P300: Using POGIL activities to teach non-science majors in a Chemistry of Food and Cooking course

Author: Gail Webster, Guilford College, USA

Co-Author: Anne Glenn, Guilford College, USA

Date: 8/4/14

Time: 3:05 PM3:25 PM

Room: MAN 102

Related Symposium: S22

The course “Chemistry of Food and Cooking” was first offered at Guilford College in spring of 2003 and has been offered approximately every other year since. The course primarily serves to fulfill a lab science requirement for non-science majors. While the classic text “On Food and Cooking” by Harold McGee has a wealth of information, the discussion of chemical principles is lacking. Regular “introduction to chemistry” type texts had more detailed chemical information, but did not present the chemistry within the context of food and cooking. To address this need, the authors developed food chemistry focused POGIL (Process Oriented Guided Inquiry Learning) activities designed to teach the chemistry fundamentals essential to understanding the science of food. Topics include atoms, molecules and chemical reactions, acid-base chemistry and, the structure and properties of fats, carbohydrates and proteins. We will discuss the POGIL activities currently in use, student response to the format of the class and preliminary assessment of student learning.

P97: Developing climate change activities in general chemistry

Author: Karen Anderson, Madison College, USA (Presented by: Daniel King, Drexel University, USA)

Co-Author: Daniel King, Drexel University, USA; Jennifer E Lewis and Janelle Arjoon, University of South Florida, USA; Douglas Latch, Seattle University, USA; Susan Sutheimer, Green Mountain College, USA; Gail Webster, Guilford College, USA; Cathy Middlecamp, University of Wisconsin-Madison, USA; Richard Moog, Franklin and Marshall College, USA

Date: 8/3/14

Time: 2:25 PM2:45 PM

Room: MAN 122

Related Symposium: S15

Through an NSF-funded project, collaborators from a variety of different types of institutions have written a series of in-class activities that use climate-change topics to teach general chemistry concepts via the POGIL (Process Oriented Guided Inquiry Learning) approach. It is expected that these new activities will help engage students in learning fundamental general chemistry topics while establishing connections to climate-change concepts. Classroom testing began in Spring 2013. Feedback from the testing is being used to inform revisions to the parts of the activities that develop process skills such as information processing, communication and teamwork. This talk will show the key components of a sample activity and report on insights and challenges gained through preliminary feedback on this set of integrated activities.