Non-majors can do inquiry too! Robin Lasey Arkansas Tech University

Who are non-majors? Arkansas Tech University ~6300 undergraduate students 89% white 53% female 24% over 24

Who are non-majors? Survey of Chemistry 30 students per class 67% female 26% graduated HS 4 or more years earlier ~45% nursing majors

Who are non-majors?

Survey of Chemistry 30 students per class 67% female 26% graduated HS 4 or more years earlier ~45% nursing majors Average Math ACT score – 20±3 Average Sci. Reas. ACT score – 22±3 Some have never had chemistry Some have had AP chemistry in HS

Why should non-majors do inquiry? Process more important than content Many different majors with different content that will be used in the “real world” Impossible to teach everything they might need to know Need to teach how to find information, analyze data, solve problems, think critically

Problems with inquiry in non-majors course Students used to passive education Students have negative attitude about science Students think they CAN’T do math and science Students will shutdown if they think it is too hard

Class Schedule Quiz(5-10 minutes) Part of activity Mini-lecture Part of activity Mini-lecture Etc. (as needed)

Course Syllabus Unit conversions Atomic Structure Nuclear Chemistry Formation of Ions Molecular Structure/Polarity Moles Chemical Reactions Solutions Acid/Base Chemistry Organic Functional Groups

Conceptual Baby Steps Based on the model, what do all carbon atoms (and ions) have in common? What do all hydrogen atoms (and ions) have in common? What is the significance of the atomic number, Z, above each atomic symbol in the periodic table?

Conceptual Baby Steps 4. Based on the model on the previous page, a) what do all carbon atoms (and ions) have in common? b) what do all hydrogen atoms (and ions) have in common? 5. The atomic number can be found on the periodic table above the symbol for each element. a) What is the atomic number: for carbon? for hydrogen? b) Comparing your answers to 4 and 5, what does the atomic number represent?

Conceptual Baby Steps

Key Questions 1.When sodium loses one electron, where do you think this electron goes? 2.Which atom from the previous activity gained one electron? 3.What is the charge on the sodium after it loses one electron? What is the charge on the chlorine after it gains one electron? 4.Do opposite charges repel each other or attract each other?

Simple models Key Questions 1.What is the ratio of the number of black balls to the number of white balls in each box? 2.What is the ratio of the number of black balls to the number of total balls in each box? 3.Come up with a method of representing the ratio of black balls to total balls in the boxes using the mass of the balls? 4.Which box has the highest ratio of black balls to total balls? 5.Does your answer to Question #4 depend upon how you represent the ratio of black balls to total balls? Why or why not?

Analogies

1. If you were going on a trip, how easy would it be to get to your destination without knowing where you were starting or where you were going? 2. What is the purpose of step 1? 3. If you were going on a trip to Bowling Green, OH, would you want to start your trip without looking at a map and determining how to get there? 4. What is the purpose of step 2?

Methods to avoid shutdown Conceptual baby steps Simple models Analogies Be on the lookout for the “deer in the headlights” look Error on the side of too much help Be a cheerleader

Further Plans Pre-test/Post-test Compare to lecture course Follow students through advanced courses

Student Comments “The way Dr. Lasey taught the course made it easy to understand…” “The group work in class was helpful.” “She breaks it all down to where people who aren’t science geniuses can understand it.” “I felt it (working in groups) helped me better understand..” “I have always had trouble with this subject until this class.” “…it is nice to try and figure stuff out on your own.” “The teacher presents the information in a way that actually makes sense and you can “learn” and remember longer.”