Journal of Chemical Education最新文献

Employing γ-valerolactone (GVL) as a cosolvent in the ultrasonic-assisted synthesis of the metal–organic framework (MOF) [Cu₃(BTC)₂·xH₂O]_n where [BTC]^3– = 1,3,5-benzenetricarboxylate = 1,3,5-[C₆H₃(CO₂)₃]^3– (HKUST-1) enables a “greener” approach than the current published experiment which uses hazardous N,N-dimethylformamide (DMF). Equally important, the revision of the oven-drying step to 200 °C for at least 15 h instead of 1 h at 130 °C removes sequestered solvent from the MOF pores and markedly improves the adsorption characteristics of the final material. A further small gain in adsorption capacity is realized by the inclusion of a second, short ultrasonic treatment during workup as a so-called “swelling step” to maximize the MOF’s pore size and thus its effective surface area. The overall student experience is enhanced by incorporating a nontoxic cosolvent derived from biomass and by augmenting the established test of HKUST-1 activity, namely removal of methylene blue from aqueous solution, with an operationally simple determination of water vapor adsorption capacity. A new perspective is suggested to help students understand the complex extended HKUST-1 structure by having them first appreciate the molecular structure of copper(II) acetate hydrate, which is best formulated as Cu₂(O₂CCH₃)₄·2H₂O. The revised experiment is flexible and accommodates a variety of laboratory schedules, student skill levels, and pedagogic objectives.

Herein we present a new adaptation of the classic flame or rainbow demonstration displaying the atomic emission of inorganic salts where organic solvents are used in a safe manner, thereby preventing incidents or injury. The flame test demonstration (subsequently referred to as the flame test) is a well-known and informative experiment; however, it can be dangerous if performed incorrectly. This version of the classic flame test applies the R.A.M.P. method of hazard risk assessment to provide a safer alternative to past variations. This new flame test allows for an impressive demonstration of atomic absorption and color emission of ionized gases in a safe environment.

We present a lithography-themed educational activity designed to introduce PreK-5 students to nanofabrication processes used in semiconductor fabrication. Through a hands-on art activity that mirrors the key steps of lithographic patterning, participants gain a tactile understanding of beam exposure and resist development. The activity is framed within the historical and technological context of lithography, from its origins in stone printing, to modern photo- and electron-beam lithography. We highlight the role of chemistry in these processes and emphasize scale by comparing chip features to familiar objects, such as hair. Over three years, this activity has engaged over a thousand preschool and elementary level students at informal community STEAM (Science, Technology, Engineering, Art, and Mathematics) events, with survey poll data showing increased awareness and enthusiasm for science and electronics. By introducing chip fabrication and connecting it to everyday electronic devices, this outreach effort aims to broaden access to semiconductor education and inspire future interest in nanotechnology and materials science.

This pedagogical module transforms an unexpected research discovery─hydrogen-bond-directed reaction divergence─into a three-week inquiry-based lab for upper-level undergraduate students. Students synthesize chiral cyclic sulfite 1 and confront cognitive conflict when intramolecular cyclization (avg 81% yield, n = 30) occurs instead of the predicted methylation. Through guided analysis of ¹H NMR shielding (Δδ = −2.24 ppm for shielded O(3)–H(3)) and crystallographic data (O(3)···O(4) distance of 2.888 Å, O(3)–H(3)···O(4) bond angle of 160.22°), they discover how an intramolecular S═O···H(3)–O(3) hydrogen bond shields reactive sites, diverting reaction pathways. Quantitative assessment shows 93% proficiency in mechanistic reasoning and 87% mastery of ¹H NMR shielding analysis. The experiment fosters four key skills: (1) advanced synthesis techniques (Grignard, anhydrous techniques), (2) spectroscopic interpretation, (3) structural database mining (CCDC), and (4) mechanistic logic construction.

The periodic table is fundamental in chemistry education, offering a systematic framework for understanding elements and their properties. However, engaging with this tool poses unique challenges for blind and visually impaired (BVI) students. This study introduces innovative teaching strategies, notably the “Working Hands Method” (WHM), emphasizing tactile and auditory tools. Pilot results indicate enhanced comprehension and retention when tactile models and interactive learning activities are employed. Recommendations are provided for scalable approaches to support BVI students in chemistry.

Industry 4.0 has revolutionized how pedagogical frameworks should seamlessly integrate with the rapid advancements of modern tools, creativity, and the innovative competencies of young scholars. A core responsibility of the Chemical Engineering curriculum at King Mongkut’s University of Technology North Bangkok (KMUTNB) is the continuous evaluation of Accreditation Board for Engineering and Technology (ABET) accreditation standards. In the new normal, emerging technologies such as the Industrial Internet of Things (IIoT), programmable logic controller (PLC), and edge/cloud connectivity have been integrated into chemical engineering unit operations. This unified and comprehensive approach aims to deliver a pedagogically sound and trustworthy learning experience for undergraduate students. Our initial effort materialized in the form of a modernized gas absorption skid, utilizing interactive learning with digital technology-driven frameworks to develop a smart, resilient pedagogical system aligned with the International Society of Automation (ISA95) framework. This skid leverages the automation pyramid, allowing students to become familiar with a range of technologies-including Hardware-in-Loop (HiL), Software-in-Loop (SiL), and views of things networking-that work together in both real-time monitoring and control across networked “things”. We believe that these innovative learning strategies will prepare students to be familiar with digital assets. A three-level modular hierarchy has been implemented to support digital data integration, managing processes and equipment for seamless communication across facilitator and learner sites. Each level contributes uniquely to student learning outcomes: (i) Level 0: introduction to field apparatus on the shop floor, (ii) Level 1: demonstration of ladder logic programming, configuration, and the integration of field devices with field controllers (e.g., PLC and Human-Machine Interface (HMI) systems) and be familiar with piping and instrumentation diagrams (P&IDs), and (iii) Level 2: utilization of remote computing resources for advanced data processing, storage, and analytics, enabling real-time monitoring and control from centralized locations. Eventually, student and alumni’s feedback highlighted a positive learning experience and underscored the value of continuous quality improvement (CQI) based on pre- and postcourse surveys and interviews.

Drug delivery systems (DDS) represent a fascinating research topic in materials science and polymer chemistry with significant relevance to both daily life and cutting-edge scientific research. This study presents an innovative outreach program designed to introduce DDS knowledge to middle school students through a “knowledge relay” model. In this educational framework, undergraduate students serve as intermediaries who first acquire knowledge from professors, subsequently process and adapt the content, and ultimately deliver it to younger learners. The outreach program consists of a 55 min instructional session, followed by a 10 min hands-on experiment. The lesson begins with an introduction to cancer treatment, a common yet not fully conquered medical challenge, serving as a context to introduce the concept of DDS. Subsequently, the instructional content systematically covers the materials, functions, evolutionary development, and medical applications of DDS. To enhance student comprehension, the developmental progression of DDS is analogous to the technological advancement from a small boat to an ocean-going vessel. Furthermore, the lesson incorporates problem-based learning (PBL) methodologies to foster active student participation and promote critical thinking skills during the outreach activities. The educational impact was evaluated through multiple assessments, including pre- and post-class questionnaires, a post-class examination, and follow-up interviews. Results demonstrate that the synergistic combination of PBL strategies and metaphorical explanations in this outreach program effectively conveyed DDS concepts to middle school students, while stimulating their interest in chemistry and scientific inquiry.

Conceptual understanding is crucial for solving complex problems and critical thinking, especially in undergraduate chemistry courses. However, students often encounter these concepts only as they apply to math-based questions rather than conceptual-based chemistry problems. Thus, ISLAND C, a online homework system (OHS), was developed for students to practice their conceptual chemistry knowledge, using Wix’s hosting platform and Microsoft Forms. In order to promote participation and engagement with the material, the OHS was gamified, and sustainability topics were incorporated. Built around the idea that students have inherited an island struggling with sustainability-related issues, they must navigate through the gamified OHS and answer conceptual chemistry questions to save the island and earn assignment points toward their course. Analysis of the system’s Web site logs and Microsoft Forms data display that roughly 600 students in pilot and full-scale implementations were able to easily navigate the system and apply their chemistry knowledge to the conceptual questions.

We report the development of an undergraduate organic chemistry laboratory to introduce students to modern applications of data science tools and machine learning algorithms in organic chemistry. Data science and machine learning have become increasingly applied to organic chemistry systems built upon physical organic principles of reactivity to better analyze and interpret data. Given that postexperimental analysis is central to any scientific study, we envision that the incorporation of these techniques at an introductory level into the undergraduate chemistry education curriculum will be invaluable in exposing students to contemporary research tools and working with shared data. Herein we describe a two-part experiment, using the experimentally straightforward Claisen–Schmidt aldol condensation reaction with commercially available reagents, to introduce concepts of computational featurization and data processing for multivariate linear regression models at the undergraduate level that can easily be incorporated into organic instructional laboratories.

A simple reaction sequence has been developed to produce iodine chloride-pyridine (PyICl) and pyridinium dichloroiodate (PyHICl₂), convenient iodinating agents, in a high yield. Our approach is safe and simple to handle, avoiding the use of elemental chlorine or hazardous manipulations. Designed for an upper-level undergraduate hybrid lecture/lab chemistry course, the experiment integrates key concepts from both inorganic and organic chemistry. The pre-experiment lecture explains the connections between molecular structure, reactivity trends, and reaction types. Over three 4 h lab sessions, students carry out a sequence of quantitative transformations and characterize each intermediate and the final product using ESI mass spectrometry, as well as ¹H and ¹³C NMR spectroscopy. They also apply the PyICl adduct for electrophilic iodination of salicylic acid. This experiment reinforces theoretical knowledge while providing hands-on experience in inorganic and organic synthesis and instrumental analysis. This material, along with its educational value, can also be useful to practical benchtop chemists working in the research and development sector.