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Table of Contents SECTION SLIDE # 7 11 16 ABOUT YOU 3 OUT-OF-CLASS SEGMENT 7 IN-CLASS SEGMENT 11 EVALUATION 16

Deccan School Of Pharmacy Dr.Iffath Rizwana M.Pharm ., PhD Associated Professor Deccan School Of Pharmacy

Iffath Rizwana Introduction to Stereochemistry B.Pharm first year B.Pharm first year students Osmania University

Dr.Iffath Rizwana ORGANIC CHEMISTRY STEREOCHEMISTRY CHEMISTRY First YEAR UG STUDENTS IN PHARMACY Deccan school of Pharmacy

About Out-of-Class Segment-1 Learning Objective(s) of Out-of-Class Activity At the end of watching the videos student should be able to Explain the concept of stereochemistry Identify chiral carbons in various molecules. (Apply Level) Give various examples of isomers .(Understand Level)

Out-of-class Activity Design - 2 Main Video Source URL https://youtu.be/5RlvRCjLT4Y License of Video CC-BY-SA (reuse allowed) Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) stereochemistry 11:27 mins 11:27mins TOTAL DURATION 11:27 mins

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Classify isomerism with examples Q. Different types of isomerism structural positional metamerism tautomerism optical isomerism 15 minutes Submit the answers before next lecture

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) Optical isomerism Q1.what is optical isomerism classify with examples 10 minutes --------

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected Duration (in min) Additional Instructions (if any) R and S configuration Q. Assign R & S configuration for following structure 10 minutes Submit answers to all questions 3 hours before coming to class. 10 marks is allotted for this assessment and added in total Total activity duration 35 minutes

In-class Activity Design -1 Learning Objective(s) of In-Class Activity At the end of the class, students will be able to, Identify different isomers in a given molecule (ANALYZE Level) different optical isomers (NAND or NOR) (ANALYZE Level) Key Concept(s) to be covered structural ,positional and metamerism Optical isomerism

In-class Activity Design -2 Active Learning activity(ies) that you plan to do Real world problem solving using. Think-Pair-Share Concept clarification using. Peer Instruction

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does Pose the two PI questions at the start of the class and provide summary of basic identities and expression simplification. Q 1: What is isomers ? How it is related with stereochemistry It is not related to stereochemistry It is related to stereochemistry molecular formula is same for isomers but differ in arrangement of atoms in molecule. molecular formula is different for isomers but same in arrangement of molecules.  

In-class Activity Design -2 Peer Instruction Strategy – What Teacher Does  Q 2: what is chiral carbon ? Carbon attached to three different atoms or group Carbon attached to four different atoms or groups Carbon attached to only two different atoms or groups

In-class Activity Design -2 Peer Instruction Strategy – What Student Does For each question they will first vote individually. Then they will discuss with peers and come to consensus. Listen to instructors explanation.

In-class Activity Design -2 TPS Strategy – What Instructor does Form five groups and do the activity Identify chiral carbon Is it R or S configuration

In-class Activity Design -2 TPS Strategy – What Instructor does Think (~5 minutes) Instruction: Identify chiral carbons and give R and S configuration to it Think individually and identify

In-class Activity Design -2 TPS Strategy – What Instructor does Pair (~10 minutes) Instruction: Now pair up and compare your answers. Agree on one final answer.

In-class Activity Design -2 TPS Strategy – What Instructor does Share (~8 minutes) Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution

In-class Activity Design -2 Justify why the above is an active learning strategy In both the above strategies, students are required to go beyond mere listening and execution of prescribed steps. They are required to think deeply about the content they were familiarized in out-of-class and do higher order thinking. There is also feedback provided (either through peer discussion or instructor summary)