Using PowerPoint's "Morph" effect to demonstrate chemistry principles

Submitted by Luc Boisvert / University of Puget Sound on Sun, 10/23/2016 - 03:41

I just discovered the Morph effect in PowerPoint and it's pretty cool! Using this slide transition effect in PowerPoint has allowed me to do something that I have always wanted to do when teaching using PowerPoint: to smoothly animate ChemDraw drawings to demonstrate chemistry principles. Here is a link to a 30-second YouTube video where I demonstrate it on an E2 and a Diels-Alder reaction, a TLC elution, and an SN2 reaction with an energy diagram:

https://youtu.be/ypJ3fvyUWRs

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Bioinorganic

Submitted by Carmen Gauthier / Florida Southern College on Mon, 05/09/2016 - 12:16

I will be teaching a bio-inorganic course in the fall.  Could any one recommend a textbook?

Thank you,

 

Carmen

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Foundations of Inorganic ACS Exam

Submitted by Gerard Rowe / University of South Carolina Aiken on Mon, 05/09/2016 - 10:53

I know that some in the VIPEr community had a hand in this exam's creation.  Has anyone had enough time to form an opinion about it yet?  I was thinking about switching to this exam for my Intro Inorganic course because the "normal" exam has lots of material that we never cover.  What I'm hoping for is an exam that focuses a lot on transition metal chemistry and "advanced general chemistry".

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Safety and Waste Disposal lines in notebook records

Anyone who keeps up with C&E News knows that academic institutions are lagging behind industry in regards to safety culture.  When I revise my in-house lab manuals and handouts after the current semester, I will be making what seems like a small no-brainer change that I suspect might have a disproportionally large impact.  Safety information is regularly presented to students in the form of semester briefings, text written into specific lab procedures, and pre-lab lectures.  An exam, quiz, or lab discussion question might ask students to recall specific safety information, but more ofte

Joseph Keane / Muhlenberg College Fri, 05/06/2016 - 11:33
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List of expected knowledge from previous classes

Hi All,

I was wondering, if you were to give your inorganic students a list of specific expected knowledge from previous classes that they would need for Inorganic, what would be on it?

Kyle Grice / DePaul University Mon, 01/18/2016 - 12:02
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Inorganic POGIL

Submitted by Joseph Keane / Muhlenberg College on Sun, 01/10/2016 - 13:57
The inorganic POGIL wiki posted on the VIPEr site seems long abandoned. I am wondering if are there any experienced POGIL practitioners active on VIPEr who would like to be doing more POGIL activities in inorganic classes.
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Symmetry Questions

Submitted by Joseph Keane / Muhlenberg College on Fri, 01/08/2016 - 15:12

The D5h character table lists 2 S53 operations.  My background in group theory is (obviously) not the strongest.  I would have told my students to list 2 S52 operations, as consistent with the listed 2 C52 operations.  Is there a short explanation of why S53 is the prefered notation for the improper rotations?  When I first introduce this notation, I tell them that we try to minimize the value of the superscripts, thus, for instance, C3 rather than C62 in D

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LFSE

Submitted by Marites (Tess) Guinoo / University of St. Thomas on Mon, 12/07/2015 - 12:45

I noticed that different books have a different sign convention for LFSE.  The new editions of Miessler, Shriver and Housecroft uses the negative energy convention (- delta o + paring energy), while the older edition of Shriver and Huheey uses the positive energy convention (+ delta o - pairing energy).  

I'm curious, how do you teach LFSE? the negative or positive convention?

Which one is a better approach to the LFSE?  Do you know of a literature reference for this?

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