No Corequisites

20 Jun 2009

Developing student learning goals and assessments for VIPEr learning objects

Submitted by Joanne Stewart, Hope College
Description: 

All VIPEr learning objects are supposed to include clear student learning goals and a suggested way to assess the learning. This "five slides about" provides a brief introduction to the "Understanding by Design" or "backward design" approach to curriculum development and will help you develop your VIPEr learning object.

Prerequisites: 
No Prerequisites
Course Level: 
First year
Topics Covered: 
Professional skills development
Corequisites: 
No Corequisites
Subdiscipline: 
Science Skills, Practices, and Resources
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.

3 Jan 2019

Venn Diagram activity- What is inorganic Chemistry?

Submitted by Sheila Smith, University of Michigan- Dearborn
Evaluation Methods: 

I did not assess this piece, except by participation in the discussion

Evaluation Results: 

I asked my students to write an open ended essay to answer the question (asked in that first day exercise): What is Inorganic Chemistry.

Interestingly, 2 of my 15 students drew a version of this Venn Diagram to accompany their essays.

Description: 

This Learning Object came to being sort of (In-)organically on the first day of my sophomore level intro to inorganic course. As I always do, I started the course with the IC Top 10 First Day Activity. (https://www.ionicviper.org/classactivity/ic-top-10-first-day-activity).  One of the pieces of that In class activity asks students- novices at Inorganic Chemistry- to sort the articles from the Most Read Articles from Inorganic Chemistry into bins of the various subdisciplines of Inorganic Chemistry.  As the discussion unfolded, I just sort of started spontaneously drawing a Venn Diagram on the board.  

I think Venn diagrams are an excellent logic tool, one that is too little applied these days for anything other than internet memes.  This is a nice little add-on activity to the first day.
 

Your Venn diagram will likely look different from mine.  You're right.

 

Learning Goals: 

The successful student should be able to:

  • identify the various sub-disciplines of inorganic chemistry.  
  • apply the rules of logic diagrams to construct overlapping fields of an Venn diagram.

 

Prerequisites: 
No Prerequisites
Corequisites: 
No Corequisites
Equipment needs: 

colored chalk may be handy but not required.

Topics Covered: 
Bioinorganic chemistry
Coordination chemistry
Descriptive chemistry
Materials chemistry
Organometallic chemistry
Solids & solid state chemistry
Course Level: 
First year
Second year
Upper Division
Subdiscipline: 
Bioinorganic Chemistry
Coordination Chemistry
f-block Chemistry
Introductory Chemistry
Main Group Chemistry
Nanochemistry
Organometallic Chemistry
Solid State and Materials Chemistry
Related activities: 
IC Top 10 first day activity
Cool first day activities?
Introducing Inorganic Chemistry - First Day Activities
Implementation Notes: 

I used this activity in conjuction with a first day activity LO (also published on VIPEr).

I shared a clean copy (this one) with the students after the class where we discussed this.

 

Time Required: 
10-15 minutes
12 Dec 2018

Foundations Inorganic Chemistry for New Faculty

Submitted by Chip Nataro, Lafayette College

What is a foundations inorganic course? Here is a great description

https://pubs.acs.org/doi/abs/10.1021/ed500624t

 

Subdiscipline: 
Atomic Structure and Periodicity
Coordination Chemistry
Introductory Chemistry
Main Group Chemistry
Molecular Structure and Bonding
Science Skills, Practices, and Resources
Solid State and Materials Chemistry
Topics Covered: 
Acid-base chemistry
Bonding models: Discrete molecules
Bonding models: Extended systems
Chemical literature
Communication skills
Coordination chemistry
Descriptive chemistry
Electronic structure
Extended structure
Main group chemistry
Molecular structure
Nomenclature
Periodic trends
Solids & solid state chemistry
Symmetry
Prerequisites: 
General Chemistry
Corequisites: 
No Corequisites
Course Level: 
Second year
8 Nov 2018

5-ish Slides about Enemark-Feltham Notation

Submitted by Kyle Grice, DePaul University
Description: 

This is a basic introduction to Enemark-Feltham that can be used in conjunction with any literature that has Iron nitrosyls in it. I made this as a follow up to the work that came ouf of the 2018 VIPEr workshop in UM-Dearborn. 

Corequisites: 
No Corequisites
Prerequisites: 
No Prerequisites
General Chemistry
Topics Covered: 
Bioinorganic chemistry
Bonding models: Discrete molecules
Coordination chemistry
Electronic structure
Course Level: 
First year
Second year
Upper Division
Learning Goals: 

A student will be able to detemine the Enemark-Feltham label for a simple iron nitrosyl

A student will be able to describe bonding differences between NO+, NO, and NO- ligands. 

Subdiscipline: 
Coordination Chemistry
Molecular Structure and Bonding
Spectroscopy and Structural Methods
Related activities: 
Bonding and MO Theory in Flavodiiron Nitrosyl Model Complexes - Advanced Level
Using IR Frequencies to Compare Bond Strengths via Harmonic Oscillator Model
Bonding and MO Theory in Flavodiiron Nitrosyl Model Complexes - Foundation Level
Modeling of the Flavodiiron Nitric Oxide Reductase Active Site Literature Discussion- Bioinorganic focus
Interpreting Reaction Profile Energy Diagrams: Experiment vs. Computation
Implementation Notes: 

I haven't used this yet, but It can be a quick lecture module or online module to help students understand Enemark-Feltham before analyzing a paper on iron nitrosyls. 

Time Required: 
10 min
Evaluation
Evaluation Methods: 

I have not used this yet. 

Evaluation Results: 

I have not used this yet. 

Pages

Subscribe to RSS - No Corequisites