​    This virtual lab artifact requires creating procedures from scenarios, applying measurement and density formulas, and using problem-solving skills to identify and solve a wide range of word problems. It begins with pre-lab instructions and problems for solving measurement and density problems and tests my ability to convert between unfamiliar metric units. The lab then moves to the experimental procedure section, where a website is provided. This website simulates beakers, graduated cylinders, chemicals, and balances that allow users to conduct the experiment. The lab then proposes a problem and requires a full procedure, data table, and calculations with a conclusion. After the experimental procedure, the lab requires post-lab questions, which require the application of the formulas in the textbook to various word problems. One of the key criteria for evaluation was the presence of detailed work, showing each formula, how it was applied, and how the unit conversions were ultimately multiplied to get the final answer. This required me to not only identify, but also to adequately communicate my creative problem-solving process.​​

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    To successfully complete this assignment, I set to goals for myself. The first was to clearly document each calculation and formula to support my answer. In order to fulfill my first goal, I first identified the problem being presented. I then identified what information and formulas I needed to solve the problem and wrote them down. Next, using these formulas and information, I used dimensional analysis to structure the unit conversions so that my answer was in the correct units. Last, I used my calculator to input these calculations and arrive at the final answer. An example of this can be seen on the second problem of the post-test. I first identified the problem, which asked for the diameter of the cylinder. I then identified information and formulas needed to solve the problem, which included the diameter formula, density formula and formula for the volume of a cylinder. I then used dimensional analysis to solve for volume first, and then plugged this number into the volume formula, where I solved for radius. I used the diameter formula to convert from radius to diameter, providing me with the correct final answer. I have applied similar procedures in Calculus I, which involved using formulas and information, applying procedures, and using my calculator to arrive at the correct answer.

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    My second goal was to develop an experimental procedure that any person with basic chemical knowledge could understand and follow. To address my second goal, I first had to understand the requirements of the procedure. The problem stated that the procedure should be replicable, and detailed, and report the information collected at each step. I first conducted a dimensional analysis to understand the flow of the problem. This helped establish what type of information I needed to collect. I then described, in simple language, how to obtain each type of information in the simulation. I used action verbs and wording from the simulation to guide readers through each step so that the procedure was easily replicable. I gave instructions about how to derive the answer using the information in the last two steps. Lastly, I performed the procedure myself to identify any missing information or improvements that could be made. Since both chemistry and calculus are very procedural, I have applied similar skills in both classes, whether in writing or in numerical calculations, to document my understanding of the problem and my end solution.

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    Looking back, I have learned a lot about how to apply creative problem-solving. First, I have learned that creative problem-solving begins with an understanding of the problem itself. I am often tempted to begin solving problems without adequately identifying what it is that I am solving for or how I plan to arrive at the solution, so having this understanding has improved both the accuracy and efficiency of my work. Second, detail is crucial to creative problem-solving. Performing detailed work allows me to gain a better understanding of how to solve the problem in the future and improves the integrity of my answer. Last, creative problem solving is an iterative process. In addressing my second goal, I had to return to my procedure several times to adjust, add, or erase parts of the procedure that needed changing. As my understanding of the problem evolved, so did the quality of my procedure, so I quickly learned that it is okay to make mistakes on the first attempt at a problem. These mistakes helped me improve the quality of my procedure and identify gaps in my understanding of the material. These lessons are important because they allow me to identify and develop solutions for all types of problems in my life, whether professional, academic, or personal. I am now better equipped to think critically about how to solve problems and communicate my findings to others.