First year

20 Jun 2009
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: 
Course Level: 
Corequisites: 
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.  

Prerequisites: 
Corequisites: 
Related activities: 
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.

7 Aug 2018
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 ml, 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 ml 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.  

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: 
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.

Prerequisites: 
Subdiscipline: 
Corequisites: 
Course Level: 
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.
17 Jul 2018

Stoichiometric Calculations: A General Chemistry Flipped Classroom Module

Submitted by Jack F Eichler, University of California, Riverside
Evaluation Methods: 

1) Performance on the pre-lecture online quiz

2) Performance on the in-class activity (clicker scores or hand-graded worksheet)

Evaluation Results: 

Students generally score on average 70% or higher on the pre-lecdure quiz, and on average 70% or more of students correctly answer the in-class clicker questions. As  noted in the worksheet answer key, question #4 generally gives students the most trouble as they may not yet have learned how to sum a series of reactions to yield an overall reaction. Instructors are encoruaged to do an example of this in the acitivty introduction. 

Description: 

This is a flipped classroom activity intended for use in a first semester general chemistry course. Students are expected to have prior knowledge in determining the molar mass of compounds, how to carry out mole/gram conversions, and how to write balanced chemical reactions. The activity includes: 1) pre-lecture learning videos that guide students through carrying out basic stoichiometric calculations, determining the limiting reactant, and determining the percent yield of a reaction; 2) a pre-lecture interactive tutorial that helps students learn the concept of limiting reactant; 3) pre-lecture quiz questions; and 4) an in-class activity that requires students to apply their knowledge of stoichiometry and limiting reactant in the real-world application of converting coal to liquid fuel.

 

Learning Goals: 

Students are expected to complete the following learning objectives:

a) using mole-gram conversions and mole-mole conversions to carry out stoichiometric calculations for balanced chemical reactions;

b) gaining appreciation for how stoichiometric calculations are used in real-world chemical reactions.

Prior to completing this activity, students will be expected to have learned how to use molar masses of elements and compounds to carry out mole-gram conversions, how to balance chemical reactions, and how to use balanced chemical reactions to carry out mole-mole conversions.

 

Equipment needs: 

Suggested technology:

1) online test/quiz function in course management system

2) in-class response system (clickers)

Corequisites: 
Subdiscipline: 
Topics Covered: 
Prerequisites: 
Course Level: 
Implementation Notes: 

Attached as separate file. 

Time Required: 
50-80 minutes
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:

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

 

Equipment needs: 

Internet connection and computer

Prerequisites: 
Corequisites: 
Implementation Notes: 

This activity should be run in a computer lab.

Time Required: 
15 to 20 minutes
23 Jun 2018

Bonding in Tetrahedral Tellurate (updated and expanded)

Submitted by Jocelyn Pineda Lanorio, Illinois College
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: 
Prerequisites: 
Learning Goals: 

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

  1. Identify the key aspects of a primary publication including significance, synthetic methods, and product characterization.
  1. Identify isoelectronic species by drawing Lewis Structures.  
  1. Apply standard NMR shielding/deshielding concepts to interpret heteronuclear NMR spectra.
  1. Identify experimental protocols and reaction conditions.
  1. Discuss how the various experimental methods in the article provide evidence of the structure of the compound.
  1. Recognize scientific nomenclature relevant to the research article.
  1. Identify the relationship of telluric acid and tellurate to the related species given in the paper based on periodic trends. (Periodic Acid - isoelectronic; Sulfuric and Selenic acid - same column)
  1. Compare bond lengths for species in the paper.
  1. Identify the point group of the TeO42- with all the same Te-O bond lengths and when with different Te-O bond lengths.
  1. Predict the product(s) and by-products of a chemical reaction.
  1. Identify species and intermolecular interactions in a crystal structure.

 

Related activities: 
Implementation Notes: 

Students are asked to read the paper and answer the discussion questions before coming to class. 

Time Required: 
50 +
22 Jun 2018
Evaluation Methods: 

An answer key is included for faculty.

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 acitivty is a foundation level discussion of the Nicolai Lehnert paper, "Mechanism of N-N Bond Formation by Transition Metal-Nitrosyl Complexes: Modeling Flavodiiron Nitric Oxide Reductases".  Its focus lies in discussing MO theory as it relates to Lewis structures, as well as an analysis of the strucutre of a literature paper.

Prerequisites: 
Corequisites: 
Course Level: 
Learning Goals: 

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

  1. Write a balanced half reaction for the conversion of NO to N2O and analyze a reaction in terms of bonds broken and bonds formed.

  2. Evaluate the structures of metal complexes to identify coordination number, geometry (reasonable suggestion), ligand denticity, and d-electron count in free FeII/FeIII centers.

  3. Recognize spin multiplicity of metal centers and ligand fragments in a complex.

  4. Interpret a reaction pathway and compare the energy requirements for each step in the reaction.

  5. Draw multiple possible Lewis Structures and use formal charges to determine the best structure.

  6. Draw molecular orbital diagrams for diatomic molecules.

  7. Identify the differences in bonding theories (Lewis vs MO), and be able to discuss the strengths and weaknesses of each.

  8. Interpret calculated MO images as σ or π bonds.

  9. Identify bond covalency by interpreting molecular orbital diagrams and data.

  10. Define key technical terms used in an article.

  11. Analyze the structure of a well written abstract.

  12. Identify the overall research goal(s) of the paper.

  13. Discuss the purposes of the different sections of a scientific paper.

Implementation Notes: 

The paper in which this discussion is centered around is very rich in concepts, and will take time for students to digest.  As the technical level is higher than most foundation level course, it is strongly recommended that students focus on the structure of the paper, and not the read the entire paper.  The discussion is modular with focuses on both MO theory drawn form the paper, as well as a general anatomy of how literature papers are organized and what constitutes a good abstract.  Either focus could take a single 50 minute lecture, with two being necessary to complete both aspects.  Instructors can choose either focus, or both depending on their course learning goals.

This was developed during the 2018 VIPEr workshop and has not yet been implemented.  The above instructions are a guide and any feedback is welcome and appreciated!

Time Required: 
One or two 50 minute lectures depending on instructor's desired focus
22 Jun 2018
Evaluation Methods: 

Discuss students responses with respect to the answer key.

Evaluation Results: 

This activty was developed for the IONiC VIPEr summer 2018 workshop, and has not yet been implemented.

Description: 

Inorganic chemists often use IR spectroscopy to evaluate bond order of ligands, and as a means of determining the electronic properties of metal fragments.  Students can often be confused over what shifts in IR frequencies imply, and how to properly evaluate the information that IR spectroscopy provides in compound characterization.  In this class activity, students are initially introduced to IR stretches using simple spring-mass systems. They are then asked to translate these visible models to molecular systems (NO in particular), and predict and calculate how these stretches change with mass (isotope effects, 14N vs 15N).  Students are then asked to identify the IR stretch of a related molecule, N2O, and predict whether the stretch provided is the new N≡N triple bond or a highly shifted N-O single bond stretch.  Students are lastly asked to generalize how stretching frequencies and bond orders are related based on their results.

 
Learning Goals: 
  1. Evaluate the effect of changes in mass on a harmonic oscillator by assembling and observing a simple spring-mass system (Q1 and 2)

  2. Apply these mass-frequency observations to NO and predict IR isotopic shift (14N vs. 15N) (Q3 and 4)

  3. Predict the identity of the diagnostic IR stretches in small inorganic molecules. (Q5, 6, and 7)

Equipment needs: 

Springs, rings, stands, and masses (100 and 200 gram weights for example).

 

Corequisites: 
Implementation Notes: 

Assemble students into small groups discussions to answer the questions to the activity and collaborate.

 

 

Time Required: 
Approximately 50 minutes

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