11 Frustrated Lewis Pair Pedagogy: Expanding Core Undergraduate Curriculum …
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improvement observed in the performance on Question 4 is not surprising given that
the FLP material was explicitly used to construct assessments where students were
required to use thermodynamic cycles to obtain values of H or G for a reaction
(see Examples 1 and 2 in Results).
The less dramatic improvement in Questions 5 and 6 suggests that the concepts
assessed in these questions were not heavily reinforced during the course. In future
sessions, lectures and assessments will be altered to ensure that these concepts are
indeed covered more explicitly. Fortunately, FLP chemistry provides a convenient
palette from which to create questions that probe the notion that chemical systems
in dynamic equilibrium will respond to variations in concentration so as to reestablish equilibrium (Question 5) and the constancy of the equilibrium constant during
fluctuations in concentrations (Question 6).
Finally, it is crucial to note that this preliminary study was only a pilot project,
and analysis of the data is subject to a number of important limitations. Most importantly, the sample population, although representative of the typical enrollment in this
course, is very small. The impact of the small sample size is further amplified by the
decreased rate of response to the postquestionnaire. Also, we note that the pre–post
study design was selected to see whether a course incorporating FLP material could
help to solidify thermodynamic concepts; it was not designed to confirm that the
FLP material is specifically responsible for the improvement in understanding. The
latter would require a control group receiving a level of instruction that is identical
except for the inclusion of the FLP material.
11.5 Conclusions
The FLP concept has unquestionably helped drive innovation in the chemical
sciences. Although this concept continues to drive such innovation at the frontiers
of chemical research, it has now matured sufficiently to be included within the core
material of the undergraduate inorganic chemistry curriculum. The pilot experience
of incorporating this material into the undergraduate curriculum at UC Santa Cruz
was successful: the FLP material could be readily incorporated into the core material in addition to being an “advance topic” example of cutting-edge research. The
students were receptive to the material, engaged during lecture and discussion, and
able to tackle FLP-based exam questions. The secondary goal of this study was to
investigate whether the FLP material helped the students to solidify thermodynamic
concepts that they had learned earlier in their educational careers. The preliminary
quantitative data suggest that this is indeed the case, but the small sample size should
be borne in mind. The qualitative narrative feedback is highly encouraging and indicates that the students did indeed find that their understanding of thermodynamic
concepts was enhanced by the FLP material. These data will be used to inform the
design of subsequent iterations of the main-group inorganic chemistry course at UC
Santa Cruz and may also be of interest to instructors at other universities.
397
improvement observed in the performance on Question 4 is not surprising given that
the FLP material was explicitly used to construct assessments where students were
required to use thermodynamic cycles to obtain values of H or G for a reaction
(see Examples 1 and 2 in Results).
The less dramatic improvement in Questions 5 and 6 suggests that the concepts
assessed in these questions were not heavily reinforced during the course. In future
sessions, lectures and assessments will be altered to ensure that these concepts are
indeed covered more explicitly. Fortunately, FLP chemistry provides a convenient
palette from which to create questions that probe the notion that chemical systems
in dynamic equilibrium will respond to variations in concentration so as to reestablish equilibrium (Question 5) and the constancy of the equilibrium constant during
fluctuations in concentrations (Question 6).
Finally, it is crucial to note that this preliminary study was only a pilot project,
and analysis of the data is subject to a number of important limitations. Most importantly, the sample population, although representative of the typical enrollment in this
course, is very small. The impact of the small sample size is further amplified by the
decreased rate of response to the postquestionnaire. Also, we note that the pre–post
study design was selected to see whether a course incorporating FLP material could
help to solidify thermodynamic concepts; it was not designed to confirm that the
FLP material is specifically responsible for the improvement in understanding. The
latter would require a control group receiving a level of instruction that is identical
except for the inclusion of the FLP material.
11.5 Conclusions
The FLP concept has unquestionably helped drive innovation in the chemical
sciences. Although this concept continues to drive such innovation at the frontiers
of chemical research, it has now matured sufficiently to be included within the core
material of the undergraduate inorganic chemistry curriculum. The pilot experience
of incorporating this material into the undergraduate curriculum at UC Santa Cruz
was successful: the FLP material could be readily incorporated into the core material in addition to being an “advance topic” example of cutting-edge research. The
students were receptive to the material, engaged during lecture and discussion, and
able to tackle FLP-based exam questions. The secondary goal of this study was to
investigate whether the FLP material helped the students to solidify thermodynamic
concepts that they had learned earlier in their educational careers. The preliminary
quantitative data suggest that this is indeed the case, but the small sample size should
be borne in mind. The qualitative narrative feedback is highly encouraging and indicates that the students did indeed find that their understanding of thermodynamic
concepts was enhanced by the FLP material. These data will be used to inform the
design of subsequent iterations of the main-group inorganic chemistry course at UC
Santa Cruz and may also be of interest to instructors at other universities.