How to Use an iPad for Orgo Lectures…and Embarrass Yourself

I am not a fan of chalkboards. Chalk is messy and always ends up somewhere on my clothes by the end of class. I also regularly encounter chalkboards that don’t erase well and become unreadable as more and more dust gets smeared across the slate. When I was in grad school, Andy Myers solved this problem by having his teaching assistants clean the board with water and squeegees *during* class. While I am not afforded the benefit of a squeegee team at SLU, I suppose we could hire some adjuncts.

Though I am not a fan of chalkboards, I am a big proponent of drawing structures and working problems during class. In the fall, there were a couple of times I resorted to using transparency film and colored pens. It worked, but it was clunky. In an effort to step up my game, over winter break, I went on eBay and shelled out some cash so that I could ditch the transparencies and use my iPad instead. My tool kit now includes:

1 iPad
1 tablet stylus
1 Apple lightning-to-VGA adapter
1 VGA switch box
2 VGA cables, 6′ long
1 handsome bag for transporting everything in style

ipad_teaching_kit

Prior to class, it usually takes me three or four minutes to turn on the projector, load my PowerPoint slide deck on the room computer, and plug my iPad into the projection system. This involves connecting the iPad to the projector through the lightning-to-VGA adapter and a VGA cable. If the room only has one input servicing the projector, you’ll need to use the VGA switch and a second VGA cable so you can toggle between your slides and the tablet.

Writing with the device is pretty simple. I use the app called Notability, which costs $4.99 and is worth every penny. Before class, I’ll upload PDF files of any quizzes or exams I want to review that day onto Google Drive, then download them into Notability on the tablet. Once you’ve done this, you can write/draw on top of the document and screencast everything through the projector. Here’s a screenshot of a typical session:

notability_example

I love the number of colors to choose from and the fact that you can save the marked PDF and post it for the benefit of the class. I’m still getting the hang of drawing structures as crisply as I would like, and I think part of the problem is the thickness of my stylus. I’m also considering buying a tablet with a wider screen, because things can get kind of cramped on the iPad.

While the overall system was recognized as an improvement by the students in their course evaluations, I should mention one little slip up I had in class. On average, I used the iPad for 5–10 minutes per lecture, and the vast majority of that time, I wasn’t connected to the Internet. On March 7th (the first Friday of Lent), I forgot to load the quiz/exam onto my iPad ahead of time. But the fix was simple: I could just connect to the Internet, download the file off the cloud, and be good to go.

So, that’s exactly what I did. What I forgot to do was to shut off the wireless connection after downloading the document. As I was going over the solution to a problem, the familiar chime of a Facebook message erupted from my iPad along with the following notification:

tarapushalert

The full message (which is truncated in the push alert) was:

tarachadconvo

Funny stuff. One of the many reasons I love my wife is her fantastic sense of humor. But at the time, all I remember seeing was “no meat” as I desperately tried to make the notification go away. The class was laughing pretty hard, but I wasn’t sure if it was at the content of the message or just the fact that a message had unexpectedly interrupted class. My worst fears were confirmed later in the day, when I had Tara re-send the message so I could see exactly how much of it showed up on the screen. I was hoping the worst of it was truncated away. Unfortunately, the worst of it was not.

I was pretty mortified, but I got over it. My main sources of solace were that (i) the students were a pretty cool group, (ii) the statement was a joke, and (iii) it could’ve been much worse considering other subjects Tara and I have discussed by text message.

At least my students were entertained by the exchange. I was able to find the Twitter accounts of a few of them by searching for my name, and sure enough, the incident made their feeds:

twitter_conversation_orgo_censored

Anyway, the take-home message is to put your iPad in “airplane mode” or turn off push alerts (and texts) to avoid disruptions and potential embarrassment during class. Or you can just marry a prude.

Some lessons are learned the hard way.



Update: First-Year Professor Craziness

ChemBark Moving to St. LouisHello, friends.

Apologies for the continued radio silence, especially in light of the fact that several instances of data manipulation have recently been exposed through “corrections” published in a variety of journals. The beautiful thing about having a blog is that you can update it whenever you want. Sometimes, life happens and blogging takes a back seat…

I continue to fly by the seat of my pants as a first-year assistant professor. One of the main differences about moving on from life as a grad student and postdoc to life as a professor is the tremendous weight of responsibility involved. If you put something off as a grad student or postdoc, you are usually just inconveniencing yourself. But when you fall short in your duties as a professor, the problem is compounded by the multitude of students who are affected. While a variety of to-dos may arise, it is simply untenable to show up to lecture unprepared, because you’re not just wasting your time, you’re wasting the time of 30+ students. And when you delay getting something set up in the lab, you are letting your group down. I imagine the feeling of being a new professor is similar in many respects to being a new parent—there is so much to do and so little time, but if you don’t get all of your work done, bad things will happen (not to you, but to innocent young’uns for whom you care deeply).

I’m teaching Organic Chemistry II this semester, which is proving to be enjoyable. Once again, it is somewhat stressful to have to create a brand new lecture every 48 hours, but I’ve got a great group of students to keep me going. In lab, my research group is growing and things are continuing to take flight. Outside of lab, I got married a month ago and that was splendid. As luck would have it, a few days after we returned to St. Louis, our high-rise apartment building experienced a massive flood because some genius left his window open over the winter break and the sprinkler lines in his room froze. The water damaged seven floors and knocked out all of the elevators in the building. Unfortunately, my wife and I live on the 11th floor. It is also unfortunate that I have a spinal cord injury that makes it difficult for me to climb stairs. So, since January 7th, I’ve been practically homeless. Some nights I sleep in my office, some nights I sleep in a hotel, some nights I invest the 90 minutes it takes for me to crawl up the 10 flights of stairs. My wife and our dog have been real troopers in this ordeal, and it sounds like one elevator might be working by the end of the week—though after four weeks of this crap, I am not holding my breath.

I hope to return to blogging more regularly soon. In parting, please enjoy a scan of a letter from my property management company to the tenants of our building. I want to vomit every time I read it.

 

clb_burst_pipe_letter



Some Fantastic Christmas Presents

Bethany Halford and the crew at C&EN‘s Newscripts blog run an annual holiday gift guide with some cool gift ideas for chemists, but sometimes it’s more exciting to be surprised by the creativity of your family.

I got a few great chemistry presents for Christmas. The first was a Periodic Table of Magnets that I’ll put on my office door. Next, from one of my new brothers-in-law, I received a fail button in the colors of SLU that plays the sad trombone sound. I’m not sure if all of my students will appreciate this gift, so maybe I’ll keep it in an inconspicuous location. My orgo lab instructor at NYU used to have a bullseye taped to his wall captioned “hit head here”. He would point to it when students realized a silly mistake they made on a exam. I thought the sign was hilarious, but some of my classmates thought it was obnoxious.

From my other new brother-in-law, I received a copy of “How to Live Longer and Feel Better” signed by Linus Pauling. Very, very cool. Apparently, signed chemistry texts by Pauling command a much higher price tag, but I would much rather have something signed relating to Pauling’s medical quackery than chemical bonding or crystallography.

Finally, from my lovely fiancée wife, I received this:

stuffed_animal_chembark_ed

That, my friends, is total victory: a stuffed animal version of ChemBark’s mascot, Ed the Dog. I am a very lucky boy.

That’s it for the chemistry presents, but I got a bunch of other great gifts and had a wonderful wedding three days later (that will be the subject of another post). I hope everyone had as good a holiday break as I did, and best wishes for a happy and productive 2014!



The Pauper Professor’s Orgo Library

chembarkfc_kit_200Well, it looks like I’ve been ignoring the blog again. Sorry about that.

We are in finals week here at SLU, and the end-of-the-semester crunch has definitely crunched me (with a lot of help from lab stuff, two chemistry “business” trips within the last month, and the fact that I will be getting married in two weeks (!).

I’m teaching Organic 1 this semester, and it has consumed an inordinate amount of time. But the experience has also been a lot of fun and a good training ground for figuring out how to run a class efficiently.

Like many orgo teachers, I began the year by insisting to the students that the best way to do well in the class is to work practice problems (and lots of them). When I was a wee lad taking orgo at NYU, I walked uptown to the fantastic Barnes & Noble at 5th and 18th and bought copies of Vollhardt and Streitwieser to supplement the problems in Jones. My weekly routine was to read through the Jones chapter in two nights while also making index cards that cataloged each reaction along the way. The rest of my week would be spent doing all the problems in Jones, then as many in Streitwieser and Vollhardt as I could stomach.

But textbooks aren’t cheap, and I feel icky about asking students to shell out extra money for supplemental problems after they’ve already forked over $260 (!) for the class’s required textbook. Of course, the used-book market is flooded with cheap, old editions of organic textbooks.

Over the course of this semester, I undertook a mini-project that involved scouring half.com for deals and assembling a small library of textbooks and solutions manuals as a resource for my sophomore organic students. The last volume arrived two weeks ago, and now my collection occupies almost an entire bookshelf in my office:

cheap_orgo_textbook_library

There are 16 books there: 8 sets of texts and solutions manuals. Here’s what I paid for each book + manual:

Bruice: $3.43 + $0.75
Carey: $3.26 + $0.75
Heathcock/Kosower/Streitwieser: $1.05 + $1.18
Jones: $0.75 + $0.75
Loudon: $4.07 +$4.12
Smith: $0.00 + $0.00 (this is the one SLU uses)
Vollhardt/Schore: $1.05 + $0.75
Wade: $2.22 + $0.75

Those costs are steals compared to the prices listed on Amazon. The shipping on each item ranged from $1.89 to $3.99 and was always more than the cost of each book. In total, my little collection set me back $74.14. The plan for next semester is to cart them over to the main library where they can be kept on short-circulation reserve. Students can check out the books for a day at a time—long enough to work or copy the problems in a chapter, but not long enough to hog the resource. Anyway, with eight texts as options, I’m hoping the market for orgo practice problems at SLU is now saturated. I should never again hear wailing about there not being enough practice problems available.

Anyway, the final exam for my class is this Friday—the 13th. I expect the only students who will encounter bad luck are those who haven’t been working enough practice problems.



Organic Chemistry Exam Show-and-Tell

ChemBark's Orgo BunnyWhen I was in college, there was a professor who was notorious among the grad students for stopping them to show off his organic chemistry exam questions. Unlucky TAs on their way to the bog would get tied up for what seemed like hours going through drafts of exams in the hallway.

But now I think I know how he felt. There’s a certain degree of satisfaction associated with writing a problem that makes students integrate their knowledge of multiple subjects within a given set of consecutive chapters in whatever textbook you’re using.

Instead of stopping TAs in the hallway at work, I figured I could move the practice into the 21st century by using the blog. I’ll post any gems I’m proud of in this thread. Feel free to share your favorites as well.

To start…

Exam 1, Problem 3-2. (8 points) Draw the most (Brønsted–Lowry) acidic, optically-active isomer of C6H10.

Click here for the answer. The chapters for this exam included acids and bases, isomerism, functional groups, alkanes, and stereochemistry.



How JACS Treated the Anonymous Tip of the Rodriguez–Marks Paper

ChemBark InvestigatesBy the time the chemist who noticed the suspicious data published in the Rodriguez–Marks paper had contacted ChemBark, the chemist had already anonymously notified the Journal of the American Chemical Society with the concerns. A member of the staff at the journal responded to this initial message with the following:

To Whom It May Concern:

Thank you for your message regarding J. Am. Chem. Soc. 2009, 131 (16), pp 5902–5919. Indeed JACS takes ethics quite seriously. We would be pleased to investigate your concerns. Before proceeding, however, we ask that you reveal your identity.

Sincerely,
(REDACTED)

The implication of the official response from the journal was troubling. It implied that for the investigation to proceed, the whistleblower would need to reveal his/her identity.

Surely a journal that grants anonymity to referees would appreciate why a reader who was calling attention to possible misconduct by a well-known, powerful chemist would want to remain anonymous. Furthermore, JACS is a member of the Committee on Publication Ethics (COPE), and the source reports he reminded the journal that “COPE supports a whistleblower’s right to remain anonymous”. Beyond COPE, Ivan Oransky (co-editor of the blog Retraction Watch) has also summarized why editors shouldn’t ignore anonymous tips.

To its credit, the journal responded favorably to the source’s gentle reminder about COPE’s policy, and the investigation was allowed to proceed.

After the paper in question was retracted, ChemBark asked JACS Editor-in-Chief Peter Stang by e-mail:

When the source initially contacted the journal in August with these concerns, the journal office responded to him/her “We would be pleased to investigate your concerns. Before proceeding, however, we ask that you reveal your identity.”

As you know, the source refused to identify himself/herself and defended his/her right to anonymity in the process. While the journal eventually relented and proceeded with the review, the initial implication was that the source would need to identify himself/herself for an investigation to proceed. Was the request and wording of the initial response from the journal “standard procedure”? Is the journal worried that such a response could have a chilling effect on the identification of suspicious or irreproducible data? Why would the identity of the source matter if the concerns are reasonable?

Dr. Stang’s response included the paragraph:

I will say, however that the request for the individual to identify themselves was unnecessary. The  identity of the “whistleblower” was immaterial to the issues raised and did not  prevent JACS from considering the allegation and taking action. All ACS  Journals take all cases of alleged research improprieties very seriously and have established procedures for reviewing and taking appropriate actions, where warranted, to preserve the integrity of the scientific record. Institutions and funding agencies  also have established departments, policies and procedures for handling  allegations of data fabrication by researchers. Upholding the scientific record requires the vigilance of all participants in the research community.

All credible reports of suspicious data should be thoughtfully considered by the corresponding journal, whether reported anonymously or not. Journals should be grateful to anyone who attempts to correct the scientific record and understanding of why a tipster might want to remain anonymous. While JACS‘s initial response was troubling and “unnecessary”, it would appear as though the editors have taken steps to correct how they handle anonymous tips.

That is an encouraging outcome.