W PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) Christine DeVries, Jing Hu and Leilani Zart
W PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL) Christine DeVries, Jing Hu and Leilani Zart.
Jan 20, 2016
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PROCESS ORIENTED GUIDED INQUIRY LEARNING (POGIL)
Christine DeVries, 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 of the Activity:
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 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
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ACTIVITY 3 - SIGMA BONDS AND BOND ROTATION
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Conformations of a moleculeTemporary molecular shapes that occur as a
result of rotation of groups about sigma bonds
ConformerEach possible structure that arises from rotation
about sigma bonds
Conformational AnalysisEnergy changes associated with changes in
molecular shapes as a result of rotation about sigma bonds
ACTIVITY 3 - SIGMA BONDS AND BOND ROTATION
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ACTIVITY 3 - SIGMA BONDS AND BOND ROTATION
7 Staggered
Eclipsed
ACTIVITY 3 – THE STAGGERED CONFORMATION
8
ACTIVITY 3 – THE ECLIPSED CONFORMATION
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ACTIVITY 3 – CONFORMATIONS OF BUTANE
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ACTIVITY SUMMARY
Group Roles:
Manager
Recorder
Spokesperson/Reporter
Technician
Strategy Analyst
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ACTIVITY SUMMARY
Activity Structure
Model(s)
Critical Thinking Questions
Exploration
Concept Invention
Application
Assessment
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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.
13www.pogil.org
IS POGIL WORTH A TRY?
Tend to be lower failure rates.
Students typically learn just as much material.
Provides another avenue to focus on process.
Initial time investment.
Student buy-in varies.
Pros Cons
14
BACKGROUND RESEARCH – GENERAL
CHEMISTRY
Sections of about 24 studentsLecture F1990 - S1994: n = 420
POGIL F1994 - S1998: n = 485
Students randomly placed Fall semester
Students designate preference Spring semester (but not guaranteed to get their choice)
Same instructors “before” and “after”
16Farrell, J. J.; Moog, R. S.; Spencer, J. N. J. Chem. Ed. 1999,
76(4), 570 – 574.
BACKGROUND RESEARCH – GENERAL
CHEMISTRY
Franklin & Marshall College
F90 – S94 F94 – S97n = 420 n = 438
17Farrell, J. J.; Moog, R. S.; Spencer, J. N. J. Chem. Ed. 1999,
76(4), 570 – 574.
A19%
B33%
C26%
D,W,F22%
A24%
D,W,F10%
C26%
B40%
Lecture POGIL
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