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Application of Calibrated Peer Review (CPR) Writing Assignments To Enhance Experiments with an Environmental Chemistry Focus
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Abstract
The use of Web-based peer-reviewed writing for pre- and postlab assignments is proposed for large enrollment first-semester general chemistry laboratory courses. The writing-to-learn assignments are centered on a paint analysis for lead by AAS (atomic absorption spectroscopy), and are delivered using the Calibrated Peer Review (CPR) interface. Results from the first two years of the project show that students submit average essays, but master the material via sequential reviews of three instructor exemplar essays and three peer essays. With improved procedures over the first year, students in the second year of the project showed good accuracy for quantitative analysis of a standard powdered paint sample. They also discover elevated lead levels for an on-campus paint sample. The project gives students experience in technical writing and reading for content on an environmental issue of relevance without an increase in faculty grading time.
Keywords (Audience):
First-Year Undergraduate / GeneralKeywords (Domain):
Environmental ChemistryKeywords (Pedagogy):
Internet / Web-Based LearningKeywords (Subject):
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- Received: August 03, 2009
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