Kinetics Explorer: an interactive
web-based resource
for teaching kinetics
at the first-year college level
Bob Hanson
St. Olaf College, Northfield, MN
http://www.stolaf.edu/people/hansonr
BCCE 18, July 20, 2004
Goals of this Presentation
• Briefly describe the context of first-year
chemistry at St. Olaf.
• Explain the textbook-problem motivation
for this project.
• Describe the goals of the project.
• Demonstrate the project.
• Share some student feedback.
First-Year Chemistry At St. Olaf
Stoichiometry
gas laws
pKa/pKb/Ksp
Chemistry 121
Molecular
Structure and
Bonding
Chemistry 123
Stoichiometry
gas laws
pKa/pKb/Ksp
Molecular Structure
Bonding
Thermodynamics
Electrochemistry
Kinetics
Chemistry 126
Chemistry 125
FALL
INTERIM
SPRING
…for about 8 weeks we study thermo…
Thermodynamics
Electrochemistry
Kinetics
Chemistry 126
More about this later
this morning and
at S574 (Wed. 2:50)
…for about 2 weeks we study electrochemistry…
Thermodynamics
Electrochemistry
Kinetics
Chemistry 126
…for the final 3 weeks we study kinetics.
?
Thermodynamics
Electrochemistry
Kinetics
Chemistry 126
The Problem:
• Only about 2/3 of the students (130)
had a textbook from the previous class.
• Should we make the other 70 students buy
a $120+ textbook for a 3-week segment?
• Should we write one ourselves?
• Maybe this could be more fun…
How about a Web Site?
www.stolaf.edu/depts/chemistry/kinetex
The Idea:
• Kinetics is dynamic.
• Kinetics is experimentally based.
• Kinetics lends itself to discovery-mode
learning.
• Kinetics involves mechanistic hypotheses.
Maybe this could be really fun:
• Could using web-based dynamic media
provide greater opportunities to dig
deeper into kinetics?
• To discover relationships in a more
straightforward manner?
• To explore more fully concepts that
otherwise are just “givens”?
The strategy: Reuse successful components
made with JavaScript…
JavaScript
Kinetics
Simulator
IMT
Concept
Index
JavaScript
DivGraph
Module
OK, maybe
not THAT
easy, but…
The result: It was worth the work!
We divide kinetics into two basic sections…
We start with thinking about time as a
variable in chemical reactions…
We discuss the ideas of reaction rate, rate
law and reaction order.
We talk about the effect of temperature in
terms of energy levels and probability.
We discuss the ideas of reaction mechanism
and elementary steps—“fast” and “slow.”
And we have some fun with some more
complex examples—some “break the rules.”
Along with all this, we have “explorations.”
Within each topic, students can explore the
concepts in depth and decide for themselves.
Lots of graphing and graphical analysis is
involved in kinetics.
Students explore the effect of different
aspects of mechanism on reaction rate.
We often connect these explorations with
actual lab experiments or demonstrations.
So what’s an “Exploration”?
An “exploration” is an interactive
simulation of a chemical reaction that
runs in real time, at the student’s
pace, and offers an opportunity to
learn while playing. The student is
encouraged to experiment and to
think about a few questions that relate
to the experiment.
For example…
Everything from the simple…
…for the standard analysis…
…to the more complex…
…to the more complex…
If we double the initial [NO2],
then the initial rate should…
…to the more complex…
…quadruple!
…and beyond!
…with dynamic graphing of data…
…and dynamic rate law definition.
presentation continues
with a demonstration
using the actual site
(if time and the internet gods permit)
at
www.stolaf.edu/depts/chemistry/kinetex
2003 Feedback from students…
•
“The unity of the topical sequence throughout the semester was
especially well thought out. Additionally, this class made the best use
of computer programs and web resources for true learning that I've
ever encountered.”
•
“Try not to lean so heavily on the web pages as teaching materials. I had a
hard time navigating them. Also, I had to download Netscape (which I don't
really mind) however, for some students, full-time computer access is hard.”
•
“Please make the Kinetex website a text book, it was very hard to really
study the material when it was on line. When I study I make notes in the
margins so it was difficult to do so online! (this accounts for the low score on
the online reading question) Otherwise the other web material was
wonderful!!!!”
•
“I think the Kinetics Explorer online is horrible for text book use. I really like
the quizzes and supplemental programs, but would much prefer a paper
book for this chapter.
2004 Feedback from students…
•
It was very helpful. It was all that I used when learning Kinetics.
•
To be honest, i really liked it.
•
it really supplemented the textbook and laid out what was important.
•
It was very helpful- I consulted it instead of the book when I had
questions.
•
it wasn't as interesting as thermodynamics or electrochem. it was
harder too. the rate law stuff and k were not easy concepts
•
The online kinetics material was helpful in understanding the big
concepts, otherwise it was not helpful for homework or test
preparation. I felt that the lecture was based on the online material
and it was not very helpful to go back and do the explorations again.
2004 Feedback from students…
•
They were very beneficial.
•
I used it a lot more once I decided I needed to get more serious about
the course. I think it paid off.
•
loved it...understood how to use it and it was better than the
supplement.
•
I thought the online material for the kinetics was very beneficial. I
used it often and thought that it was very well done.
•
I thought the online material was quite good. One thing that might be
helpful would be more examples to help us understand homework
and plugging in numbers to these equations.
.
Conclusions:
• The dynamic nature of JavaScript-driven web
applications nicely matches the dynamic nature of
kinetics.
• Kinetics simulations allow a deeper understanding of
kinetic phenomena.
• Students at St. Olaf appreciate web-based materials as
supplements, not as primary reading.
Thank you!
feedback appreciated
Bob Hanson
St. Olaf College, Northfield, MN
http://www.stolaf.edu/people/hansonr
BCCE 18, July 20, 2004