Website analysis

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Website Analysis: "Virtual labs and Data analysis"

Introduction

PURPOSE
The goal of my website analysis project is to describe interactive websites that would be of use in providing virtual lab/ data analysis options for traditional labs.

WHY?
Providing virtual lab/ data analysis replacements for traditional labs has two benefits:

1) Engages student attention and participation with interactive sites and/ or data analysis software (i.e. Excel) on the computer
2) Often provides a quick, time-saving alternative when there is

a) inadequate time to prepare or perform a traditional lab OR
b) the equipment or chemicals are unavailable (e.g. nuclear chemistry)

Methods

GROUP COLLABORATION PHASE

Mike Ames--Lewis structures and VSEPR
Doug Balmer--Environmental Chemistry
Mark Hayden--Nuclear chemistry and Periodicity
Grace Kim--Misc. (eventually virtual labs)

The group initially decided to collaborate by looking up sites that were interactive. It is important to note that there is (still) a wide range of opinions about what constitutes an interactive site. The three other members had topics they were particularly interested in, but I decided to either share a topic or create a new one after looking at what was out there. A general format was imposed for submission of sites to the group to allow for ease in categorizing sites:

TOPIC (be specific):

Url:

Level (erase what doesn’t apply)

- Beginner
-Intermediate
-Advanced

Function :

-Anticipatory set
-New/ full lesson
-Review

Time (min)

Supplementary materials (Y/N)? (specify what if YES)

Description:

The sum of the groups efforts can be found at the website index.

INDIVIDUAL PHASE

The other group members had specific topics that they were interested in (e.g. Lewis structures, Environmental Chemistry, Nuclear Chemistry and Periodicity); however, I did not refine my focus until later when, as I searched for interactive sites, I refined my idea of what "interactive" meant.

Interactive sites were chosen according to their adherence to the following criteria:

1) CONTEXT- gives appropriate background/ information relevant to the task at a reading level that is appropriate (i.e. does not require prior knowledge that would be absent)
2) INTERACTIVITY-requires students to engage by manipulating objects or variables; creating and analyzing graphs, datasets, or pictures
3) OPEN-INQUIRY-has different outcomes depending on what variables students decide to pursue, how students decide to analyze/ manipulate them.
4) FUN-is fun, entertaining, colorful, visually engaging.

I decided to focus more on virtual labs and data analysis sites because they seemed to fit my criteria of "interactivity" more frequently.

Interactive Sites

CHEM COLLECTIVE: Virtual Labs

TOPIC: Virtual Labs

Url: http://www.chemcollective.org/assignments.php#molarity

Level
-Advanced

Function
-New/ full lesson

Time (min)
30 min

Supplementary materials?
None needed.

Description:
This site provides 38 Virtual labs that include pre-lab assignments and an ability to customize each lab by the student or the instructor

TOPIC: Scientific method

Url: http://www.chemcollective.org/mr/

Level
-Beginner

Function
-New/ full lesson

Time (min)
45 min

Supplementary materials?
No, everything is free and can be downloaded on site.

Description:
Students work in groups to solve a murder mystery that involves chemistry and logic.

--this site does require download of a compressed file/ finding it on your computer... read the directions!

DAVIDSON COLLEGE CHEMISTRY: Virtual Labs

TOPIC: Virtual Labs

Url: http://www.chm.davidson.edu/ChemistryApplets/

Level
-All levels

Function
-New/ full lesson

Time (min)
30 min

Supplementary materials?
None needed.

Description:
This site provides several virtual labs, more is written in the website index about the ones investigated (e.g. gases, kinetics, Le Chatelier's principle, heat capacity)

PERIODIC TABLE & PERIODICITY: Data analysis and graphing exercises

TOPIC: Graphing Periodic Properties
Url: http://www.chem.uoa.gr/applets/AppletPerTable/Appl_PerTable2.htm
Level -Intermediate -Advanced	Function -New/ full lesson (could also be used in other capacities)	Time (min) 30-45	Supplementary materials? Worksheet	Description: Students create graphs that relate chemical and physical properties to position on the periodic table. Directions are clearly spelled out on the left-hand side. Since the site has so much information, a worksheet is needed for focus. It could be used to introduce the topic, present the content as inquiry, or review before a test.

TOPIC: PERIODICITY: A Graphical Experience (Atomic Size, Ionization Energy, Electron Affinity, Electronegativity, Ionic Radius)

Url: http://academic.pgcc.edu/~ssinex/excelets/PT_interactive_act.pdf

Level
-Intermediate
-Advanced

Function
-New/ full lesson

Time (min)
20 min minimum per topic, I suggest spreading this activity out

Supplementary materials?
Yâ€”tweak the pdf file, most of the work is done already

Description:
The pdf file works with an embedded excel file thatâ€™s set up with graphs, option tabs, etc. that students click on for graphic displays of properties. Clicking on the excel file in the interactive pdf allows for download. Students play with the excel file and various features to find answers to the questions posed in the pdf.

BONUS: working with Excel, not â€œfluffyâ€�

NUCLEAR CHEMISTRY: Applets for short inquiry exercises

TOPIC: Radiation Calculator

Url: http://www.epa.gov/radiation/students/calculate.html

Level
-Beginner
-Intermediate
-Advanced

Function
-Anticipatory set

Time (min)
5-10

Supplementary materials?
None needed

Description:
Students can read through the material and complete the calculations fairly quickly. Organizing and making calculations with class data would be an interesting extension. Good start for a variety of nuclear topics.

TOPIC: Universal Decay Chart and Radioactive Decay Applet

Url: http://www.nuclides.net/applets/radioactive_decay.htm

Level
-Advanced

Function
-New/ full lesson

Time (min)
30-45

Supplementary materials?
Worksheet

Description:
Students are provided with a thorough written explanation of radioactive decay and an applet that can be used to predict decay products. Guided worksheet is needed for the applet. It could ask students to write nuclear equations and predict decay products before testing their predictions with the applet.

TOPIC: Fission and Nuclear Power

Url: http://library.thinkquest.org/17940/texts/fission_power/fission_power.html (information)
http://library.thinkquest.org/17940/texts/java/Reaction.html (applet)

Level
-Beginner
-Intermediate
-Advanced

Function
-New/ full lesson

Time (min)
15-30

Supplementary materials?
Worksheet

Description:
Good source of information for all levels. A guided worksheet is needed. For advanced levels, it could include energy calculations/conversions related to running the applet.

TOPIC: Nuclear Phobia Survey
Url: http://www.pbs.org/wgbh/pages/frontline/shows/reaction/interact/survey.html
Level -Beginner -Intermediate -Advanced	Function -Anticipatory set	Time (min) 5-10	Supplementary materials? None needed	Description: Brief survey that can be administered individually or as a class. Good discussion starter or introduction to nuclear power. After submission, answers are provided that dispel common myths.

Conclusions

In conclusion, though my requirement for interactivity were fairly minimal, perfect interactive sites (which are readable, colorful, engaging, and chock full of content and possibilities for student-inquiry), while extant, are still rare. Some of the sites which are rich in content could use a bit more "wawa factor" (according to Mike Hardisky, Cohort 7--click here to see his criterion for good websites). The sites chosen could definitely increase their appeal to students (and teachers alike!) if more colorful and flashy graphics or text were used. However, the content and potential for their use in the classroom in shifting the responsability for learning onto the student is not to be underrated. In general, those sites that relied on applets tended to show the most potential for being informative, engaging, and student-driven.