Research Presentation The Teaching and Learning of Chemistry Education 536 Carolyn Rulli

1. Research Presentation The Teaching and Learning of Chemistry Education 536 Carolyn Rulli April 24, 2004

2. An approach towards meaningful problem solving… …when getting the “right answer” is not enough.

3. 1st Research Question: Can students solve quantitative problems, get the “right answer”, and still not fully understand the underlying concepts?

4. Research Subjects: 48 Honors Chemistry students 10th and 11th grade

5. Methods: Worksheet A - Conceptual Thermochemistry questions Worksheet B – Quantitative Thermochemistry questions

6. Conceptual Questions: • 2 metals heated through the same change in temperature, one with a specific heat twice the other, which one has a greater heat content? • Similar metals placed into equal masses of cool water, compare final temperature of each water/metal mixture • Quantitative questions: • 10.0 g of Al metal (c=.900J/gC) and 10.0 g Fe metal (c=.450J/gC) are warmed from 0 C to 20 C. Calculate the heat absorbed by each. • 50.0 g of Al is heated to 100 C and placed into 100.0g of water at 20.0 C. Calculate the final temperature of the water • Same problem with Fe

7. Results: • 48 students completed both worksheets • 24 Quantitative + Conceptual both correct • 19 Quantitative correct only • 2 Conceptual correct only • 3 Neither Correct

8. Conclusion for 1st Question: Yes, students can solve quantitative problems without understanding the underlying chemical concepts.

9. 2nd Research Question: What techniques can educators employ to encourage students to look beyond the problem in order to gain an understanding of the concept?

10. Method: Test question: 100.0g of Al (c= .900J/gC) and Cu (c=.385J/gC) are at 20C. If each metal absorbs 900 J of heat energy, calculate the final temperature of each metal. Using the result of this calculation, suggest a reason why some chefs prefer copper-bottomed pots over aluminum.

11. Results: • 34 students correctly answered both parts of the question • 4 students performed the calculation correctly but did not give a correct response to the follow-up question • 3 students answered the follow-up question without correctly doing the calculation • 7 students were unable to correctly respond to either part of this problem.

12. Conclusion for 2nd question: Placing a quantitative question in context may enhance the students’ ability to respond to a conceptual question.

13. Limitations of the study: • Not necessarily measuring equivalent concepts • and problems • Review after the worksheet and prior to test • Gender

14. Other Methods to encourage “meaningful” problem solving: • Multidimensional Analysis System • Interpretation of solution to problem within • context of concept • Develop an understanding of the physical • significance of the ratio • Change a single factor in a problem and have • students discuss the implications • Consistently asking the students if an answer • makes sense within the context of concept

15. Questions or Comments