VIPEr

Course Level:

Professional skills development

Topics Covered:

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.

18 Apr 2018

A use for organic textbooks

Submitted by Chip Nataro, Lafayette College

Description:

This morning before class I was picking on one of my students for having her organic chemistry textbook out on her desk. I believe I said something along the lines of 'how dare you contaminate my classroom with that!' She explained how she had an exam today and I let it drop. That is until later in the class when I was teaching about chelates. I had a sudden inspiration. I asked the student to pick up her organic book with one hand. I then warned her that I was going to smack the book. I did and she dropped it. Based on the size of most organic textbooks, I believe that very few people would be able to hold on to one with one hand while it is being smacked. I then handed her back the book and asked her to hold it with two hands while I smacked it. Sure enough, she was able to maintain her grasp of the book. I think this rather simple deomonstration did a surprisingly good job of driving home the point.

Learning Goals:

From this in-class activity students will develop a simple appreciation for the chelate effect.

Corequisites:

No Corequisites

Prerequisites:

Topics Covered:

Coordination chemistry

Course Level:

Equipment needs:

Organic (or p-chem) textbook

Subdiscipline:

Coordination Chemistry

Kinesthetic Learning: Crystal Symmetry Through Dance

Related activities:

Kinesthetic Learning: Cyclic Voltammetry Mechanisms

26 Mar 2018

Identifying Isomers

Submitted by Anne Bentley, Lewis & Clark College

Evaluation Methods:

I did not require students to turn in their worksheets, but I did circulate to answer questions and confirm their pairings.

Evaluation Results:

All my groups were able to identify the pairs. I think learning the labels is harder.

Description:

This in-class activity can be used to teach structural (or constitutional) isomers. This worksheet presumes that students have already had some experience with transition metal complexes such as determining metal oxidation state, recognizing the coordination sphere, and converting between formulas and structures.

Learning Goals:

A student should be able to

recognize pairs of ionization, coordination, and linkage isomers
describe the difference between ionization, coordination, and linkage isomers

Subdiscipline:

Coordination Chemistry

Equipment needs:

none

Prerequisites:

Corequisites:

Course Level:

Topics Covered:

Coordination chemistry

Related activities:

Inorganic Nomenclature

Computational Study of tetrachlorbis(dimethylsulfoxide) tin(IV) Linkage Isomers

Implementation Notes:

I developed this short in-class activity this spring to take the place of a lecture on the topic. The students had already spent a couple of days learning about coordination complexes and stereoisomers. I handed out the in-class activity and asked them to work in groups of 2-3. I circulated to answer questions, and after about 5-10 minutes of work, I brought everyone back together and summarized the categories. I chose not to give them any introduction to structural isomers in the hopes that by working through the activity, the students would develop their own understanding of the types of isomers.

Time Required:

10-15 minutes

22 Jan 2018

Streamlining Lab Report Grading: Errors Checklists

Submitted by Sabrina G. Sobel, Hofstra University

Evaluation Methods:

Errors Checklists are most effective when you list the most common errors with explanations. You will see if you are successful if you use the items on the checklist repeatedly in your grading. Students will better understand their grades because of the clear communication of their errors. You should see a reduction of student inquiries as to why a certain grade was assigned on lab work.

Evaluation Results:

My students really appreciate the errors checklists because my expectations and my grading choices are made clear. I have found that the formulation of Errors Checklists cause me to focus on and articulate the most common students errors; I subsequently pay more attention to the items in my pre-lab lectures, and student misunderstanding has decreased.

Description:

I present a format for more effective communiction of errors in lab reports to students that I term Errors Checklists. Grading lab reports are one of the banes of our existence as professors. They are endless, unremitting papers that need to be scrutinized for accuracy, precision and understanding. Instead of tearing your hair out at the fifteenth report in which the student failed to use to proper number of significant figures, or failed to produce a readable graph, why not just breezily check a box on your Errors Checklist (in which you have provided a complete and thoughtful explanation), and staple to the student report?

I have created and used Errors Checklists for General Chemistry and Foundations of Inorganic Chemistry lab classes for almost two decades. I have passed them on to junior colleagues in my department, which they have modified to suit their needs. Errors Checklists lower my anxiety and anger when grading multiple lab reports, and provide clearer communication with students.

Corequisites:

Prerequisites:

Course Level:

Topics Covered:

Learning Goals:

1. More effective communication of student errors on lab reports.

2. Streamline lab report grading to enable quick turnaround to students.

3. Better communicate expectations on lab reports to enable students to improve performance during the semester.

Subdiscipline:

Science Skills, Practices, and Resources

Equipment needs:

None.

Related activities:

Advice on teaching (and grading) lab report writing

Implementation Notes:

You need to develop your own Errors Checklists customized for the experiments in your curriculum. A template is provided. I have included two example checklists; the first is for a Chemical Kinetics lab in which students determine the orders WRT iodide and peroxide for the iodine clock reaction. The second is for the synthesis of potassium alum from aluminum foil, with supplemental analysis of the unit cell (available online).

Time Required:

not applicable

19 Dec 2017

Visual scaffold for stoichiometry

Submitted by Margaret Scheuermann, Western Washington University

Description:

These five slides are intended to share a visual scaffolding that I developed to help my general chemistry students identify what calculations are needed to solve stoichiometry problems.

The visual scaffold involves writing the balanced equation and then under it drawing a table with two rows and enough columns so that there is one column under each reagent in the equation. The top row is labeled as "moles" and the bottom row is labeled as "measurable quantity". Students then write in any information about a specific reagent or product that was given and identify the quantity that the question is asking them to find. They then add a series of arrows to the table to generate a "map" of how to get from the information they are given to the information they need to find with each arrow representating a type of calculation that they have already seen and practiced. Vertical arrows represent a calculation between a measured quantity and a number of moles. Horizontal arrows in the top row represent calculations between moles of one substance and moles of another substance. Horziontal arrows in the "measured quantity" row are not allowed since those unit conversion factors are not readily available.

Corequisites:

Topics Covered:

Prerequisites:

Course Level:

Learning Goals:

A student should be able to determine the quantity of a reagent required or the quantity of a product produced in a reaction.

Subdiscipline:

Nicholas A. Piro, Albright College

Related activities:

Stoichiometry Roadmap

Implementation Notes:

The scaffolding begins with a review of the two types of calculations that are required for basic stoichiometry: converting between grams and moles, and converting between moles of one substance and moles of another substance using the coefficients of a balanced equation as unit conversion factors (slide 1).

Some ABCD card/clicker questions can be added here if students have not practiced these types of problems in class recently.

After introducing the visual scaffold (slide 2) I do an example problem or two on the board/overhead/doc cam (slide 3).

This is a good point to give students an opportunity to work on a practice problem or if the introduction to stoichiometry began part way through a class period, an exit question.

Next I introduce situations where it could take more than one calculation to get from the measured quantity to moles (slide 4).

An example problem and/or practice problem and/or exit question can be added here.

The visual scaffold is also relevant for limiting reagent problems. I've included an example (slide 5/6) but limiting reagent is usually presented in a subsequent class period after some examples of the limiting reagent concept using sandwiches or something similar.

Time Required:

30-50 minutes. varies with the number of examples and practice problems

Evaluation

Evaluation Methods:

I will usually do an exit question- a stoichiometry problem from the textbook- after either slide 3 or slide 4. I do not require students to use the visual scaffold if they are already comfortable with stoichiometry from a previous class but many choose to use it. Some students will include the tables from the visual scaffold as part of the work they show on exams, again without being prompted or required to do so.

3 Jun 2017

Literature Discussion of "A stable compound of helium and sodium at high pressure"

Submitted by Katherine Nicole Crowder, University of Mary Washington

Additional Authors:

Rebecca M. Jones, George Mason University

William G Dougherty, Susquehanna University

Evaluation Methods:

Students could be evaluated based on their participation in the in-class discussion or on their submitted written answers to assigned questions.

Evaluation Results:

This LO has not been used in a class at this point. Evaluation results will be uploaded as it is used (by Spring 2018 at the latest).

Description:

This paper describes the synthesis of a stable compound of sodium and helium at very high pressures. The paper uses computational methods to predict likely compounds with helium, then describe a synthetic protocol to make the thermodynamically favored Na₂He compound. The compound has a fluorite structure and is an electride with the delocalization of 2e^- into the structure.

This paper would be appropriate after discussion of solid state structures and band theory.

The questions are divided into categories and have a wide range of levels.

Dong, X.; Oganov, A. R.; Goncharov, A. F.; Stavrou, E.; Lobanov, S.; Saleh, G.; Qian, G.-R.; Zhu, Q.; Gatti, C.; Deringer, V. L.; et al. A stable compound of helium and sodium at high pressure. Nature Chemistry 2017, 9 (5), 440–445 DOI: 10.1038/nchem.2716.

Corequisites:

Course Level:

Topics Covered:

Bonding models: Extended systems

Physical methods / analytical techniques

Physical properties

Synthesis and reactivity

Thermodynamics

Prerequisites:

Atomic Structure and Periodicity

General Chemistry

Learning Goals:

After reading and discussing this paper, students will be able to

Describe the solid state structure of a novel compound using their knowledge of unit cells and ionic crystals
Apply band theory to a specific material
Describe how XRD is used to determine solid state structure
Describe the bonding in an electride structure
Apply periodic trends to compare/explain reactivity

Subdiscipline:

Solid State and Materials Chemistry

Spectroscopy and Structural Methods

Related activities:

Metal - Noble Gas Bonding

Solid State Models with ICE Solid State Model Kits

Looking at Solid State Structures

Implementation Notes:

The questions are divided into categories (comprehensive questions, atomic and molecular properties, solid state structure, electronic structure and other topics) that may or may not be appropriate for your class. To cover all of the questions, you will probably need at least two class periods. Adapt the assignment as you see fit.

CrystalMaker software can be used to visualize the compound. ICE model kits can also be used to build the compound using the template for a Heusler alloy.

Time Required:

2 class periods

Web Resources:

A stable compound of helium and sodium at high pressure

ICE Solid State Model Kits

3 Jun 2017

A Stable Monomeric SiO2 Complex with Donor-Acceptor Ligands: Foundational Implications of Lewis-Acid base interactions in Stabilizing SiO2

Submitted by Gary L. Guillet, Armstrong State University

Additional Authors:

Brandon Quillian, Armstrong State University

Chip Nataro, Lafayette College

Maria Carroll, Providence College

S. Chantal E. Stieber, Cal Poly Pomona

Evaluation Methods:

This LO was craeted at the pre-MARM 2017 ViPER workshop and has not been used in the classroom. The authors will update the evaluation methods after it is used.

Description:

This module offers students in an introductory chemistry or foundational inorganic course exposure to recent literature work. Students will apply their knowledge of VSEPR, acid-base theory, and thermodynamics to understand the effects of addition of ligands on the stabilities of resulting SiO₂-containing complexes. Students will reference results of DFT calculations and gain a basic understanding of how DFT can be used to calculate stabilities of molecules.

Topics Covered:

Acid-base chemistry

Bonding models: Discrete molecules

Prerequisites:

Corequisites:

Subdiscipline:

Atomic Structure and Periodicity

Coordination Chemistry

Learning Goals:

Students should be able to:

Apply VSEPR to determine donor and acceptor orbitals of the ligands
Identify lewis acids and lewis bases
Elucidate energy relationships
Explain how computational chemistry is beneficial to experimentalists
Characterize bond strengths based on ligand donors

Course Level:

A Stable Monomeric SiO2 Complex with Donor–Acceptor Ligands

Second year

Implementation Notes:

Students should have access to the paper and have read the first and second paragraphs of the paper. Students should also refer to scheme 2 and table 2.

This module could be either used as a homework assignment or in-class activity. This was created during the IONiC VIPEr workshop 2017 and has not yet been implemented.

Time Required:

50 min

Web Resources:

3 Jun 2017

A Stable Monomeric SiO2 Complex with Donor-Acceptor Ligands: Foundational Application of VSEPR for Understanding Crystallographic Data

Submitted by S. Chantal E. Stieber, Cal Poly Pomona

Additional Authors:

Brandon Quillian, Armstrong State University

Chip Nataro, Lafayette College

Gary L. Guillet, Armstrong State University

Maria Carroll, Providence College

Evaluation Methods:

This was created during the IONiC VIPEr workshop 2017 and has not yet been implemented.

Description:

This module offers students an introductory chemistry or foundational inorganic course exposure to recent literature work. Students will apply their knowledge of VSEPR and basic bonding to predict geometries of complex SiO2-containing structures. Students will gain a basic understanding of how crystallography is used to determine molecular structures and compare experimental crystallographic data to their predictions.

Topics Covered:

Bonding models: Discrete molecules

Chemical literature

Diffraction

Molecular structure

Physical methods / analytical techniques

Prerequisites:

Course Level:

Corequisites:

Learning Goals:

Students will be able to:

Describe the bonding in SiO₂ and related compounds
Apply bonding models to compare and contrast bond types
Apply VSEPR to predict bond angles
Utilize crystallographic data to evaluate structures

Subdiscipline:

Spectroscopy and Structural Methods

Implementation Notes:

Students should have access to the paper and read the first and fourth paragraphs on the first page and the third paragraph on the second page. Students should also reference scheme 1 and figure 1.

This module could be either used as a homework assignment or in-class activity.

3 Jun 2017

A Stable Monomeric SiO2 Complex with Donor-Acceptor Ligands: Foundational examination of Lewis dot structures and bond enthalpies

Submitted by Maria Carroll, Providence College

Additional Authors:

Brandon Quillian, Armstrong State University

Chip Nataro, Lafayette College

Gary L. Guillet, Armstrong State University

S. Chantal E. Stieber, Cal Poly Pomona

Evaluation Methods:

This learning object was created at the pre-MARM workshop in 2017 and as such has not been used in a classroom setting. The authors will update the learning object once they have used it in their classes.

Description:

This module offers students in an introductory chemistry or foundational inorganic course exposure to recent literature. Students will apply their knowledge of Lewis dot structure theory and basic thermodynamics to compare and contrast bonding in SiO₂ and CO₂.

Corequisites:

General Chemistry

Course Level:

Bonding models: Discrete molecules

Second year

Topics Covered:

Prerequisites:

Learning Goals:

Students should be able to:

Describe the bonding in SiO2 and related compounds (CO2)
Use Lewis dot structure theory to predict bond orders
Apply bonding models to compare and contrast bond types and bond energies (sigma, pi)
Characterize bond strengths based on ligand donors

Subdiscipline:

A Stable Monomeric SiO2 Complex with Donor-Acceptor Ligands: Foundational Application of VSEPR for Understanding Crystallographic Data

Related activities:

Implementation Notes:

Students should read the first paragraph of the paper prior to completing this learning object. They can be encouraged to read more of the paper, but the opening paragraph is the focus of this learning object.

Time Required:

50 min

Web Resources:

The source paper

26 Mar 2017

Formulas and Nomenclature of Compounds

Submitted by Sarah Shaner, Southeast Missouri State University

Evaluation Methods:

The activity was not graded. After students work through the problems in pairs, we come back together as a class and discuss any problems that caused the students trouble.

Description:

Students will be given the formula for a cation or anion on a slip of paper or index card. He or she will find another student with an ion with the opposite charge and practice writing the formula and naming the ionic compound that would result by combining the cation and anion. Students also answer a few questions about naming and formulas of binary molecular compounds with their partner.

Learning Goals:

Become better acquainted with their classmates and get used to working in groups.
Construct formulas for ionic compounds based on ion charges.
Practice naming ionic and molecular compounds based on their formulas.

Corequisites:

No Corequisites

Prerequisites:

Equipment needs:

The instructor will need scissor and/or index cards to prepare the slips of paper or cards with ion names on them.

Topics Covered:

Nomenclature

Course Level:

Subdiscipline: