P669: Online homework in introductory chemistry

Author: Rachel Weier, University of Wisconsin -La Crosse, USA

Co-Author: Anna George, University of Wisconsin-La Crosse, USA

Date: 8/6/14

Time: 9:35 AM9:55 AM

Room: LTT 103

Related Symposium: S13

Instructors are charged with the responsibility of providing students with resources that will support their learning. The rising use of technology in the classroom brings about new resources that can potentially help or even hinder students’ understanding of content. Sections of introductory chemistry utilized online homework as part of their courses. Students performance (n=297) was measured using a pretest and posttest of the 2003 California Diagnostic Exam. Academic gains were measured by evaluating the change in performance between the pretest and posttest. Academic gains of students who completed a minimum amount of online assignments were compared to those demonstrated by the students who completed less than the minimum amount of the online assignments. The differences in performance and implications for the use of online homework in introductory chemistry course will be discussed.

P670: Comparison of two online homework systems based on student performance within the context of the Technology Acceptance Model in Introductory Chemistry

Author: Anna Bayless George, University of Wisconsin -La Crosse, USA

Co-Author: Benjamin George, University of North Texas, USA

Date: 8/6/14

Time: 9:55 AM10:15 AM

Room: LTT 103

Related Symposium: S13

Several investigations regarding the use of online homework have been conducted to evaluate their effectiveness and value in university science courses. These studies tend to evaluate either student perceptions or student performance. Davis (1985) developed the Technology Acceptance Model (TAM) to understand the user acceptance process of computer and information systems as well as to provide a theoretical basis for empirically measuring user acceptance. The relationship between student perceptions regarding online homework, as opposed to written homework, and student performance in an introductory chemistry class was analyzed within the context of this model. Students enrolled in a section of chemistry for non-science majors were assigned homework previously given out of the back of the book, using the online homework program that accompanies the textbook. A separate sample of students enrolled in chemistry for non-science majors used a commercially available online homework program that was independent from the textbook. Student perceptions and chemistry content knowledge were collected of both separate samples at the beginning of the semester and again at the end of the semester to evaluate changes in perception and content knowledge. This population is a representative sample of students at the beginning of their academic careers in the Midwest who are considered to be part of the “Digital Native” generation. The data collected from these two samples was used to compare the relationship between student perceptions and student performance in introductory chemistry for two online homework programs. Post hoc analysis was performed to isolate potential significant differences between the two samples.

P464: Profiling Texas vodka: Laboratory and field experiences

Author: Anna George, University of Wisconsin - La Crosse, USA

Co-Author: Timothy Stephens, Robyn Ford and Diana Mason, University of North Texas, USA

Date: 8/5/14

Time: 11:30 AM11:50 AM

Room: MAK B2110

Related Symposium: S39

The origin of what is known today as vodka is probably from ca. 9th century Russia where grains, potatoes, and fruits were distilled. It is commonly known that Mendeleev funded his lab by selling Russian standardized vodka. The more popular commercial solutions generally associated with Texas are Crazy Water, Dr Pepper, Big Red, Lone Star Beer, Shiner Beer, and wines from some 200+ wineries, but there is a growing interest in alcoholic spirits, particularly vodka. In 2012 Texas had 6 known vodkas; there are now 20 and counting! This study explores solutions of 40% ethanol and 60% water and attempts to discern from data collected if there are differences in various commercial products labeled as Texas vodka (water from Texas and/or plant matter from Texas). Presented are data characterizing the flavor profiles, conductivity, pH, and metal ion content of each. In addition to the organic material mentioned above, Texas vodka also includes distillates from cactus and black-eyed peas, but what are the chemical differences in these solutions?