations improved some results. w/out with All questions were found to be challenging.
Prior Experience = Good or Bad? Before watching the tutorial today, how familiar were you with the technique of Thin Layer Chromatography (TLC)? Students new to the topic performed better Tutorial challenge: how to confront/correct previous misconceptions?!
Some Improvements w/Animation(wrong/correct) A LESS polar compound has a higher/lower Rf (circle one). A LESS polar solvent will cause spots to have higher/lower Rf w/out with w/out with
Animations May Especially Benefit Weaker Students A LESS polar compound has a higher/lower Rf (circle one). Strongest students Weakest students w/out with w/out with
Acknowledgements Ali Saffari, Zachary Bogorad CPP Faculty Center for Professional Development Investigating Teaching and Learning (ITaL) Fellowship 2007/08 Dr. Peggy Perry, Dr. Carol Holder CSUPERB Programmatic Grant Summer 2008 I&IT Learning Karen Brzoska April McKettrick Daniel Smith Bo Soh Erick Zelaya and Jason Beers (Flash animations) Tutorial Video produced by Mediavision Terry Hogan Thank you!