Flipped for the Sciences: Course Design
description
Transcript of Flipped for the Sciences: Course Design
Flipped for the Sciences: Course Design
Dr. Maha Zewail-Foote, Southwestern University
Dr. Steven Neshyba, University of Puget Sound
LiF P9 3 15
How it’s done in our classesBefore
classDuring
classAfter class
Completing, reflecting , and preparing materials to be submitted
Grappling with complex problems, collaborative hands-on work, clickers
Videos can be recorded lectures or narrated slides
Step 1: What to flip?Select a topic and learning goals
Step 2: Choose your toolsChoose the technology
Posting videos or other materialOn-line quizzesElectronically submit answers
Step 3: What to do in the classroom?
Can still lectureActive-learning activities
◦Worksheets◦Clicker questions
Example: Colligative propertiesStep 1 : Learning goals
◦Explain how the amount of solute added alters the vapor pressure, boiling point and freezing point
Example: Colligative propertiesStep 2: Tools
◦Create video◦On-line quiz
Exam: Colligative propertiesStep 3: What to do in the
classroom?◦Worksheet
◦Clicker questions
Describe the effect a solute has on vapor pressure at the molecular level. Modify the picture to demonstrate that change.
Assume you add 1 mol sucrose or 1 mol of NaCl to water. Would the freezing point depression be the same?
Which will have the highest boiling point?a) 0.200 m HOCH2CH2OH b) 0.0750 m NaI c) 0.125 m K3PO4 d) 0.200 m Ba(NO3)2 e) 0.12 m C2H6O2
Exam: Colligative propertiesStep 3: What to do in the
classroom?◦Worksheet
Adapted from Chemistry, The Central Science, 10th editionTheodore L. Brown; H. Eugene LeMay, Jr.; and Bruce E. Bursten
Example: Decay kineticsStep 1 : Learning goals
◦Gain insight into connections between kinetics-related concepts: k, t1/2, and integrated rate laws
◦Grow accustomed to the idea of theoretical modeling of experimental data
◦Develop expertise in using a spreadsheet
Example: Decay kineticsConventional approach: Students look at graphs, decide whether a reaction is 1st or 2nd order based on whether it’s a straight line … doesn’t lead to much intuition about the meaning of k.
From http://textbook.s-anand.net/wp-content/uploads/2011/06/4_4.png
Example: Decay kineticsFlipped approach: Get students to construct graphs of experimental and modeled concentrations, vary k, and see what happens!
0 100 200 300 400 500 600 7000.00E+00
2.00E-03
4.00E-03
6.00E-03
8.00E-03
1.00E-02
1.20E-02
1st order
Experiment
2nd order
time (sec)
[A]
Example: Decay kineticsMake a handout
Decay kineticsMake a voice-over screen capture video
showing how
Decay kineticsMaybe a blackboard video of the theory
Decay kineticsAnd ask for some kind of analysis
Example: Protein structureStep 1 : Learning goals
◦Learn to recognize amide planes within a polypeptide
◦Learn to identify N- and C-termini◦Learn to identify residues within a
polypeptide◦Develop skill in constructing
molecules in SpartanTM (Wavefunction, Inc.)
Protein structureConventional approach: Students look at images of polypeptides and proteins, try to identify sequence and geometrical relationships.
Jakubowski. BC Online: 2C - Understanding Protein Conformation. at <http://employees.csbsju.edu/hjakubowski/classes/ch331/protstructure/olunderstandconfo.html>
Protein structureFlipped approach: Get students to build polypeptides (on a computer) from residues, using handouts, lectures, and videos, and manipulate those images to learn about proteins
From http://www.youtube.com/watch?v=LXYunrarRg8
Lessons LearnedGroup workStudent participationStudent reflectionsIndividualized learningKeep students on point
with taskTimeOur learning curve