Journal
JOURNAL OF CHEMICAL EDUCATION
Volume 88, Issue 7, Pages 858-859Publisher
AMER CHEMICAL SOC
DOI: 10.1021/ed100875w
Keywords
First-Year Undergraduate/General; Curriculum; Analogies/Transfer
Ask authors/readers for more resources
This article describes the impact of starting with gases in an introductory chemistry course at a community college. Students in the author's class frequently are very weak in algebra skills, and this has a cumulative impact over time that culminates in student struggles when moles and reaction stoichiometry are discussed. The rationale behind starting with gases was that the topic has a relatively small content load while giving students the opportunity to manipulate and apply algebraic equations. The author observed improved student performance, particularly when discussing moles and stoichiometry.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available