394
T. C. Johnstone
and bases. With regard to the structure described in Table 11.1, FLP chemistry was
introduced in Topic 1: Acid–Base Chemistry as a part of the coverage of the Lewis
acid–base paradigm. Although the FLP concept is presented as core material in
CHEM 151B, the treatments of most of the topics from Table 11.1 were ended with
discussions of primary literature research articles; the seminal paper by Stephan et al.
on the reversible activation of H 2 was used for Topic 1 [4]. Importantly, however, the
FLP concept was not introduced with that paper. Rather, the paper was a research
application of a chemical principle to which they had already been introduced.
11.3.2 Influence of FLP Coverage on Understanding
Thermodynamics
In addition to establishing the fluidity with which the FLP concept can be readily
introduced into the inorganic chemistry canon at UC Santa Cruz, the use of the FLP
concept in cementing students’ knowledge of fundamental thermodynamic concepts
was explored. It is noteworthy that no new thermodynamic concepts were introduced
in CHEM 151B; the FLP concept was being explored as a tool that could help consolidate information that students had encountered previously in their general chemistry
and physical chemistry education. The questionnaire administered to the students
before the start of the academic quarter (“prequestionnaire”) allowed a baseline level
of knowledge to be established. All students completed this initial questionnaire.
Readministration of the same questions following coverage of the FLP material
in the course (“postquestionnaire”) provided insight into whether the main-group
inorganic chemistry material, including the coverage of FLP chemistry, helped to
ameliorate their understanding of these key fundamental chemical thermodynamic
concepts. Ten of the 13 students enrolled in the course completed the postquestionnaire. The proportions of students giving the correct answers to each of the questions
on both the prequestionnaire and the postquestionnaire are shown in Fig. 11.2.
Question 1 assessed familiarity with the definition of the equilibrium constant as
a function of product and reactant concentrations. The two incorrect responses were
both A, which neglects inclusion of the stoichiometric coefficient (molecularity) as
an exponent in the formula for K. In the postquestionnaire, all students answered the
question correctly.
Question 2 assessed an understanding of the relationship between the magnitude
of K and the relative proportions of reactants and products. All students correctly
answered the question on both questionnaires.
Question 3 assessed familiarity with the concept of an equilibrium “lying to the
left” or “lying to the right” and the relationship of this notion with a numerical value
of an equilibrium constant. All students correctly answered the question on both
questionnaires.
Question 4 assessed whether students were able to execute symbolic algebra using
chemical equations to successfully combine thermodynamic functions (Gibbs free
T. C. Johnstone
and bases. With regard to the structure described in Table 11.1, FLP chemistry was
introduced in Topic 1: Acid–Base Chemistry as a part of the coverage of the Lewis
acid–base paradigm. Although the FLP concept is presented as core material in
CHEM 151B, the treatments of most of the topics from Table 11.1 were ended with
discussions of primary literature research articles; the seminal paper by Stephan et al.
on the reversible activation of H 2 was used for Topic 1 [4]. Importantly, however, the
FLP concept was not introduced with that paper. Rather, the paper was a research
application of a chemical principle to which they had already been introduced.
11.3.2 Influence of FLP Coverage on Understanding
Thermodynamics
In addition to establishing the fluidity with which the FLP concept can be readily
introduced into the inorganic chemistry canon at UC Santa Cruz, the use of the FLP
concept in cementing students’ knowledge of fundamental thermodynamic concepts
was explored. It is noteworthy that no new thermodynamic concepts were introduced
in CHEM 151B; the FLP concept was being explored as a tool that could help consolidate information that students had encountered previously in their general chemistry
and physical chemistry education. The questionnaire administered to the students
before the start of the academic quarter (“prequestionnaire”) allowed a baseline level
of knowledge to be established. All students completed this initial questionnaire.
Readministration of the same questions following coverage of the FLP material
in the course (“postquestionnaire”) provided insight into whether the main-group
inorganic chemistry material, including the coverage of FLP chemistry, helped to
ameliorate their understanding of these key fundamental chemical thermodynamic
concepts. Ten of the 13 students enrolled in the course completed the postquestionnaire. The proportions of students giving the correct answers to each of the questions
on both the prequestionnaire and the postquestionnaire are shown in Fig. 11.2.
Question 1 assessed familiarity with the definition of the equilibrium constant as
a function of product and reactant concentrations. The two incorrect responses were
both A, which neglects inclusion of the stoichiometric coefficient (molecularity) as
an exponent in the formula for K. In the postquestionnaire, all students answered the
question correctly.
Question 2 assessed an understanding of the relationship between the magnitude
of K and the relative proportions of reactants and products. All students correctly
answered the question on both questionnaires.
Question 3 assessed familiarity with the concept of an equilibrium “lying to the
left” or “lying to the right” and the relationship of this notion with a numerical value
of an equilibrium constant. All students correctly answered the question on both
questionnaires.
Question 4 assessed whether students were able to execute symbolic algebra using
chemical equations to successfully combine thermodynamic functions (Gibbs free