1. Modifying the Curriculum in General Chemistry
An assessment of the Atoms-First Approach
Mary J. Bojan
Ruth Bowers
Ralph Locklin
The Pennsylvania State University
Department of Chemistry

2. Traditional Approach to General Chemistry vs. Atoms First
Nomenclature
Stoichiometry
Aqueous reactions
Energy (Enthalpy) in reactions
Structure/properties of atoms
Structure/properties of molecules
Properties of gases, liquids , solids
Properties of aqueous solutions
Kinetics
Equilibrium
ATOMS FIRST
Structure/properties of atoms
Nomenclature
Structure/properties of molecules
Properties of gases, liquids , solids
Properties of aqueous solutions
Stoichiometry
Aqueous reactions
Energy (Enthalpy) in reactions
Kinetics
Equilibrium
Cannot control how topics line up with calendar
11/16/2018
Mary J. Bojan th BCCE

3. Rationale: build from the basics
Start with basics:
Structure/properties of atoms
Structure and properties of molecules
Emphasize: structure effects function
Interaction of energy with matter incorporated throughout
Photon interacting with matter
Electrostatic forces
Intermolecular forces
Bond energies
Reactions introduced AFTER structure and properties are understood
Finally: thermodynamics (equilibrium) and kinetics can be understood.
11/16/2018
Mary J. Bojan th BCCE

4. Assessment Compare results from two similar classes
Fall 2004 (traditional sequence)
Fall 2005 (atoms first sequence)
4 of 5 instructors are the same
Deliver Content
Write exams
Overall content for both courses was same (no material was added or deleted)
Exams given in evening at same time of day
Format of exams (MC) and # of questions per exam is same
Student Demographics are the same
11/16/2018
Mary J. Bojan th BCCE

5. Exam Analysis Compare Final Exam Results Marker Questions
Fall 2004 (traditional sequence)
Fall 2005 (atoms first sequence)
Comprehensive Final
72% mean for both semesters
Marker Questions
Similar questions from exams encountered at different times in the semester
Test Progression
Same concepts encountered in later exams during the same semester.
Topic Groupings
Total number of exam questions in a broader topic area
11/16/2018
Mary J. Bojan th BCCE

6. Assessing this approach Qualitatively
Survey of students
194 students responded to survey
72% were first semester freshman
5% (10 students) had taken course with “old” sequence
Survey Questions
Sequence of topics
Difficulty of material in relationship to sequence
Role of textbook in determining sequence
11/16/2018
Mary J. Bojan th BCCE

7. Marker Questions Topic 2004 2005 Equilibrium Final 80% Final 79%
Net Ionic Equations
Final %
Final %
Gas Laws
Exam %
Exam %
Atom/ion Structure
Exam %
Exam %
Bohr Model
Exam %
Exam %
Quantum Numbers
Exam %
Exam %
Final Exam
72%
11/16/2018
Mary J. Bojan th BCCE

8. Thermodynamics 11/16/2018 Mary J. Bojan 19th BCCE
Same number of questions spread out over 2 exams. Ultimately, results are very much the same.
In 2004, material all covered before first exam. Typically in traditional unit this material was split and not learned as well by students.
In FA 2005, material is split up by Thanksgiving week.
11/16/2018
Mary J. Bojan th BCCE

9. Aqueous
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Mary J. Bojan th BCCE

10. Test Progression Colligative Properties
Atoms first Approach
11/16/2018
Mary J. Bojan th BCCE

11. Test Progression Intermolecular forces
Intermolecular forces and properties of liquids
2004: 3 questions on Final exam
2005: 10 questions on 3 exams
11/16/2018
Mary J. Bojan th BCCE

12. Survey results Survey Questions 3 in each area Scale
Sequence of topics
Difficulty of material in relationship to sequence
Role of textbook in determining sequence
Scale
Strongly agree
Agree
Neither
Disagree
Strongly disagree
11/16/2018
Mary J. Bojan th BCCE

13. Sequence of Topics
Knowledge of atomic structure helped with conceptual understanding of material.
11/16/2018
Mary J. Bojan th BCCE

14. Difficulty of material in relationship to sequence
11/16/2018
Mary J. Bojan th BCCE

15. Role of Textbook in determining sequence
11/16/2018
Mary J. Bojan th BCCE

16. Summary: survey Sequence of Topics Difficulty of material
65% agree/strongly agree that topic sequence is logical (only 19% disagree)
62% agree/strongly agree that knowledge of atomic structure helped with conceptual understanding (only 15% disagree)
Sequence was very different: 39% agree, 29% disagree, 32% neither
Difficulty of material
Only 26% agreed that the atoms first sequence required extra help early. (49% disagree, 25% neither)
56% agreed that material was easier to understand since reactions came up later. Only 20% disagree.
Only 23% agreed that the concepts were more difficult because the sequence was different form the text book (59% disagreed)
11/16/2018
Mary J. Bojan th BCCE

17. Summary: Survey Role of Textbook in determining sequence
32% claimed they had difficulty reading text because it had not been covered in lecture.
59% felt it was important for the textbook to match the lecture (23% disagreed with this)
40% agreed that the atoms first sequence made more sense than the textbook sequence. Another 39% were neutral.
11/16/2018
Mary J. Bojan th BCCE

18. Interview and survey Found the sequence to be logical
Did not notice difference between atoms first and their previous courses
Did not mind covering material in different sequence from text: syllabus provided a sufficient guide
Conclusion: the new sequence did not drastically improve student perception of learning and understanding, but it did not hurt!
11/16/2018
Mary J. Bojan th BCCE

19. Unforeseen Consequences
Mismatch between lecture and lab
Lab focuses on reactions
Students encounter material in lab before it is covered in lecture
11/16/2018
Mary J. Bojan th BCCE

20. Conclusions
Faculty perspective: atoms first approach is more logical approach
Student performance was not improved but it was not hurt
Detailed syllabus was effective guide when material was covered in different sequence from text.
Problem: integration of Lab and lecture
11/16/2018
Mary J. Bojan th BCCE

21. Atomic structure
11/16/2018
Mary J. Bojan th BCCE