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On-Line Pre- & Post-Laboratory Activities for General Chemistry

On-Line Pre- & Post-Laboratory Activities for General Chemistry. Presented by Dianne Meador and William H. Fink, Department of Chemistry, University of California, Davis, CA, 95616. Prelab Activities Theory Concepts interactively presented Procedures Shown with Stills & Videos

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On-Line Pre- & Post-Laboratory Activities for General Chemistry

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  1. On-LinePre- & Post-Laboratory Activities for General Chemistry Presented by Dianne Meador and William H. Fink, Department of Chemistry, University of California, Davis, CA, 95616

  2. Prelab Activities Theory Concepts interactively presented Procedures Shown with Stills & Videos Prelab Quiz 100% achievement required Postlab Exercises Data Verify range Calculations Guide & Confirm Questions Multiple Choice Essay On-Line Activities

  3. MotivationImproved educational experience in the laboratory • Familiarize students with equipment and chemistry. • Focus students’ attention to the principles underlying the chemistry. • Modernizing laboratories to increase student appeal.

  4. Prelab Activities Consistent preparation Efficient use of time Accountable Postlab Exercises Reinforce educational goals Certify achievement of goals Scoring student performance Objectives

  5. Participants Dean’s Office of Letters and Science, Mathematical and Physical Sciences MediaWorks Chemistry Department

  6. Show & Tell Site Features Prelaboratory Presentation Quizzes Post-laboratory

  7. 2 1 3 4

  8. Trauma report Technical Aspects Educational Aspects

  9. Good Accessing site MyUCDavis/Banner Flash & Quicktime downloading 71% reported no problems Using CD Reducing Response time off campus Low student usage 66% reported no problems Bad Early teething problems System failure to recognize student Quicktime download site change. Browser diversity Student Familiarity with the technology Too Little Too Much Technical Aspects

  10. Educational Aspects Student Survey • Yes much • More yes than no • Somewhat • More no than yes • Not at all • NA

  11. Good Prelab Reported better understanding of experiments compared to earlier courses. safety issues. Good compliance with prelab quizzes Postlab Students who were having difficulties with calculations were identified and given guidance. Bad Prelab Equal preference for in-class vs. on-line prelab presentation. Minimal improvement of independent lab performance Increase course management demands on TAs Postlab Creativity of error by 800 students kept us busy. Initial exercise design led to high student frustration level Educational Aspects

  12. Redesigned the post-laboratory exercises. To include more feedback to student To increase robustness To tighten integration with lab course framework Future

  13. The End

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