Teaching Atomic Theory Using Photoelectron Spectroscopy Data

TCE

The Chemical Educator

ISSN: 1430-4171 (electronic version)

Table of Contents

Abstract Volume 18 (2013) pp 314-318
DOI 10.1007/s00897132501

Teaching Atomic Theory Using Photoelectron Spectroscopy Data

Joseph M. Bergman†, Sarah B. Boesdorfer^‡, Jeffrey S. Carver^§, Frackson Mumba**, and William J. F. Hunter*^,††

†Illinois Central College, East Peoria, IL 61635; ‡University of Northern Iowa, Cedar Falls, IA 50614-0423; §West Virginia University, Morgantown, WV, 26506-6122; **University of Virginia, Charlottesville, VA 22904; ‡‡Illinois State, University Normal, IL, 61790, wjhunte@ilstu.edu
Received February 23, 2013. Accepted March 16, 2013.

Published: 22 November 2013

Abstract. In this paper we describe our non-traditional method for teaching atomic theory in a large introductory undergraduate chemistry course. Using photoelectron spectroscopy (PES) data and teaching methods consistent with Constructivism [1, 2], students constructed an acceptable model of the atom without lectures or following the traditional historical development of the atom method for teaching students. Through test data, surveys, and interviews, we found that students learned atomic theory and had a positive attitude towards our PES Data Method. The PES Data Method is an example of how non-lecture methods can be successfully utilized in a large lecture course.

Key Words: In the Classroom; general chemistry; atomic structure); photoelectron spectroscopy, data analysis; active learning

(*) Corresponding author. (E-mail: wjhunte@ilstu.edu )

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