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| Abstract |
A multistep synthesis project was implemented in an Organic Chemistry II laboratory course for two years. Multistep synthesis is an alternative to traditional cookbook labs that has a greater resemblance to real-world synthesis. In this project, students worked in groups to perform a series of six reactions that led to the production of hexaphenylbenzene, and they then conveyed their results in a Journal of Organic Chemistry formatted paper. Goals for the course included for students to perform synthesis of organic molecules, to communicate their results in a written report, to have lecture material reinforced, and to be introduced to green chemistry concepts. At the end of the course, students completed a survey with 16 open-ended questions probing their ideas about the lab, such as what they believed the purpose and value of it was. Open coding and analysis of the 113 student responses suggested course goals were met and revealed an alignment between the instructor intended purpose, student perceived purpose, and student perceived value. Several students noted how the multistep aspect of the project made their work feel more important because each week’s product was used the following week as opposed to being discarded as waste. Additionally, almost all students (94%) reported reactions performed in lab were taught in lecture, evidence that students made the connection between lab and lecture. These results indicate the effective implementation of a multistep synthesis project and raise further questions about its potential to provoke changes in students’ ideas about science and their process skills.
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Faculty Mentor
Alexey Leontyev |
| Modified Abstract |
A multistep synthesis project was implemented in an Organic Chemistry II laboratory course as an alternative to traditional cookbook labs. Goals for the course included for students to synthesize organic molecules, communicate their results, connect lab and lecture material, and learn green chemistry concepts. Afterwards, students answered open-ended survey questions about their experience. Open coding and analysis of these responses suggested course goals were met and revealed an alignment between the instructor intended purpose, student perceived purpose, and student perceived value. Also, the project’s multistep nature led students to feel their work was more important. The results indicate the effective implementation of a multistep synthesis project and raise further questions about its potential to provoke changes in students’ ideas about science and their process skills. |
| Permalink | https://oaks.kent.edu/ugresearch/2020/physicschemistryliquid-crystal/evaluation-impact-multistep-synthesis-project |
Evaluation of the Impact of a Multistep Synthesis Project
Hyme, S., Khon, D., & Leontyev, A. (n.d.). Evaluation of the Impact of a Multistep Synthesis Project (1–). https://oaks.kent.edu/node/10241
Hyme, Samantha, Dmitriy Khon, and Alexey Leontyev. n.d. “Evaluation of the Impact of a Multistep Synthesis Project”. https://oaks.kent.edu/node/10241.
Hyme, Samantha, et al. Evaluation of the Impact of a Multistep Synthesis Project. https://oaks.kent.edu/node/10241.