VIPEr

Corequisites:

Science Skills, Practices, and Resources

Subdiscipline:

Learning Goals:

Faculty will

understand the "backward design" concept
learn to write learning outcomes and assessments using the verbs ("activities") and "products" provided
learn how a rubric can be used to discriminate students' levels of achievement

Implementation Notes:

These slides are a quick and dirty summary of a longer hands-on faculty development workshop I do. They provide an introduction to the Understanding by Design process, help in writing learning goals, suggestions for developing assessments of student learning, and helpful hints for preparing a VIPEr learning object.

Time Required:

15 minutes to read the slides; a lifetime to practice the skill :)

Evaluation

Evaluation Methods:

I hope that faculty will use these slides to aid their writing of learning goals and assessments for the VIPEr site.

27 Aug 2018

Interactive Syllabus

Submitted by Amanda Reig, Ursinus College

Description:

The Interactive Syllabus is a web-based survey delivery of syllabus content to your students prior to the first day of classes. The web link below explains many of the features and advantages, but in my opinion some of the best benefits are (1) students actually engage with the content on the syllabus in meaningful ways, (2) it saves class time on the first day, and (3) can encourage students to share questions/concerns they may not have been as eager to share in person.

The survey is built on the qualtrics platform, but could be adapted for other programs.

Topics Covered:

Communication skills

Science Skills, Practices, and Resources

Prerequisites:

Course Level:

Corequisites:

Subdiscipline:

Related activities:

Syllabus and Content

Implementation Notes:

I implemented the approach in my General Chemistry I course this fall, and will likely adapt for all future courses. I based my survey on the one that can be obtained at the website, but did make modifications. I have uploaded a pdf of my version of the survey, and would be happy to share the Qualtric Survey File to anyone interested (it is not an allowed file type so cannot be posted here).

I sent an email to students on Friday before classes began Monday morning containing a PDF of the syllabus and the link to the survey. I did not assign any points for completion of the survey - just asked them to do so before 8 pm on Sunday (so I would have time to review their answers). I sent a reminder email mid-day on Sunday. I had around an 85% response rate. I estimate it takes around 15 - 20 minutes for a student to work through. It took around 2 hours for me to adapt the survey to my own preferences based on my syllabus.

Web Resources:

Interactive Syllabus

7 Aug 2018

Counting Orbitals: There are rules, it is symmetric, it is beautiful and easy

Submitted by Joseph Lomax, U.S. Naval Academy

Description:

Rules for quantum numbers are confusing but not arbitrary. They are based on wave mathmatics, and once laid out properly are symmetric and beautiful. Within four animation-clicks of the first slide of this PowerPoint Presentation, this beauty will unfold. I do not exaggerate to say, faculty members will be agape and students will say, "Why didn't you show us this before." No other presentation shows in as elegant a way the relationship between 1) n, l and m_l, 2) the ordering of orbitals in hydrogen-like atoms, and 3) the ordering of orbitals in the periodic table (along with the difficulty of assigning orbital filling in transition and f-block elements).

Beauty is in every atom. Let it loose.

Topics Covered:

Prerequisites:

Corequisites:

Course Level:

Learning Goals:

A student will be able to relate the quantum numbers n, l and m_l to each other.

A student will be able to correctly describe the number of subshells and number of orbitals in a shell.

A student will be able to describe the orbital energies in a hydrogen-like atom.

A student will be able to order subshells in a multi-electron system and relate this to the periodic table.

A student will realize the symmetry and beauty of quantum chemistry without ever seeing the shape of one orbtal.

Subdiscipline:

Atomic Structure and Periodicity

Implementation Notes:

In the first two slides, often use the phrase "because it's a square."

This is useful for Inorganic Chemistry students as well because it will cement in their mind long lost rules of quantum numbers.

Evaluation

Evaluation Methods:

1) Short answer quiz questions

2) Multiple choice questions on hour and final exams.

3) Awe.

Evaluation Results:

1) From a quiz killer to a typical A, B, C student gets it right, the D student is still a bit confused and the F student still misses the idea.

2) On a question asking, "how many orbitals in the n=3 shell", the results increased from the 40's to 80's %.

3) As jaws dropped, quarters could be slipped into their mouths. Faculty pulled out phones to take pictures of a white-board version before I told them I had a PowerPoint version.

26 Jul 2018

General Chemistry Collection for New Faculty

Submitted by Kari Stone, Benedictine University

VIPEr to the rescue!

The first year as a faculty member is extremely stressful and getting through each class day to day is a challenge. This collection was developed with new faculty teaching general chemistry in mind pulling together resources on the VIPEr site to refer back to as the semester drags along. There are some nice in-class activities, lab experiments, literature discussions, and problem sets for use in the general chemistry course. There are also some nice videos and graphics that could be used to spark interest in your students.

Subdiscipline:

Introductory Chemistry

Topics Covered:

Acid-base chemistry

Chemical literature

Coordination chemistry

Periodic trends

Physical properties

Prerequisites:

Corequisites:

Course Level:

19 Jul 2018

Teaching Forum Posts for New Faculty

Submitted by Shirley Lin, United States Naval Academy

Evaluation Methods:

Not applicable.

Evaluation Results:

Not applicable.

Description:

This web resource is a diverse list of VIPEr forum topics about teaching that may be of interest to new faculty assigned to teach general chemistry for the first time. It was created as part of a larger collection to help new faculty get started in the classroom.

Topics Covered:

Prerequisites:

No Prerequisites

Subdiscipline:

Introductory Chemistry

Corequisites:

Using "Clickers" in teaching

Course Level:

First year

Learning Goals:

There are no specific learning goals since this web resource is for faculty to become familiar with some of the topics that have been discussed in the teaching forum on VIPEr.

Implementation Notes:

Not applicable.

Time Required:

If a faculty member reads through all the forum topics, this could take an hour.

Web Resources:

Grading Multiple Choice Exams

"Soft Skills" for first-year science students

Anyone know of good games or activities for teaching nomenclature?

Dealing with Problem Sets

[Laboratory] Writeup Pet Peeves

Creative Solutions to Homework?

Developing Rubrics

The Joys of Technology and Teaching

6 Jul 2018

Getting to Know the MetalPDB

Submitted by Anthony L. Fernandez, Merrimack College

Evaluation Methods:

I reviewed student answers to this assignment and evaluated their contributions to the discussion that took place. I also tried to keep track of how much they used information obtained from this site during their literature presentations.

Evaluation Results:

This assignment is quite straightforward and the 6 of 8 students who completed the assignment had little trouble coming up with correct answers for all of the questions.

At the end of the semester, each student had to give two presentations on bioinorganic topics. They were expected to discuss the metal coordination environment and how "normal" it was, as well as the possibility of substituting another metal into the coordination sphere. One student used information from the MetalPDB in both of her presentations, three students used information in one of their presentations, and four students did not include information from the site in either presentation.

Description:

When teaching my advanced bioinorganic chemistry course, I extensively incorporate structures from Protein Data Bank in both my assignments and classroom discussions and mini-lectures. I also have students access structures both in and out of class as they complete assignments.

I expect my students to use this site to obtain information for their assignments and presentations. This activity is a self-paced introduction to the site that my students complete outside of class. This activity has students use the site to obtain information about metal coordination environments, the common geometries adopted by metals in biological environments, and the common ligands that are used to bind metals.

Learning Goals:

After completing this exercise, students should be able to:

access the MetalPDB site,
obtain statistics pertaining to the number of metal-containing structures in the PDB,
determine the most common geometry observed for a particular metal in a biological structure,
identify the most common ligands attached to the metal when bound in a biological macromolecule, and
find information such as the function of, the coordination geometry of, and the coordinated ligands bound to a metal ion in a specific structure from the PDB.

Equipment needs:

Students need access to the internet and a web browser that is capable of running JavaScript and JSmol. This site is accessible on devices running iOS, but the layout of the site works better on a laptop screen.

Topics Covered:

Bioinorganic chemistry

Coordination chemistry

Prerequisites:

Corequisites:

Subdiscipline:

Bioinorganic Chemistry

Coordination Chemistry

Course Level:

Related activities:

Protein Data Bank - A Beginner's Guide

The Guided Tour of Metalloproteins

Utilizing the PDB and HSAB theory to understand metal specificity in trafficking proteins

Exploring Proteins as Ligands using the Protein Data Bank

Implementation Notes:

I used the MetalPDB site for the first time in my Bioinorganic Chemistry course during the Spring 2018 semester. I routinely use the PDB to access structures of metal-containing biological macromolecules in both my advanced and foundation-level courses, but it can be very hard to find structures wth specific metals. I used this site to find structures that I could use as examples in class.

I also have students use the site to get background information about metal geometry and common ligands for their assignments and presentations. I ask them to complete this activity outside of class. I usually distribute this as a Google Doc to my students (through Google Classroom) so that I have access to all of their responses.

For several of the questions/groups of questions, I assign individual members of the class specific geometries (question #5), metals (questions #6-9), or PDB structures (questions #11-13) and we pool their answers in class. We then spend about 30-45 minutes in class discussing the results and search for commonalities and connections to other structures that we have already discussed in class.

Time Required:

1-2 hours (outside of class by student); 30-45 minutes in class (including discussion of related topics)

Web Resources:

MetalPDB

Metal PDB in 2018 article

25 Jun 2018

Orbital Overlap and Interactions

Submitted by Jocelyn Pineda Lanorio, Illinois College

Evaluation Methods:

Evaluation was conducted by the instructor walking around the computer lab to check progress and address the issues students had.

Evaluation Results:

This LO was implemented once in advanced inorganic chemistry composed of 5 chemistry major students. Students clearly identified the type of orbital interactions and differentiated bonding, nonbonding, and antibonding MOs. Students commented that this is a great in-class activity before the discussion of MOs for diatomic molecules (Chapter 5 of MFT).

Description:

This is a simple in-class activity that asks students to utilize any of the given available online orbital viewers to help them identify atomic orbital overlap and interactions.

Learning Goals:

Following the activity, students will be able to:

draw the s, p, and d atomic orbitals using the given coordinate axes
analyze the orbital interaction by looking at their symmetry and overlap (or lack of)
differentiate s, p, d, and nonbonding molecular orbital

Subdiscipline:

Molecular Structure and Bonding

Equipment needs:

Internet connection and computer

Prerequisites:

Corequisites:

Course Level:

Topics Covered:

Bonding and MO Theory in Flavodiiron Nitrosyl Model Complexes - Foundation Level

Related activities:

Implementation Notes:

This activity should be run in a computer lab.

Time Required:

15 to 20 minutes

23 Jun 2018

Bonding and MO Theory in Flavodiiron Nitrosyl Model Complexes - Advanced Level

Submitted by Cassie Lilly, Meredith College

Additional Authors:

Amanda Grass, Wayne State University

Andrea Wallace, College of Coastal Georgia

Douglas A. Vander Griend, Calvin College

James F. Dunne, Central College

Jocelyn Pineda Lanorio, Illinois College

John DiMeglio, University of Michigan

Vince Hradil, Concordia University Chicago

Evaluation Methods:

A key is provided for the discussion questions. The discussion questions can be collected and graded.

Description:

The activity is designed to be a literature discussion based on Nicolai Lehnert's Inorganic Chemistry paper, Mechanism of N-N Bond Formation by Transition Metal-Nitrosyl Complexes: Modeling Flavodiiron Nitric Oxide Reductases. The discussion questions are designed for an advanced level inorganic course.

Corequisites:

First Semester Inorganic Chemistry / Foundation Course in Inorganic Chemistry

Prerequisites:

Course Level:

Upper Division

Topics Covered:

Molecular Structure and Bonding

Chemical literature

Coordination chemistry

Electronic structure

Molecular structure

Learning Goals:

Upon completion of this activity, students will be able to:

Identify the overall research goal(s) of the paper.
Define and identify non-innocent ligands.
Identify how electron density on the metal center can impact ligand coordination.
Draw molecular orbital diagrams for coordination compounds.
Identify covalency by interpreting molecular orbital diagrams and data.
Define and interpret Enemark-Feltham notation.
Recognize spin multiplicity of the metal and ligand fragments in a complex and how it corresponds to the overall spin multiplicity.
Identify possible electronic structures of {FeNO} complexes.
Describe various characteristics to be considered in the selection of a good reductant.
Explain how occupying bonding versus antibonding orbitals changes the reactivity of a system.

Subdiscipline:

Coordination Chemistry

Implementation Notes:

This is a very involved article with lots of great concepts. It will take a lot of time to read. We suggest giving this as a student group assignment. Give the students a copy of the article and discussion questions. Give them 1-2 weeks to read through the article and complete the discussion questions. Spend one or two 50 min. class periods going over the discussion questions.

Note: This was developed during the 2018 VIPEr Workshop and has not been implemented, yet. Above instructions are an initial guide, any feedback is welcome and appreciated!

Time Required:

50-90 min.

Web Resources:

Mechanism of N–N Bond Formation by Transition Metal–Nitrosyl Complexes: Modeling Flavodiiron Nitric Oxide Reductases

23 Jun 2018

Interpreting Reaction Profile Energy Diagrams: Experiment vs. Computation

Submitted by Douglas A. Vander Griend, Calvin College

Additional Authors:

Andrea Wallace, College of Coastal Georgia

Cassie Lilly, Meredith College

John DiMeglio, University of Michigan

Evaluation Methods:

Having not run this yet because it was collaboatively developed as part of a IONIC VIPEr workshop, we suggest grading questions 1-9 for correctness, either during or after class. Students should be tested later with additional questions based on reaction profiles. The final 3 questions should prepare students to constructively discuss the merits/limitations of computational methods. after discussion, students could be asked to submit a 1-minute paper on how well they can describe the benefits/limitations of compuational chemistry.

Evaluation Results:

Once we use this, we will report back on the results.

Description:

The associated paper by Lehnert et al. uses DFT to investigate the reaction mechanism whereby a flavodiiron nitric oxide reductase mimic reduces two NO molecules to N₂O. While being a rather long and technical paper, it does include several figures that highlight the reaction profile of the 4-step reaction. This LO is designed to help students learn how to recognize and interpret such diagrams, based on free energy in this case. Furthermore, using a simple form of the Arrhenius equation (eq. 8 from the paper) relating activation energy, temperature and rate, the student can make some initial judgements about how well DFT calculations model various aspects of a reaction mechanism such as the structure of intermediates and transition states, and free energy changes.

Learning Goals:

Upon completing this activity, students will be able to:

Interpret reaction profile energy diagrams.
Use experimental and computational data to calculate half lives from activation energies and vice versa.
Assess the value and limitations of DFT calculations.

Prerequisites:

General Chemistry

Course Level:

Second year

Corequisites:

Molecular Structure and Bonding

Subdiscipline:

Bioinorganic Chemistry

Introductory Chemistry

Topics Covered:

Bioinorganic chemistry

Related activities:

Basics of Computational Chemistry

Manganese carbonyl calculation addition

Energy Content of Fuels--Which fuel is "Best?"

Energetics and mechanisms of reductive elimination from Pt(IV)

Isotope Effects in Arene C-H Bond Activation by Cp*Rh(PMe3)

Implementation Notes:

Having not run this with a class, we can only suggest that this activity be run in a single class period.

We presume that students have been exposed to the basic idea of reaction profiles.

Teacher should hand out the paper ahead of time and reassure students that they are not going to be expected to understand many of the details of this dense computational research paper. Instead, students should read just the synopsis included on the handout.Teacher should then spend 5 - 10 minutes summarizing key aspects of paper: 1) it's about a nitric oxide reductase mimic that catalyzes the reaction 2NO → N₂O + O; 2) NO is important signaling molecule; 3) DFT is a computational method to model almost any chemical molecule, including hypothetical intermediates and transition states.

Students should work through questions in groups of 2 - 4. The final question (12) is somewhat openended and the teacher should be prepared to lead a wrap up discussion on the benefits and limitations of computational chemistry.

Time Required:

50 minutes

Web Resources:

Lehnert Manuscript

23 Jun 2018

Bonding in Tetrahedral Tellurate (updated and expanded)

Submitted by Jocelyn Pineda Lanorio, Illinois College

Additional Authors:

Amanda Grass, Wayne State University

Andrea Wallace, College of Coastal Georgia

Cassie Lilly, Meredith College

Douglas A. Vander Griend, Calvin College

James F. Dunne, Central College

John DiMeglio, University of Michigan

Kyle Grice, DePaul University

Meng Zhou, Lawrence Technological University

Pavithra Hetti Achchi Kankanamalage, Wayne State University

Sarah Shaner, Southeast Missouri State University

Sheila Smith, University of Michigan- Dearborn

Sunshine Silver, North Park University

Vince Hradil, Concordia University Chicago

Evaluation Results:

This LO was developed for the Summer 2018 VIPEr workshop, and has not yet been implemented. Results will be updated after implementation.

Description:

This literature discussion is an expansion of a previous LO (https://www.ionicviper.org/literature-discussion/tetrahedral-tellurate) and based on a 2008 Inorganic Chemistry article http://dx.doi.org/10.1021/ic701578p

Corequisites:

Course Level:

Topics Covered: