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2007
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February
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In the Laboratory
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Application of Calibrated Peer Review (CPR) Writing Assignments To Enhance Experiments with an Environmental Chemistry Focus
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Lawrence D. Margerum, Maren Gulsrud, Ronald Manlapez, Rachelle Rebong, and Austin Love
Department of Chemistry, University of San Francisco, San Francisco, CA 94117
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February 2007
Vol. 84 No. 2
p. 292
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| Abstract |
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The use of Web-based peer-reviewed writing for pre- and postlab assignments is proposed for large enrollment first-semester general chemistry laboratory courses. The writing-to-learn assignments are centered on a paint analysis for lead by AAS (atomic absorption spectroscopy), and are delivered using the Calibrated Peer Review (CPR) interface. Results from the first two years of the project show that students submit average essays, but master the material via sequential reviews of three instructor exemplar essays and three peer essays. With improved procedures over the first year, students in the second year of the project showed good accuracy for quantitative analysis of a standard powdered paint sample. They also discover elevated lead levels for an on-campus paint sample. The project gives students experience in technical writing and reading for content on an environmental issue of relevance without an increase in faculty grading time.
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| Supplement |
Instructions for the students, notes for the instructor, and the pre- and postlab survey questions are available.
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| More Information |
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Citation |
Margerum, Lawrence D.; Gulsrud, Maren; Manlapez, Ronald; Rebong, Rachelle; Love, Austin. J. Chem. Educ. 2007 84 292.
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Keywords |
Atomic Spectroscopy; Environmental Chemistry; General Chemistry; Internet / Web-Based Learning; Laboratory Instruction; Quantitative Analysis; Teaching / Learning Aids; Writing in Chemistry
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History |
Created:
Last Updated: |
1/9/2007
2/16/2007
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 Caution! | | Experiments, laboratory exercises, lecture demonstrations, and other descriptions of the use of chemicals, apparatus, instruments, computers, and computer interfaces are presented in the Journal of Chemical Education as illustrative of new or improved ideas or concepts in chemistry instruction and are directed at qualified teachers. Although every effort is made to assure and encourage safe practices and safe use of chemicals, the Journal of Chemical Education cannot assume responsibility for uses made of its published materials. Many chemicals are hazardous. Precautions for the safe use of hazardous chemicals and directions for their proper disposal are described in the Material Safety Data Sheets and on the labels. We strongly urge all those planning to use materials from our pages to make choices and to develop procedures for laboratory and classroom safety in accordance with local needs and situations. |
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