Keele University Teaching Innovation Day 2007-08 Chemistry for the Environmental Sciences: Enhancing Accessibility and Student Engagement through Context-based Learning Zoe Robinson, Mark Ormerod & David McGarvey
CHE-10027 INTRODUCTORY CHEMISTRY FOR THE ENVIRONMENTAL SCIENCES CORE MODULE
Old Version Introductory Chemistry for the Environmental Sciences Distinctive Features � Bespoke 1 st year module for AES/ESS students � Taught by chemists � Core chemistry, little context � Core chemistry, little context � Unpopular with students � Poor student engagement � High failure rate and low student achievement � Perceived lack of relevance � Some evidence of detrimental impact on AES student retention
New Version Introductory Chemistry for the Environmental Sciences Distinctive Features � Bespoke 1 st year module for AES/ESS students � Interdisciplinary Teaching Team � Context-based � Environmental Case Studies � Context-based Practical Course � Industrial Site Visit � Linked to 1 st year field course.
Teaching Team
Challenges � Diversity of students’ chemistry/science backgrounds � Diversity in basic numeracy/mathematical skills � The negative attitudes of some students � The lack of confidence of some students � How to engage the students � Preparing completely new teaching materials (lectures, practicals, case studies, problem classes, class tests etc.) � Teaching in context
The Students � 24 students (4 ESS + 20 AES) � 19 students engaged seriously with the course and had excellent attendance records at lectures, problem classes and practicals � Of these 19 students, only 1 failed (marginally) the module. � The 5 students who did not engage had poor attendance records and none of them passed the module ( but these students had poor performance across the board ).
CHEMISTRY/SCIENCE BACKGROUND 10 9 8 7 umber 6 5 5 nu 4 3 2 1 0 SFY A Level Ch A-Level A-Level GCSE Ch GCSE Db App Sci Env sci sci
Module Structure & Assessment ASSESSMENT: � 50% UNSEEN EXAM � 30% PRACTICAL � 20% ‘SEEN’ CLASS TESTS � 20% ‘SEEN’ CLASS TESTS
LEARNING OBJECTIVES LEARNING OBJECTIVES � Identify the principal structural features of alkanes, alkenes and alkynes. � Name hydrocarbons from the alkane, alkene and alkyne families from their structural formulae � Write structural formulas of hydrocarbons from their names � Write structural formulas of hydrocarbons from their names � Write implicit structural formulae for hydrocarbons � Deduce chemical formulae from structural formulae � Distinguish between structural isomerism and stereoisomerism � Name simple aromatic hydrocarbons in the BTEX family � Name selected polycyclic aromatic hydrocarbons (PAHs)
POLYCYCLIC AROMATIC HYDROCARBONS POLYCYCLIC AROMATIC HYDROCARBONS � Polycyclic aromatic hyrocarbons (PAHs) comprise a group of compounds composed of fused benzene rings. Many PAHs are formed in combustion processes and are important pollutants of the atmosphere and aquatic environments. Some are strong carcinogens. naphthalene phenanthrene anthracene Pyrene benzo[a]pyrene
POLYCHLORINATED BIPHENYLS (PCBs) POLYCHLORINATED BIPHENYLS (PCBs) � PCBs are derived from biphenyl and comprise a group of compounds with varying numbers of chlorine atoms placed at various positions on the phenyl rings. PCBs are liquids and were used in various industries (e.g. as coolants) . Although their manufacture has ceased, they remain major environmental contaminants because of their persistence. They have impacts far removed from the pollution source. Long term effects far removed from the pollution source. Long term effects include reproductive abnormalities and cancers Cl Cl Cl Cl Cl Cl Cl Cl Cl Cl Cl biphenyl examples of PCBs
Balancing Chemical Equations • Chemical equations tell us what substances react together and the amount of those substances which react together • Must be overall electrically neutral (electroneutrality) • The relative amounts of substances undergoing chemical reactions as given by the balanced chemical equation, are called the stoichiometric amounts Dissolving salts in water � NaCl � Na + + Cl - � NaHCO 3 � Na + + HCO 3 - + + PO 4 � (NH 4 ) 3 PO 4 � 3 NH 4 3- � Fe 2 (SO 4 ) 3 � 2 Fe 3+ + 3 SO 4 2- � Chemical weathering of gypsum (calcium sulphate) � CaSO 4 .2H 2 O � Ca 2+ + SO 4 2- + 2 H 2 O
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MODULE BLOG ON WEBCT I really enjoy the practicals but I don't understand anything at all. I am trying but it doesn't seem to be getting me anywhere. I am finding this module the most difficult so far. If i had known in advance the level of knowledge required i would certainly have chosen to do a chemistry CSP (if there was one available) or perhaps taken GCSE Chemistry at least before coming here. I was watching a BBC bitesize chemistry programme in the middle of the night a couple of weeks ago and in the morning asked my daughter what level it was pitched at because i actually understood it. Apparently it was years 7-10! So that's the level i'm at!! If this module is pitched at some kind of middle ground so as not to bore those who have some previous knowledge, I feel that us year sevens are not going to cope. I'm not. Hope it's not just me. sevens are not going to cope. I'm not. Hope it's not just me. Definately not just you! I did gcse double science, and thought that my chemistry would be good enough for "introductory chemistry for the environmental sciences". i was wrong. the majority of this stuff i have never done before, and the stuff i have done is done at such a level that i dont understand. the test on friday is a complete waste of time for me, because all it is going to do is prove how little i am able to do. snap!! I am struggling just as much as you and Helen. I was never great at chemistry, I had to work very hard just to get a C for GCSE!! I can see why chemistry is needed, but now im worrying that my lack of understanding and ability mean that I have little future in environmental science, so much that Im already thinking of majoring in physical geography! the excelent thing about this course is that there is always someone else that is strugling too, so youre never alone! Also, i was very pleased in the last practical, because we actually managed to do it with less help than normal. go us!!
MODULE BLOG ON WEBCT I'm finding this module ok and the problem classes definitely helped me go over past mathematical principles that were mentioned in lectures. One suggestion though is that lecture notes could maybe be put up a few days in advance. I print mine off in the library and is impossible to do when they are put up on the same day and have solid lectures. I work better with notes in front of me. Apart from that I'm finding things ok. I've just spent a rather demoralising 2 hours trying to get through question 7 and 8 on the problem sheet myself. I did think I was OK at chemistry but there is something defeating me problem sheet myself. I did think I was OK at chemistry but there is something defeating me here and I would appreciate some help. Is it at all possible that these questions could be worked through/together by Dr D.J. McGarvey so to see how they are worked out or if too time consuming I would appreciate some extra 1-1 if that is possible as I don't know what else to do ?? Just to say the extra help session we had last Friday was excellent and really helped me sort out a few misunderstandings I had. Thank you for the extra input and time given. Most appreciated.
Practicals � Context-based � Exposure to principles of some sophisticated instrumentation � Training in basic practical skills and use of standard analytical equipment � Supported by pre-laboratory exercises � Classroom atmosphere stimulated by ‘live pooling of the class data’ � Maintaining a laboratory diary � Data processing and presentation using spreadsheets � Laboratory diary checklists
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