 I'm Professor Steven Nesheva and I'm here to help you out with how to choose a topic to flip. So how to choose, what I'm going to recommend is that you divide this process into two parts. Part one will be just identifying the problem to solve and then part two will be actually solving it. Those are two steps, part one and part two. In part one what you can do is you can apply a set of criteria and I've identified a few criteria for you that you can use that will help you decide whether this is a good problem. One of them is the raw intellectual merit. I'm borrowing the language of National Science Foundation in the United States for this. What is the actual intellectual merit of the task that you've set before yourself? If this is a carbonate chemistry for example, if the raw intellectual merit is really can you predict the pH of ocean water based on solving some chemical equations having to do with carbonates? Second is the broader impacts. This is criteria number two. What are the broader impacts of this? Because after all problems are really only interesting if actually once you solve them they have some consequence. In the case of carbonate chemistry it's clear that if you're able to predict the pH of sea water based on how much carbon dioxide is in the air then that gives you some predictive leverage. You'll be able to predict what the consequences of increased carbon dioxide in the air are. So that's broader impact criteria number two. Criterion number three, this is integrated, it's a question integrated on the way in that is to say what skills are required on the part of the student in order to actually solve this problem? Do they need to be able to solve write down or balance a chemical equation for example or do they have to have some rudimentary knowledge of algebra? So that's the integrating on the way in criterion. Criterion four is integrating on the way out that is to say to what extent do the skills that students will acquire in this project, to what extent is that further the objectives of the course? In this case for the carbonate chemistry if you're able to make predictions based on chemistry well we call that a pretty good and fundamental skill of chemistry. Finally, the fifth criterion is is it the right scope? This is problem that you've dreamed up of, does it have the right scope, is it hard enough or is it maybe too hard? So how do you find these problems? Well there's lots of different ways, this is sort of the art of flipping how to find these problems. I can just offer a couple of possibilities for you. One of them might be in your text that there are problems at the end of the chapter that are called integrated problems. Those are usually a little harder than other problems and they already have the integration built into them. Another possibility is to consult your own lecture notes or your own PowerPoint presentation. You might find that there was a day that you spent or a concept that you worked on and that you delivered a lecture of but perhaps you had a feeling that students would only really get that idea if they actually grappled with it themselves. And then maybe a third possibility of where these ideas come from is from research. Maybe you engaged in questions in your research and after all research is all about identifying interesting questions and providing solutions to them. So that's part one. It's all about identifying the question and seeing whether it satisfies these five criteria. Second part I won't have that much to say about because it's actually answering the question. Part two is answering the question in a kind of self-conscious way in such that as you're answering the question you're thinking about whether what sort of strategies you needed to apply so that when students encounter the similar difficulties you'll be able to help them out. So that's part one. Part two. And there we are. Okay.