Every student who registers for Chemistry 111A must register for a lecture section that meets MWF, as well as a recitation subsection that meets on Thursdays. You will find information below to help you choose which style of recitation might be best for you. Even though all recitations cover essentially the same material and example problems, there will be two different formats offered this year. You should choose the recitation format that you feel best suits your approach to learning and perceived level of preparedness for Chemistry 111A.
Description of Recitation Types
CLASSIC (Regular) FORMAT
These recitation sections are 1 hour in length. The format includes a brief quiz during the first 25 minutes of class. Following the quiz, a brief summary of the week’s main lecture topics is presented and challenging practice problems are worked for the remainder of the class period. A trained graduate Teaching Assistant (TA) leads this problem-solving session.
POGIL (Guided-Inquiry) RECITATIONS
These recitation sections are 1.5 hours (30 minutes longer than the regular recitation sections). This format also includes a quiz during the first 25 minutes of class. Following this quiz, and a brief summary of the week’s topic by the graduate TA, students will work in small, structured groups on guided-inquiry problem sheets that have been written specifically for Washington University Chemistry 111A topics. These problem sheets are designed to help develop self-teaching and problem-solving skills, as well as to call attention to crucial concepts discussed in lecture through exploration and analysis of challenging example problems.
The custom-designed exercises and selection of problems include an emphasis on conceptual aspects of the topic. This format is designed to help you gain a deeper understanding of the concepts underlying difficult problems.
Which recitation is the best fit for me? Comparison of Regular and POGIL Recitations
Although both regular and POGIL recitations cover the same topics with the same practice problems in every weekly session, POGIL worksheets break down each problem into several guiding questions to lead students to think through the concepts and solve the problem in a stepwise manner.
Example Problem for a Specific Topic: The Bohr Equation
Problem: What is the wavelength (in nm) of the photon absorbed by a Li2+ ion when the ion is excited from the 2nd excited state to the 4th excited state?
In a regular recitation, after a brief review of the topic “The Bohr Equation”, this problem would be presented as written. Students would then be asked to work the problem individually. The TA would circulate around the room to answer any questions while students first attempt the problem. Finally, the TA reviews the problem on the board and shares the correct answer to ensure understanding.
In a POGIL recitation, the worksheet addresses the same problem in a stepwise manner as shown below:
a) What is the value of Z for the Li2+ ion?
b) What feature of the Li2+ ion allows it to be analyzed using the Bohr model? Could Li+ be used instead?
c) What are the values of n for the initial and final states described above?
d) Was a photon absorbed or emitted in this process? Explain your answer.
e) Calculate the energy of the transition in part c.
f) Describe how the transition energy of the Li2+ ion is related to the energy of the photon involved in the process.
g) Calculate the wavelength of the photon absorbed by this ion.
As can be seen here, in both recitation sections students ultimately determine the wavelength of the photon absorbed in this transition.
However, when answering the POGIL guiding questions, students are prompted to address each concept involved in the problem and guided through the problem-solving process. The group work format provides a structured environment for students to discuss with their peers. By articulating their opinions and communicating with peers using scientific language, the students’ understanding of certain concepts becomes polished. In general, students’ confidence and communication skills are strengthened through practice and discussion of the problems.
Choosing the Best Recitation Style for Me
Research studies show that the POGIL-style recitation is beneficial for most first year students, especially in the early times of developing self-teaching, self-learning, and problem-solving skills. To decide whether a regular or POGIL recitation will benefit YOU the most, consider the following questions:
- Do you think you would benefit more from spending 30 minutes longer in recitation every week?
- Do you think you would benefit more from a guided approach to the problem-solving process?
- Do you think exchanging ideas with your peers in a structured environment would help solidify your understanding of a topic?
If you answered yes to all of these questions, then the POGIL-style recitation is recommended for you.
If your answer to one or more of these questions is no, you may want to consider enrollment in a regular recitation. No matter what style you choose, everyone has access to the same information. All students are encouraged to check out the POGIL worksheets, which are available through the course webpage at the end of each week.