This is a powerpoint quiz show review that can be used to help students assess themselves on their level of understanding of simple bonding theory and some simple molecular orbital theory. It is appropriate for use in a general chemistry course or at the beginning of an advanced inorganic chemistry course to review simple bonding theory. It was developed as an alternative to using clickers for those departments that do not have clickers or would prefer not to set up clicker questions. Correct answers are shown at the end of each slide.
1. Identify weaknesses of student understanding of simple bonding theory by reviewing together in class.
2. Facilitate further discussion in areas of simple bonding theory.
3. Help students to evaluate areas in which they need to concentrate more to better understand simple bonding theory before an exam or before moving on to a new unit.
This quiz show review can be used before an exam (or anytime). Slides can easily be added, deleted, or modified to fit your needs. It is not intended to be a graded assignment but to help students evaluate their own understanding of the topic and to help the professor to identify weaknesses in student understanding of the material. Students can write down their answers to each question and evaluate themselves as the answer is shown or students can call out which answer they believe is the right one and then see if they are right. A question that is answered incorrectly by a large number of students can then be expanded on and explained in more detail. Hopefully it will also serve to bring about further questions from students and encourage them to ask questions. This also helps the students recall areas that they require additional help. Sometimes it can become a contest to see if I can stump the class!
This exercise is evaluated by student response.
I have found that students would rather call out the answers and try to agree on one. Often there are differing opinions on an answer and this starts a discussion. If and when there is an answer that is agreed upon I will say, “Is that your final answer?” and it becomes a game as to whether they got it right or not. After showing the answer, I will explain it and then try some other examples or harder examples. Many times this will lead to other questions from the student about the topic.
Sometimes I ask them not to call out the answer so that everyone will write down an answer without being swayed by other students. This allows them to really test themselves. Then we will have the discussion after showing the answer. At the end of the slides they can see how many they got right. I do not ask them to turn anything in and they are not being graded. I can only evaluate this exercise by the fact that I have a large amount of participation and students are very engaged.