Introduction to CHM1046 - General Chemistry 2
In CHM1045 you will learn the fundamentals of general chemistry with an emphasis on principles that will help you to understand the centrality of chemistry in all fields of study and careers. Although learning the subject matter is an important objective in this course, it is not the only objective. Because this course is the first of a series of very intense, time-consuming courses in typical 4-year science/pre-med/pre-vet/pre-pharm curricula, and because it is important for you to have a reasonable extracurricular campus life (self/family/friends/work/church/charities, etc.), you will be under significant time pressure. For that reason, we want you to learn how to deal with a large body of material efficiently. Toward that goal, we will try to help you learn certain study skills and learning approaches that should serve you well in both this course and future courses. There is a great temptation to memorize in a course like this, and many of you are probably pretty good memorizers. We want you to learn instead how to approach the subject of chemistry by applying principles and solving problems. Finally, because virtually all occupations require working in teams, we will require you to work in teams in this course. To summarize, then, the broad course objectives are for you --
1. To learn the basic principles of general chemistry;
2. To develop study techniques that will help you learn maximally and work efficiently;
3. To learn problem-solving skills and to rely less on memorization;
4. To learn to work in teams.
Our Classroom Learning Environment – Methods of Instruction
Your section of CHM1045 will be taught in a format that is likely to be quite different from that of your previous college courses. In this class there will be less formal classroom lecturing. This class is structured based on the “flipped” or “inverted” classroom model. Flip learning is a form of reversed blended learning model that delivers instruction outside of class through videos, simulations, and interactive web-based components and moves the “homework” into the classroom where you can solve problems and engage in detailed discussions of chemical concepts with your classmates. Moving lectures outside of the classroom allows your instructor to spend more 1-to-1 time with you. You have the opportunity to ask questions, work through problems with the guidance of your instructor, and gain the support of your peers thus creating a collaborative learning environment.
During class, we will discuss principles, solve problems, outline goals and present illustrations and demonstrations. You MUST watch the online videos, read the assigned material, and all complete all handouts prior to class. Be sure that you understand the examples and work the corresponding exercises as assigned. Assigned exercises are selected from the set of problems and exercises from each chapter. Class participation, both individually and as a member of a collaborative team, will be required. Science, medicine and engineering projects are solved by the efforts of team members; therefore, teamwork will be a significant component of this course.
This course will place heavy emphasis on you UNDERSTANDING the material – this course requires that you become an ACTIVE LEARNER. In order to succeed in this class it is essential that you carefully read the textbook and complete the homework assignments. In many cases, the lecture will not be able to cover all of the assigned material.
The material listed to be memorized is fundamental vocabulary that you will need in order to succeed in lecture, laboratory and in the practicum. The sooner you learn the names and symbols of common elements, metric prefixes, etc., the easier the course will be. Material to be memorized may already be familiar to you from previous classes; however, it is required for use on quizzes, tests and the final examination. For example, we will assume after the first two weeks that you are aware that “Be” represents the element Beryllium. The amount of memorization required is fairly small, but it is important. You are encouraged to work on all required memorization right away – don’t wait until the night before the exam! Flash cards are an effective tool for memorization.
So, How Does the “Flipped Classroom” Work?
Description of Flipped Classrooms by FlippedInstitute.org.
The origin of the Flipped Classroom for Dr. Fus at The Ohio State University.
Three Key Benefits of a Flipped Class to YOU the Student:
Cooperative and Collaborative Learning – The Key to Success in a “Flipped Classroom”
Cooperative learning is instruction that involves students working in pairs or teams to accomplish a common goal, under conditions that include the following elements:
Group interactions have been found to be especially beneficial for chemistry students. It has been shown that cooperative learning environments in high school and college chemistry courses, students in the 50th percentile with traditional (i.e., “lecture” or “sage on the stage”) instruction can perform at the 64th percentile in a cooperative learning environment. This gain could correspond to an improvement from a “C” to a “B” final course grade! Do you want to have the greatest opportunity to earn the highest grade possible? If so, then enjoy the flipped classroom and cooperative learning environment this semester for CHM1045 with Dr. Daniel.
1. To learn the basic principles of general chemistry;
2. To develop study techniques that will help you learn maximally and work efficiently;
3. To learn problem-solving skills and to rely less on memorization;
4. To learn to work in teams.
Our Classroom Learning Environment – Methods of Instruction
Your section of CHM1045 will be taught in a format that is likely to be quite different from that of your previous college courses. In this class there will be less formal classroom lecturing. This class is structured based on the “flipped” or “inverted” classroom model. Flip learning is a form of reversed blended learning model that delivers instruction outside of class through videos, simulations, and interactive web-based components and moves the “homework” into the classroom where you can solve problems and engage in detailed discussions of chemical concepts with your classmates. Moving lectures outside of the classroom allows your instructor to spend more 1-to-1 time with you. You have the opportunity to ask questions, work through problems with the guidance of your instructor, and gain the support of your peers thus creating a collaborative learning environment.
During class, we will discuss principles, solve problems, outline goals and present illustrations and demonstrations. You MUST watch the online videos, read the assigned material, and all complete all handouts prior to class. Be sure that you understand the examples and work the corresponding exercises as assigned. Assigned exercises are selected from the set of problems and exercises from each chapter. Class participation, both individually and as a member of a collaborative team, will be required. Science, medicine and engineering projects are solved by the efforts of team members; therefore, teamwork will be a significant component of this course.
This course will place heavy emphasis on you UNDERSTANDING the material – this course requires that you become an ACTIVE LEARNER. In order to succeed in this class it is essential that you carefully read the textbook and complete the homework assignments. In many cases, the lecture will not be able to cover all of the assigned material.
The material listed to be memorized is fundamental vocabulary that you will need in order to succeed in lecture, laboratory and in the practicum. The sooner you learn the names and symbols of common elements, metric prefixes, etc., the easier the course will be. Material to be memorized may already be familiar to you from previous classes; however, it is required for use on quizzes, tests and the final examination. For example, we will assume after the first two weeks that you are aware that “Be” represents the element Beryllium. The amount of memorization required is fairly small, but it is important. You are encouraged to work on all required memorization right away – don’t wait until the night before the exam! Flash cards are an effective tool for memorization.
So, How Does the “Flipped Classroom” Work?
Description of Flipped Classrooms by FlippedInstitute.org.
The origin of the Flipped Classroom for Dr. Fus at The Ohio State University.
Three Key Benefits of a Flipped Class to YOU the Student:
- You are in control of the pace of your learning. No more feeling lost as the lecture moves on faster than you can understand, or feeling bored if the lecture doesn’t move quickly enough. You can pause, rewind, and watch/discuss videos with friends or in a study group.
- Rather than just sitting and listening to the instructor, you get to spend class time doing more practical, interesting and collaborative activities. You can engage in peer instruction or get help with important assignments. All of this is intended to focus your attention on acquiring and internalizing knowledge.
- You get more one-on-one support during class time, giving you a more personalized experience, and giving you and every other student the help that you need to succeed.
Cooperative and Collaborative Learning – The Key to Success in a “Flipped Classroom”
Cooperative learning is instruction that involves students working in pairs or teams to accomplish a common goal, under conditions that include the following elements:
- Positive interdependence - Team members are obliged to rely on one another to achieve the goal. If any team members fail to do their part, everyone suffers consequences.
- Individual accountability - All students in a group are held accountable for doing their share of the work and for mastery of all of the material to be learned.
- Face-to-face promotive interaction - Although some of the group work may be parceled out and done individually, some must be done interactively, with group members providing one another with feedback, challenging reasoning and conclusions, and perhaps most importantly, teaching and encouraging one another.
- Appropriate use of collaborative skills - Students are encouraged and helped to develop and practice trust-building, leadership, decision-making, communication, and conflict management skills.
- Group processing - Team members set group goals, periodically assess what they are doing well as a team, and identify changes they will make to function more effectively in the future.
Group interactions have been found to be especially beneficial for chemistry students. It has been shown that cooperative learning environments in high school and college chemistry courses, students in the 50th percentile with traditional (i.e., “lecture” or “sage on the stage”) instruction can perform at the 64th percentile in a cooperative learning environment. This gain could correspond to an improvement from a “C” to a “B” final course grade! Do you want to have the greatest opportunity to earn the highest grade possible? If so, then enjoy the flipped classroom and cooperative learning environment this semester for CHM1045 with Dr. Daniel.