While recent reform in general chemistry has focused mostly on changing the method of instruction and role of instructor, discussion of outcome-supported curriculum reform is growing. Our previous research has focused on evidence-based curriculum changes for a two-semester general chemistry course called Chemistry, Life, the Universe, and Everything (CLUE), where we have found this curriculum had a significant impact on student understanding of structure-property relationships. As part of this study, we wanted to determine what impact these materials for this topic would have within a traditional curriculum. Student responses on an assessment that captured both what they believe can be predicted from Lewis structures along with their explanations of boiling point trends were compared for two groups of students (students enrolled in a traditional curriculum who had received instruction with CLUE materials and those who had not). This poster will present our findings from this study.

Improving student understanding of intermolecular forces with transformed curricula materials

255th National Meeting (2018)

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