For Chemistry Lab, Raid the Pantry for Raw Materials
By: Duke University
Tags: Duke University, Science Education, Covid Diaries, Higher Education, Chemistry

By Charlie Cox

Editor’s Note: This is part of an occasional series of essays by Duke faculty members whose normal fall 2020 class routines were disrupted by the pandemic. These essays will examine how faculty adapted.

I teach Chem 101, and to give students a realistic laboratory experience this fall, I used a combination of simulations and at-home experiments using ingredients they might find in their pantry or the baking section of the grocery store.

Students completed simulations during the first half of the semester for the more abstract content, which included experiments and content normally not covered in the laboratory. For the second half of the semester, we gave students reagents such as vinegar, crème of tartar, food coloring, and other household items to complete experiments associated with kinetics and acid-base chemistry while at home. We designed assessments for both the simulation and at-home experiments that emphasized data analysis and interpretation because of the importance of this objective in the chemistry curriculum.

My lecture component was likewise changed to provide additional materials for students. We prepared videos for each of the learning objectives for Chem 101. We decided to make these “ShowMe” videos ourselves to provide students in-house Duke materials to ensure quality and depth. I recalibrated my lectures to include a review of the content and included problem-solving activities, since students had some familiarity with the content prior to lecture by watching the “ShowMe” videos.

In lecture, I encouraged students to participate in discussions by posting responses to the chat in Zoom and by asking questions of everyone or sending them privately to me. I tend to move slower as a result of monitoring the chat and trying to gauge student understanding during lecture. I changed my office hours to include an emphasis upon problem solving and discussion. I used a synchronous approach in lecture because of the importance of building a classroom community. The laboratory component also used a synchronous approach; we recorded all Zoom sessions, including office hours to provide flexibility for students in different time zones. We modified the grading structure to incorporate more lower stakes activities such as homework assignments, discussion problems, and weekly quizzes to lower the weight associated with each of the mid-term exams.

The result: Teaching on Zoom did have many challenges. I’ve always been a chalkboard professor, so I had to learn new technology quickly. I had students in Durham but also in Thailand and Australia; therefore, I am sure taking lectures and laboratories were quite challenging for these students given the time differences. Despite my personal struggles and struggles students may have faced, my students did very well. I had an amazing group of students who helped motivate me to go above and beyond during my first semester at Duke. Office hours using a problem-solving approach proved to be quite effective and will be something I continue to do once face-to-face instruction resumes.

In addition, we now have a set of videos that will help us create a more interactive classroom in the future that will focus teaching content and provide a greater focus upon problem solving. Finally, I’ve learned the pros and cons of using simulations in lieu of and for supplementing laboratory experiences. My research group plans to focus upon educational benefits of simulations and aid in developing evidence-based practices for incorporating simulations in lectures and laboratories.

Charlie Cox is an associate professor of the practice of chemistry at Duke University