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Upper-division thermodynamics is a mathematically intensive course, and it is common for instructors and students alike to struggle to connect thermodynamic equations to their conceptual, chemical underpinnings. Here we share an approach for making these connections more explicit through Computer Guided Inquiry (CGI) activities that use Python to plot and visualize thermodynamic surfaces. This approach synergistically builds students’ conceptual understanding and computational skills, while reducing the importance of prior math preparation in students’ success. This workshop is designed primarily for instructors of undergraduate chemistry courses interested in incorporating Python as part of an active learning pedagogical approach. No prior Python or programming experience is required; sessions will begin with a hands-on introduction to the Jupyter Notebook environment. Participants will then engage with example CGI modules that have been used in upper-division thermodynamics courses. We will discuss how to vary the level of scaffolding in the CGIs to build students’ computational independence, how to engage powerful tools for assessing student work, and the process of designing new CGI activities and adapting these for other courses such as general chemistry. Workshop sessions: 1. Hands-on introduction to Python coding in a Jupyter Notebook 2. Visualizing the geometry of thermodynamics 3. Math skills, computing skills, and equity in P-chem 4. Assessment: exams, nbgrader, and solving the ‘version problem’ 5. The process and pedagogy of creating a new CGI module 6. Reflection, discussion, and QA

Cross-cutting Thread(s):
Organizer 1

Nicole M James

Organizer 1 Email
njames@reed.edu
Organizer 2

Steven Neshyba

Organizer 2 Email
nesh@pugetsound.edu
Organizer 3

Grace Y. Stokes

Organizer 3 Email
grace.stokes@gmail.com
Organizer 4

Timothy L. Guasco

Organizer 4 Email
timothy.guasco@yale.edu
Organizer 5

William C. Pfalzgraff

Organizer 5 Email
w.pfalzgraff@chatham.edu