Chapter 1 Organic Chemistry Chemistry 20. Organic Compounds.
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![Page 1: Clickers in Organic Chemistry Vincent Maloney Indiana U. Purdue U. Fort Wayne Active Learning in Organic Chemistry Workshop.](https://reader030.fdocuments.us/reader030/viewer/2022032800/56649d305503460f94a09537/html5/thumbnails/1.jpg)
Clickers in Organic Chemistry
Vincent MaloneyIndiana U. Purdue U. Fort Wayne
Active Learning in Organic Chemistry Workshop
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Have not trie
d them but ..
Use th
em occasio
nally
Use th
em regularly
Have not trie
d them but ..
Opposed to
their u
se
43%
25%
4%7%
21%
What is your experience with clickers?
A. Have not tried them but am interested
B. Use them occasionally
C. Use them regularlyD. Have not tried them
but am unconvincedE. Opposed to their use
![Page 3: Clickers in Organic Chemistry Vincent Maloney Indiana U. Purdue U. Fort Wayne Active Learning in Organic Chemistry Workshop.](https://reader030.fdocuments.us/reader030/viewer/2022032800/56649d305503460f94a09537/html5/thumbnails/3.jpg)
Cost to
student
Cost to
department
Time to
learn
new softw...
Loss
of class
timeOth
er
Clicker u
ser/n
o barriers
13%10%
28%
10%7%
31%
What barriers prevent you from adopting clickers?
A. Cost to studentB. Cost to departmentC. Time to learn new
software or adding questions
D. Loss of class timeE. OtherF. Clicker user/no
barriers
![Page 4: Clickers in Organic Chemistry Vincent Maloney Indiana U. Purdue U. Fort Wayne Active Learning in Organic Chemistry Workshop.](https://reader030.fdocuments.us/reader030/viewer/2022032800/56649d305503460f94a09537/html5/thumbnails/4.jpg)
Resources
• Teaching with Classroom Response Systems by Derek Bruff, Jossey-Bass, 2009
• Clickers in Action: Active Learning in Organic Chemistry by Suzanne M. Ruder, Norton, 2013– Suggested by J. Muzyka
![Page 5: Clickers in Organic Chemistry Vincent Maloney Indiana U. Purdue U. Fort Wayne Active Learning in Organic Chemistry Workshop.](https://reader030.fdocuments.us/reader030/viewer/2022032800/56649d305503460f94a09537/html5/thumbnails/5.jpg)
Why Clickers ?(Student Response Systems)
• Technology for Classroom Assessment Techniques (CATs)
• Variety of methods for obtaining immediate feedback of student knowledge and learning – before any quiz or exam where it’s “too late”
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Why Clickers ?
• e.g. Ask a question based on material just covered in lecture– Have all students answer– Quickly check answers– Correct misconceptions/misunderstanding
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Benefits
• Immediate feedback• All students respond• Anonymous to students
– Instructor can determine who answered and how• Improve student learning• Grading?
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Benefits• Improve student learning
– Thomas D’Angelo and K. Patricia Cross, Classroom Assessment Techniques: A Handbook for College Teachers, Jossey-Bass, 1993
– Bruff for clickers– David C. Haak, et al. Increased Structure and Active Learning
Reduce the Achievement Gap in Introductory Biology, Science 332, 1213 (2011)
– Louis Deslauriers, et al. Improved Learning in a Large- Enrollment Physics Class, Science, 332, 862, (2011)
– Linda B. Nilson, Teaching at Its Best, Jossey-Bass, 2010, pp. 273 – 280
![Page 9: Clickers in Organic Chemistry Vincent Maloney Indiana U. Purdue U. Fort Wayne Active Learning in Organic Chemistry Workshop.](https://reader030.fdocuments.us/reader030/viewer/2022032800/56649d305503460f94a09537/html5/thumbnails/9.jpg)
Impro
ved engagement
Impro
ved retention of m
...
Impro
ved retention of s
...
Better atti
tudes c
oncern
...
All of t
he above
39%
0%
61%
0%0%
What are the pedagogical benefits of using clickers?
A. Improved engagement
B. Improved retention of material
C. Improved retention of students (course/institution)
D. Better attitudes concerning course and material
E. All of the above
![Page 10: Clickers in Organic Chemistry Vincent Maloney Indiana U. Purdue U. Fort Wayne Active Learning in Organic Chemistry Workshop.](https://reader030.fdocuments.us/reader030/viewer/2022032800/56649d305503460f94a09537/html5/thumbnails/10.jpg)
Types of question
• Review gen chem• Assess retention of material• Application of concept• Inquiry/discovery-based learning• Check attendance?
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Solving problems
• Multi-step synthesis• Mechanisms• Spectral interpretation
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Question types
• Multiple choice• Numerical• Text• Sources of questions
– Instructor generated– Publisher generated– Student generated
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A B C D
4%
68%
20%
8%
What is the major product of the reaction shown?
A. AB. BC. CD. D
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5 4
4%
96%
How many signals appear in the 13C NMR spectrum of the compound shown?
Rank Responses1 52 43456 OtherValues: Value Matches: 0
CH3
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DIAST
EREOMERS
DIAST
EREOMER
DIAST
EROMER
STER
EOISOMERS
CONFIGURATIO
NALOth
er
30%
22%
26%
4%
9%9%
What kind of isomers are these?
Rank Responses1 DIASTEREOMERS2 DIASTEREOMER3 DIASTEROMER4 STEREOISOMERS5 CONFIGURATIO...6 Other
Values: Value Matches: 0
Br
CH3
H
H
Br
H
H
CH3
cis trans
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3678 36
9%
91%
How should the mechanism arrows be written? (Write a sequence of numbers. The 1st number is the base of a curved arrow. The second number is the head. If there is a second arrow, the 3rd number would
be the base and the 4th number would be the head.
Rank Responses1 36782 363456 OtherValues: Value Matches: 0
H3CH2C S CH2CH3 H3C Br H3CH2C S CH2CH3+ Br-
CH3
1 23
4 5 6 78
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11121
3810
13%
87%
Propose a multi-step synthesis to convert cyclohexene to ethoxycyclohexane.
Rank Responses1 1112132 8103456 Other
Values: Value Matches: 0
SOCl2 N1 D2O 2 Raney Ni, EtOH 3 Mg, Et2O(Li, THF)
4 Cl2 5
6 H2O 7 -OD 8 HCl 9 NaNH2, NH3 10 CH3CH2O-, CH3CH2OH,
11 H2SO4, H2O 12 Na 13 CH3CH2Br 14 PBr3
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11 H2SO4, H2OOH
12 NaO-
13 CH3CH2BrO
CH2CH3
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Synthesize 3-methylhex-3-ene from butan-2-ol and 1-bromopropane by entering the number for the correct reagents for the letters in the boxes. You will need to determine what Compounds U, V, and W along the way. Use each reagent only once.
1. (1. LiAlH4, ether 2. H3O+)
2. Na2Cr2O7, H2SO4
3. Compound V4. Compound W5. Ph3P
6. BuLi, ether7. Mg, ether8. NaOEt, EtOH
A
Compound U
B
Compound W
C
OH
D
Br Compound V
![Page 24: Clickers in Organic Chemistry Vincent Maloney Indiana U. Purdue U. Fort Wayne Active Learning in Organic Chemistry Workshop.](https://reader030.fdocuments.us/reader030/viewer/2022032800/56649d305503460f94a09537/html5/thumbnails/24.jpg)
H2CH3C C
O
CH3
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Practices• Informal peer learning
– Students discuss questions• How time for questions?
– Varies, ~ 2 min.– Listen to level of conversation
• What is the minimum number of questions suggested per 50 min. class period? – Varies, ~ 3
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Practices
• “Good” questions for peer learning– < 70% correct but >30% correct– Ask students to discuss with someone who
disagrees and poll again• Easy questions (>80% correct) often given to
avoid discouragement• Posting % responses
– Can affect follow up polling
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Practices
• Class participation points– e-mail reason for absence to avoid losing clicker
points– No grade for % correct – Grade based on % correct– Combination of both
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Potential Issues
• Choosing same answer as smartest person nearby
• Random guessing• “Helping” absent friend• Exams and quizzes
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Logistics
• Options for student use– Own– Share– Rent– Mobile device
• Integration with PowerPoint
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Original Conventional Wisdom
• Use one system across your institution– Decided by faculty and/ITS
• Mobile devices– Hardware no longer consideration– Important considerations
• Cost• Software• Ease of use• Where does data reside
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Drawing Structures
• Mastering Chemistry: Pearson– Easier to check student responses in class– Draw structures and vote on them
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Acknowledgements
• IPFW– CELT– ITS
• Jennifer Muzyka and Centre College