ACP_Portfolio

ce Problems

Student’s Name

with trigonal pyramidal geometry: C, N or O? Provide a short

p arrangement. However, their bond angle are different: H2O (bond
xplain these differences.

2 of 2

FORMAL ASSESSMENT

CHEM 1405 Introductory Chemistry

Lesson Objectives:
1) By the end of this lesson, students will be able to state VSEPR (v
2) By the end of this lesson, students will be able to describe all sha
groups.
3) By the end of this lesson, students will be able to identify the sha

Test Questions:
1. A trigonal planar geometry is associated with molecules in w

a. three bonding groups and one nonbonding group
b. two bonding groups and one nonbonding group
c. three bonding groups and zero nonbonding group
d. two bonding groups and two nonbonding groups

2. In which of the following pairs of molecules do both membe

a. H2S and HCN
b. H2O and OF2
c. BF3 and NH3
d. SO2 and CO2

3. Using VSEPR theory predict the geometry of the H3COH m
formula is written in a way that specifies atomic arrangements.

4. Provide an example of a case in which two molecules have d
geometry.

Page 1

valence-shell-electron-pair-repulsion) model.
apes possible for a molecule with two, three, or four VSEPR
ape of a molecule with two, three, or four VSEPR groups.

which the central atom has which of the following?
Bloom's taxonomy level: remembering

ers have the same molecular geometry?
Bloom's taxonomy level: applying

molecule. This molecule has more than one central atom. The
Bloom's taxonomy level: analyzing

different numbers of VSEPR groups, but the same molecular
Bloom's taxonomy level: evaluating

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LAB REPOR

Category 4 pts 3 pts More
Pre-lab All the pre-lab questions pre-la
Questions are answered correctly. More than 75% of the answ
Data pre-lab questions are Num
Accurate representation answered correctly. the m
Calculations of the data in tables prese
and/or graphs. All the Mostly accurate of the
Conclusions measurements should representation of the not h
/Analysis have correct units and a data in tables and/or and/o
proper number of graphs. Fewer than 25% of sig
Post-lab significant figures. of the measurements do
Questions not have correct units Some
All calculations are and/or correct number are n
shown. All the of significant figures. been
calculation setups are The r
correct. The results are All calculations are appro
correct and labeled shown. All the
appropriately. calculation setups are The r
correct, but there is a betw
The trends/patterns are mathematical error. The discu
logically analyzed. All results are labeled patte
possible sources of error appropriately. predi
are discussed. based
Predictions are made The relationship possi
about what might between the variables is are d
happen if part of the lab discussed and
were changed or how trends/patterns logically
the experimental design analyzed. Some possible
could be changed. sources of error are
All the post-lab discussed.
questions are answered
correctly. More than 75% of the More
post-lab questions are post-
answ
answered correctly.
Page 1

RT RUBRIC

2 pts 1 pt 0 pts
Pre-lab questions are
e than 50% of the More than 25% of the not turned in OR all the
ab questions are pre-lab questions are answers are incorrect.
wered correctly. answered correctly. Data are not shown.
Some data are missing.
merical values of all No calculations are
measurements are shown.
ent. More than 50%

e measurements do
have correct units
or correct number
gnificant figures.

e of the calculations Most of the calculations

not shown OR have are not shown OR have
setup incorrectly. been setup incorrectly.

results are labeled The results are
opriately. mislabeled.

relationship The relationship No analysis was
ween the variables is between the variables is included in the report

ussed but no discussed but no OR shows little effort
erns, trends or patterns, trends or and reflection.

ictions are made predictions are made
d on the data. Some based on the data.

ible sources of error Sources of error are not
discussed. discussed.

e than 50% of the More than 25% of the Post-lab questions are
-lab questions are post-lab questions are not turned in OR all the
wered correctly.
answered correctly. answers are incorrect.
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ACP SHOWCASE
PRESENTATION

Name: Yuliya Sumskaya
Discipline: Chemistry
Date: 04/06/2017



Ø Student Preparation Strategy
Ø BOPPPS lesson:

Ø Bridge
Ø Objectives
Ø Pre-assessment
Ø Participatory lesson
Ø Post-assessment
Ø Summary
Ø Reflection

TABLE OF CONTENTS



Reading guide and PowerPoint slides are p
• Read chapter 7, section 7.17 (pages 26
• Use chapter 7 PowerPoint (slides 1-6)
• Based on what you read, describe in y

q the difference between a covalent b
q the difference between an electron
q the difference between a covalent b

STUDENT PREPARATION S

posted in D2L before class.
61-267)

to review key concepts
your own words:
bond and an lone electron pair

pair and a VSEPR electron group
bond and a VSEPR electron group

STRATEGY

• Students are shown a slide with cis
transplatin molecules, and a video a
anticancer activity of cisplatin.

• BLOOM QUESTION ( ANALYSIS):
Why does cisplatin have
anticancer activity while
transplatin does not?

BOPPPS – BRIDGE

splatin and
about the

Course Student Learning Outcome: D
the shape and polarity of a simple com

Learning Objectives:
1. Define VSEPR (valence-shell-electro
2. Describe all shapes possible for a m

groups. (UNDERSTANDING)
3. Identify the shape of a molecule w

groups. ( APPLICATION)

BOPPPS – OBJECTIVES

Draw the Lewis structure and determine
mpound from its formula.

on-pair-repulsion) model. (REMEMBERING)
molecule with two, three, or four VSEPR

with two, three, or four VSEPR

BOPPPS – PRE-ASSESSME

NEW TECHNOLOGY: Kahoot quiz
https://play.kahoot.it/#/k/b27f022b-
2078-4bc0-8711-9e34ae66b77e
• 10 timed multiple choice questions
• If the quiz reveals problem areas,

the key concepts are reviewed
students’ questions are
answered.

ENT

Part 1

Instructor:
• Distribute the handouts, introduce t

corresponding molecular shapes, pro

Students work individually using a prov
• BLOOM QUESTION (COMPREHENSI

Summarize the relationship betwee
molecular geometries

BOPPPS – PARTICIPATOR

the three VSEPR group geometries and
ovide examples

vided handout Memory Matrix (CAT)
ION):
en the VSEPR group and

RY LESSON

Part 2

Instructor:
• Distribute the molecular geometry

• BLOOM QUESTION ( APPLICATION)
Identify the shapes of HCN, ClNO2,

Students work individually at first, the
work, provide feedback and discuss Th

BOPPPS – PARTICIPATOR

problem set

):
and OF2

en they check their partner’s
hink-Pair-Share (CAT)

RY LESSON

Part 3

Students work in pairs/groups on the f
• BLOOM QUESTION ( ANALYSIS):

Which of the following atoms is the
with trigonal pyramidal geometry:
• BLOOM QUESTION (SYNTHESIS):
Why do H2O, NH3, and CH4 molecule
(bond angle 104.5o), NH3 (bond angle
109.5o), despite having tetrahedral V

BOPPPS – PARTICIPATOR

following:

e most likely to form molecules
C, N or O? Why?

es have different bond angles: H2O
le 107o), and CH4 (bond angle
VSEPR group arrangement?

RY LESSON

Instructor:
• Distribute index cards with the follo

point in determining the shape of a
• Collect the “muddiest point” cards,

misconceptions if any
The Muddiest Point (CAT)

BOPPPS – POST-ASSESSM
AND SUMMARY

lowing question: What is the muddiest
a molecule?

address common questions and/or

MENT
Y

• Great group of people to
• Discovering new teaching

ü new inst
ü BOPPPS
ü BLOOM’s
ü CATS!

PERSONAL REFLECTION O
EXPERIENCE

learn with and from!
resources and techniques:

tructional technologies
S model to plan lessons
s taxonomy

ON MY ACP

Yuliya Sumskaya, Adjunct Faculty
Chemistry Department

Reflections
1. What value / knowledge / insights have you gained from the Adjunct Certification

Program?
When I started teaching chemistry at Lone Star College, it felt like being thrown in at the deep
end. I relied a lot on my own experiences of being a student to figure out how to be a teacher.
Being trained as a researcher, I analyzed every lesson to determine what was working for my
students and use those insights to tweak my teaching bit by bit. There was an improvement, but
it happened at a frustratingly slow pace. Having gone through Adjunct Certification Program made
me wish I took this class sooner. It gave me all the tools I was desperately searching for that very
first semester.
2. How have you incorporated the knowledge gained into your classroom?
BOPPPS model and Bloom’s taxonomy were the biggest eye-openers for me and the first
things I started doing in my class. I make sure to include something at the beginning of each
lesson to grab students’ attention to make them curious about the lesson. I introduce the lessons
objectives to the students before so that they know what they are expected to learn by the end of
the class. While I still rely on some traditional methods (lecture, etc.), I keep them brief and follow
up with more learner-centered activities. I started to use more CATS to improve my students’
understanding of the material and develop their self-assessment skills. When I plan pre- and post-
assessments, I use Bloom’s taxonomy to make sure I do not forget to target higher-order thinking
skills.
Things I plan on trying soon: guided reading assignments, using some of the new technology
tools I have learned about, syllabus snapshot.
3. How has this program made you a more effective instructor?
I can already see the benefits from the small changes I have made. Having a clearly defined
lesson structure improved my time management. I do not run out of time, and manage to address
all the lesson objectives as planned. I now know where to find the resources needed for my
classes, and my use of technology is no longer limited to the use of powerpoints and youtube
videos. I have implemented grading rubrics to ensure fair and valid assessment of my students.
4. What suggestions do you have for further professional development opportunities?
I wish I had taken this class earlier on in my teaching career. Most adjuncts are good at
teaching content, but not familiar with teaching methodology. Making this class available to them
a bit sooner, maybe after a semester of teaching would be beneficial. Also, having a first class

meeting earlier (the first week of the semester, or a week before the semester start, or even during
the summer when most of us have lighter teaching loads) could give us a head start. We would
be able to incorporate new things into our classes earlier in the semester, and have a chance to
tweak them a bit before the semester ends.

Another suggestion that I have is to spend more time on new classroom technologies. If
necessary, have it taught as a separate class.

And finally, it would be great to see some discipline-specific professional development
opportunities (face-to-face or online). In every field, there are some concepts that are particularly
difficult to teach. Having an opportunity to talk it over with instructors from same discipline would
be invaluable.