Experiments and interactive tools to stimulate the learning of fundamental concepts of chemistry

In general, in the undergraduate courses that offer the content of the subjects of theoretical and experimental general chemistry it is not possible to relate the theory that is seen in the classroom and its application in the laboratory at the same time. Students have difficulty in relating theory to practice even when the contents coincide. Most of the concepts taught in theory are not applied in the laboratory, so these concepts are presented in an abstract way for the student in the classroom. Topics that present only theoretical lessons do not stimulate students. Students do not understand the importance of only theoretical content in their professional training. One of the alternatives to reduce these problems was to apply small experiments and other interactive tools in classroom to observe the impact of this approach on chemistry students I and II. The topics studied were Atomic Structure, Periodic Table, Chemical Bonds, Molecular Geometry, Intermolecular Forces, Solutions, Gases, Chemical Kinetics, Thermodynamics, Chemical Equilibrium and Electrochemistry. At the end of the course, the final evaluations of the students who received this approach were compared with the final assessments of previous students (2012-2017). Questions on the topic presented were applied to the students at the end of the classes and at the end of the course to evaluate the importance of this methodology in their own learning. After its application, the teacher observed a greater motivation and interest of the students.