General, Organic, and Biological Chemistry: A Guided Inquiry
Edition: 2
Copyright: 2022
Pages: 348
Edition: 2
Copyright: 2022
Pages: 350
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Students can follow a guided inquiry approach as they learn chemistry in the classroom. General, Organic, and Biological Chemistry: A Guided Inquiry serves as an accompaniment to a GOB Chemistry text. It can suit the one- or two-semester course. This supplemental text supports Process Oriented Guided Inquiry Learning (POGIL), which is a student-focused, group-learning philosophy of instruction. The materials offer ways to promote a student-centered science classroom with activities. The goal is for students to gain a greater understanding of chemistry through exploration.
If you are interested in having instructor resources please reach out to POGILKHrep@kendallhunt.com.
Kendall Hunt is excited to partner with The POGIL Project to publish materials in a variety of disciplines that are designed for use in active learning, student-centered classrooms.
POGIL is an acronym for Process Oriented Guided Inquiry Learning. Because POGIL is a student-centered instructional approach, in a typical POGIL classroom or laboratory, students work in small teams with the instructor acting as a facilitator. The student teams use specially designed activities that generally follow a learning cycle paradigm. These activities are designed to have three key characteristics:
- They are designed for use with self-managed teams that employ the instructor as a facilitator of learning rather than a source of information.
- They guide students through an exploration to construct understanding.
- They use discipline content to facilitate the development of important process skills, including higher-level thinking and the ability to learn and to apply knowledge in new contexts.
For more information, please visit www.pogil.org
To the Instructor
To the Student
Acknowledgements
Changes in the Second Edition
General Chemistry Activities
ChemActivity 1 – Working in Teams; Estimation
ChemActivity 2 – Types of Matter; Chemical and Physical Changes
ChemActivity 3 – Atoms and the Periodic Table
ChemActivity 4 – Unit Conversions: Metric System
ChemActivity 5 – Measurements and Significant Figures
ChemActivity 6 – Density and Temperature
ChemActivity 7 – Atomic Number and Atomic Mass
ChemActivity 8 – Nuclear Chemistry
ChemActivity 9 – Electron Arrangement
ChemActivity 10A – Valence Electrons
ChemActivity 10B – Electron Configuration and the Periodic Table
ChemActivity 11 – Ions and Ionic Compounds
ChemActivity 12 – Naming Ionic Compounds
ChemActivity 13 – Covalent Bonds
ChemActivity 14 – Electrolytes, Acids, and Bases
ChemActivity 15 – Naming Binary Molecules, Acids, and Bases
ChemActivity 16 – Molecular Shapes
ChemActivity 17 – Polar and Nonpolar Covalent Bonds
ChemActivity 18 – The Mole Concept
ChemActivity 19 – Balancing Chemical Equations
ChemActivity 20A – Stoichiometry
ChemActivity 20B – Limiting Reagent
ChemActivity 21 – Predicting Binary Reactions
ChemActivity 22 – Oxidation-Reduction Reactions
ChemActivity 23A – Equilibrium
ChemActivity 23B – Le Chatelier’s Principle
ChemActivity 24 – Changes of State
ChemActivity 25 – Rates and Energies of Reactions
ChemActivity 26 – Gases
ChemActivity 27 – Intermolecular Forces
ChemActivity 28 – Solutions and Concentration
ChemActivity 29A – Hypotonic and Hypertonic Solutions
ChemActivity 29B – Colligative Properties
ChemActivity 30A – Acids and Bases
ChemActivity 30B – pH
ChemActivity 30C – Acidity Constant (Ka)
ChemActivity 31A – Buffers
ChemActivity 31B – Henderson-Hasselbalch Equation
ChemActivity 32 – Titrations
Organic Chemistry Activities
ChemActivity 33 – Alkanes, Cycloalkanes and Alkyl Halides
ChemActivity 34 – Conformers
ChemActivity 35 – Constitutional and Geometric Isomers
ChemActivity 36 – Functional Groups
ChemActivity 37 – Overview of Organic Reactions
ChemActivity 38 – Reactions of Alkanes and Alkenes
ChemActivity 39 – Oxygenated Compounds
ChemActivity 40 – Reactions of Alcohols
ChemActivity 41 – Reactions of Carboxylic Acids and Esters
ChemActivity 42 – Properties of Amines and Amides
ChemActivity 43 – Reactions of Amines and Amides
Biological Chemistry Activities
ChemActivity 44A – Overview of Carbohydrates
ChemActivity 44B – Carbohydrate Structure
ChemActivity 44C – Carbohydrate Reactions
ChemActivity 45A – Overview of Lipids
ChemActivity 45B – Lipid Structure
ChemActivity 45C – Lipids and Membranes
ChemActivity 45D – Lipid Reactions
ChemActivity 46A – Overview of Amino Acids and Proteins
ChemActivity 46B – Amino Acids
ChemActivity 46C – Protein Structure
ChemActivity 47A – Enzymes
ChemActivity 47B – Effects on Enzyme Activity
ChemActivity 48A – Nucleic Acids
ChemActivity 48B – DNA Replication
ChemActivity 48C – Transcription and Translation
ChemActivity 49A – Overview of Metabolism
ChemActivity 49B – Metabolic Energy
ChemActivity 49C – Digestion
ChemActivity 50 – Glycolyis
ChemActivity 51 – Citric Acid Cycle
ChemActivity 52 – Electron Transport/Oxidative Phosphorylation
ChemActivity 53 – Additional Carbohydrate Pathways
ChemActivity 54A – Fatty Acid Oxidation
ChemActivity 54B – Fatty Acid Synthesis
ChemActivity 55 – Amino Acid Metabolism
ChemActivity 56 – Urea Cycle
Periodic Table of the Elements
Kendall Hunt is excited to partner with The POGIL Project to publish materials in a variety of disciplines that are designed for use in active learning, student-centered classrooms.
POGIL is an acronym for Process Oriented Guided Inquiry Learning. Because POGIL is a student-centered instructional approach, in a typical POGIL classroom or laboratory, students work in small teams with the instructor acting as a facilitator. The student teams use specially designed activities that generally follow a learning cycle paradigm. These activities are designed to have three key characteristics:
- They are designed for use with self-managed teams that employ the instructor as a facilitator of learning rather than a source of information.
- They guide students through an exploration to construct understanding.
- They use discipline content to facilitate the development of important process skills, including higher-level thinking and the ability to learn and to apply knowledge in new contexts.
For more information, please visit www.pogil.org
Michael P. Garoutte received his B.S. in Chemistry from Missouri Southern State College in 1989, and his Ph. D. from the University of Kansas in 1995. His doctoral work was done under the supervision of Richard Schowen, and involved mechanistic studies of proton transfer in serine proteases. After a year teaching at Mercer University and a year at the University of Central Oklahoma, Garoutte took a position at his alma mater (now known as MSSU) in 1997. He teaches a one-semester general-organic-biological chemistry course (for allied health majors), organic chemistry, instrumental analysis, and computer applications in chemistry, and directs student research. After being introduced to Calibrated Peer Review at UCLA in 2001, Garoutte served as a facilitator for CPR and the Molecular Science project at several Multi-Initiative Dissemination Project workshops. The overwhelming community of support for curriculum reform in chemistry at these workshops encouraged him to adopt POGIL in his allied health and organic chemistry courses. He developed a set of POGIL-like guided-inquiry activities for the allied health (GOB) chemistry course, published in 2007 (Wiley) and continues to be active in the project.
Ashley Mahoney is the Associate Chair and Professor of Chemistry at Bethel University in St. Paul, MN where she has taught for 17 years. She began using POGIL pedagogy in the Fall of 2002. She has helped facilitate over 25 workshops across the country in addition to being the POGIL regional coordinator for the North Central Region. Mahoney has co-authored a collection of POGIL activities for the GOB (allied health) classroom available through Wiley. She has also assembled a national consortium of faculty to write inquiry laboratories for introductory chemistry courses. Her current research focuses on increasing metacognitive awareness in introductory level students to improve success in the course.