1. FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT This work is licensed under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

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

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

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

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

6. 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)

7. Out-of-class Activity Design - 2
Main Video Source URL
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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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.

14. 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

15. 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.

16. 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

17. 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

18. 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.

19. 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

20. 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)