Potts, SE; Ali, S; (2017) Rethinking Assessment of First-Year Undergraduate Symmetry with E-Learning Techniques. Presented at: Variety in Chemistry Education and Physics Higher Education Conference (ViCEPHEC) 2017, York, UK.

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Abstract

The knowledge of symmetry operations and point groups in first-year undergraduate chemistry is crucial for the understanding of more advanced topics in later years, such as spectroscopy, group theory and crystallography. However, symmetry is a topic with which many first-years struggle, both in terms of understanding and engagement with the material. In particular, the visualisation of molecules in 3D and applying symmetry operations presents a key challenge for many students. We have designed a new method of symmetry assessment for first-year chemistry undergraduates, which encourages them to look at the symmetry of everyday objects, such as buildings, street furniture or household items. The participants upload photos of interesting objects they find to Moodle (UCL’s virtual learning environment) and, within groups, discuss the symmetry elements within them, leading to assignment of a point group. With many everyday objects, there is room for debate, for example, when considering the symmetry of a street sign, should the whole sign be included in the assessment or just the face. This debate and peer dialogue fosters deeper learning and can then be applied to molecules and molecular orbitals. The effectiveness of this approach will be assessed in the coming academic year and compared to a control group, and a group completing the coursework in its current form of a Moodle quiz.

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