What are C-MoR Modules


To ensure clarity we begin by giving several explicit definitions of the different types of products that are resulting from this project. The primary results of the project are what we call "Modules", which is short for "Computer Modules".

We generally define a Module as a computer based tool which displays, in an easy to comprehend manner, images and animations that allow students to visualize and better understand a topic or subject.

During this project the module design has evolved into two basic categories in terms of standardization of user interface and feel, structure and organization of content, and pedagogical usage:

Concept Module
A Concept Module is a module focused on concepts, models, and processes that are central to understanding the principles of Chemistry but that traditionally have been difficult for students to visualize; these also include modules on concepts that are central for understanding how important instrumentation works. Concept Modules are generally used as lecture aides, and thus are generally characterized by having little text, mostly involving high quality graphic images, simulations, and/or animations which often are interactive in nature.

Technique Module
(Instrumentation and Lab Technique Module) - Technique Modules are modules focused on laboratory techniques and instrumentation which are central to the practice of chemistry. Examples are ones for measuring refractive index, freezing point depression, or melting/boiling points and for using such instruments as gas chromatographs, mass spectrometers, UV/Visible spectrophotometers, etc. The goal of this category of modules is to assist students in learning basic laboratory skills especially while doing actual laboratory work - specifically, to facilitate students becoming proficient in the functional use of standard chemistry lab equipment or instrumentation and to encourage them in becoming more independent in their own laboratory work. The standard design of these modules includes a very brief background on the underpinning theory of the technique, a detailed "visual" orientation to the specific piece(s) of equipment they will be using to implement the technique/method, and a clear explanation including appropriate illustrations of the procedural details for implementing the technique or for using the equipment or instrumentation. Thus, these modules are characterized by having both text and high quality graphic images, and/or video.

Concept Module Versions

We are integrating an 'Instructor Version' (classroom) with a 'Tutorial Version' (self-study) into some of the Concept Modules that are highly interactive.

Instructor Version
The Instructor Version of a Concept Module usually starts with a highly graphic front-end from which any of the parts of the module can be directly accessed. It is characterized by little text, so that instructors are free to explain the concept as they wish using the images and animations presented as visual aids.
For added flexibility and customizability a 'Lecture' button is provided which will open up a separate window to display additional information. Thus any instructor using the module can select and add text, images and/or animations that they want to show in lecture while using the main Instructor Version of the module.

Tutorial Version
The Tutorial Version is designed as a mechanism to provide additional background, and a self-paced student learning environment. The Tutorial Version contains more in depth explanations of the concepts involved and thus by necessity much more text, graphics, and/or mathematical equations. The pages that make up the tutorial version can be accessed either:
  1. from the Instructor Versions front-end page, in which case a separate window opens up without the animation to display the tutorial text, or
  2. by directly accessing the tutorial table of contents, in which case all the text, graphics, and animations will be visible on the main page.