Cultivating a Meaningful Application of IMFs through Backward Laboratory Course Design

Area of Science:

• Chemistry Education
• Laboratory Course Design

Background:

• Traditional chemistry labs often lack focus and student-driven inquiry.
• Developing meaningful applications of fundamental concepts like intermolecular forces (IMFs) is crucial for student learning.

Purpose of the Study:

• To design and implement a first- and second-year inquiry-based chemistry laboratory course.
• To structure the course around a culminating practical application of intermolecular forces (IMFs).

Main Methods:

• Utilized backward design, starting with the desired student outcome: isolating caffeine.
• Structured techniques and concepts around the central theme of IMFs and their application.
• Incorporated evidence-based pedagogies, repetition, and opportunities for student decision-making.

Main Results:

• Developed a challenging, multi-level experiment for isolating caffeine, requiring application of IMFs.
• Students could complete the culminating lab practical individually and autonomously.
• Faculty collaboration and iterative course development over several semesters were key.

Conclusions:

• Backward design with a central theme, like IMFs, is effective for planning chemistry laboratory courses.
• A cumulative lab practical motivates students and fosters responsibility for learning.
• Despite a focused approach, gaps in students' ability to apply IMFs persisted.