Science Skills, Practices, and Resources

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.

8 May 2018

Developing Effective Lab Report Abstracts based on Literature Examples

Submitted by Katherine Nicole Crowder, University of Mary Washington
Evaluation Methods: 

I use a rubric that I have developed (see attached).

They are graded out of 50 points: 5 points per category on the rubric.

Evaluation Results: 

Most students score between 40-49 on this assignment. They mostly lose points for grammar, including things that they shouldn't (which hits them in two categories - conciseness and only relevant information included), and forgetting to write a title.

Description: 

For inorganic lab, I have my students write their lab reports in the style of the journal Inorganic Chemistry. The first week of lab, we spend time in small groups looking at several examples of recent articles from Inorganic Chemistry, focusing mainly on the experimental section and the abstract (as these are included in every lab report). We then come back together as a class to have a discussion of each of the sections in the articles. We discuss what was included in each section, what wasn’t included, and the style, tone, tense, and voice of each section. I keep a running list of what we discuss to post on our CMS. It is a great opportunity to discuss the expectations for lab reports for this course (and they feel like they have a say in what they will be expected to include), and it is also a time to highlight what may be done slightly differently in inorganic versus some of the other sub-disciplines.

Following this discussion, I provide them with another current article from Inorganic Chemistry, except this time I have removed the abstract and all identifying information (authors, title, volume, page numbers, etc.) using editing (white boxes over the information) in pdf. Their assignment is to read through the article and then write their own title and abstract, keeping in mind the elements of our discussion as they write.

Since this is very early in the semester, I try to choose an interesting article that won’t be completely over their head. I also stress that they don’t have to completely understand the results to write about them, as they are usually summarized nicely in the conclusions section. Since I expect them to focus mainly on their results in their lab report abstracts, I try to choose articles that have a lot of numerical and spectral data to incorporate.

This year I chose

Systematic Doping of Cobalt into Layered Manganese Oxide Sheets Substantially Enhances Water Oxidation Catalysis

Ian G. McKendry, Akila C. Thenuwara, Samantha L. Shumlas, Haowei Peng, Yaroslav V. Aulin, Parameswara Rao Chinnam, Eric Borguet, Daniel R. Strongin, and Michael J. Zdilla

Inorganic Chemistry 2018 57 (2), 557-564

DOI: 10.1021/acs.inorgchem.7b01592

The students are evaluated based on their inclusion of the aspects of abstracts that we discussed, their summarization of the main findings of the article, and their grammar.

Corequisites: 
Prerequisites: 
Learning Goals: 

A student should be able to:

  • Identify common aspects of sections of literature article examples, namely the abstract and experimental section
  • Read a current literature article from Inorganic Chemistry and identify the main findings in order to write their own abstract for the article
  • Use these experiences to guide their writing for lab reports for the inorganic lab course
Equipment needs: 

None.

Implementation Notes: 

I bring 3-4 examples of articles that have abstracts that incorporate elements that I want them to include in their lab report abstracts. I bring 3-4 examples of articles that are mainly synthetic for their experimental sections, as that is what their labs will be mostly. I post these examples to our CMS after lab.

I split students into groups of 3-4 to look over the articles, then we come back together as whole class for the discussion. It is interesting to see what the different groups pick up on.

I bring my tablet to take notes on during the discussion, then post that on the CMS as well.

I have posted the discussion summary from this spring.

Links to the article I used for the abstract writing assignment and the articles I used for the in-class discussion are below.

Time Required: 
30-45 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: 
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.

Equipment needs: 

None.

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
31 Jul 2017

Inorganic Nomenclature: Naming Coordination Compounds

Submitted by Gary L. Guillet, Armstrong State University
Evaluation Methods: 

For my course I grade this assignment as a problem set.  Upon collecting the assignment I do not exhaustively grade them.  I check them over for completness.  I tell the students when I hand it out that it is designed for them to learn and then test their own comprehension and if they are stuck they should bring issues to office hours. 

On the following exam I put two or three inorganic complex names and have the students draw the structures.  The test questions always incorporate isomerism in addition to combinations of common ligands and transition metals.

Evaluation Results: 

After completion of this assignment most students are able to draw straigthforward structures including some isomers on an exam.  They can identify common ligands from their names like water, ammonia, carbon monoxide.  They also understand the common conventions in naming including handling cis and trans isomers as well as fac and mer isomers.

In the most recent sample of ACS examinations (IN16D) 87% of my students answerd correctly on the question most directly related to this assignment, selecting the correct name of a given complex using a picture of the complex.  I do not have any comparative data from another teaching approach.

Description: 

I do not like to take a large amount of time in class to cover nomenclature of any kind though I want students to know the names of common ligands and the basic ideas of how coordination complexes are named.  Since it is a systematic topic I assign this guided inquiry worksheet.   The students complete it outside of class and can work at whatever pace they want.  If they are more familiar with the topics the can quickly complete it but if they are rusty or have not seen some of the material it gives them an easy entry point to ask questions to fill in any gaps in their knowledge.  This assignment covers determing charge on a metal in a complex with simple ligands, how to identify and name common isomers, and it is structured in a guided inquiry form. 

Learning Goals: 

Students will be able to identify and correctly name common ligands in a chemical structure or chemical name.

Students will be able to identify the charge on a metal or a ligand in a chemical structure.

Students will be able to identify common isomeric differences in a chemical structure or a chemical formula (cis, trans, fac, mer). 

Students will be able to use a chemical name to draw a chemical structure.

Equipment needs: 

None

Topics Covered: 
Corequisites: 
Prerequisites: 
Implementation Notes: 

I use this assignment to replace a lengthy lecture on the topic of nomenclature when covering coordination chemistry.  I have students complete this assignment outside of class.  I encourage them to work in pairs so students can jointly interpret the instructions and determine the patterns in naming complexes.  The assignment is constructed in a very straightforward manner and covers the basics of inorganic nomenclature.

Upon completion of the assignment I take about 15-20 minutes in class to quickly cover the main ideas of the assignment.  I field any questions that arose during the assignment and I do a few comprehension check type questions on the board. 

Time Required: 
1-2 hours
3 Mar 2017

In-class peer review

Submitted by S. Chantal E. Stieber, Cal Poly Pomona
Evaluation Methods: 

Student participation was evaluated during the in-class portion based on the questions students asked. 

The formal peer review homework was evaluated based on completion, level of thought and thoroughness.

Evaluation Results: 

Overall, students were very interested in this topic and had not formally learned about the process before. There was a very lively discussion and a lot of questions were asked. All students received full credit for participation. 

Similarly, once students received their classmate's paper for peer review, they took the process very seriously and carefully went through the paper and answered the worksheet questions. 

I was very impressed by the high quality of the formal peer reviews that were turned in as homework. Students clearly spent a lot of time to carefully think about the paper and craft a reasonable response. Most students received full-credit. 

Description: 

This activity includes questions for students to answer to help guide them through the process of peer review. It was designed to assist students in writing peer reviews for research reports written by their classmates, but could be applied to literature articles as well.

Corequisites: 
Prerequisites: 
Learning Goals: 

A student will be able to:

-Explain how the peer-review process works

-Critically read through a research article

-Carefully review a research article

-Write a professional peer review

Implementation Notes: 

An overview of peer review was given with three powerpoint slides. Students then worked through a modified Q&A of the peer review module "Peer Review - How does it work?" posted by Michael Norris on VIPEr. This provided students with an example of real reviews, along with the resulting article revisions. 

The current worksheet was then passed out to students along with a research report written by one of their classmates (I assigned these and removed names). In class, students answered the questions on the worksheet and were able to ask questions of the editor (the instructor in this case). Following the in-class peer review, students had to write a formal peer review, which was turned in as homework. 

The peer review was a final component of a research report that students had been working on throughout the course. The final report was turned in after students had received the review comments back from their peers. The grade of the final report took into consideration whether or not students had made modifications based on comments by their peer reviewer.

 
Time Required: 
60 min
2 Mar 2017

Experimenting with Danger- CSB safety Video

Submitted by Sheila Smith, University of Michigan- Dearborn
Description: 

This 2011 video by the Chemical Safety Board is a very serious and moving motivation for adopting safe practices in the chemical laboratory.  It focuses on two recent and very real safety issues in University labs (UCLA, 2008 and TTU, 2010 ), both of which have shaken the educational research community to result in positive change. 

I have shared a "SafeShare" link so that you will not have to listen to ads, and if you choose to play the link in your classroom, you will not see all the Youtube ads on the screen.  

Prerequisites: 
Corequisites: 
Learning Goals: 

Students will gain a real sense of the importance of chemical safety in the laboratory that is related to real people who have suffered real losses.  

Implementation Notes: 

I will be using this video as part of my standard safety training during intake of new undergraduate researchers in my research lab and in the first week of Advanced lab.

I will also be working to get our general chemistry coordinator to adopt some or all of it as part of the lab safety training for freshmen.

Time Required: 
24 minutes
18 Jan 2017

calistry calculators

Submitted by Adam R. Johnson, Harvey Mudd College
Description: 

I just stumbled on this site while refreshing myself on the use of Slater's rules for calculating Zeff for electrons. There are a variety of calculators on there including some for visualizing lattice planes and diffraction, equilibrium, pH and pKa, equation balancing, Born-Landé, radioactive decay, wavelengths, electronegativities, Curie Law, solution preparation crystal field stabilization energy, and more.

I checked and it calculated Zeff correctly but I can't vouch for the accuracy of any of the other calculators. 

Prerequisites: 
Corequisites: 
Learning Goals: 

This is not a good teaching website but would be good for double checking math

 

Implementation Notes: 

I used this to double check my Slater's rules calculations (and found a mistake in my answer key!)

3 Jan 2017

Strategies for Effective Science Writing

Submitted by Anne LaPointe, Department of Chemistry and Chemical Biology, Cornell University
Description: 

This presentation is designed for senior undergraduates or beginning graduate students who need to write a research report or paper.  It was originally developed for the summer undergraduate students in the NSF Center for Sustainable Polymers.

Topics Covered: 
Prerequisites: 
Corequisites: 
Course Level: 
23 Oct 2016
Description: 

See the attachement. 

Topics Covered: 
Prerequisites: 
Corequisites: 
16 Sep 2016

Safety is job one

Submitted by Alice Lenthe, Villanova University
Description: 

This five slides about came to be from a discussion that happened after Marta Guron and Jared Paul gave a talk at the Philly ACS in Fall 2016. This is a modified version of a presentation given to all chemistry students regarding the proper handling and disposal of chemicals. Certain details will need to be modified to fit your individual institutions. The particular focus of the slides is for students to learn to turn to SDS sheets before using chemicals and to be able to read the labels on chemicals and understand the associated safety concerns.

Prerequisites: 
Corequisites: 
Learning Goals: 

After completing this training students should be able to 

1) Know how to access an SDS at your institution.

2) Know how to read an SDS in order to know the proper safety protocols for handling a given chemical.

3) Know how to properly dispose of chemicals at your institition.

 

Implementation Notes: 

The answers to the quiz were taken from an SDS found on the Aldrich website. Links are provided below.

 

At the time of this posting I am the director of environmental health and safety at Villanova University. I am not a regular VIPEr user, but was encourage to post these materials and did so with help from Chip Nataro. Hopefully the community finds a use the materials I have developed at Villanova.

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