A General Chemistry Assignment Analyzing Environmental Contamination for the Depue, IL, National Superfund Site

Autor/inn/en	Saslow Gomez, Sarah A.; Faurie-Wisniewski, Danielle; Parsa, Arlen; Spitz, Jeff; Spitz, Jennifer Amdur; Loeb, Nancy C.; Geiger, Franz M.
Titel	A General Chemistry Assignment Analyzing Environmental Contamination for the Depue, IL, National Superfund Site
Quelle	In: Journal of Chemical Education, 92 (2015) 4, S.638-642 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed500637y
Schlagwörter	Chemistry; Assignments; Environmental Standards; Pollution; Problem Based Learning; Science Process Skills; Skill Development; Undergraduate Students; Student Projects; Teaching Methods; Educational Practices; Interdisciplinary Approach; Discovery Learning; Academic Achievement; School Community Programs; Illinois + Suchen Sie Ihr Suchwort? Chemie; Assignment; Auftrag; Zuweisung; Umweltauflage; Schadstoffbelastung; Problem-based learning; Problemorientiertes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Entdeckendes Lernen; Schulleistung
Abstract	The classroom exercise outlined here is a self-directed assignment that connects students to the environmental contamination problem surrounding the DePue Superfund site. By connecting chemistry knowledge gained in the classroom with a real-world problem, students are encouraged to personally connect with the problem while simultaneously developing skills in data management and interpretation. Designed for first-year undergraduate, general chemistry students, each of the four primary exercises builds upon the skills developed in those before it. This approach makes it easy to tailor this assignment to the needs of individual classrooms. This assignment was given as the first laboratory course assignment to a pilot group of 178 general chemistry undergraduate students at Northwestern University. Students enrolled in this course had already completed the first of two accelerated general chemistry courses. Over 75% of students scored in the 85% to 100% grade range, illustrating that the majority of students who completed this assignment demonstrated a high level of comprehension. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01