Introductory Chemistry

8 Jun 2019

VIPEr Fellows 2019 Workshop Favorites

Submitted by Barbara Reisner, James Madison University

During our first fellows workshop, the first cohort of VIPEr fellows pulled together learning objects that they've used and liked or want to try the next time they teach their inorganic courses.

8 Jun 2019

IUPAC Brief Guide to the Nomenclature of Inorganic Chemistry

Submitted by Robin Macaluso, University of Texas Arlington
Description: 

This is a short nomenclature guide designed to be used by students and faculty.

Subdiscipline: 
Topics Covered: 
Prerequisites: 
Corequisites: 
6 Jun 2019

VSEPR: Flash Review

Submitted by Christopher Durr, Amherst College
Description: 

This presentation is meant to be a review of applying VSEPRup to steric number 6. It's designed to be viewed as a powerpoint and printed out to keep for the student's notebook.

It can be used at multiple levels: as a review immediately after learning VSEPR in general chemistry, or as a refresher before starting upper level inorganic chemistry. The instructor could add text or voice over the slides to add more detail or leave the presentation as is for students.

If you'd like .psd or .pdf files of the drawings in these presentation, please contact me directly.

Prerequisites: 
Corequisites: 
Learning Goals: 

After reviewing this material students should be able to:

Draw the correct VSEPR predicted structure of a molecule based on steric number and lone pair count.

Name VSEPR structures with their appropriate geometry.

Avoid common VSEPR mistakes, particularly those with steric number 5 and 6.

Recognize how lone pairs distort bond angles from ideal geometry in molecules like ClF3

 

Implementation Notes: 

I plan on uploading this flash review (along with others) to my class site before students arrive to my upper level inorganic course. I will voice over the slides, explaining the concepts, so they're ready to apply molecular orbital theory on the first day of class.

Time Required: 
10 - 15 Minutes
Evaluation
Evaluation Methods: 

I will compare student preparedness between this class and a previous one that did not receive a review.

Evaluation Results: 

This will be updated in the future.

6 Jun 2019

Molecular Orbital Theory: Flash Review

Submitted by Christopher Durr, Amherst College
Description: 

This presentation is meant to be a review of constructing and utilizing an MO diagram, in this case O2. It's designed to be viewed as a powerpoint and printed out to keep for the student's notebook.

It can be used at multiple levels: as a review immediately after learning MO theory in general chemistry, or as a refresher before starting upper level inorganic chemistry. The instructure could add text or voice over the slides to add more detail or leave the presentation as is for students.

If you'd like .psd or .pdf files of the drawings in these presentation, please contact me directly.

 

 

Prerequisites: 
Corequisites: 
Learning Goals: 

After reviewing this material students should be able to:

Recall the shape, size and appropriate nodes of atomic orbitals.

Note the appropriate electron configuration of a given atom.

Draw molecular orbitals with the appropriate sign and node position.

Apply the Aufbau Principle to molecular orbitals to determine the ultimate spin state of a molecule.

Determine the bond order of a molecule from a completed MO diagram.

Manipulate the bond order of a molecule with Reduction/Oxidation.

 

Implementation Notes: 

I plan on uploading this flash review (along with others) to my class site before students arrive to my upper level inorganic course. I will voice over the slides, explaining the concepts, so they're ready to apply molecular orbital theory on the first day of class.

Time Required: 
10 - 15 Minutes
Evaluation
Evaluation Methods: 

I will compare student preparedness between this class and a previous one that did not receive a review.

Evaluation Results: 

This will be updated in the future.

31 May 2019

Helping Students with Visual Impairments See Colors

Submitted by Douglas Balmer, Warwick High School
Evaluation Methods: 

Do these students identify the same colors as the students without visual impairments?

Are their lab results correct? 

Evaluation Results: 

Students were able to accurately describe colors.

Description: 

I have had some students in class have a hard time identifying colors (flame tests, solution color, acid-base indicators, etc.) because of a visual impairment. There are many cell-phone apps that are helpful in aiding these students. "Pixel Picker" allows the students to load a picture from a device (cell phone, ipad). This is helpful because students are now dealing with a "frozen" image. Moving the cross-hair to different parts of the picture changes the R-G-B values. The "Color Blind Pal" app uses a more qualitative approach. It names the color in the cross-hair using various color scales. There are also different options for different types of color blindness. 

Both of these apps are free and availble in the App Store.

Prerequisites: 
Corequisites: 
Course Level: 
Learning Goals: 

A student should be able to correctly identify an unknown metal by the color of its flame.

A student should be able to correctly identify the endpoint in a titration by the indicator's color change.

A student should be able to correctly describe the physical properties (color) of a sample.

A student should be able to correctly predict the visible absorbance spectrum of a solution based on correctly identifying the color of the solution.

Implementation Notes: 

Have the students with visual impairments practice using the app ahead of time to better prepare them to use the app for the first time in class/lab. Students would also need to understand the additive nature of light colors. For example, high R and G values will appear yellow/orange. I would give these students a 1-page handout for their lab notebook with the addative color wheel and various colored circles labeled with their names and RGB values so that students could practice and reference in the lab.

Our lab safety contract actually has students indicate whether they are color blind. This is a good time to introduce these students to the apps.

Time Required: 
15 min
15 May 2019

Rates of Chemical Reactions

Submitted by Will, Bucknell University
Evaluation Methods: 

A short problem set is assigned with the video

Evaluation Results: 

Most students are able to learn the content in this video independently

Description: 

Part 9 of the Flipped Learning in General Chemistry Series. This video explores the concept of reaction rate and shows how the rates of change of reactant and product concentrations vary during the course of a reaction.

Prerequisites: 
Corequisites: 
Course Level: 
Topics Covered: 
Subdiscipline: 
Learning Goals: 

After watching this video and completing the assigned problems, students should be able to define the rate of a chemical reaction, determine a rate (average or instantaneous) from a plot of concentration vs time data, and understand how the overall rate of a reaction is related to a balanced chemical equation.

Time Required: 
10-15 minutes
15 May 2019

Hess's Law

Submitted by Will, Bucknell University
Evaluation Methods: 

A short problem set is assigned with the video

Evaluation Results: 

Most students are able to learn the content in this video independently

Description: 

Part 8 of the Flipped Learning in General Chemistry Series. This video shows students how to calculate the enthalpy change for an overall reaction by combining a series of individual steps.

Prerequisites: 
Corequisites: 
Course Level: 
Topics Covered: 
Subdiscipline: 
Learning Goals: 

After watching this video and completing the assigned problems, students should understand the definition of a state function depend, be able to combine chemical reactions to create new balanced equations, and calculate an overall enthalpy change from a series of individual steps.

Time Required: 
10-15 minutes
15 May 2019

Oxidation States

Submitted by Will, Bucknell University
Evaluation Methods: 

A short problem set is assigned with the video

Evaluation Results: 

Most students are able to learn the content in this video independently

Description: 

Part 7 of the Flipped Learning in General Chemistry Series. This video introduces the concept of an oxidation state, which is a tool used to keep track of electrons in chemical reactions.

Prerequisites: 
Corequisites: 
Course Level: 
Topics Covered: 
Subdiscipline: 
Learning Goals: 

After watching this video and completing the assigned problems, students should be able to assign oxidation states to atoms using both Lewis structure and the rules for common oxidation states.

Time Required: 
10-15 minutes
15 May 2019

Molar Mass

Submitted by Will, Bucknell University
Evaluation Methods: 

A short problem set is assigned with the video

Evaluation Results: 

Most students are able to learn the content in this video independently

Description: 

Part 6 of the Flipped Learning in General Chemistry Series. This video reviews the concept of the mole and shows how to use atomic masses of individual elements to calculate formula masses of covalent and ionic compounds. The video also introduces the concept of stoichiometry conversions.

Prerequisites: 
Corequisites: 
Course Level: 
Topics Covered: 
Subdiscipline: 
Learning Goals: 

After watching this video and completing the assigned problems, students should recognize the molar proportions of elements in a compound and be able to interconvert between grams and moles for a given compound.

Time Required: 
10-15 minutes
15 May 2019

Molecular Structure and VSEPR Theory

Submitted by Will, Bucknell University
Evaluation Methods: 

A short problem set is assigned with the video

Evaluation Results: 

Most students are able to learn the content in this video independently

Description: 

Part 5 of the Flipped Learning in General Chemistry Series. This video introduces valence shell electron pair repulsion (VSEPR) theory and teaches students to predict the geometry of a molecule from its Lewis structure.

Prerequisites: 
Corequisites: 
Course Level: 
Topics Covered: 
Subdiscipline: 
Learning Goals: 

After watching this video and completing the assigned problems, students should be able to identify electron pair geometries and molecular structures, and create three dimensional drawings from Lewis structures.

Time Required: 
10-15 minutes

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