Sapling Learning Staff Picks

The content team at Sapling Learning has been writing online learning content for over a decade. We genuinely enjoy the work that we do, and take pride in the content that we produce. Here are some of our favorite questions.

Jessica White (general chemistry TechTA)

One my favorite questions is the Graphical Determination of Order from the kinetics section. This question features extensive randomization of numbers and images, as well as targeted feedback to lead the student through this difficult, but important topic. The student must analyze three plots of a given data set to determine the reaction order, then determine the rate constant (with units) from the data. The feedback addresses the three parts of this question as needed. For example, if the student has successfully found the order but is having trouble calculating k, we show them the relevant integrated rate equation and explain which values from the data set to plug into that equation.

Jon Harmon (biochemistry TechTA)

At the time that I'm writing this, we support single-semester biochemistry, and we're in the midst of authoring additional content for full-year biochemistry. In addition to authoring brand new content for the deeper topics not covered at all in the single-semester version, we're adapting our existing content for the full-year audience. This question shows such a transition. The question is essentially the same for the two audiences, but the full-year version of the question has a half-dozen more choices, and thus many more ways for students to answer the question incorrectly. In either case, though, if the students need help figuring out the answer, the feedback will eventually lead them there if they keep trying.

Phil Volkers (organic chemistry TechTA)

There are two questions that really stand out for me. The first question requires students learning organic spectroscopy to build a simulated NMR spectrum for a compound. Emphasis is placed on identifying chemically equivalent protons and splitting patterns. Advanced questions using this construction approach incorporate identifying typical chemical shift ranges and signal integration.
In the second question, emphasis is placed on planning a synthetic route without focusing on structure drawing. The question structure -- both the number of steps and the offered reagent and compound list -- is limited enough to keep students on track, yet the list provides challenge through hundreds or even thousands of possible combinations.

Cindy Stowell (Mass and Energy Balances TechTA)

I am particularly proud of this question because it highlights all of the different aspects we try to include in our content. It covers a useful industrial process, yet the end product is something with which students are familiar. The question is conceptually difficult: it involves multiple reactions, a recycle line, and a purge stream. There are multiple units within the process, so the student has to determine which sub-process they have enough information to solve first. The question has multiple answer blanks, allowing students to get partial credit depending on their amount of understanding - the student can answer the first question without having to consider the affects of the recycle or purge stream. The question is a tutorial. If the student cannot answer the first answer blank, the tutorial asks students to follow the same procedure they would use for pen and paper homework: draw and label the process flow diagram, perform a degrees of freedom analysis to determine which subsystem to analyze first, write material balances around the first subsystem, and solve the equations simultaneously. After completing the first question correctly, the incorrect feedback is geared towards the step with which the student is having an issue – the feedback is specific, and does not force a student to repeat work that they have already done correctly.