National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Title of Unit
Date and
Location of SI
Unit Developers &
Contact
Information
Context
Polarity
July 22-27, 2013
University of Hawaii, Manoa
Amanda Brindley (University of California, Irvine)- abrindle@uci.edu
Renee Link (University of California, Irvine) - rlink@uci.edu
Jessica Renault (Chapman University) – renault@chapman.edu
Jason Siegel (University of California, Davis) – jbsiegel@ucdavis.edu
Mike Stekoll (University of Alaska Southeast) – msstekoll@alaska.edu
Dean Tantillo (University of California, Davis) – djtantillo@ucdavis.edu
What kind of course is unit designed for?
Introductory level or non-majors course
How long is unit?
2 lectures
When will the unit be used in the course?
Typically near the start of the course
Abstract
(< 200 words) Students EnGauge in active teaching methods to understand how molecular structure
affects properties, affects function. A combination of interactive activities, lectures,
and clicker questions are used. We end with a bang that they can bring home and
continue exploring.
Rationale How did the idea for the unit arise? Lots of discussion and building off each other’s
concepts and ideas
Why was this topic chosen? Relating chemical properties to biological function
What misconceptions or difficult topics are addressed?. That chemistry is irrelevant in
the biological world
Learning Goals: Students will appreciate that structure dictates function.
what students will
know, understand, Structure  Properties  Function
and be able to do;
includes content
knowledge,
attitudes, & skills
Learning
1) Electronegativity affects polarity
Outcomes:
2) Polarity influences molecular interactions
Student behaviors
or performances
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
that will indicate
they have
successfully
accomplished the
goals
Incorporation of Scientific Teaching Themes
Active Learning
How students will engage actively
in learning the concepts
Assessment
How teachers will measure
learning; how students will selfevaluate learning
Activities outside of class:
Pre-assessments:
Homework was experimental
design. Here they develop
hypotheses and experiments to
explain the observed milk end
demo. The hope is the materials
are cheap enough they will
actually do the experiments.
1st clicker question and class
discussions after each demo.
Post-tidbit assessments:
Diversity
How the unit is designed to
include participants with a variety
of experiences, abilities, and
characteristics
Giving directions visually and
orally. Combination of
intrapersonal clicker questions
and interpersonal group
discussions. Hands on for tactile
learners. Cheap materials
accessible to all.
Following class discussing
homework. And bringing
ideas back up in exam.
Activities in class:
1. M&M Demo showing polar vs.
non-polar
2. Water/Half&Half/Oil linking
polarity and solubility and
molecular structure
3. Clicker Q to help connect shape
and polarity
4. End milk/soap demo to blow
their minds!
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Activities during tidbit:
See above
Sample Presentation Plan (general schedule with approximate timing for unit)
Session 1
Time (min) Learning Outcome(s)
Activity/assessment
Explanation, notes, suggestions,
tips
Preclass
SEE POWER POINT!
Timing is in notes of
power point.
Enter approx.
class time for
learning activity
preparatory
Teachable Unit Framework
10 minutes to setup
demo’s. 10 minute
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
material
presentation
intro lecture
reviewing
electronegativity. 40
minutes to fully
discuss and go
through tidbit (we
abbreviated
discussions)
Enter approx.
class time for
learning activity
#1
50 minutes (or 25)
Enter
approximate time
for additional
learning activities
and associated
class
Work/preparatory
materials
Prep = 10 minutes
Homework = Student
attention span to
psychedelic colors
Enter
approximate time
for post-activity Following class, lots of
summing up or discussions.
transition
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Add additional activities information as needed for the unit.
Resources for Teaching the Unit
See power point:
Short sauce cups, Plastic cups, Plates, food coloring, Dawn (or other) detergent, Half & Half (NOT fat free), oil,
water, Qtips, paper towels, waste container, M&M’s
Effectiveness of unit (if you have used it in your own teaching)
Class wide “wow”. Seems good?
Acknowledgements
Mary Pat Wenderoth for guidance and leaderships
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