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IDENTIFYING UNDERGRADUATE STUDENT'S MOTIVATION TO ATTEND TUTORING FOR GENERAL CHEMISTRY COURSES
Title
IDENTIFYING UNDERGRADUATE STUDENT'S MOTIVATION TO ATTEND TUTORING FOR GENERAL CHEMISTRY COURSES.
Creator
Hyacinthe, Alexis C, Saitta, Erin, University of Central Florida
Abstract / Description
General Chemistry II is a common chemistry course that is required for professional school such as, medical, dental, optometry schooling. Considering that it historically has a high drop, fail, withdrawal rate, it is surprising that less than 10% of students in chemistry II attend tutoring at the Student Academic Resource Center (SARC). In this tutoring center, sessions are led by students who have excelled previously in that specific course. The objective of this research is to investigate...
Show moreGeneral Chemistry II is a common chemistry course that is required for professional school such as, medical, dental, optometry schooling. Considering that it historically has a high drop, fail, withdrawal rate, it is surprising that less than 10% of students in chemistry II attend tutoring at the Student Academic Resource Center (SARC). In this tutoring center, sessions are led by students who have excelled previously in that specific course. The objective of this research is to investigate the relationship between student motivation and attendance in SARC peer tutoring sessions for chemistry II. More precisely, to better understand the connection between those who have a motivation of getting a good grade and learning the material and those who attend tutoring. In order to gain insight on a student's motivation to attend sessions in SARC, a survey was distributed to those taking the class currently. Two modes were used including paper survey and online. Findings from this investigation will lead to suggestions to increase SARC chemistry tutoring attendance which could positively impact the success of STEM students on UCF's campus.
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Date Issued
2018
Identifier
CFH2000330, ucf:45862
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000330
LABORATORY STUDIES TO FIELD EVALUATION; REMEDIATION OF POLYCHLORINATED BIPHENYL CONTAMINATED PAINTED SURFACES THROUGH THE USE OF ACTIVATED METAL TREATMENT SYSTEMS
Title
LABORATORY STUDIES TO FIELD EVALUATION; REMEDIATION OF POLYCHLORINATED BIPHENYL CONTAMINATED PAINTED SURFACES THROUGH THE USE OF ACTIVATED METAL TREATMENT SYSTEMS.
Creator
Saitta, Erin, Geiger, Cherie, University of Central Florida
Abstract / Description
Polychlorinated Biphenyls (PCBs) are a group of 209 congeners that are regulated under the Toxic Substance Control Act. They enter the environment as a result of industrial processes and can travel long distances. PCBs are environmentally persistent and bioaccumulate in animal populations. Painted surfaces are a common point source for PCBs and there are few options for remediating structures painted with PCB-contaminated paint. Removal of the paint can often spread contamination and...
Show morePolychlorinated Biphenyls (PCBs) are a group of 209 congeners that are regulated under the Toxic Substance Control Act. They enter the environment as a result of industrial processes and can travel long distances. PCBs are environmentally persistent and bioaccumulate in animal populations. Painted surfaces are a common point source for PCBs and there are few options for remediating structures painted with PCB-contaminated paint. Removal of the paint can often spread contamination and disposing or burning of large structures is expensive. Experiments employing reductive dehalogenation through the use of a bimetal have shown that PCBs can be degraded in mild laboratory conditions. This dissertation describes the process of developing an application media that will enable the degradation process reported in literature to be used in a field application. An environmentally friendly reaction environment had to be established as well as the treatment's operating parameters. In collaboration with researchers at the National Aeronautics Space Administration (NASA), Kenney Space Center (KSC), researchers at the University of Central Florida (UCF) developed a bimetallic treatment system (BTS) that can remove and degrade PCBs from painted surfaces. The technology was evaluated during a field demonstration at a decommissioned Department of Defense facility in Badger, Wisconsin. Samples of treatment paste, paint and concrete were analyzed over a three week period. The PCB concentrations in both the paint and concrete dropped dramatically as a result of the demonstration, and in many instances, were lowered below the EPA action limit of 50ppm. In the laboratory, additional studies were conducted to further the degradation in the treatment system. Through this process, a novel degradation system was established containing zero-valent magnesium and ethanol acidified with acetic acid. The use of acidified ethanol permitted the degradation to occur with just magnesium powder and eliminated the use of a bimetal and therefore palladium. The technology was incorporated into a modified treatment system termed Activate Metal Treatment System (AMTS). The AMTS was used on samples from a second field site where paint chips from an manufacturing warehouse in New York state were degraded to thousands of mg/kg (ppm) below their starting concentrations.
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Date Issued
2010
Identifier
CFE0003516, ucf:48958
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003516
Undergraduate Student Agreement With Reformed Introductory Physics Classes
Title
Undergraduate Student Agreement With Reformed Introductory Physics Classes.
Creator
Wilcox, Matthew, Chini, Jackie, Del Barco, Enrique, Saitta, Erin, Sivo, Stephen, University of Central Florida
Abstract / Description
In this study, I investigate student (")buy-in("), defined as students' proper understanding of and agreement with the class format, for introductory studio physics classes that incorporate lectures, labs, and group problem-solving activities into one interactive environment. I also investigate the ways in which instructors try to gain student buy-in to their class. Research has shown that student resistance to reformed instruction is a barrier to an instructor's use of research-based...
Show moreIn this study, I investigate student (")buy-in("), defined as students' proper understanding of and agreement with the class format, for introductory studio physics classes that incorporate lectures, labs, and group problem-solving activities into one interactive environment. I also investigate the ways in which instructors try to gain student buy-in to their class. Research has shown that student resistance to reformed instruction is a barrier to an instructor's use of research-based instructional strategies that are common to the studio class. Expectancy value theory suggests that by gaining student buy-in to the reformed class format, student resistance will decrease thus allowing a more effective class. I created a survey to measure student agreement with their class and another survey to determine the strategies that instructors use to gain student buy-in. I describe the responses to the surveys and use hierarchical models to determine if student agreement predicts their performance in the class and if the instructor strategies have an effect on student agreement. To triangulate these findings, I also interviewed instructors and students. From the surveys, I found that students disagree with the time spent lecturing and the importance and time spent reading outside of class. This is important because student agreement with the time spent in class predicts favorable attitudes about physics and their agreement with the time spent outside of class predicts a higher expected final grade. From the interviews, I discovered that both instructors and students believe that using evidence to justify the class format would be an effective strategy to gain agreement. However, few instructors used evidence due to a lack of prepared materials. Future work should develop materials to support instructors in presenting evidence about studio's effectiveness and investigate the impact on student buy-in and other outcomes.
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Date Issued
2018
Identifier
CFE0007265, ucf:52197
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007265
Integration of Fundamental Research and CER: The Role of Authenticity in Developing Views on the Nature of Teaching, Learning, and Doing Science
Title
Integration of Fundamental Research and CER: The Role of Authenticity in Developing Views on the Nature of Teaching, Learning, and Doing Science.
Creator
Donnelly, Julie, Hernandez, Florencio, Del Barco, Enrique, Saitta, Erin, Yestrebsky, Cherie, Underwood, Sonia, University of Central Florida
Abstract / Description
This dissertation is an integration of fundamental research and chemical education. It begins with two nonlinear spectroscopic studies of compounds important to the study of brain chemistry. In Chapter 2, we present a novel method using quantum mechanics for modelling ligand docking and the potential of nonlinear circular dichroism for elucidating the mechanism of cannabinoids docking to their receptor, a contribution to studies of varying psychological effects of cannabinoids. Considering...
Show moreThis dissertation is an integration of fundamental research and chemical education. It begins with two nonlinear spectroscopic studies of compounds important to the study of brain chemistry. In Chapter 2, we present a novel method using quantum mechanics for modelling ligand docking and the potential of nonlinear circular dichroism for elucidating the mechanism of cannabinoids docking to their receptor, a contribution to studies of varying psychological effects of cannabinoids. Considering existent challenges with measuring this phenomenon, in Chapter 3, we evaluate two-photon absorption properties of Thioflavin T (ThT) in varying glycerol/water content solutions and discuss the enhancement of nonlinear absorption due to small micelle formation. Our results represent the potential to enhance the applications of ThT for imaging Amyloid beta plaques in vitro and ex vivo and its potential application in vivo. Next, we consider the benefits of incorporating modern research into the undergraduate curriculum. In Chapter 4, we describe the integration of nonlinear optics into the physical chemistry laboratory in a course-based undergraduate research experience and the effects on student learning and perceptions. In Chapter 5, we expand our impact to secondary students by describing the development and assessment of the Orlando Chemistry Training, Enrichment, and Tutoring (OCTET) camp and its success in conveying chemistry concepts and inspiring students to pursue chemistry. In Chapter 6, we combine the successes of the previous two studies and incorporate a research component into OCTET. We study the effect on participants' views about science and show the impact on their practical knowledge about doing science. Finally, in Chapter 6, we extend the implementation of authentic learning to the classroom, present the implementation of active learning in physical chemistry, and describe students' perceptions. The results presented in this dissertation demonstrate successful integration of fundamental research into education and the powerful impact on all parties.
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Date Issued
2018
Identifier
CFE0006997, ucf:51620
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006997