Organic Molecular Videos: Nomenclature Tutorials

1. Organic Molecular Videos: Nomenclature Tutorials Jeromy T. Bentley Naperville Central High School RET 2010 Teaching Modules University of Illinois at Chicago December 4, 2010 RET 2010 Program NSF EEC 0743068 (A. Linninger, PI)

2. Presentation Outline • Target Student Population • The Problem • Goals • RET Internship Influence • Reasons for This Approach • The Lesson Objectives • The Lesson Module • Equipment Needs • Lesson Extension • Teaching Standards • Acknowledgements

3. Target Student Population:“Advanced Chemistry High School Students” • Students in 10-12th grades • High achieving students who need a challenge • Advanced Chemistry Curriculum • Review of Atomic Structure, Periodic Table, Bonding • Organic Nomenclature and Molecular Model construction • Organic Reactions • Spectroscopy • Forensic Science/Criminalistics

4. The Problem: Based on surveys of former NCHS students: Students do well in their first year college Chemistry course. Students have difficulty with Organic Chemistry in college. Former students have suggested learning some Organic Chemistry before college.

5. Goals of Teaching Module To achieve a sense of contribution to the chemical community. To provide opportunities for students to learn organic nomenclature from each other using FlipCams. To encourage the use of technology in the classroom by using FlipCams,Windows Movie Maker, and the internet.

6. Concepts I brought back to my students • The scientific process is rigorous. It requires proper investigation, communication and peer review to be suitable for publication. • Being apprehensive of technology can be detrimental. It can save so much time in the long run. • Everyone has a good idea about what’s going to happen, but the breakthroughs are what really make science so special.

7. Reasons for This Approach • Students wanted to learn topics that occur after General Chemistry. • Opportunity for students who normally are not very creative to have an audience to “show-off.” • Molecular models provide students with hands-on opportunities. • Use of computers and FlipCams will allow for students to demonstrate proficient use of technology.

8. Lesson Objectives • Students will research various functional groups and develop a set of rules for naming organic molecules. • Molecular model kits will then be used to construct various organic molecules from these rules. • Students will then create a video describing the rules and molecular model construction of several different organic molecules. • Students will effectively communicate these rules by posting their videos on the web.

9. The Lesson • During this lesson, students will be provided with various names and molecular structures of several different organic molecules. • Saturated and unsaturated straight-chain, branching, and cyclic hydrocarbons • Different functional groups including alcohols, halocarbons, amines, ethers, aldehydes, ketones, carboxylic acids, and esters. • Students will then develop a set of rules from this provided information and will then begin to provide the name or structural formula for various organic molecules. • Students will then be provided with 2 different names and 2 different molecular models. • “How-to” videos will be produced, peer reviewed, and posted onto a district website using a FlipCam, MolyMod Kits, Windows Movie Maker, and the internet.

10. Preparation of Module Students have studied and practiced: • Bonding and Lewis Structures • Use of MolyMod molecular model kits • FlipCam Usage • Windows Movie Maker video editing skills • Webpage posting

11. Equipment Needs 6 FlipCams ($149.99 each) 6 Molymod Organic Model Sets ($25.35 each) Requested Assistance: $1052.04

12. Lesson Extension • Select small group of students will visit UIC Nanopolymeric Lab and make a video posting of their experience. • FlipCams will also be used to document Mock Crime Scenes and recreations of the crime • FlipCams will be used by other Science Department members for similar projects and web postings.

13. Standards • Illinois State Goal 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. • Illinois State Standard 11.A.5e Report, display and defend the results of investigations to audiences that may include professionals and technical experts. • Illinois State Standard 11.A.4f Using available technology, report, display and defend to an audience conclusions drawn from investigations. • Illinois State Goal 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. • Illinois State Standard 12.C.3b Model and describe the chemical and physical characteristics of matter (eg., atoms, molecules, compounds, and mixtures). • Illinois State Standard 12.C.5b Analyze the properties of materials (eg., mass, boiling point, melting point, hardness) in relation to their physical and/or chemical structures. • Illinois State Standards 12.C.4a Apply scientific inquiries or technological designs to explain how physical and chemical structures of matter affect its properties, relating bonding types and shapes of molecules to organic and inorganic compounds.

14. Acknowledgments • Dr. Seungpyo Hong • Dr. Andreas Linninger • Dr. Gerardo Ruiz • UIC • Naperville Central High School • Naperville Community School District 203 • Suhair Sunoqrot and the rest of the Nanopolymeric Lab for their support • NSF RET EEC 0743068 (A. Linninger, PI)