virtual library assignment quizlet

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

How “Quizlet Learning Tools and Flashcards” can be used in a course

Amanda Cappon

Introduction

Quizlet is a fantastic tool for all courses but is especially useful if you have a course that is heavy with terms and definitions and/or a course with no textbook.  Textbooks often include an online site where students can access practice quizzes and flashcards among other tools to help self-assess their knowledge and to study for upcoming tests/exams.  Quizlet provides these same practice-type tools and can be customized by the course instructor.  As an added feature, Quizlet can also be used “live” in a classroom setting for active engagement with course material and for reviewing concepts.

Benefits of Using Quizlet

• You can create multiple, custom question sets
• Question sets will help students prepare for tests and exams
• Students can have fun with studying by using the game formats that Quizlet has to offer
• Great for online and hybrid courses to make the material more engaging
• For face-to-face classes, the live version allows students to collaborate and compete
• Students can download the Quizlet app to study on the go
• Laptop or computer with internet access
• An account with Quizlet (free)
• A question set
• If using “live”, students also require their own electronic device (phone, laptop or computer)

Steps for Implementation

Step 1: Create a Quizlet account.

You can create an account here at https://quizlet.com/

Step 2: Create a set of questions.

You can either create a single question set each time by clicking “create” at the top of the Quizlet screen.  You may also want to create a folder (if planning to make multiple sets for a certain class) by clicking on “create folder” to the left-hand side of the  Quizlet home page.

  Step 3 S hare the quiz URL

Once you are done your question set, share the quiz URL for students to use as independent study/review.  If sharing the URL, simply click the “share” arrow beneath your set and hit “copy link” to paste to a learning management system or alternative method of sharing.

Step 4 Play “live” with your face-to-face class

On your laptop or computer, log-in and load your question set.  Select “live” and then “create game.”  Make sure your display is viewable to students.  Students then use their own electronic device (laptop or phone) and they go to the URL quizlet.com/live to enter the room number.  Quizlet will automatically divide your class into groups.  It is recommended that students get up and move to gather with their groups.  When students are in and you are ready, click “start game.”

During the game, each student in a given group will see the same question, but they will each have a different display of answers.  So, they must work as a team to choose which member has the correct answer on his/her device.  When a team gets a question wrong, they go back to “0” and so, this tool encourages accuracy as opposed to just speed.

NOTE : there is a youtube video in the resources section to further expand on how to use the live option.

What Can Go Wrong?

 Student tries to use your question set for independent study in a format that does not translate well and leads to student frustration. –  Depending on how you have created your set(s), some of the practice options may not bode well (ie., “gravity game”).  So, you will want to try out the various options yourself, once you have created your set, to see which formats work best.  Then, when you share the link online with students, you can simply add some text to tell them which formats will work best when they are practising at home (ie., “I recommend using this set in flashcard, learn, or matching game format”).

A student adds their name to your “live” Quizlet game, but then leaves the class or decides not to play. – A recommended preventative measure for this is to verbally ask students only to add their names if they are intending to stay as otherwise, it will lead to peers being unable to partake, or having to reshuffle teams.  If a student does leave or choose not to play after adding their name to your game, then Quizlet will prompt you with the option to proceed, or to delete names of those who have “left the room.”  It is best to choose the option of removing the names.  Please be prepared that the game will subsequently reshuffle the remaining students who will then have to re-gather into their groups.

Internet goes down when using “live” quiz in class – If this happens, you can reassure your students that you can resume the quiz, or reset and start again once the internet is back.  If the internet is down for so long that your class ends before you can complete the live quiz, you can always give students the URL to quiz themselves outside of class.             

Further Reading

Lander, B. (2016). Quizlet: What the students think–A qualitative data analysis. CALL communities and culture short papers from EUROCALL , 254259. –  https://books.google.ca/books?hl=en&lr=&id=TN6_DQAAQBAJ&oi=fnd&pg=PA254&dq=quizlet&ots=IOQhkQD5Ho&sig=LKe4k5qIaQNoxb-ju38JglLTui8&redir_esc=y#v=onepage&q=quizlet&f=false

Quizlet. (2018, May 2). How to play Quizlet Live [Video file]. Retrieved from  https://www.youtube.com/watch?v=q64qTBfK0iE

Wolff, G. (2016). Quizlet Live: The classroom game now taking the world by storm. The  Language Teacher , 40 (6), 25-27.  Retrieved from http://jaltpublications.org/files/pdf/the_language_teacher/40.6tlt.pdf#page=27  NOTE: See pages 25 – 27  

REMOVE WHEN COMPLETED Images of students using the Live version:

Teaching Information Literacy: Resources for Faculty: Assignment Design for Information Literacy

• What is Information Literacy?
• Assignment Design for Information Literacy
• Library Resources to Support Faculty Courses
• Library Instruction Menu
• ACRL Standards for Higher Education
• Data Literacy
• Games and Gamification

Manhattanville Library Information Literacy Student Learning Objectives

Suggestions for Creating Information Literacy Assignments

The following suggestions are adapted from the UMUC's Information Literacy and Writing Assessment Project. 

• Address specific information literacy objectives (evaluation, citation, plagiarism, search strategy, etc.)
• Relate research assignments directly to the course content
• Test assignment to be certain the necessary sources are available
• Explain the purpose and objectives of the assigment to your students
• Emphasize critical thinking and analysis
• Break larger projects into smaller assignments (topic development/proposals, accessing sources, etc.)
• Specify the citation style required for the class/assignment
• Provide full citations for all course readings posted on Blackboard or distributed as handouts
• Take advantage of library and Internet instruction resources
• Collaborate with librarians
• Assuming students have experience in scholarly research and citation
• Assigning one resource or one topic to the entire class. Variety in subjects ensures adequate resources will be available for students.
• Inadvertently giving incomplete or incorrect information
• Sending students to search for obscure bits of information
• Assigning use of outdated reference sources
• Assuming students will be able to select a manageable topic without faculty assistance
• Sending students off to use Internet resources without demonstrating how to approach the assignment

University of Maryland University College Library. "Information Literacy and Writing Assessment Project: Tutorial for Developing and Evaluating       Assignments." UMUC Library . 2015. Web. 31 March 2015.

UDL Guidelines (CAST) Universal Design For Learning

• UDL Guidelines (CAST) The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

More Assignment Resources

• CARLI Instruction Showcase Toolkit Organized by Information Literacy "Threshold Concept," from the Consortium of Academic and Research Libraries in Illinois
• CORA (Community of Online Research Assignments) Is an open educational resource (OER) for librarians, faculty, and other educators. It is intended to be a collaborative space for adapting and experimenting with research assignments and sharing the success or lessons learned so that others may benefit.
• Creating Information Literacy Assignments Williams College
• Designing Research Assignments (Columbia College, Vancouver) Provides you with tips and assignment ideas to build students' research and information literacy skills.
• Good Design is Universal Using Universal Design for Learning as their guiding framework, the authors share best practices from the literature, and their own experiences, to support self-regulated learning in learning management systems when creating library resources and teaching information literacy.
• Ideas for Library-Related Assignments University of Puget Sound
• Information Literacy in the Core Workshop for Faculty (Loyola Marymount University) Create Your Own Assignment Browse through the assignment ideas on this LibGuide or CORA. Could you modify one of these to use in your own classes? Or would you like to create something different? Use this worksheet to identify an assignment and come up with a plan for how to assess it
• Keene Info Lit Bank Keene State College
• Research 101 (ACRL Framework) University of Washington- more... less... This guide contains modules focused on introducing students to academic research using the 2015 ACRL Framework. The information contained in this guide is meant to help supplement a class, assignment, or curriculum.
• Teaching information literacy: Assignment Ideas (John Jay College) There are many different types of assignments that can help your students develop their information literacy and research skills. The assignments listed target different skills, and some may be more suitable for certain courses than others.

Student Research Toolkit

The Manhattanville Library has created an ePortfolio toolkit to help students make the most of each assigned research project.  

Student Research Toolkit *You must be logged in to ePortfolio to view the template.

ePortfolio Access ends 6/30/2024

Alternate Assignments

There are many different types of assignments that can help your students develop their information literacy and research skills.

The assignments listed below target different skills, and some may be more suitable for certain courses than others.

(Special thanks to Columbia College, Vancouver for granting permission to use their chart on Designing Research Assignments Libguide).

This chart is modified from Columbia College, Vancouver's Designing Research Assignments Libguide.

Other sources consulted:

Columbia College. “Designing Research Assignments.” Columbia College. 7 Jan. 2020, https://columbiacollege-ca.libguides.com/designing_assignments/assignment_ideas . Accessed 9 March 2021.

DuBois, Lori. "Creating Information Literacy Assignments."  Williams College Libraries . 8 Aug. 2018, https://libguides.williams.edu/info-lit-assignments . Accessed 9 March 2021.

Smith College Libraries. "Information Literacy: Assignment Ideas."  Smith College Libraries . Smith College. 2013. Web. 1 April       2015.

University of Maryland University College Library. "Information Literacy and Writing Assessment Project: Tutorial for Developing and       Evaluating Assignments."  UMUC Library . 2015. Web. 31 March 2015.

Assignment/Activitiy Ideas

Kinds of Resources:  Divide students into groups and assign a topic to each group.  The students will identify at least three kinds of resources useful for research on the topic (books, newspaper articles, popular magazine articles, scholarly journal articles, popular (or scholarly) web pages, government documents, etc.) The groups will research and provide one example of each format they have identified. (Smith College Libraries)

Internet vs Databases: Search a selected topic using both the Internet and databases.  Compare the differences in search strategy and results.  Select sources from both the Interent and the databases and compare the depth, language, and other features of the sources as well as the usefullness for the topic.

Using References: Find a scholarly article on a chosen topic.  Students will examine the references, locate a selection of the cited sources, and analyze how the scholars used their sources in the orginal work.

Conduct a Review of the Literature: Investigate the "state of the art" on a particular topic by doing a literature review and summary of the most important research. (DuBois)

Impact Evaluation: Determine the impact on the field of specific articles or books from the course readings.  How many people have cited the work? Get the articles. Write a review of these articles explaining how the citing scholar used the original work. (DuBois)

Debate: Hold an in-class debate assigning pro and con research to the class.  Students should prepare for the debate by gathering, reading, understanding and referencing sources to support their side of the issue. (UMUC Library)

Annotated Bibliography: Students will research a specific topic and collect sources to create an annotated bibliography for the subject.  Specify whether all sources need to be peer-reviewed or if popular sources are acceptable.  The student will then cited and annotate their choices including how the content was obtained, why the content is appropriate, and be able to support their choices. (Smith College Libraries)

DuBois, Lori. "Creating Information Literacy Assignments." Williams College Libraries . 27 June 2013. Web. 31 March 2015.

Smith College Libraries. "Information Literacy: Assignment Ideas." Smith College Libraries . Smith College. 2013. Web. 1 April       2015.

University of Maryland University College Library. "Information Literacy and Writing Assessment Project: Tutorial for Developing and       Evaluating Assignments." UMUC Library . 2015. Web. 31 March 2015.

• << Previous: What is Information Literacy?
• Next: Library Resources to Support Faculty Courses >>
• Last Updated: Apr 8, 2024 12:20 PM
• URL: https://mville.libguides.com/lisforfaculty

Holman Library

Library Research: A Step-By-Step Guide

• 1a. Understand Your Assignment
• Library Research: A Step-by-Step Guide
• 1b. Select a Topic
• 1c. Develop Research Questions
• 1d. Identify Search Words
• 1e. Find Background Info
• 1f. Refine Your Topic
• 2a. Use Smart Search Strategies
• 2b. Find Books
• 2c. Find Audio and Video
• 2d. Find Articles
• 2e. Find Websites
• 2f. Find Info in Holman Library One Search
• 3a. Evaluate By Specific Criteria
• 3b. Distinguish Between Scholarly/Popular Sources
• Step 4: Write
• Step 5: Cite Your Sources

Understanding your assignment

Make sure you know all of the basic requirements, (especially those related to research).

As your instructor assigns you a research assignment, the first thing you will want to do is take note of all the elements related to the research process. 

Look for the following elements of your assignment: 

Type of Essay  

Persuasive, Informative...

Scope of Topics  

Can you choose your own topic, or choose from a focused area of study?

Citation Style 

APA, MLA or Chicago?

Length of Essay  

This can help determine both the scope of your topic and your research

Number of Sources  

Your instructor may require a set range of research sources and/or require a set number of sources of different types

Required Source Types 

Use of library databases, books, peer-reviewed journal articles

Important Deadlines 

When is the final assignment due? Is there a rough draft? Do you need to choose a topic by a specific date?

Start your research early!

Your assignment will be uniquely created by your instructor and may or may not include elements listed above. Consult with your instructor for clarification concerning the required elements of your essay. 

Knowing your assignment’s requirements will help keep you focused throughout the research process. 

Annotate your assignment instructions

Annotate your assignment.

Don't be afraid to mark up your assignment instructions. Highlight, underline or circle key information to refer back to. Take notes on the assignment instructions. Did your instructor explain the assignment more thoroughly in class? Did they clarify some of the requirements? Did they make additional comments about their expectations for the assignment? 

Examples for how to decipher a research assignment:

• Purdue University Online Writing Lab (OWL): How to Decipher the Paper Assignment Details how to understand a writing assignment and includes two examples.

Stay organzied

Save time and stress by keeping your project organized.

• Keep your research together! (photocopies, files, emails, print outs)
• NoodleTools can help keep your project organized
• Be aware of what's required for your citation style (title, author, publisher, page number, publication date, database name, URL, DOI, etc...)
• NoodleTools Use this platform to write your thesis statement, keep a 'to do' list, store and organize sources, write your outline, write your paper, and automatically format citations.

More about citation styles

Not sure what you'll need to create the citations for your research sources.

Check out your citation style guide:

• MLA Citation Style Guide Offers complete and detailed instructions on MLA citation style as well as annotated bibliographies, verbal citations and formatted essay examples
• APA Citation Style Guide Offers complete and detailed instructions on APA citation style as well as annotated bibliographies, verbal citations and formatted essay examples.
• << Previous: Step 1: Develop a Topic
• Next: 1b. Select a Topic >>
• Last Updated: Apr 10, 2024 8:47 AM
• URL: https://libguides.greenriver.edu/library-research

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, examples of library research assignments.

Every student must develop library research skills in order to complete academic work in most subjects throughout their academic careers. More specifically, they will apply these skills along with library support services when researching information for essays, reports and projects.

However, library research skills are applicable well beyond the classroom, as adults benefit from library research for work as well as for leisure. Students who complete assignments that develop their ability to conduct library research are establishing a lifelong knowledge on how to find, decipher, and interpret information.

There are many ways to develop good library research skills. Here are tips that will help students get started.

Lead with librarians

Librarians are key to the success of assignments for students related to library research abilities. Utilize the opportunity to involve librarians by asking them for ideas for creating assignments. Librarians can also evaluate an assignment to determine its effectiveness and offer advice for making assignments more relevant. Also, contacting a librarian ahead of time regarding an assignment will alert them that students will be in the library doing a particular activity. Creating a partnership with the librarian will be beneficial for students who are dealing with multiple instructors while learning about skills with library research.

Establish concrete objectives

The first step for conducting solid library research is to set concrete objectives. Also, the student must understand what the skill is that they are implementing in an assignment. For example, the student might be learning how to write citations in a bibliography or how to research databases. However, if the assignment makes assumptions that the student already understands the reason for learning these research skills, it will not be as conducive. The assignment must include clear goals, along with supplemental information, such as how the particular skill relates to the library or other academic subjects.

Application of the skill

Learning about any particular research skill can be a tedious chore if the assignment is not made interesting for the student. Integrate a library research activity in with other assignments to create a meaningful connection. For instance, if introducing how to search for scholarly sources, an assignment could be a part of a research project on a topic of interest to the student. Assignments that encourage students to put their new research skill into action have more staying power compared to a straightforward assignment that simply focuses on the skill.

Relevance is key

Making the research skill assignment relevant and exciting to the student is essential. When a new skill for library research is introduced, by incorporating it with other related activities, the student is more likely to recall the skill later on. For example, for an assignment that is focused on how to research primary resources, a trip to a museum or historical site would be highly relevant and interactive. The student would have the chance to see a skill put to use in the real world while learning how to conduct the appropriate steps for success.

Involve library support services

Given that library research skills involve the library, it is only natural to incorporate support services at the library. Involve the library research department and applicable services when creating assignments that teach research skills. For example, a librarian could visit a classroom to teach the students how to look for scholarly reference sources on the Internet. Additionally, librarians may be willing to work with students in groups or individually to conduct research in the classrooms.

Instructors who are tasked to teach skills related to library research, such as the difference in primary and secondary sources or how to conduct scholarly research, have an important job. With preparation and planning, these assignments can be beneficial for students. The most important things to remember when creating these assignments are relevance and application. By creating a partnership with a library and its librarian, instructors are more capable of assisting students with library research.

You may also like to read

• 5 Methods to Teach Students How to do Research Papers
• Examples of Outdoor Activities to Get Your Students Writing
• 3 Examples of Innovative Educational Technology
• Pre-K Home School Curriculum Examples
• 3 Examples of Effective Classroom Management
• Current Events Assignments for Elementary Students

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Engaging Activities

• Online & Campus Master's in Elementary Educat...
• Degrees and Certificates for Teachers & Educa...
• PhD Programs for Education

Virtual Labs Assessment

Connect ® Virtual Labs can be utilized in a variety of implementation models.  Click here  to learn from a few instructors how they have seen success with Virtual Labs!  

Instructors are using the simulations in Virtual Labs as pre-lab learning experiences, so students are better prepared and more efficient for the in-person lab experience. The lab simulations are also a great resource for integrating lecture and lab topics in order to allow students to apply what they have learned in lecture to the lab simulations. Finally, the simulations in Virtual Labs provide a complete lab experience for online courses. In all of these lab implementation scenarios, instructors need different types of assessment options. In this article, you will be introduced to the different types of assessment activities available to you in Connect that accompany the simulations in Virtual Labs. 

Adaptive Learning Assignment   

The Adaptive Learning Assignment in Connect has been designed to create a formative learning experience for students that will allow them to learn the foundational knowledge needed to be prepared and successful in the associated lab simulations.

If you have utilized the SmartBook 2.0 assignment type, you will recognize the user interface and platform used for the Adaptive Learning Assignment. Similar to SmartBook, all the learning content in the adaptive learning experience for Virtual Labs is aligned. Each concept (learning objective) has several assessment questions to assess the concept—and every concept has an available learning resource that covers this learning objective. This adaptive learning experience functions just like SmartBook 2.0, except instead of having an eBook as a learning resource, students have learning resources in the form of slides, videos, or interactives. 

The following screenshots will use the Virtual Lab simulations from the blood topics as an example. To create an Adaptive Leaning Assignment (see image below), first choose your assignment type (new or review), and in the content area select “Virtual Labs: Pre-Lab Foundational Knowledge” and click “Continue” at the bottom left of your screen.   

You will then see a heading for “Key Concepts” (see image below). This section has the concepts (learning objectives) that are related to all of the following blood lab simulations. This is the foundational knowledge a student should know about blood prior to starting any of these four simulations. By default, all these concepts will be selected, but you can easily deselect any of them.  

Under the Key Concepts heading will be individual headings for each of the related simulations. In the blood example, there are four available simulations that cover this topic, so you will see four headings (see below). These headings will match the name of an actual lab simulation you will find in Virtual Labs. In the image below, the heading for the Blood Typing simulation is expanded and once again all concepts are selected by default, but you can deselect any concepts you would not like in your assignment. 

The concepts nested under the individual names of the simulations are specific to that lab simulation. These are concepts a student should know prior to starting this simulation in order to better understand the basic science behind the topics covered in the simulation.   Note: It is a best practice to not select concepts located under the heading for a specific simulation if you are not assigning.  

When you have expanded the menus to select concepts, you can preview a sample question by clicking “Preview Sample Question”.  

Below is a sample question for the concept: Recall that blood is composed of plasma and the formed elements.  

You may also view the learning resources available for each concept by clicking on the link for “Resource”. These resources are available for students to examine when beginning their assignment or while asking questions related to this concept. Below is a resource related to the concept: Recall that blood is composed of plasma and the formed elements.  

When you have selected the content you wish to have included in your adaptive learning assignment, simply click “continue” in the bottom left corner and you’ll be directed to a page where you enter the assignment name, set start and due dates, and enter the number of points. Then, click “Assign”. 

Students complete these assignments as a formative learning experience. When they begin an assignment, they have the option to first start viewing the resources or simply jump in and begin answering questions.   

Students will see the tips below before they begin answering questions. Their goal is to get two questions per concept correct before the due date.  

When a student starts the assignment, they are asked questions (see image below). Notice when they answer the question, they will also need to rate their confidence in their answer (high, medium, or low). Students also have the option to review the related learning resource at the moment they are being asked the question. There is no penalty for an incorrect answer. Students will see the correct answer and have the opportunity to review related learning resources after an incorrect answer. The adaptive engine uses the learning sciences principles of interleaving, spaced practice, and retrieval practice to offer up questions from different concepts in the assignment to the student. When the student has correctly answered two questions for a concept, they will receive credit for this concept. In the example assignment below, 12 concepts have been assigned to the student. For a student to receive 100% on this assignment, they will need to correctly answer at least two questions per concept. If they do this for all of the 12 concepts before the due date, they will receive 100% of the points for this assignment regardless of how many questions they answered incorrectly. If they only answer two questions for 10 of the 12 concepts before the due date, they will receive 83% (10 out of 12) of the allotted points for this assignment.  

In summary, the Adaptive Learning Assignment for Virtual Labs can be used as an effective and efficient pre-lab learning assignment for students before they begin an in-person or virtual lab experience.

Recently, we made significant upgrades to reporting in McGraw Hill Virtual Labs.  Click here to learn more.  

Question Bank

The second available assessment type is a bank of questions that can be used by an instructor to create their own customized assignment that could be used for practice, homework, a quiz, or an exam. This utilizes the “Question Bank” assignment type in Connect.  

To find the question bank for Virtual Labs content, first, click “Add Assignment” and “Question Bank”. Then click on “Virtual Labs Question Bank” in the drop-down menu. (Note: If you are using Connect with a McGraw Hill textbook, the textbook will always be the default question bank.)  

Each set of Virtual Labs simulations is then listed by their major heading. Click on “Blood” and the question bank for all four blood simulations will display.  

As shown below, there is a wide range of question types for your assessments pictured here (i.e. check all that apply, fill in the blank, multiple-choice, etc.). Simply select the questions you want in your assignment and set the numerous policy settings to create an assignment that meets your assessment needs.

There are many available filters in drop-down menus on the left side of the page that allows you to search for different types of content. For example, there are filters for accessibility, learning outcomes, HAPS learning outcomes, sections, and subtopics. The filter under each section allows you to search for questions that could be used for a pre-lab assessment activity. The filter can be used to search for questions specific to each of the four simulations for blood offered in Virtual Labs. For example, filtering by “Blood Typing” will result in 32 questions tagged to this simulation. Note: All filters work with the reports in Connect. This allows you to run an item analysis report of questions that were tagged to learning outcomes, or any of the other filters.  

The two different types of assessment options offered in Connect that complement Virtual Lab simulations support various implementation models of how Virtual Labs is being used by instructors. They provide the needed flexibility, modularity, and customization that each of these different implementation scenarios requires. If you would like to learn more about how to implement McGraw Hill Virtual Labs or any other Connect product, please reach out to your implementation consultant by clicking here.  

Attending a conference?

Checkout if mcgraw hill will be in attendance:.

ST. XAVIER VIRTUAL LIBRARY: ACCESS OUR RESOURCES

• ACCESS OUR RESOURCES
• CITATION TOOLS This link opens in a new window
• Stress Management This link opens in a new window

ONLINE TEXTBOOKS

Check your email for password info or contact [email protected]  for assistance.

New York Times

Click Here   to activate your account using your @stxavier.org email.  After activating your account, click on the graphic above or go to www.nytimes.com  to access the online edition. 

NoodleTools

Step 1:   SET UP YOUR ACCOUNT :  https://my.noodletools.com/logon/signin

***Click on Microsoft 365   to sign in with your St. X credentials - there is no need to create a separate username/password

Note - use the URL above to login at a later time, or www.noodletools.com

Course / Project Directory

• Featured Projects
• Mathematics
• Oral Communications
• PhysEd / Health
• Social Studies
• World Languages

PROJECT LIBGUIDES To find your project, please click on the DEPARTMENT tab  for your class. (Example : Science) Projects are then arranged by CLASS SUBJECT .  (Example : Biology)

Featured Projects :

• Mr.   Coverdale  -  Imperialism in Africa
• Mr. Coverdale - Great Presidential Debate
• OCIP Informative Project
• Mrs. McLaughlin - Modern Day Prophets
• Mr. Yauss - Modern World Project
• Mrs. Nardini - Matter Cycles! Project 
• Health CORE - Opioid Crisis  
• Other Voices : Civil Rights Project
• Mr. Holmes - Research project 
• Woods and Waters Independent Reading Assignment- Mr. Bleh
• Mr. Cole's Genealogy Project
• Mrs. Nardini's Species Project

General Information LibGuides :

• Infographic Design
• Ignatian Summit at St. Xavier

English / Literature Databases

Research Projects

• Other Voices  -  Civil Rights Project  
• American Film - Film Presentation Project - Mr. S. Cahill
• English I - Rhetorical Analysis Essay - Mr. S. Cahill and Mrs. E. Heile
• English II - Drama Project - Mr. S. Cahill
• English II - Drama Project - Mrs. T Bower
• Science Fiction - Science Fiction Literature Review - Mr. H. McDonald
• Woods and Waters - Independent Reading  - Mr. S. Bleh
• Woods and Waters - Conservation Research Project - Mr. S. Bleh
• Non-Fiction - Interstellar Presentation - Mr. H. Ahrens
• World Literature Passport Project - Mrs. T. Bower

Archived Class Pages

• English III
• American Authors
• American Film
• Contemporary Short Story
• Other Voices (American Literature)
• Non-fiction
• Short Story
• Intro to  Poetry
• World Literature
• Woods and Waters
• Acting - Stage Craft / Technical Theatre Research Project - Ms. Harris

Research Assignments

• Calculus - Hooke v. Newton - Mr. Broe
• Linear Algebra -  Math in the Making  - Mrs. Wade
• Algebra I &2  (password protected textbook)
• Geometry  (password protected textbook)

Class Page:

• Oral Com / Information Processing
• OC - Informative Project
• OC - Persuasive Project
• Health CORE -   Opioid Crisis & the Response to Overdoses

Class Projects:

• Morality & Justice -  Service Site Advocacy Project - Mr. Schreiner
• Meditation Class-  Meditator/Pray-er Presenstations - Mr. Kemper

Archived class pages (Julie Conlon)

• World Religions

Science Databases

• Physics - Physics Infographics Project - Dr. Homoelle and Mr. Felczan
• Biology - Species Interview and Research Paper - Mrs. Nardini
• Biology - Freshman Biology Article Project
• Biology - Going Green   - Mrs. Nardini
• Engineering - Time Machine Project - Mr. Sorensen
• E ngineering - Engineering Careers Infographic Project - Mr. Sorensen
• Engineering - Grand Challenge Research Presentation - Mr. Sorensen
• Physics - Amazing Race Rechargeable Cars Project - Mr. Felczan, Mr. D'Alessandro, Mr. Sorensen
• Modern World History -  French Revolution & Napoleonic Wars  - Mr. Yauss
• Modern World History Japan: Battle of Sekigahara  - Mr. K. Holmes
• Modern World History -  Did Movies/Videogames Get It Right? - Mr. Cole
• American History - Genealogy Project - Mr. Cole

Archived class pages - (Julie Conlon)

• American History
• Modern World History
• Chinese Resources
• French Resources
• German Resources
• Latin Resources
• Spanish Resources

Get Connected @ the St. Xavier Library

• St. X SMART Search
• St. X Catalog Search
• Database Search

Search ALL Our Collections

WHY SMART SEARCH? 

• More efficient - Search ALL of our print and digital resources simultaneously!  books ... articles ...  multimedia ...
• More accurate - Refine your search by entering multiple keywords in the search box.
• More informative -  Read the Research Starter on your topic (1st return),  This background essay provides the context and research tips you need to find even better information.
• More productive - Ranks the returns. 

Go to A-Z List

More About Our Databases

Databases by Content Area:

English / Literature

Social Studies / History  

General News

Library Media Services

Jennifer Donahue , MLIS  (ext. 353) Head Librarian

Emmy Waterkotte    (ext. 280) Library Assistant

Nick Kemper '06    (ext. 354) Archivist 

Omar Velazquez  (ext. 355) Auxiliary Clerk

The Jay Carroll Library St. Xavier High School 600 W. North Bend Road Cincinnati, OH 45224

513 761-7600 ext. 353 [email protected]

Download the Printers

WINDOWS Printer Setup for PCs Mobility Printer Setup

Make sure your computer is connected to StX_Wireless network Follow instructions & link to download and run the mobility print  Select STX_BW from your list of printers.  Swipe your badge at the printer to release your print job.

Looking For a Book?

Overdrive sora app.

Research Tools

• Databases A - Z A comprehensive list of our 120+ subscription databases
• Citation Tools EasyBib & NoodleTools

Check out our library.....

• Next: CITATION TOOLS >>
• Last Updated: Mar 27, 2024 8:11 AM
• URL: https://stxavier.libguides.com/home

Elektrostal (Q198419)

Wiktionary (0 entries)

Multilingual sites (0 entries).

Navigation menu

Victor Mukhin

• Scientific Program

Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

Quick Links

• Conference Brochure
• Tentative Program