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.
I was lecturing along today, teaching the basics of the theory and how to interpret Tanabe-Sunago diagrams, and I got to my slides where I show them how to calculate ∆o from Co(en)3, and it just fell apart. I had done V(III) as a first example, and then I wanted the students to practice the calculations, but my slides were not up to the task. I thought to myself, in the moment, this would be a good opportunity to do an in-class activity, I should write it. So, in the spirit of making next year easier, I did. I have not used this in class, but I wish I had had it this morning.
There are several LO's on the site that use the Orbitron which unfortunately is no longer available. Here is another option that should allow use of those LO's.
This activity is a post-exam reflection that is adapted from the Exam Wrappers created by Marsha Lovett at Carnegie Mellon University. The activity has the students build metacognition skills by analyzing their exam preparation and performance. Then, students work to identify how each of their study strategies had a positive or negative impact to their performance. Finally, they outline a plan for how they will prepare for future exams. If the student would like, these reflections and plans are then discussed with the instructor in 1-on-1 meetings.
John Anderson (UChicago), Jenny Yang (UC Irvine), and Ian Tonks (UMN) discuss their perspectives on applying to graduate school
Here's the video for SLiThEr #61:
This was our 60th SLiThEr!
This activity is intended for use in a college-level second term general chemistry course, and is designed to engage students in a guided concept development exercise that will help them construct conceptual understanding of how non-volatile solutes impact the boiling point and freezing point of aqueous solvent.
The MoleCVUE website contains several items that should be of interest to the VIPEr community, especially the activities. Each activity is designed to be ready to deploy in lecture, laboratory, or as homework. There are activities covering all of the major subdisciplines of chemistry (some more than others). Some activities that might be of particular interest to VIPEr are "Group Theory", "VSEPR", and "Electron Configurations of Atoms and Ions". All of the activities are written to use WebMO, but could be adapted for other systems. Most activities are doable with the free or demo versi
Marilyn Mackiewicz (Oregon State University) is the 2020 awardee of the Stanley C. Israel Regional Award for Advancing Diversity in the Chemical Sciences from the ACS. Her unique story and experiences are presented, along with how faculty can make their spaces and themselves more welcoming.