A New Approach to Teaching Introductory Science:: The Gas Module

• Sandra Clarkson ^[1] ; Pamela Mills ^[1] ; William V. Sweeney ^[1] ; Robert Marino ^[1]
  1. [1] Hunter College

     Hunter College

     Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 77, Nº 9 (September), 2000, págs. 1161-1161
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • We report a lecture/laboratory module about the behavior of gases that is designed to expose students to the process of scientific discovery, not to teach the gas laws per se. The topic of gases is only the medium used to illustrate other important aspects of physical science: how to process experimental data and reduce it to symbolic mathematical relationships, how to evaluate the reliability of experimental data, and how to view the relationship between experimental data and scientific models. Students measure the macroscopic properties of a gas in the laboratory, reduce their data to a mathematical relationship between the variables, and use that mathematical relationship to help develop a model for microscopic behavior. The students are tested using a poster exam that resembles a scientific meeting in its structure, requiring students to explain verbally the connection between experimental measurements and models of microscopic behavior. We have piloted the module in an experimental integrated chemistry/physics/mathematics course for introductory students. Although designed for an integrated format, the module could be used in a traditional chemistry or physics class.