It has been previously published that the averages of quiz scores do not change if the General Chemistry topics are introduced by a set of truncated lecture notes versus a set of full lecture notes. Students are told to re-read and review the lecture notes for examinations. Many students do not go back and refer to their notes, based on student comments like: “we did not cover this in class” and “we never did any i&gt;clicker calculations over this material”. This is an important issue, as students should be using the notes, the textbook and practice problems to study for examinations. This study looks into the issue of lecture notes during the 2014/2015 academic year, for General Chemistry I and II. The overall question of this work is to see if students in larger sections of General Chemistry I and II relate better to a set of lecture notes that are created by the student using a set of guided questions provided by the instructor than to traditional lecture notes. The students will answer these guided questions using the Internet or current textbook.

Guided Creation of Lecture Notes by Students Searching the Internet

249th National Meeting (2015)

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