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  • I. The synthesis and coordination chemistry of novel 6n-electron ligands. II. Improvement of student writing skills in chemistry Lab Reports through the use of Calibrated Peer Review
    UNM Digital Repository, 2011
    Co-Authors: William Wilson
    Abstract:

    ABSTRACT I: The goal of this study was to synthesize and characterize a set of coordination complexes containing 6pi-cationic ligands. These compounds could be extremely useful as catalysts for the polymerization of olefins that are widely used in the synthetic polymer industry. The original strategy was to synthesize the 6pi-cationic ligands using (Ph2P)3CH (1) and (Me2P)3CH (10) as precursors; however, both precursors 1 and 10 were found to be highly reactive leading to the fragmentation products (Ph2P)2CH2 and (Me2P)2CH2 respectively. In trying to control the reactivity, precursor 1 was coordinated to the group 6B metal carbonyl in two modes, Mo(CO)3(C2H5CN)(Ph2P)2CHPPh2 and W(CO)3(C2H5CN)(Ph2P)2CHPPh2. In these novel compounds, two of the three phosphorus atoms are chelated to the metal. These complexes were isolated and characterized by X-ray analysis, elemental analysis, NMR and infrared spectroscopy. When these metal complexes were reacted with B(C6F5)3, the complexes were stabilized, and no molecular fragmentation was observed. Instead, a second mode of coordination was observed by 31P{1H} NMR spectroscopy, where all three phosphorus atoms are bonded to the metal in a tridentate fashion, yielding the novel product EtCNB(C6F5)3, which was characterized by X-ray analysis. However, because there was no hydride abstraction from the tertiary carbon in either compound, further studies will be required to develop a strategy for hydride abstraction to produce a cationic ligand. Another strategy for the synthesis of 6pi-cationic ligands was to directly synthesize the halogenated version of the tertiary carbon atom of compound 10. Fractional recrystallization of the crude product yielded two compounds of 2,4,6-trimethypyridinium bromide and (PMe2)3CBr. (PMe2)3CBr was determined to be pure as revealed by 31P{1H} NMR. It is expected that oxidation of the bromide should yield the 6pi-cationic ligand. In the next strategy, density function theory calculations (DFT) were used to predict the possibility that the 6pi-cationic ligand of guanidinium analog would coordinate with a group 6B metal carbonyl. However, attempts to synthesize the predicted complex were unsuccessful; when neodymium nitrate was reacted with the 6pi-cationic ligand of guanidinium salt, a completely novel diguanidinium diaquapentakis(nitrato)neodymiate(III) was produced, as characterized by X-ray analysis, NMR, elemental analysis, and infrared spectroscopy. In the next approach, the synthesis of the 6pi-cationic ligand of guanidinium analog tripiperidine carbenium tetrafluoroborate was attempted; again the ligand could not be obtained; however, other novel compounds, 1-tritylpiperidine and diphenyldipiperidin-1-ylmethane were obtained as indicated by single crystal X-ray analysis. The last strategy was to synthesize a 6pi-anionic phosphorus-based complex using 2,4,6-tri-tert-butylaniline and PI5. While the desired complex was not obtained, another novel compound, 2,4,6-tri-tert-butylbenzenaminium iodide, was produced and characterized by single crystal X-ray analysis and 1H NMR. In conclusion, new strategies that combine DFT with novel synthetic approaches will be required to successfully produce coordination complexes containing 6pi cationic ligands. ABSTRACT II:The goal of this study was to assess effectiveness of using Calibrated Peer Review (CPR) for submitting post-Lab Reports. According to the literature the use of CPR could help improve students’ writing skills (WS), conceptual understanding (CU) and critical thinking (CT). The first strategy of this study was to divide all students into two groups and required one group to use CPR for writing post-Lab Reports. The performances of the post-Lab between the two groups were then compared. In second strategy I used an essay (pretest/posttest) to objectively assess students’ writing skills that showed an improvement of 19% from students’ who used CPR and 11% from students’ who did not use CPR. When we compared the percentage of students who were not proficient in any areas (WS, CU, or CT) between the pre- and post-test, the CPR group has more improvement (22%) over the non-CPR group, which is 17%. Statistical analyses (t-test and ANOVA) for pretest and posttest scores have also shown significant differences in means and variances for CPR and non CPR students. In the third strategy we collected feedback from students through survey questions regarding the usefulness of CPR from their point of view. We have obtained low rating (2 on a five point Likert scale) about the use of CPR for writing post-Lab Report from students

  • I. The synthesis and coordination chemistry of novel 6n-electron ligands. II. Improvement of student writing skills in chemistry Lab Reports through the use of Calibrated Peer Review
    2011
    Co-Authors: William Wilson
    Abstract:

    ABSTRACT I: The goal of this study was to synthesize and characterize a set of coordination complexes containing 6pi-cationic ligands. These compounds could be extremely useful as catalysts for the polymerization of olefins that are widely used in the synthetic polymer industry. The original strategy was to synthesize the 6pi-cationic ligands using (Ph2P)3CH (1) and (Me2P)3CH (10) as precursors; however, both precursors 1 and 10 were found to be highly reactive leading to the fragmentation products (Ph2P)2CH2 and (Me2P)2CH2 respectively. In trying to control the reactivity, precursor 1 was coordinated to the group 6B metal carbonyl in two modes, Mo(CO)3(C2H5CN)(Ph2P)2CHPPh2 and W(CO)3(C2H5CN)(Ph2P)2CHPPh2. In these novel compounds, two of the three phosphorus atoms are chelated to the metal. These complexes were isolated and characterized by X-ray analysis, elemental analysis, NMR and infrared spectroscopy. When these metal complexes were reacted with B(C6F5)3, the complexes were stabilized, and no molecular fragmentation was observed. Instead, a second mode of coordination was observed by 31P{1H} NMR spectroscopy, where all three phosphorus atoms are bonded to the metal in a tridentate fashion, yielding the novel product EtCNB(C6F5)3, which was characterized by X-ray analysis. However, because there was no hydride abstraction from the tertiary carbon in either compound, further studies will be required to develop a strategy for hydride abstraction to produce a cationic ligand. Another strategy for the synthesis of 6pi-cationic ligands was to directly synthesize the halogenated version of the tertiary carbon atom of compound 10. Fractional recrystallization of the crude product yielded two compounds of 2,4,6-trimethypyridinium bromide and (PMe2)3CBr. (PMe2)3CBr was determined to be pure as revealed by 31P{1H} NMR. It is expected that oxidation of the bromide should yield the 6pi-cationic ligand. In the next strategy, density function theory calculations (DFT) were used to predict the possibility that the 6pi-cationic ligand of guanidinium analog would coordinate with a group 6B metal carbonyl. However, attempts to synthesize the predicted complex were unsuccessful; when neodymium nitrate was reacted with the 6pi-cationic ligand of guanidinium salt, a completely novel diguanidinium diaquapentakis(nitrato)neodymiate(III) was produced, as characterized by X-ray analysis, NMR, elemental analysis, and infrared spectroscopy. In the next approach, the synthesis of the 6pi-cationic ligand of guanidinium analog tripiperidine carbenium tetrafluoroborate was attempted; again the ligand could not be obtained; however, other novel compounds, 1-tritylpiperidine and diphenyldipiperidin-1-ylmethane were obtained as indicated by single crystal X-ray analysis. The last strategy was to synthesize a 6pi-anionic phosphorus-based complex using 2,4,6-tri-tert-butylaniline and PI5. While the desired complex was not obtained, another novel compound, 2,4,6-tri-tert-butylbenzenaminium iodide, was produced and characterized by single crystal X-ray analysis and 1H NMR. In conclusion, new strategies that combine DFT with novel synthetic approaches will be required to successfully produce coordination complexes containing 6pi cationic ligands. ABSTRACT II:The goal of this study was to assess effectiveness of using Calibrated Peer Review (CPR) for submitting post-Lab Reports. According to the literature the use of CPR could help improve students’ writing skills (WS), conceptual understanding (CU) and critical thinking (CT). The first strategy of this study was to divide all students into two groups and required one group to use CPR for writing post-Lab Reports. The performances of the post-Lab between the two groups were then compared. In second strategy I used an essay (pretest/posttest) to objectively assess students’ writing skills that showed an improvement of 19% from students’ who used CPR and 11% from students’ who did not use CPR. When we compared the percentage of students who were not proficient in any areas (WS, CU, or CT) between the pre- and post-test, the CPR group has more improvement (22%) over the non-CPR group, which is 17%. Statistical analyses (t-test and ANOVA) for pretest and posttest scores have also shown significant differences in means and variances for CPR and non CPR students. In the third strategy we collected feedback from students through survey questions regarding the usefulness of CPR from their point of view. We have obtained low rating (2 on a five point Likert scale) about the use of CPR for writing post-Lab Report from students.ChemistryDoctoralUniversity of New Mexico. Dept. of ChemistryBear, DavidHo, JosephWatkins, KathrynCabaniss, StephenPrakash, Redd

Susan R Singer - One of the best experts on this subject based on the ideXlab platform.

  • integrating genomics research throughout the undergraduate curriculum a collection of inquiry based genomics Lab modules
    CBE- Life Sciences Education, 2012
    Co-Authors: Lois M Banta, Susan R Singer, Erica J Crespi, Ross H Nehm, Jodi A Schwarz, C A Manduca, Eliot C Bush, Elizabeth Collins, Cara M Constance, Derek M Dean
    Abstract:

    We wish to let CBE—Life Sciences Education readers know about a portal to a set of curricular Lab modules designed to integrate genomics and bioinformatics into commonly taught courses at all levels of the undergraduate curriculum. Through a multi-year, colLaborative process, we developed, implemented, and peer-reviewed inquiry-based, integrated instructional units (I3Us) adaptable to a range of teaching settings, with a focus on both model and nonmodel systems. Each of the products is built on vetted design principles: 1) they have clear pedagogical objectives; 2) they are integrated with lessons taught in the lecture; 3) they are designed to integrate the learning of science content with learning about the process of science; and 4) they require student reflection and discussion (Figure 1; National Research Council [NRC], 2005). Eleven I3Us were designed and implemented as multi-week modules within the context of an existing biology course (e.g., microbiology, comparative anatomy, introduction to neurobiology), and three I3Us were incorporated into interdisciplinary biology/computer science classes. Our collection of genomics instructional units, together with extensive supporting material for each module, is accessible on a dedicated website (http://serc.carleton.edu/genomics/activities.html) that also provides links to bioinformatics tools and online assessment and pedagogical resources for teaching genomics. Figure 1. Pedagogical elements of the I3U, which was based on the findings of America's Lab Report (NRC, 2005 ) and was used as the primary curricular design framework for this project. Rapid advances in genome sequencing and analysis offer unparalleled opportunity and challenge for biology educators. More data are being generated than can be analyzed and contextualized in traditional teaching or research models. Indeed, this explosion of data has spawned rapid growth in the discipline of bioinformatics, which is focused on development of the computational tools and approaches for extracting biologically meaningful insights from genomic data. At the same time, access to vast quantities of genomic data stored in publicly avaiLable databases can offer educators ways to engage undergraduates in authentic research and to democratize research that was previously possible only at research-intensive universities with massive instrumentation infrastructures. The integration of genomic and bioinformatic approaches into undergraduate curricula represents one response to the national calls for biology teaching that is more quantitative and promotes deeper understanding of biological systems through interdisciplinary analyses (National Academy of Sciences, 2003 ; Association of American Medical Colleges and Howard Hughes Medical Institute [HHMI], 2009 ; NRC, 2009 ; American Association for the Advancement of Science, 2011 ). Yet relatively few faculty members who teach undergraduate biology have expertise in the fields of genomics or bioinformatics, and they may therefore feel inadequately prepared to develop their own new curricular modules capitalizing on this dispersed abundance of avaiLable resources. Our Teagle Foundation–funded genomics education initiative, Bringing Big Science to Small Colleges: A Genomics ColLaboration, was designed to address the challenges of helping faculty members integrate genome-scale science into the undergraduate classroom. The goal of the project was to create and disseminate self-contained curricular units that stimulate students and faculty alike to think in new ways and at different scales of biological inquiry. To this end, a series of three workshops over 3 yr brought together a total of 34 faculty participants from 19 institutions and a diverse array of disciplines—including biology, computer science, and science education—to develop a set of Lab modules containing a substantial genomics component. We believe that these modules are suitable for integration into existing courses in the biology curriculum and are adaptable to a variety of teaching settings. The project website serves as a portal to activity sheets describing each I3U, complete with learning goals, teaching tips, and links to teaching materials, as well as downloadable resources and assessment tools (Figure 2), that can be customized by any interested educator. Each I3U was peer-reviewed by fellow participants, as well as by a professional project consultant who has extensive experience with Web-based description of teaching materials using this format (Manduca et al., 2006 ). The goals of this review process were to ensure that each I3U met the design criteria articulated above, and to evaluate whether the activity sheet provided both an easily accessible overview of the content and enough detailed information for other instructors to adapt and implement the material and its associated assessment strategies. This peer review was complemented by each participant's own explicitly framed evaluation of his/her I3U through a formal reflection form (accessible at http://serc.carleton.edu/genomics/workshop09/index.html). Although these I3Us were designed for courses currently taught by the project participants within the specific institutions’ curricula, we propose that they can be inserted into other courses encompassing similar content (Tables 1 and ​and2)2) and/or learning goals (e.g., Figure 2). We have received many communications from colleagues at other institutions who have adapted our I3Us for their courses. Figure 2. Excerpt from an activity sheet from the Genomics Instructional Units Minicollection describing one of the curricular modules developed within the Bringing Big Science to Small Colleges program (for the complete activity sheet, see http://serc.carleton.edu/genomics/units/19163.html ... Table 1. List of I3Us generated in the Bringing Big Science to Small Colleges colLaborative project, grouped by the general level in the curriculum in which they were originally taught Table 2. Pedagogical attributes (scale of biological organization, genomic level of analysis, and bioinformatic skills taught) of I3Us developed in this project and disseminated on the project's website One fundamental characteristic of each I3U in our collection is the focus on guided inquiry. The benefits to an undergraduate of hands-on participation in research are well documented (Nagda et al., 1998 ; Gafney, 2001 ; Hunter et al., 2007 ; Kardash et al., 2008 ; Lopatto, 2009 ). Integrating authentic research experiences into the undergraduate curriculum allows this powerful learning model to be scaled from use with only a few students to use with entire Laboratory sections (Lopatto 2009 ; Lopatto et al. 2008 ). Like other national participatory genomic teaching initiatives (Campbell et al., 2006 , 2007 ; Ditty et al., 2010 ; Shaffer et al., 2010 ; HHMI, 2011 ), our model for curriculum development in genomics emphasizes synergies between student-centered research and education. However, in contrast with some of these other projects, our grassroots approach leveraged a wealth of existing expertise by providing opportunities for individual faculty members to develop, implement, modify, evaluate, and share undergraduate teaching modules that stem from their own research and/or teaching interests. In this regard, our project most closely resembles the Genome Consortium for Active Teaching, which provides faculty members and their undergraduates access to microarrays from a variety of organisms, allowing participants to define their own research questions in a model system with which they are already familiar (Campbell et al., 2006 , 2007 ). Our colLaborative effort among biologists, computer scientists, and science educators has yielded a collection of pedagogical resources that can be adapted for use in a wide variety of educational settings. We invite other biologists to begin building on our work by using and providing feedback on our I3Us. Faculty who have tested materials that exemplify our design principles are encouraged to add them to our collection. For further information, please contact the corresponding author.

  • america s Lab Report investigations in high school science
    National Academies Press, 2006
    Co-Authors: Susan R Singer, Margaret L Hilton, Heidi A Schweingruber
    Abstract:

    Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of Labs in our nationi'1/2s high schools as a context for learning science? This book looks at a range of questions about how Laboratory experiences fit into U.S. high schools: * What is effective Laboratory teaching? * What does research tell us about learning in high school science Labs? * How should student learning in Laboratory experiences be assessed? * Do all student have access to Laboratory experiences? * What changes need to be made to improve Laboratory experiences for high school students? * How can school organization contribute to effective Laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that influence a high school Laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for Laboratory experiences to be an integral part of the science curriculumi'1/2and how that can be accomplished.

Craig L Just - One of the best experts on this subject based on the ideXlab platform.

Miriam Ferzli - One of the best experts on this subject based on the ideXlab platform.

  • the Labwrite project experiences reforming Lab Report writing practice in undergraduate Lab courses
    2005 Annual Conference, 2005
    Co-Authors: Eric N Wiebe, Michael Carter, Catherine E Brawner, Miriam Ferzli
    Abstract:

    Laboratory Reports have always been a part of the modern science and engineering curricula. However, it has also often been the least liked part of a students' (and instructors') Laboratory experience. Despite research demonstrating the importance of Lab Reports to the undergraduate science and engineering Lab experience, instructors are likely to minimize their use. Lab Reports have been replaced with fill in the blank Labs, Reports that are worth only a token number of points towards a final grade, or excluded altogether. The LabWrite project has been developing online support materials to promote and support undergraduate Lab Report writing. A NSF-CCLI funded project, LabWrite is a web-based tool containing both static pages and an interactive tutor designed to support the Lab Report writing experience from before the student enters the Lab through reviewing the graded Lab Report. Integral to LabWrite is a set of training materials for Lab instructors, both faculty and graduate teaching assistants. Since 2000, LabWrite materials have been piloted in institutions ranging from Research I universities to community colleges. Our experiences and research have demonstrated the importance of Lab Reports in undergraduate education but have also pointed up the difficulties in successfully integrating Lab Reports back into courses.

  • supporting Lab Report writing in an introductory materials engineering Lab
    2001 Annual Conference, 2001
    Co-Authors: Eric N Wiebe, Thomas M Hare, Michael Carter, Y Fahmy, Roger Russell, Miriam Ferzli
    Abstract:

    This paper will describe the development and implementation of a web-based support site for helping students write and reflect on Lab Reports in an undergraduate Materials Science Lab. This project, part of a larger NSF project to support undergraduate Lab Report writing, details the specific challenges of implementing Lab Report writing support materials for engineering Labs. The Lab Report writing project, LabWrite, is focused on helping students better understand the process of writing Lab Reports. This includes help with organization of information prior to coming to Lab, how to organize data collection in the Lab and finally, writing, graphing, and interpretation of the results. One of the biggest challenges was the creation of support materials that would be relevant not only to basic science courses, but also to engineering courses. This paper will focus on how Lab Report writing in materials engineering differs from Report writing in traditional science courses, such as chemistry and biology. Also discussed is a more general implementation issue of providing on-line support for writing, graphing, and interpretation of data. Lessons learned include the importance of taking a holistic approach to the infusion of these support materials into Lab-based courses by involving faculty, Lab instructors, Lab support personnel, and students in the development and implementation of the material.

Michal Brandejs - One of the best experts on this subject based on the ideXlab platform.