Active Discovery by Students in the General Chemistry Course Part 2

V. Research Context Research on Computer Modeling and Chemistry Instruction Careful studies to determine if computer visualization and interactive software supports greater learning are difficult to conduct. However, recent studies support this contention. One of these used a computer program (Genscope) for instruction in genetics for high school students (Horwitz & Christie, 1999; Hickey et al, 1999). The fundamental finding is that if care is taken to provide the control and experimental classes with comparable assessments, students in the experimental group do learn more. In another study with high school chemistry students, the researchers compared instruction between classes where interactive computer simulations and molecular modeling kits were employed with classes where neither of these materials were employed. The outcome was that the students who used the modeling materials (computer and physical) showed a significant narrowing of the gap between the lowest and highest performers on the pre-test at the time of the post-test. This narrowing of the performance gap was not observed for the control group. Students in the experimental group were also more likely to use graphical means to answer questions indicating a better understanding of molecular geometry (Dori and Barak, 2001). At the college level, students’ understanding of the particulate nature of matter, a well-recognized conceptual problem for chemistry students (Gabel, 1999), has been shown to improve after exposure to computer animations in lecture and/or access to such in a computer lab (Williamson & Abraham, 1995). The researchers distinguished between performance on exams where algorithmic problem solving obscured the demonstration of conceptual understanding, and performance on an instrument specifically designed to assess conceptual learning. Theoretical Framework for the Proposed Project In designing and evaluating our software and activities with students, we will rely on a constructivist approach. The vocabulary of conceptual change frames our work (Posner, Strike, Hewson & Gertzog, 1982; Hewson & Hewson, 1983). Before students can benefit from the computer software, the computer activity must be made intelligible through prior discussion and activities. The results of the computer Exploring Quantum Concepts in Chemistry: Project Narrative page 13 software must further be shown to be plausible by relating them to experiment and by the interactive testing of the software results through guided exploration. Finally, the student must find quantum concepts to be fruitful by using the computer software to answer self-generated questions. In our interviews with students, and in our analysis of their test responses, we will further look for changes in ontological perspective on the nature of the interaction between atoms that gives rise to molecules (Slotta and Chi, 1999). Students should not leave the chemistry course believing that chemical bonds are material substances (e.g., there are covalent, ionic, and polar covalent bonds, and perhaps that they are kind of stick-like). Such a view of bonding does not lend itself to conceptual transfer to other kinds of bonding (e.g., hydrogen bonding), or to predictions of the electronic properties of the solid state. We agree with other authors that teaching concepts, as opposed to algorithms, is important to ensure students’ capacity to think about chemistry (Gabel and Bunce, 1994; Gabel, 1999). Based on our work with high school students prior to their introduction to quantum concepts, we are expecting students to borrow from their classical science instruction a host of strategies to make sense of atomic level electronic behavior (Eshach & Garik, 2001). Some of this sense making will lead to misconceptions since quantum behavior is so different. We will study carefully the strategies necessary for students to arrive at an adequate conceptual understanding of the quantum nature of matter. VI. Proposed Materials Development Based on our pilot teaching, the course materials and manuals we plan to develop will combine: · a description of mechanisms to re-utilize lecture time for experimental demonstrations, hands-on experiments by the students, and computer-based activities; · creation of new laboratory activities and linkage of existing ones to the new topics; · creation of software based activities with existing and extended QSAD software; and, · homework assignments and study group activities based on Quantum Concepts software. At the end of the project we will produce a text that will embody the pedagogical content knowledge we develop during the project, i.e., the knowledge of how to combine experiments, investigations, Exploring Quantum Concepts in Chemistry: Project Narrative page 14 metaphors, and content knowledge to provide students with an in-depth appreciation of quantum concepts (Shulman, 1986). The swiftness with which students obtain the latest computers is implicit in our assumptions about the materials we can develop. Group work in class, or in informal settings, is possible since so many students have laptop computers. Even at institutions with less advantaged students, the use of computer labs makes the materials we intend to develop accessible to all students. Modules for Teaching Quantum Concepts We will develop curriculum modules to be distributed over one semester of the general chemistry course and occupy roughly half the time. These modules will include: Wave Exploration: The mystery of quantum behavior is in the wave-particle duality of matter. What students will do: The vocabulary of wave behavior will be introduced to students through laboratory experiments (ripple tanks, standing waves in elastic media, optical interference and diffraction). Class discussion and demonstrations will focus on the nature of constructive and destructive interference, the spatial and temporal periodicity of waves, and the relationship of amplitude to intensity. In class and study groups, students will superimpose waves of differing phase, frequency, and amplitude using Excel. (This activity has already been piloted.) In study groups, and individually, students will investigate the properties of light and its interaction with matter using home-lab materials developed for the NSF Project LITE (PI: K. Brecher; co-PI: P.Garik; http://www.bu.edu/smec/lite). Probability Exploration: This is a lead-in to an exploration of wave functions. The basics of probability, the analogy between probability amplitude/probability intensity and the amplitude of an electromagnetic wave and its intensity, the need for normalization, and the connection between wave functions and measurements, will be introduced to students. What students will do: For this, we plan to add a tool to the Atomic and Diatomic Explorers that permits students to select volumes of space and determine the probability of finding an electron in this volume. Investigation of the interplay of low apparent density but large volumes farther from the nucleus will clarify the visual intensities. This activity can be done individually, or in discussion or study group. Exploring Quantum Concepts in Chemistry: Project Narrative page 15 Schrödinger Exploration: The association of a wave function with the discrete (quantum) energy levels observed in nature does not lend itself to classroom derivation. Students need an intelligible introduction to wave functions, one that provides a plausible link to experiment. Professor Dill has piloted this approach in CH102. Students are taught to draw wave functions based upon the proportionality of the curvature of the amplitude with the negative of the product of kinetic energy and amplitude. To master this approach students must be supported to understand kinetic and potential energy plots. By this means he has taught students to draw the wave functions for different families of potentials. What students will do: For this exploration the manual activity is the drawing of wave functions; the subsequent computer activity is with the Shooter applet to find the energies of wave functions with a few loops for multiple square well potentials with varying barrier heights and spacing, a linear potential, and a harmonic potential. The study group leaders will lead discussions about the correspondence between large amplitudes for the wave function and the corresponding likelihood for locating the particle in a given region. Further discussion to interpret the double square well potential as the superposition of one square well wave functions will serve as a prelude to molecular bonding. One Electron Exploration – What students will do: This activity is a direct outgrowth of our pilot study. In class, students manually sketch solutions for the five lowest energy solutions for a Coulombic potential. In the computer laboratory and at home, students then use the Shooter program to find the five lowest solutions and compare the solutions with their predictions. The Shooter also provides the energies for these states. For their laboratory activity, the students observe the emission spectrum of atomic hydrogen. In their study group, the students will be challenged to discover the correspondence between the observed frequencies and the differences between energy levels. The Hydrogen Spectrum Explorer (developed for QSAD) can be used by students to discover the nature of the Balmer and the Lyman series. Two Electron Exploration: The distribution of electrons around an atom is choreographed by their Coulombic interactions and the Pauli Exclusion Principle. Without the latter there would be no significant differences between elements, no Periodic Table, and no chemistry as we know it. To explore the consequences of electron statistics, two electrons suffice. What students will do: In their study groups, students will be asked to predict the electronic Exploring Quantum Concepts in Chemistry: Project Narrative page 16 distribution and emission spectrum for helium based upon their understanding of the hydrogen atom. In class, the statistical consequences of having two kinds of indistinguishable particles will be discussed. With the Two Particle Explorer software (to be developed for this project), students will investigate the energy levels and spatial distributions of two charged particles (bosons or fermions) in an attractive Coulombic potential. In the laboratory, students will study the emission spectrum of helium. In the study group, students will compare the observed emission spectrum with the energy levels obtained from the Two Particle Explorer. The students will also be asked to reconcile their initial predictions for the electronic structure of helium with what they have discovered. The insights of this exploration for chemistry are the Pauli Exclusion Principle and Hund’s Rules. Atomic Structure Exploration (Periodicity, Aufbau, and Pauli Exclusion): The basic properties of the elements as summarized by the Periodic Table are a consequence of the quantized structure of the atom. Using the Atomic Explorer, students will study the structure of multi-electron atoms and relate the orbital filling process and Hund’s Rules to their earlier Two Electron Exploration. What students will do: In study and discussion groups, the recurrence of the filling of s, p, d, and f orbitals will be used to explain families of elements, and the variation of orbital size and geometry will be related to periodic properties. In the laboratory, and as part of a class demonstration, the spectra of the alkalis will be studied. In study groups, or home assignments, the students will analyze these spectra, and relate them to the Atomic Explorer, to investigate shielding. Bond Exploration: The Bond Explorer provides a simple model for the genesis of molecular orbitals. With this software (already developed) a single electron is shared between two atoms. Each atom possesses one atomic orbital. The energy and symmetry of the orbital, and the distance between nuclei can be varied What students will do: Individual activities and activities in study or discussion groups will focus on applying the wave-like character of the electronic distribution to understanding bond formation. By varying the relative energy of the two atomic orbitals, and by varying the separation of the two nuclei, the students will investigate the nature of the continuum of the molecular bond between covalent and ionic. Constructive and destructive interference, as well as orbital overlap, will be investigated graphically to Exploring Quantum Concepts in Chemistry: Project Narrative page 17 understand the symmetries of molecular orbitals. The students will study electronegativity and dipole moment as a function of the energy difference between the orbitals of the two atoms. Diatomic Exploration: The Diatomic Molecule Explorer combines two atoms (currently for atomic numbers up to Ar, but for this project through Kr) into a molecule or a fragment and provides a display of the molecular orbitals, total density, and dipole moment as a function of interatomic separation. What students will do: Individually and in study or discussion groups, students will investigate the trends of bonding that can be made based on the Periodic Table. Ionization energy, and equivalently atomic radius, will be related to the concepts learned in the Bond Exploration to explain the variations in dipole moment for diatomic molecules. In the laboratory students will investigate the solubility of different species and relate this to polarity of the molecules. Valence/Hybridization Exploration: These activities will be based on the Polyatomic Explorer which presents three-dimensional images of molecular structure and electronic distribution. The current Polyatomic application will need modification for this project. What students will do: Activities for this exploration will focus on hybrid orbitals and VSEPR. Imagine the effect of bringing an H atom near a C atom – a pod of density will extrude between the atoms. Bring another H near the C – another pod will emerge. Continue this process and the pods will emerge with angles corresponding to the hybridization of the central atom, as well as the directions of approach. By minimizing the energy, and discovering the appropriate symmetry, C can be compared to N which in turn can be compared to P, and O compared to S. Students will study the different VSEPR geometries by viewing sets of molecules. For deeper understanding, students will predict the effect of substitutions (e.g., from SF6 to SF5Cl) and then investigate such molecules. The polarity of classes of molecules will be alternately investigated in the laboratory and with the computer, Additional Explorations: We plan to develop an Organic Exploration, a Solid State Exploration, and a Spectrum Exploration. The first will be based on the Polyatomic Exploration and will have students investigate and contrast properties of different organic molecules based on attached functional groups. The Polyatomic Explorer currently displays the dipole moment, relative atomic charges of constituent atoms, and the electronic density of any or all orbitals. Students will make atomic substitutions and Exploring Quantum Concepts in Chemistry: Project Narrative page 18 observe the effects. The Solid State Exploration will be designed to support material from the text Teaching General Chemistry: A Materials Science Companion (Ellis et al, 1993). This will require new programming. Finally, to the Spectrum Explorer we will add the ability to import experimental spectra, and generate spectra based on available electronic transitions for a specified molecule. VII. Project Evaluation For the purposes of project evaluation, the six objectives stated earlier must be rephrased to be testable. For example, Objective 1, to create an eight-week introduction to the quantum aspects of matter for general chemistry students, is testable if we recognize that the objective of such development work is to provide students with a better understanding of quantum concepts. Below we turn our project’s objectives into a set of testable questions. With each question is provided a summary of how the evaluation will be performed. Some of the objectives overlap for purposes of data collection. The result is a reduction to five major evaluation questions. Question 1: Do students have a better understanding of the concepts of the quantum model of atoms, molecules, and bonding as a result of participating in this project? What role, if any, do the Quantum Concepts materials play in the conceptual development shown by the students? Subquestions Data Collection Respondents What do the students know? Interview with concept students mapping Course examinations. students When did they learn what they Observation of students NA know? engaged in activities What was the role of the Questionnaires students Quantum Concepts software? Observation NA Schedule pre/post interviews faculty determined weekly observations pre/post questionnaires Question 2: What are the skills and attitudes of the students and the professors at the various stages of participation in the project? Subquestions What are the skills/attitudes of the students? What are the skills/attitudes of the consulting professors? Data Collection Questionnaires Observation Questionnaire Questionnaire Exploring Quantum Concepts in Chemistry: Project Narrative Respondents students NA study groups faculty Schedule pre/post questions weekly pre/post pre/post questions page 19 Question 3: Is the software and web site accessible, understandable, and useful to introductory level college chemistry students? Subquestions Do the students use the programs? Do the students find the programs useful? Do the students find the website useful? Data Collection Questionnaire Respondents students Schedule end of semester Questionnaire students faculty students faculty end of semester Reviews provided by users twice each semester Question 4: Are the study groups effective in developing and maintaining student learning and interest? Are the peer leaders effective in maintaining the groups? Subquestions Data Collection Is peer leader training useful? Questionnaire Do study groups contribute to learning? Are leaders effective? Respondents leaders Schedule end of semester Questionnaire students end of semester Questionnaire students end of semester Respondents consulting faculty faculty Schedule end of session Question 5: Are the dissemination plans and activities effective? Subquestions Data Collection Are the dissemination plans Questionnaire effective? Are the dissemination activities Questionnaire effective? end of Year 3 Data collection will be an ongoing activity from the beginning of the project. Questionnaires will be developed for each of the groups involved -- students in the classes, study group leaders, and consulting faculty. The pre/post concept maps will use the methods and procedure developed by Novak et al (1984) and used to evaluate high school students' learning of quantum science concepts (Hurwitz et al, 2000). All observations and interviews will be conducted by researchers who thoroughly know quantum science principles. Whenever possible, questionnaires will be administered to a course the year prior to intervention provide a control to evaluate the Quantum Concepts materials. The multiple data sources will be used to triangulate the data and provide more reliability for the findings. Exploring Quantum Concepts in Chemistry: Project Narrative page 20 VIII. Project Personnel The senior staff for the project are Professors Peter Garik (PD), Dan Dill (co-PI), Morton Hoffman (co-PI), Dr. Alexander Golger (co-PI), and Mr. Alan Crosby (co-PI). Professors Dill and Garik collaborated for five years on the QSAD project. Professors Dill and Hoffman have worked together for many years teaching general chemistry. Dr. Golger and Mr. Crosby work closely with Professors Dill and Hoffman as instructors for the laboratories for general chemistry. Finally, Mr. Crosby and Professors Dill, Garik, and Hoffman are working together on a “minigrant” ($5000) on molecular visualization. The proposed project evaluator, Dr. Kelley (Professor Emeritus, University of Massachusetts – Lowell), taught chemistry for thirty-five years, and has a long history of working with chemistry teachers and developing curriculum. Dr. Kelley is a trained and practiced project evaluator. She brings to our project the content and curriculum background to advise us and professionally evaluate our progress. For the graduate research assistant for this research project, we will draw on the many qualified doctoral students in the science education program at Boston University. IX. Management and Development Work Plans There are two principal development strands for this project. The Materials Development team will consist of Professors Dill, Garik, Hoffman, Dr. Golger, and Mr. Crosby. The Evaluation team will consist of Professors Kelley and Garik, and the graduate student. The Materials Development strand will have four interlocking components: development of syllabus and textual materials, development of software, development of laboratory experiments, and development of a web site to promote dissemination. Each of the content experts will have input on every aspect of the materials development, and the Evaluation team will provide a running formative analysis for the materials developers. As PD, Professor Garik will collaborate on nearly all aspects of the research. He is both a content expert and a science education researcher. He will take principal responsibility to work with the programmer to ensure maintenance of the web site, the scientific accuracy of the software, and the intelligibility of the interface. Prof. Garik will work closely with Prof. Kelley and the graduate student on the formative analysis, and Exploring Quantum Concepts in Chemistry: Project Narrative page 21 the preparation of research articles. Professors Dill and Hoffman will provide input on the interface and content of the programs. A large portion of their time will be devoted to the design of activities, and the preparation of the text materials, which will evolve into a manual. Professor Golger and Mr. Crosby will focus on the development of the accompanying laboratory experiments and the text to accompany these activities. External Faculty Consultants: During the first two summers we will invite faculty from local institutions to a one-week workshop/consulting period. Prof. William Vining of University of Massachusetts at Amherst has expressed interest in working with us (see letter of support). He leads the instruction in general chemistry and is interested in using our materials with his 1000 student course. Prof. G. William Griffin of Bunker Hill Community College has also expressed interest (see letter), as have professors at other local four-year and community colleges. Additional faculty consultants and collaborators will be recruited with the aid of the New England Board of Higher Education, a group with extensive contacts with regional educational institutions. (See letter of support.) Advisory Board: The following people have agreed to be members to be members of an Advisory Board for our project: Professor Loretta Jones (Chemistry, University of Northern Colorado), Professor William Vining (see above), Professor Nathan Lewis (Chemistry, California Institute of Technology), Professor Yehudit Dori (Science Education, Technion – Haifa, Israel), and Dr. Haim Eshach (Medical Education, Technion – Haifa, Israel). For budgetary reasons, meetings with the Advisory Board members will be held virtually over the internet, or at national meetings that we jointly attend (ACS, NARST). Aside from advice, the Board offers an opportunity to have our work more widely disseminated. Organization of Peer-Led Study Groups: Beginning fall 2001, with a grant from the Peer Leaders Team Learning program of the National Science Foundation and matching funds from Boston University, Professor Hoffman began organizing his general chemistry course for chemistry concentrators (CH111/112) around peer-led study groups. The students in this course are divided into study groups with six or eight members plus one peer leader. The peer leader is a student who has already taken the course, Exploring Quantum Concepts in Chemistry: Project Narrative page 22 and received training from the project staff on content, software, and the techniques to lead a group through a learning activity. The study groups meet each week to respond to a learning activity. The work proposed here plans to use these study groups as test beds for our computer activities. We will evaluate carefully how students in these groups use our materials by observation, interviews, and assessment on examinations. Piloting with these study groups will provide experience for the design of individual and small group activities for the larger science concentrators’ general chemistry course. Formative development of our materials will take place in two different general chemistry course environments at Boston University. CH111/112 is the two-semester sequence for chemistry concentrators at Boston University. A typical class has about seventy students. CH101/102 is the two-semester sequence for science concentrators. It is in CH102 that the quantum material is currently taught. For this class, we are planning to investigate mechanisms to create either formal or informal peer study groups. We will also adapt the activities developed for the student groups of CH112 as assignments for students in CH102 and for use in the discussion groups led by graduate teaching fellows. What follows is a summary of planned products. The work plan for the project is detailed in Tables I, II, and III. End of Year One Products Materials Strand – Year One · Draft of activities for introducing quantum concepts into the general chemistry curriculum. Distributed over a semester, this draft will cover four weeks. · For the chemistry concentrators, a set of activities to be performed in study groups with peer leaders, as well as for individual exploration. · For the science concentrators, a set of activities for individual exploration, for small group work during lecture, and for group work during discussion sections. · An extended version of the Shooter application that supports student investigation into arrays of potentials and tunneling. · An extended Spectrum Explorer application that allows students to investigate the emission and absorption spectra of square and harmonic potentials, as well as the current Coulomb potential case. Exploring Quantum Concepts in Chemistry: Project Narrative page 23 · Beta version of the Valence/Hybridization Explorer based on the Polyatomic Explorer. · Spectroscopy, solubility and polarizability experiments coordinated with Quantum Explorers. Evaluation Strand – Year One · An interview protocol and questionnaire for pre- and post-intervention evaluation of general chemistry students’ understanding of quantum concepts. · Baseline data of general chemistry students’ conceptions of quantum behavior. · Baseline evaluation of student response to activities designed for study groups. · A questionnaire for use in evaluating the teaching styles of faculty at other institutions. · Draft questionnaire to determine general chemistry instructors' attitudes about quantum concepts. End of Year Two Products Materials Strand – Year Two · Second draft of materials for teaching quantum behavior. Materials will cover modules for six to eight weeks of a semester. · A revised, better documented, and extended set of activities for student groups. · Beta versions of the Two-Electron Explorer and the Solid State Explorer. · Beta version of the Organic Molecule Explorer based on the Polyatomic Explorer. · All materials and software available for download from a web site to serve the collaborating instructors at their local institutions. · Initiation of discussions with publishers for distribution of our text and software materials. · Professors Hoffman and Garik will present at meetings of the American Chemical Society results of the newly developed materials. Evaluation Strand – Year Two · Qualitative assessment of student learning after the intervention of the new materials based on a comparison of the interviews during this year with the baseline interviews in Year One. · Quantitative assessment of the effect of the new materials intervention on student understanding of quantum concepts based on a comparison of questionnaire responses in Years One and Two. Exploring Quantum Concepts in Chemistry: Project Narrative page 24 · Presentation of a research paper on the baseline understanding of undergraduate students of quantum phenomena at annual meeting of the National Association for Research in Science Teaching (NARST). · Baseline data on local general chemistry instructors’ instructional methods and teaching of quantum concepts. · A record of the evaluation of the project’s materials by the consulting instructors. · First results of nationwide survey of general chemistry instructors' attitudes about quantum concepts. End of Year Three Products Materials Strand – Year Three · Final edition of text materials intended to support instruction in quantum concepts. · Final editions of all Quantum Concepts software and scripted activities. · Completion of discussions with a publisher for distribution of our text and software materials. · Completion of web site repository of all materials developed for the project. This web site will be maintained by the BU Science and Mathematics Education Center for a period of at least four years. · Presentation of materials at American Chemical Society Meetings (national and local). · Workshop for general chemistry instructors at Boston University or as a Chautauqua short course. Evaluation Strand – Year Three · Summative evaluation. · Papers presented at NARST and AERA on student learning and the effect of different methods. · Journal articles detailing the interview protocols, the test questions, and the results with students. · Evaluation of the success of general chemistry instructors in using our materials. · Evaluation of success of web site in supporting general chemistry instructors at other institutions. Exploring Quantum Concepts in Chemistry: Project Narrative page 25 X. Project Sustainability Sustaining General Chemistry Instructor Workshops: For maintaining workshops, our strategy varies with time. At the outset, we will be seeking beta test sites and collaborating instructors to develop our material. The New England Board of Higher Education (NEBHE) will assist us in identifying such instructors. (See Appendix: NEBHE Letter of Support.) By Year Three of the project, we hope to be partnering with NEBHE to obtain funding for regional workshops with our developed materials to reach community college instructors and high school teachers. Independently of the success of the work with NEBHE, we expect that there will be sufficient interest in the chemistry education community to institutionalize our workshops through the Chautauqua workshop format. We will also explore the possibility of developing a web-based workshop for distance instruction in our methods and materials. Sustaining Text and Software Materials: In addition to creating a web archive of all of our materials, we will seek a publisher to distribute our materials in text and CD formats. Task Software Activities documentation Experiments Web Dissemination Workshops/ Dissemination Table I: Materials Strand Work Plan for 9/1/02 through 5/31/04 Academic Year 02-03 Summer 03 Academic Year 03-04 Polish Atomic, Bond, Complete beta versions of Use software with Diatomic and Polyatomic Spectrum and chemistry and science Explorers. Storyboards Hybridization Explorers concentrators. Storyboard for Spectrum and and modifications of Two-Electron, Organic, Hybridization Explorers earlier software and Solid State Explorers Develop text to Finalize text materials for Use developed text in accompany Atomic, modules for four weeks courses. Begin writing Bond, and Diatomic of course text for new Explorers. Explorers Plan experiments Complete designing and Use experiments with coordinated with above implementing students. Plan for new Explorers coordinated experiments Explorers. Establish web site for Post activities and Monitor web usage by serving up applications, downloadable students and faculty; applets, and text applications provide assistance to consulting faculty Recruit chemistry Consultancy/workshop Visit consulting faculty; instructors from local with faculty from local observe courses and institutions for summer institutions. students; monitor consulting/workshop progress by email. Present at regional and national ACS meetings. Exploring Quantum Concepts in Chemistry: Project Narrative page 26 Task Software Activities/Text Experiments Web Dissemination Workshops/ Dissemination Table II: Materials Strand Work Plan for 6/1/04 through 8/31/05 Summer 04 Academic Year 04 – 05 Summer 05 Complete beta version of Use software for six to Polish final components of Two-Electron, Organic, eight weeks in general all applications. Package and Solid State Explorers chemistry for chemistry for web and CD and science concentrators distribution. Complete draft text for new Use activities for six to Complete course manual Explorer activities eight weeks in general and accompanying (activities for 4 weeks); chemistry for chemistry software. Full description polish earlier text based on and science concentrators of all activities and prior semester feedback. methods for student engagement. Complete designing and Use experiments in general Write-up lab manual to implementing experiments chemistry for chemistry accompany software and coordinated with new and science concentrators course manual. Explorers Update web site for Support Boston University Final hardening of web site downloads of new general chemistry courses; to ensure long term access materials support faculty and to all materials. students at collaborating institutions. Second workshop for five Visit consulting faculty; Submit manuals and consulting faculty; apply to observe courses and software to academic host Chautauqua short students; monitor progress publisher. Host Chautauqua course; seek academic by email. Present at short course, or host publisher for text and regional and national ACS workshop for paying software. meetings. instructors. Table III: Evaluation Strand Work Plan for 9/1/02 through 8/31/05 Task Academic Year 02-03 Summer 03 Academic Year 03-04 Evaluation Pre-test, post-test, and interviews for chemistry and science concentrators in general chemistry. Analyze student data; design new tests based on data; interviews and questionnaire about teaching practices, for consulting faculty. Pre- and post-tests for courses; monitor consulting faculty; prepare papers based on prior year’s data. Task Evaluation Summer 04 Analyze data from prior academic year; formative analysis feedback to Materials developers; prepare papers for NARST and AERA Academic Year 04 - 05 Collect pre- and posttest data; interviews with students; track faculty at cooperating institutions; present at NARST and AERA. Summer 05 Final formative analysis to inform end of project texts and web site. Final data analysis and completion of papers. Summative evaluation. Exploring Quantum Concepts in Chemistry: Project Narrative page 27