I use SAIL in my Physical Chemistry class, which is a 200 level course required of all Chemistry and Biochemistry majors. When I first started teaching the class, there was a bimodal distribution of grades that typically reflected the differences in comfort with mathematics. In CTL’s Teaching Science Seminar, we discussed evidence that active learning may help weaker students most, through structured practice and discussions with their peers. I decided to try this method in my class, and applied for a SAIL Course Development Grant to support these changes. Now students in my class work in small groups of 5-6 people on worksheets that walk them through proofs that I previously presented to them when my class was in a lecture format. I then discuss the concepts that emerges from those proofs in mini lectures. The combination lets me focus on what matters during the mini-lecture, and helps students get the practice they need. One particular aspect of the format that I like is that students who don’t have enough time to study outside class, have ample opportunity to learn in class and questions from me or the TA. Since incorporating SAIL into my class, the lower half of my grade distribution has been reduced and no one has failed the class, indicating to me that students with weaker initial math backgrounds are benefitting from this new structure and can master conceptually and mathematically hard topics in thermodynamics.