9780130288066

Peer-Led Team Learning is an innovative model in science education. Student-leaders (peers) guide the activities of small groups of students in weekly Workshop meetings. The students work through challenging problems that are designed to be solved cooperatively. The peer leaders are trained to ensure that the students are actively and productively engaged with the material and with each other. This methodology offers a number of educational opportunities: the supportive format encourages questions and discussions that lead to conceptual understanding; students learn to work in teams and to communicate more effectively; peer leaders learn teaching and group management skills. Designed for students, this workbook features hundreds of class-tested problems at a variety of levels. These problems cover the core areas of the typical general chemistry course and can be used as-is or adapted by instructors.

The Search for the Elements

1

(12)

Atoms and Subatomic Structure

13

(10)

Introduction to Stoichiometry

23

(8)

Strategies for Stoichiometry

31

(10)

Ions in Solution

41

(12)

Gases: Nature, Laws, and Applications

53

(12)

Thermochemistry

65

(14)

Energy and the Hydrogen Atom

79

(16)

Building Atoms with Quantum Leaps

95

(12)

Covalent Bonding

107

(8)

The Structure of Molecules

115

(12)

Oxidation-Reduction Reactions

127

(12)

Solutions

139

(14)

Chemical Kinetics: Concepts and Models

153

(12)

Rate Data and Rate Equations

165

(12)

The Transition State and Catalysis

177

(16)

Equilibrium Concepts

193

(14)

Introduction to Acids and Bases

207

(16)

The Acid-Base Concept

223

(10)

Buffers and Titrations

233

(10)

Solubility Equilibria

243

(14)

Entropy Concepts

257

(10)

Enthalpy, Entropy, and Free Energy Calculations

267

(16)

Electrochemistry

283

(14)

Appendix A Mathematics & Measurement

297

(6)

Appendix B Unit Conversion---Dimensional Analysis

303

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Preface to the Peer-Led Team Learning Series The Workshop Chemistry Project was an exploration, development, and application of the concept of peer-led team learning in problem-solving Workshops in introductory chemistry courses. A pilot project was first supported by the National Science Foundation, Division of Undergraduate Education, in 1991. In 1995, the Workshop Chemistry Project was selected by NSF/DUE as one of five systemic initiatives to "change the way introductory chemistry is taught." In the period 1991-1998, the project grew from the initial explorations at the City College of New York to a national activity involving more than 50 faculty members at a diverse group of more than 30 colleges and universities. In 1998-1999, approximately 2500 students were guided in Workshop courses by 300 peer leaders per term. In Fall 1999, NSF chose the Workshop Project for a National Dissemination Grant to substantially broaden the chemistry participation and to extend the model to other SMET disciplines, including biology, physics, and mathematics. Peer-Led Team Learning--A Guidebookis the first of a series of five publications that report the work of the Project during the systemic initiative award (1995-1999). The purpose of these five books is to lower the energy barrier to new implementations of the model. The Guidebookis a comprehensive account that works back and forth from the conceptual and theoretical foundations of the model to reports of "best-practice" implementation and application. Three other books provide specific materials for use in Workshops in General Chemistry, Organic Chemistry,and General, Organic, and Biological Chemistry.One book in the series, On Becoming a Peer Leader,provides materials for leader training. The collaboration of students, faculty, and learning specialists is a central feature of the Workshop model. The project has been enriched by the talents and energy of many participants. Some of their names are found throughout these books; many others are not identified. In either case, we are most grateful to all those who have advanced the model by their keen insight and enthusiastic commitment. We also acknowledge, with pleasure, the support of the National Science Foundation, NSF/DUE 9450627 and NSF/DUE 9455920. Our work on the second NSF award was skillfully guided by our National Visiting Committee: Michael Gaines (chair), Joseph Casanova, Patricia Cuniff, David Evans, Eli Fromm, John Johnson, Bonnie Kaiser, Clark Landis, Kathleen Parson, Arlene Russel, Frank Sutman, Jeffrey Steinfeld, and Ronald Thornton. We value their advice and encouragement. The text of the Guidebookwas repeatedly processed by Arlene Bristol, with exceptional skill and remarkable patience. Finally, we appreciate the vision and commitment of John Challice and Prentice Hall to make this work readily available to a large audience. Books are written for you, the readers. We welcome your comments and insights. Please contact us at the indicated email addresses. The Editors, Summer 2000

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Peer-Led Team Learning : General Chemistry

Peer-Led Team Learning : General Chemistry

0130288063

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