Molecular Visualization in Chemistry Education:
The GK-12 Program at Danville High School
Rebecca Kruse
(rkruse@uiuc.edu)
(ready to use)
ASK
Partner Projects
| Biology Student Workbench, Math Science Technology Education |
Subject Areas
| Education, Educational Technology, Science |
Grade Levels
Unit Keywords
|
Molecular Visualization, Chemisty, GK-12 Program, Danville High School |
Rationale of the Unit
The National Science Foundation GK-12 Program supports fellowships and training that enable graduate students in the science, mathematics, engineering and technology (SMET) disciplines to serve in K-12 schools as resources knowledgeable about both content and applications in science, mathematics, engineering, and technology. UIUC faculty and graduate students in SMET disciplines are collaborating with participating K-12 teachers to integrate computer-based modeling, scientific visualization, and informatics in secondary science and mathematics education.
The primary focus of this unit is to document the development, integration, and evaluation of molecular visualization curriculum materials for Chemistry 1-2 classes at Danville High School under the GK-12 Program from the perspective of the graduate fellow. In addition, this unit will document my personal thoughts, experiences, and growth during my year of involvement with the GK-12 Program. |
Background and Resources
BACKGROUND
"Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information for what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations." -National Science Education Standards
Allowing students to experience science through hands-on and minds-on inquiry facilitates a deeper conceptual understanding, sharpens and in many cases develops necessary thinking skills, and encourages students to avidly question the scientific world around them. In essence, such inquiry transforms the student into the scientist as reflected in the preceding passage. Teaching science through inquiry can be accomplished at any school, in any grade level, and with any budget, but the advent of technology resources in modern schools provides a unique inquiry opportunity for today's science students.
As described above, students who use inquiry to learn science engage in many of the same thinking processes and activities as scientists; yet, the skills, resources, and technologies used by scientists are not always familiar to the educators seeking to introduce inquiry into the classroom. Thus, the National Science Education Standards call the nation's scientific community to action:
"The nation has established as a goal that all students should achieve scientific literacy...Many types of individuals will play a critical role in improving science education...science educators, scientists and engineers across the nation...[The National Science Education Standards] evoke changes ...in the relationship between schools and the rest of the community—including the nation’s scientists and engineers."
The NSF GK-12 Program responds to this mandate by recognizing the necessity of university participation in science education reform. The GK-12 Program allows graduate students and university faculty to partner with teachers to work towards improving SMET content taught in their classes. The K-12 community benefits from contributions of professionals in the communication of scientific knowledge and the inquiry process, teaching/learning assessment, content in curriculum development, and use of technology in SMET teaching.
Danville High School is a public high school in Illinois district 118, serving approximately 1600 students with a diverse curriculum including applied technology, humanities, language arts, math, science, social studies, and special education divisions. Qualified students may also participate in the Honors Program, or in one of two specialized academies--AIMS (Academy In Medical Sciences) and MERIT (Academy of Manufacturing, Engineering, Robotics, Industry, and Technology).
Danville High School (DHS) was chosen as a GK-12 Program partner school due to the longstanding collaboration with NCSA on the METER project. Lisa Page was selected as the partner teacher with three of her five classes participating, including AIMS, Honors, and MERIT Chemistry 1-2. The primary goal, and also a formidable challenge, is developing and integrating effective molecular visualization curriculum materials for introductory chemistry. The secondary goal is to develop molecular visualization curriculum materials that compliment and reinforce wet-lab experimentation using Calculator-Based Laboratories (CBLs) purchased by the DHS science department through a grant award.
SUGGESTED READINGS
1. GK-12 Information
UIUC GK-12 Website
http://www.ncsa.uiuc.edu/Divisions/eot/gk12/temp/
NSF GK-12 Website
http://www.nsf.gov/home/crssprgm/gk12/start.htm
2. Science Education Reform (Inquiry)
National Science Education Standards. Washington DC: National Academy Press (2000)
http://www.nap.edu/books/0309053269/html/index.html
Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington DC: National Academy Press (2000)
http://books.nap.edu/html/inquiry_addendum/index.html
Foundations: A Monograph for Professionals in Science, Mathematics and Technology Education Vol 2. Arlington VA: Division of Elementary, Secondary, and Informal Education (2000)
http://www.nsf.gov/pubs/2000/nsf99148/start.htm
Before It's Too Late. Washington DC: US Department of Education (2000)
http://www.ed.gov/americacounts/glenn/report.pdf
How People Learn. Washington DC: National Academy Press (1999)
http://www.nap.edu/openbook/0309065577/html/index.html
* strong cognitive science content
3. Scientific Visualization
D Thomas, et al. Scientific Visualization in Mathematics and Science Teaching. US Virginia (1995)
A Cherif, et al. Nonconventional Methods in Teaching Matter, Atoms, Molecules and the Periodic Table for Nonmajor Students. American Biology Teacher 59:428 (1997)
D Kumar, et al. Advanced Technologies as Educational Tools in Science: Concepts, Applications, and Issues. US Ohio (1994)
K Beckwith, et al. The ChemViz Project: Using a Supercomputer to Illustrate Abstract Concepts in Chemistry. Learning and Leading with Technology 25:17 (1998)
D Crouch, et al. CACHe Molecular Modeling: A Visualization Tool Early in the Undergraduate Curriculum. Journal of Chemical Education 73:916 (1996)
H Wu, et al. Promoting Conceptual Understanding of Chemical Representations: Students' Use of a Visualization Tool in the Classroom. US Michigan (2000)
K Robblee, et al. Using Computer Visualization Models in High School Chemistry: The Role of Teacher Beliefs. US Massachusetts (2000)
4. Computer/Calculator Based Laboratories
M Durick, The Study of Chemistry by Guided Inquiry Method Using Microcomputer-based Laboratory. Journal of Chemical Education 78:574 (2001)
R Jones, Life Before and After Computers in the General Chemistry Laboratory. Journal of Chemical Education 77:1085 (2000)
B Riche, et al. Using Microcomputer Based Labs and Simulations in High School Science. (1998)
http://www.bishops.ntc.nf.ca/rriche/ed6620/microcomputer.html
5. Relevant Journals
Journal of Research in Science Teaching
http://www.educ.sfu.ca/narstsite/jrstinfo.html
Journal of Chemical Education
http://jchemed.chem.wisc.edu/Journal/
Journal of Science Education
http://unr.edu/homepage/jcannon/ejse/ejse.html
6. DHS Textbooks
H Dorin, et al. Chemistry: The Study of Matter. Englewood Cliffs, NJ: Prentice Hall, Inc (1992)
M Wagner, Laboratory Manual for Chemistry: The Study of Matter. Englewood Cliffs, NJ: Prentice Hall, Inc (1992)
D Holmquist, et al. Chemistry with CBL. Beaverton, OR: Vernier Software & Technology (1998)
COMPUTER-BASED RESOURCES
The following is a listing of scientific visualization tools that may be employed during classroom activities:
Free software
-ChemViz
http://chemviz.ncsa.uiuc.edu
CSD searching, molecule building, (2-D) electron density/orbital calculations, 3-D viewing (CHIME plug-in req'd)
-eChem
http://hi-ce.eecs.umich.edu/sciencelaboratory/echem/
Molecule building, 3-D viewing
-CHIME/RasMol
http://www.mdlchime.com/chime/
Molecule building, 3-D viewing
Search *.pdb collection at http://molvis.sdsc.edu/visres/
-MathMol
http://www.nyu.edu/pages/mathmol
Molecule library, water module, hypermedia textbooks, additional K-12 visualization activities
-Web-based Chemical Investigations http://www.paccd.cc.ca.us/instadmn/physcidv/chem_dp/htm/vweb.htm
General and organic chemistry concept specific visualization tutorials
-Simple Molecule Dynamics (Center for Polymer Studies-BU)
http://cps-www.bu.edu/
Molecular dynamics, molecular modeling laboratory, fractals
-Investigation Station (hi-ce, U. Michigan)
http://hi-ce.eecs.umich.edu/sciencelaboratory/index.html
Data collection, graphing, and modeling software tools
-3-D Periodic Table of Atomic Radii
http://www.wsu.edu/~wherland/#Radii
3-D periodic table of radii using CHIME
-Virtual Chemistry
http://neon.chem.ox.ac.uk/vrchemistry/
Online tutorials for including VSEPR, but mostly organic chemistry topics
IUMSC Common Molecules
-http://www.recipnet.indiana.edu/common/common.html
Common inorganic, organic, biological molecules
WebElements
-http://www.webelements.com
Interactive periodic table, including common inorganic, organic molecules
Crystal Lattice Structures
-http://cst-www.nrl.navy.mil/lattice/mainpage.html
-ChemBalancer
http://www.dun.org/sulan/chembalancer/
Online tutorial teaching chemical equation balancing
-ChemPuter
http://www.shef.ac.uk/chemistry/chemputer/
Elemental %, VSEPR, isotope pattern, reaction yeild, oxidation state calculators
Fee software
-CACHe (UIUC site license)
http://www.cachesoftware.com/
Molecule library, molecule building, electron orbital, (3-D) electron density w/ electrostatic potential, reaction simulation, thermodynamics, IR and UV-Vis spectra generation
-Spartan (free demo software, 3 titles)
http://www.wavefun.com/software/software.html
CSD searching, molecule building, electron orbital, (3-D)electron density w/ electrostatic potential, reaction simulation, thermodynamics, IR and UV-Vis spectra generation
-Mathematica (free single-user license)
http://www.wolfram.com/products/mathematica/
Atomic, molecular orbital modeling
-Stella (free single-user license)
http://www.hps-inc.com/Education/new_Stella.htm
Reaction kinetics
-Fundamentals of Chemistry
http://chem.myclass.net/Pages/fundamentals.cfm
Instructional, interactive lab simulations, modeling, tutorials
-Riverdeep Chemistry Gateway and Chemistry Exploration
http://www.riverdeep.net/index.jhtml
Instructional, interactive lab animations, tutorials, and inquiries; developed in accordance with State and National Science Education Standards. May be more applicable to middle school science.
In addition to those resources listed primarily for their scientific visualization capabilities, a Google search of any of these chemistry topics will provide an abundance of creative instructional tutorials, lessons, and quizzes developed by scientists, educators, and students worldwide. |
Activities and Open-ended problems
The following section documents my participation, progress and/or goals in each of the four main areas of the collaboration with DHS.
1. Observation
My primary role during observation is to understand the existing context, e.g. to familiarize myself with the teaching styles and preferences of the teacher, access the learning aptitudes and attitudes of the students, review current curriculum materials, and from there establish when and which molecular visualization tools/materials are appropriate or inappropriate for a particular class or concept. Since 9/5/01 I have observed the three Chemistry 1-2 classes at least once a week (but regularly on Wednesdays) spending an additional hour before school begins with the teacher for "professional development" during which time we discuss curriculum-related issues and strategies to incorporate molecular visualization tools.
-Teaching style and preferences
Lisa is a creative teacher who approaches teaching chemistry with an arsenal of tools and techniques to stimulate each and every learner in the class. Class periods tend to be divided into three segments, a 10 min review of concepts and homework problems, a 10-20 min lecture or discussion on new concepts (often including visual aids or instructional technologies) and 20-30 min small group work or discussion. Group work consists primarily of worksheets but also involve nontraditional activities (e.g. "chemistry on the floor") that tend to engage students well. During each unit, students are assigned mini-projects (often web investigations) to compliment textbook work and wet-lab experiments, and a few weeks each year are devoted to inquiry projects in which students investigate specific applications of chemistry in society (e.g. forensics chemistry, environmental chemistry, etc.)
-Nature of the classes
The number of students in the three Chemistry 1-2 classes is 17 (AIMS), 27 (Honors), and 6 (MERIT). While the classes are presented the same subject matter with the same presentation style, each class possesses significant differences in learning aptitude, inquisitiveness, and work ethic. The range of student participation and attitude ranges from "they are so quick to ask questions and to discuss [concepts] with one another" to "the student is sarcastic when answering the teacher's questions, as if she is embarrassed to be smart" (excerpts from my own reflective journal). Below I have provided a brief description of each class, based upon on my early observations:
AIMS students: fairly firm grasp on the concepts being presented; tend to get distracted by the freedoms of small group work
Honors students: more focused on learning chemistry; firm grasp of concepts and problems; much more inquisitive and ask many questions pertaining to underlying subject matter that is often presented at more advanced levels; relies on the teacher to answer their questions rather than taking the initiative to investigate them
MERIT students: appear to commit less time outside of class to learning chemistry; have a higher degree of difficulty with the subject matter; often apathetic; excessive casual conversation during class-time; engage when instructional technologies are employed
2. Development
My primary role during development is to write new or modify existing curriculum materials that utilize molecular visualization tools and can be easily and effectively incorporated into the chemistry curriculum at DHS. Development of curriculum materials began by using the textbooks and syllabus provided by the teacher as a guide for understanding the existing curriculum that was developed by the teacher. From this, I composed a list of suggested activities (with varying degrees of student-directed inquiry) that could substantially enhance learning-teaching of specific chemistry topics using computer-based molecular visualization. Finally, I investigated available free and fee-based molecular visualization resources (personal use, personal contacts, seminars, workshops, conferences) that could be employed to accomplish the suggested activities.
-Recommendations
The following is the revised list of suggested concept-specific activities (following the order of the syllabus) that I submitted to the teacher during my first visit (9/5/01)
Chapter 6 Structure of the Atom
Activity: Electron density
Resource: ChemViz
Chapter 13 Electron Configurations
Activity: Atomic orbital shapes and energies
Resources: ChemViz, Mathematica
Chapter 14 The Periodic Table
Activities: Periodic trends in ionization energy, atomic/ionic radius, electronegativity
Resources: ChemViz, 3-D Periodic Table of Atomic Radii
Chapter 7 Chemical Formulas
Activities: Molecular structures
Resources: ChemViz (CSD, NanoCad), eChem, CACHe, Spartan, RasMol/CHIME
Chapter 9 Chemical Equations
Activities: Writing and balancing equations for chemical reactions
Resources: ChemBalancer, Fundamentals of Chemistry
Chapter 15 Chemical Bonding
Activities: Bond length, bond energy, bond order, molecular shapes, bond and molecule polarity, hydrogen bonding
Resources: ChemViz, eChem, CACHe, Spartan
The following activities will use molecular visualization resources to compliment wet-lab activities with CBLs:
Chapter 11 Phases of Matter
Activates: freezing and melting of water, vapor pressure of liquids, freezing point depression, calorimetry
Resource: MathMol, Center for Polymer Studies, Spartan
Chapter 12 The Gas Laws
Activities: Boyle's law, pressure-temperature relationship
Resource: Center for Polymer Studies
Chapter 19 Acids, Bases, and Salts
Activities: acids/bases, hydronium, Ka, titrations, buffers
Resource: CACHe, Spartan
-Curriculum materials
Over the course of the semester I have written and/or modified a variety of introductory tutorials and lessons using a some of the molecular visualization resources listed above. Each tutorial includes simplified, step-by-step instructions for performing specific tasks using that software. Lessons provide a Pre-lab Assignment and Discussion, Purpose, Lab Procedure, Questions, and Suggestions for Further Study. A title and description of each tutorial and lab is provided below and the uploaded *.pdf versions are at the bottom of the Inquiry Unit:
Introduction to Using ChemViz
Tutorial for making single images in Waltz, making animations in Waltz, searching the CSD, and building molecules in NanoCad
ChemViz Lab: Atomic and Ionic Radii
Students calculate size of ionic radii in relation to their atomic radii, radii of isoelectronic species, and periodic trends in atomic radii using Waltz.
ChemViz Lab: Properties of Bonds
Students calculate bond length and develop relationships between length, order, and energy using animations in Waltz and their energy profiles.
ChemViz Lab: VSEPR
Students investigate molecular shape by building molecules in NanoCad with 3-D viewing in CHIME.
Introduction to Using CACHe
Tutorial for building molecules and ions, examining atom and bond properties, and performing electron density/electrostatic potential experiments.
CACHe Lab: VSEPR
Students investigate electron geometry with respect to molecular shape by building molecules and ions in CACHe.
CACHe Lab: Molecular Shape and Polarity
Students calculate electron density surfaces colored with electrostatic potential to investigate bond and molecule polarity. An optional Spartan demonstration is included to investigate the phenomena of hydrogen bonding and ion-dipole interactions of water.
Mathematica Demonstration: Modeling Atomic Orbitals
This interactive demonstration investigates wavefunction calculations for atomic orbital shape and size (adapted from a lesson provided by Shodor at Supercomputing 2001).
Spartan Demonstration: Polar Bonds and Molecules
This interactive demonstration investigates bond and molecular polarity and the phenomena of hydrogen bonding and ion-dipole interactions (adapted from a lesson in Wavefunction’s Molecular Modeling Workbook in Organic Chemistry). 3-D glasses optional.
The following three units we will use in the spring that include CBL activities reinforced by molecular visualization. Those items marked with an ** are lessons I have recently completed and added to the unit on 2/13/02, * are still in progress:
Phases of Matter Unit
Temperature and states of matter (Simple Molecule Dynamics)
Heat of Fusion (CBL)
Crystals (WebElements, IUMSC Common molecules and CHIME/RasMol)
The Gas Laws Unit
Ideal Gases-Gas Law Simulations (Simple Molecule Dynamics) and Exploring the Gas Laws Simulations (Riverdeep.net/Logal Express)
Molar Volume of a Gas (CBL)
Web-based applet collection
Chemical Equilibrium
Understanding Chemical Equilibrium--Law of Chemical Equilibrium and Keq and 3 Le Chatlier's Principle labs (Riverdeep.net/Logal Express)
Le Chatlier's applet(http://mc2.cchem.berkeley.edu/Java/equilibrium/index.html )
Acids, Bases, and Salts Unit
Acid-base properties and partial charge(CACHe)**
Free, complexed, immersed hydronium (Spartan)**
Modeling an acid/base titration with electrostatic potential (CACHe)**
Acid/base titration (CBL)
3. Integration
The lessons that I write are developed with input from both the UIUC faculty mentor and the DHS chemistry teacher and must be integrated into the already existing curriculum (since we did not have any curriculum development/planning time prior to the school year starting). The primary goal is to integrate at least one molecular visualization lesson into each chapter or unit using one or more of the four formats discussed below. Some chapters which are traditionally lacking in visual or experimental content present opportunities in which molecular visualization can significantly enhance teaching-learning of that subject matter, so more than one lesson may be used in these cases. However, it is important not to use molecular visualization and CBLs in excess; rather, as mentioned above, it is necessary to use an variety of tools and techniques to ensure that each and every learner is stimulated during the learning process.
-Integration formats
There are four ways in which we will incorporate molecular visualization: computer lessons/labs, computer demonstrations, special projects, and field research. Whether a lesson/lab, a demonstration, special project, or field research, each is recorded in a similar format to wet-lab experiments in the students' laboratory journal and graded upon completion. For each format, we use a teaching method(s) that facilitate development of certain features of scientific literacy outlined in the National Science Education Standards:
Computer lesson/lab
Use: Partners, "Intelligence Agents" (learning by teaching)
Why: Cooperative learning and idea sharing
Computer demonstration
Use: Concept rich, interactive, students engage in scientific discussion
Why: Strengthening observation, explanation, and communication
Special project
Use: Topic of student interest, structured partial inquiry
Why: Ownership of knowledge, some process skills building
Field research
Use: Research w/ societal impact, unstructured full inquiry
Why: Process skills building, authentic learning
Thus far we have primarily utilized the computer lesson/lab and computer demonstration formats in the classroom. We have also used the special project format by requiring students to complete short, directed inquiry in the "Suggestions for Further Study" at the end of each lesson. The field research format will be used during the extended environmental chemistry project (spring) and documented with Inquiry Page units that include resources, materials, research, discussions, correspondance, and in-class presentations.
4. Evaluation
The goal of the evaluation process is two-fold: 1) to evaluate the use of molecular visualization tools and curriculum materials in a K-12 educational setting in which they had not previously been utilized and 2) to evaluate the impact of collaborative dynamics between fellows, K-12 teachers, university faculty and high school students. My role in evaluation is primarily toward the first evaluation goal through personal observations during activities, informal discussions with the teacher and students, and student feedback questionnaires. In general, these are intended to assist me in further refining existing lessons, developing new lessons in areas that are of greater interest to the students and teacher, and eliminating the use of molecular visualization resources and curriculum materials that are ineffective in the Chemistry 1-2 classroom.
-Data
The following data was generated from a baseline questionnaire completed by 48 DHS Chemistry I students prior to working with molecular visualization resources:
94% are very comfortable using computer
90% use computer often (games, email, internet)
69% believe they are visual learners
88% have used a computer for a math or science class
43% have used a math or science software (Geometric Sketchpad, ADAM)
The following responses were generated from and show commonalities between informal discussions with the teacher and student feedback questionnaires completed following the first two ChemViz activities:
Students have a better understanding of things they can "see" and -interact with
Students want more time to use the tools to investigate their own questions
Tools must be reliable and easily navigated
Students are less intimidated by the tools when working together
During the spring semester, more rigorous action research/ evaluation strategies were employed, including videotaping (and analysis), student activity surveys and interviews, and graduate fellow and teacher reflective surveys. These evaluation techniques were useful in evaluating student learning and specifically, answering the following questions: (1) conceptual understanding as it relates to student engagement, (2) value of molecular visualization tools as a function of use, (3) 3-D models as thinking vehicles, and 4) feature analysis of selected tools that allow 1-3? |
Dialogues, Discussions, and Presentations
The following provides brief discussions of issues that have surfaced during my participation in the GK-12 Program with DHS:
-Barriers being faced meeting existing goals
The GK-12 Program proposal designates ChemViz as the primary molecular visualization resource for chemistry. However, a combination of DHS server problems, ChemViz server problems, ChemViz software errors, and insufficient or problematic chemistry 1-2 curriculum materials leave much to be desired here. Admittedly, it is quite frustrating and embarrassing having to apologize to a classroom of students because the tools consistently fail during class time. UPDATE: A considerable effort has been extended toward improving theChemViz suite. It is a much more complete and reliable tool and, therefore, I highly recommend that teachers revisit it.
-Current resources being sought
The teacher and students are continually asking for local software to eliminate slow computation time and server failure issues. ChemViz developers expect a local version of the software to be released sometime next fall. CACHe and Spartan have the capability to calculate 3-D electron densities and/or electrostatic potential surfaces, a feature not available with ChemViz. Unfortunately, Spartan is costly ($600 per workstation) and the UIUC site license for CACHe will expire next fall.
-Positive/negative experiences
Specific experiences that have been exceptionally positive include participating in the GK-12 Program PIs meeting at NSF and participating in software workshops on-campus and at Supercomputing 2001. At these meetings, I learned a great deal about a variety of issues from the people and materials with which I worked. There have been a few negative experiences, including repeated sarcastic comments by one student insinuating racism within the confines of classroom activities, repeated problems with ChemViz software, and spending so much time away from thesis research.
-Perceptions of how technology is working now and will work in the future
My perception is that the software has not been as effective as I would like for it to have been. I think the students were initially enthusiastic about molecular visualization, but are now more resistant due to frustrations with ChemViz as stated above. During the spring semester we will be using a variety of local molecular visualization resources and newly developed curriculum materials, as well as investigating how molecular visualization can compliment macroscopic chemistry performed in the wet-lab. I hope these new activities make molecular visualization a more effective learning tool for DHS Chemistry 1-2 classes and revive the students’ enthusiasm for learning chemistry with molecular visualization. Next year, DHS would like to incorporate molecular visualization in all Chemistry 1-2 classes as well as Chemistry 3-4 (likely it will be offered). I think that summer software and curriculum workshops are necessary to 1) familiarize teachers with the software 2) provide technical assistance to teachers who wish to develop their own curriculum materials with this software and 3) facilitate idea-sharing and discussion pertaining to development, integration, and assessment of molecular visualization curriculum materials. |
Assessment, Related Questions, and Story of the Unit
Despite the difficulties of being a GK-12 fellow during my final year of dissertation research, I could not be happier with my decision to participate in the GK-12 Program. I have learned a great deal about molecular visualization and bioinformatics, as well as the nuances of K-12 education (including but not limited to pedagogy, educational models, inquiry, cognitive science, etc.) My involvement with the GK-12 Program has inspired my goal to work with in-service and pre-service teachers in chemical education research and has also provided several potential career opportunities toward that goal.
I have uploaded the *.pdf version of a presentation that I recently gave pertaining to my GK-12 work. I have a final semester of participation in the GK-12 Program during which I will amend the discussion and reflection in this Inquiry Unit, and especially add to the development, integration, and evaluation sections. I am excited about the upcoming months and hope that readers will check the unit periodically for new additions.
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Credits & Acknowledgements
DHS GK-12 Team:
Lisa Page (Chemistry)
Prof. Richard Braatz (UIUC Mentor, Chemistry)
Shelley Barker (Biology)
Prof. Eric Jakobson (UIUC Mentor, Biology)
Bharat Mehra (Evaluation)
Dissertation Research Advisor:
Prof. Jonathan V. Sweedler |
Uploaded Files:
MathematicaAO.pdf
IntroChemViz.pdf
IntroCACHe.pdf
CrystalStructures.pdf
GasLawSurveys.pdf
ChemicalBondingSurveys.pdf
ChemVizRadii.doc
CACheShapePolarity.doc
ChemVizBonding.doc
CrystalStructures.doc
SpartanHydronium.doc
CACheAcid.doc
CACheTitration.doc
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