A disconnect between staff and student Perceptions of ... · -S3- polarimeter, and then to test...

Crisp et al., Educational analysis of polarimetry

-S1-

A disconnect between staff and student Perceptions of learning: An Educational analysis of the First Year undergraduate chemistry experiment ‘Investigating Sugar using a Home Made Polarimeter’

Michael G. Crispa‡, Scott H. Kableb, Justin R. Readb,c and Mark A. Buntinec,d

Supplementary Material

Table of Contents:

Section

Page

I Scientific and Educational Objectives of the Experiment S2

II ACELL Workshop Survey Instrument S6

III ACELL Student Learning Experience (ASLE) Instrument S8

IV ACELL Experiential Workshop Data S10

V ACELL Student Learning Experience (ASLE) Data S15

a School of Chemistry, Physics and Earth Sciences, Flinders University of South Australia, Adelaide, SA, 5001 Australia. b School of Chemistry, University of Sydney, Sydney, NSW, 2006 Australia. Email: [email protected] c School of Chemistry and Physics, The University of Adelaide, Adelaide, SA, 5005, Australia Email: [email protected] d Department of Chemistry, Curtin University, GPO Box U1987, Perth, WA, 6845, Australia. Email: [email protected] ‡ Present Address: University of South Australia, Adelaide SA 5001, Australia. Email: [email protected]

Electronic Supplementary Material (ESI) for Chemistry Education Research and PracticeThis journal is © The Royal Society of Chemistry 2011

-S2-

I. Scientific and Educational Objectives of the Experiment

(A) Scientific Objectives

The experiment serves to promote student development at both the practical and intellectual

levels. Prosaically, students use analytical balances and volumetric flasks to prepare

standard solutions. Six such solutions are prepared, allowing students to work in pairs (if

desired) and still have each student experience and practice weighing by difference,

quantitative transfer, and the use of a volumetric flask. More importantly, students learn

about the critical components of a polarimeter as they assemble the instrument themselves

(see Figure 1). They experiment with rotating just the top-most polarising filter to see their

effect on the intensity of transmitted light, and learn how to use the extinction point to zero

the instrument. Then, the instrument is used to examine the effect on the transmitted light of

different sucrose concentrations and of different path lengths at constant concentration.

These results are used to prepare a simple report following a provided proforma.

At one level, the objective is to recognise that sucrose is optically active by building the

polarimeter and to use it to measure that activity. At a deeper level, the experiment aims to

illustrate that scientific instruments are not mysterious black boxes from which data

somehow emerge, but rather that they function on scientific principles that can be readily

understood. By verifying that the relationships between measured rotation, concentration,

and path length are consistent with the theory presented in lectures, students see for

themselves how such relationships are originally derived. Finally, by considering the

accuracy of their measurement (relative to the literature value for the optical rotation of

sucrose) and whether their lines of best fit extrapolate through the origin, students have the

opportunity to consider the errors implicit in their results. Plots of measured rotation against

concentration and path length should both extrapolate through the origin within error, but the

calculated specific rotation will not match the literature value if the sucrose is contaminated

with other chiral materials like glucose or fructose.

Depending on the backgrounds and experiences of students and the time available, there are

numerous extension activities that can be added to the experiment. For example, students

could be asked to design and carry out an experiment to investigate the dependence of optical

rotation on some other variable – such as wavelength of light or temperature. Similarly,

students could be asked to predict what would happen if distilled water was added to the


-S3-

polarimeter, and then to test their prediction. Samples of two enantiomers could be

investigated, and the resulting solutions combined to form a racemic mixture. The

concentration of an unknown solution could be determined using the calibrated polarimeter.

Results could even be compared to those obtained from a standard laboratory polarimeter.

For more advanced students, the experiment could be paired with one involving the

resolution of a pair of optical isomers as a test of purity, or a reaction involving a change of

optical rotation (such as the acid-catalysed inversion of sucrose) could be investigated. The

point is that the experiment is extremely flexible, and can be tailored to serve a variety of

ends. It illustrates that relatively simple equipment can quantitatively allow investigations of

chemical phenomena.

(B) Educational Objectives

The educational analysis of this experiment was carried out using the Advancing Chemistry

by Enhancing Learning in the Laboratory (ACELL) protocols. Details of the ACELL

formalism and its achievements have previously been published (Read, 2006; Buntine et al.,

2007; Jamie et al., 2007), as has the analysis of another experiment (Read and Kable, 2007).

Our analysis utilised the ACELL Educational Template (http://www.asell.org). Support

materials such as student, demonstrator, and technical notes are also freely available from the

website, although some materials are restricted to those who hold verifiable academic (or

equivalent) status in order to control access to ‘answers’.

The educational objectives of the experiment, as it operates at Flinders University, are are

divided into three categories – theoretical and conceptual knowledge, scientific and practical

skills, and thinking skills and generic attributes. Within each category, responses to the

question ‘What will the student learn?’ are used to identify several learning outcomes. Those

outcomes marked with an asterisk are considered to be the most important in the present

formulation of the experiment, but other outcomes, including the unmarked ones, could be

accentuated in other contexts. For each learning outcome, the specific processes and

activities which are expected to promote student learning are described, along with the

indicators that will allow both students and their instructors to determine the extent to which

each outcome has been met.

Theoretical and Conceptual Knowledge

Students learn that light can be plane polarised using simple polarising filters, similar to the

filters they may encounter in polarised sunglasses. The extent to which a second polarising


-S4-

filter will allow transmission of the plane-polarised light then depends on the relative

orientation of the two filters. In constructing a simple polarimeter, students learn about the

necessary components and gain a greater understanding of their individual functions and the

internal workings of a scientific instrument. As students recognise the need to zero their

polarimeter, they learn about the need for a reference point in measuring relative change and

experiment with a blank solution – such techniques are commonly used in other

spectroscopic experiments. Student results demonstrate that the extent of rotation of the

plane of polarisation is directly proportional to the concentration and the path length through

the solution of the optically active substance, verifying experimentally the theory they have

encountered in lectures.

Scientific and Practical Skills

The ability to accurately prepare solutions of known concentration is important for many

quantitative chemical investigations, and requires techniques like weighting by difference

and quantitative transfer. Using and handling volumetric flasks and analytical balances may

still feel awkward to students. This experiment provides them with the opportunity to

practice each of these skills. Further, whilst the individual concentrations are not checked,

poor solution preparation will introduce errors into the final data that should be readily

apparent. In analysing their data, students must plot and present appropriate graphical

representations, highlighting key results. If the experiment is conducted properly and

analysed correctly, all data sets should be modelled well by a straight line that extrapolates

through the origin.

An important scientific skill exercised in this experiment involves the consideration and

treatment of error. In addition to the usual measurement uncertainties, there are numerous

potential sources of human error associated with the preparations of the solutions and reading

of the protractor. Cumulatively, these errors should only result in a small uncertainty

associated with each data point, and the intercept should be the origin within experimental

error. If it is not, demonstrators should assist students in identifying significant problems

that arose, and students are encouraged to account for this discrepancy in their report. The

data collected are also used to estimate the specific rotation of sucrose, which is then

compared to a provided literature value. In our experience, students’ results are often

inconsistent with the literature value, an inconsistency which could be due to measurements

under non-standard conditions, but which we believe primarily result from the presence of

optically active impurities in the commercial sugar – most likely glucose and fructose from


-S5-

the slow hydrolysis of sucrose that occurs as moisture is absorbed. It is desirable for

students to recognise the difference between a properly measured but aberrant result which

conveys useful information – in this case, that the sugar is not pure sucrose – and unexpected

results that arise due to controllable or inherent experimental errors.

Thinking Skills and Generic Attributes:

The consideration of errors described above requires that students reflect on both their results

and the procedures used to obtain them. Such reflection is an application of a metacognitive

control process (Byers, 2002), and one that many students have difficulty in developing (Pass

and van Merrienboer, 1994; Sweller, 1994). Discrepancies in experimental work are usually

taken as an indication of a poorly conducted experiment, and students are often reluctant to

interpret a result as indicating a problem with the sample provided or as resulting from the

breakdown of the assumptions supporting the underlying theory; instead, there is a tendency

to attribute a perceived aberrant result to their own mistakes, even when no mistake can be

identified and others are obtaining similar results. This activity offers the opportunity to

encourage students to consider all the alternatives in interpretation of unexpected data. For

example, by collecting on a whiteboard the results of each individual student or pair, the

Demonstrator can discuss whether the complete data set from the class is consistent with

intercepts at the origin or with the literature value for specific rotation. Interactive

discussion then affords the opportunity to reach a consensus explanation in which students

feel some ownership – the explanation arises from their own data and guided discussions,

rather than having been mandated by an authority figure.

This experiment is designed with the intention of assisting students to recognise that

instrumentation need not be mysterious in either construction or operation.


-S6-

II. ACELL Workshop Survey Instrument


-S7-


-S8-


-S9-

III. ACELL Student Learning Experience (ASLE) Instrument


-S10-


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t

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15%

20%

25%

30%

35%

40%

45%

50%

Stro

ngly

A

gree

Agr

eeN

eutra

lD

isag

ree

Stro

ngly

Dis

gare

e

Stu

dent

s, (n

= 9

3)

Com

plet

ing

this

exp

erim

ent h

as in

crea

sed

my

unde

rsta

ndin

g of

che

mis

try

0%5%10%

15%

20%

25%

30%

35%

40%

45%

50%

Stro

ngly

A

gree

Agr

eeN

eutra

lD

isag

ree

Stro

ngly

Dis

gare

e

Stu

dent

s, (n

= 9

3)

Suffi

cien

t bac

kgro

und

info

rmat

ion,

of a

n ap

prop

riate

sta

ndar

d,is

pro

vide

d in

the

intro

duct

ion

0%10%

20%

30%

40%

50%

60%

Stro

ngly

A

gree

Agr

eeN

eutra

lD

isag

ree

Stro

ngly

Dis

gare

e

Stu

dent

s, (n

= 9

3)

The

dem

onst

rato

rs o

ffere

d ef

fect

ive

supp

ort a

nd g

uida

nce


-S

22-


-S

23-

Sum

mar

y of

Stu

dent

Res

pons

e D

ata

for E

xper

imen

t:"I

nves

tigat

ing

the

Rot

atio

n of

Pla

ne P

olar

ised

Lig

ht U

sing

a H

ome-

Mad

e Po

larim

eter

"Pa

ge 3

of 5

0%10%

20%

30%

40%

50%

60%

Stro

ngly

A

gree

Agr

eeN

eutra

lD

isag

ree

Stro

ngly

Dis

gare

e

Stu

dent

s, (n

= 9

3)

The

expe

rimen

tal p

roce

dure

was

cle

arly

exp

lain

edin

the

lab

man

ual o

r not

es

0%5%10%

15%

20%

25%

30%

35%

40%

45%

50%

Stro

ngly

A

gree

Agr

eeN

eutra

lD

isag

ree

Stro

ngly

Dis

gare

e

Stu

dent

s, (n

= 9

3)

I can

see

the

rele

vanc

e of

this

exp

erim

ent t

o m

y ch

emis

try s

tudi

es

0%10%

20%

30%

40%

50%

60%

70%

Stro

ngly

A

gree

Agr

eeN

eutra

lD

isag

ree

Stro

ngly

Dis

gare

e

Stu

dent

s, (n

= 9

3)

Wor

king

in a

team

to c

ompl

ete

this

exp

erim

ent w

as b

enef

icia

l

0%10%

20%

30%

40%

50%

60%

Stro

ngly

A

gree

Agr

eeN

eutra

lD

isag

ree

Stro

ngly

Dis

gare

e

Stu

dent

s, (n

= 9

1)

The

expe

rimen

t pro

vide

d m

e w

ith th

e op

portu

nity

to ta

ke re

spon

sibi

lity

for m

y ow

n le

arni

ng

ACEL

L - A

ustra

lasi

an C

hem

istry

Enh

ance

d La

bora

tory

Lea

rnin

g


-S

24-


-S

25-

Sum

mar

y of

Stu

dent

Res

pons

e D

ata

for E

xper

imen

t:"I

nves

tigat

ing

the

Rot

atio

n of

Pla

ne P

olar

ised

Lig

ht U

sing

a H

ome-

Mad

e Po

larim

eter

"Pa

ge 4

of 5

0%10%

20%

30%

40%

50%

60%

70%

80%

90%

Way

Too

Muc

hTo

o M

uch

Abo

ut R

ight

Not

Eno

ugh

Now

here

Nea

rE

noug

h

Stu

dent

s, (n

= 8

7)

I fou

nd th

at th

e tim

e av

aila

ble

to c

ompl

ete

this

exp

erim

ent w

as

0%10%

20%

30%

40%

50%

60%

70%

Out

stan

ding

Ver

y V

alua

ble

Wor

thw

hile

Of L

ittle

Val

ueW

orth

less

Stu

dent

s, (n

= 8

7)

Ove

rall,

as

a le

arni

ng e

xper

ienc

e, I

wou

ld ra

te th

is e

xper

imen

t as


-S

26-


-S

27-


A disconnect between staff and student Perceptions of ... · -S3- polarimeter, and then to test...

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Transcript of A disconnect between staff and student Perceptions of ... · -S3- polarimeter, and then to test...