Pub Date : 2024-09-09DOI: 10.1021/acs.jchemed.4c00557
Shuangshuang Chen, Song Xue, Dan Yang, Liying Zhu, Mingzhan Ye
In the digital age, the integration of technology in educational practices, especially in chemistry, is increasingly advocated. However, research exploring the relative effectiveness of virtual laboratory (VL) environments compared to hands-on laboratory (HL) environments, particularly in enhancing students’ knowledge and inquiry skills, is rare. This study addresses this gap by evaluating the impact of VL and HL on junior high school students’ learning within the specific context of the Law of Conservation of Mass. By analyzing students’ performance through quantitative and qualitative assessments in knowledge tests and inquiry tasks, significant findings emerged. It was observed that the VL group demonstrated superior knowledge performance compared with the HL group. In terms of inquiry skills, while the overall performance was better in the HL group, particularly in planning and evidence collection, the VL group excelled in explanation and evaluation skills. These results suggest the potential benefit of implementing a blended approach, integrating both VL and HL, across various domains in chemistry education. Such an approach could leverage the unique advantages of each laboratory type to maximize student learning and engagement.
{"title":"Exploring Differences in Student Learning and Inquiry Skills Between Hands-On and Virtual Chemistry Laboratories","authors":"Shuangshuang Chen, Song Xue, Dan Yang, Liying Zhu, Mingzhan Ye","doi":"10.1021/acs.jchemed.4c00557","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00557","url":null,"abstract":"In the digital age, the integration of technology in educational practices, especially in chemistry, is increasingly advocated. However, research exploring the relative effectiveness of virtual laboratory (VL) environments compared to hands-on laboratory (HL) environments, particularly in enhancing students’ knowledge and inquiry skills, is rare. This study addresses this gap by evaluating the impact of VL and HL on junior high school students’ learning within the specific context of the Law of Conservation of Mass. By analyzing students’ performance through quantitative and qualitative assessments in knowledge tests and inquiry tasks, significant findings emerged. It was observed that the VL group demonstrated superior knowledge performance compared with the HL group. In terms of inquiry skills, while the overall performance was better in the HL group, particularly in planning and evidence collection, the VL group excelled in explanation and evaluation skills. These results suggest the potential benefit of implementing a blended approach, integrating both VL and HL, across various domains in chemistry education. Such an approach could leverage the unique advantages of each laboratory type to maximize student learning and engagement.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"39 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-09DOI: 10.1021/acs.jchemed.4c00592
Carlos Luque-Corredera, Elena Bartolomé, Ben Bradshaw
Organic Chemistry is widely recognized as a challenging subject, with the design of syntheses and retrosyntheses identified as particularly difficult tasks. Inspired by the success of artificial neural networks in machine learning, we propose a framework that leverages similar principles to enhance the teaching and learning of organic synthesis. In this paper, we introduce a novel teaching tool, the “Synthetic Map”, that attempts to visually recreate an expert’s mental map and conceptual understanding of organic synthesis built over years of experience. The educational benefits of the Synthetic Map were evaluated through its implementation in an Organic Chemistry course of a Pharmacy degree over two years. The new tool promoted students’ learning by providing a mental organizer fostering a deeper understanding of the subject and empowering students to design and execute effective synthetic strategies.
{"title":"“Synthetic Map”: A Graphic Organizer Inspired by Artificial Neural Network Paradigms for Learning Organic Synthesis","authors":"Carlos Luque-Corredera, Elena Bartolomé, Ben Bradshaw","doi":"10.1021/acs.jchemed.4c00592","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00592","url":null,"abstract":"Organic Chemistry is widely recognized as a challenging subject, with the design of syntheses and retrosyntheses identified as particularly difficult tasks. Inspired by the success of artificial neural networks in machine learning, we propose a framework that leverages similar principles to enhance the teaching and learning of organic synthesis. In this paper, we introduce a novel teaching tool, the “Synthetic Map”, that attempts to visually recreate an expert’s mental map and conceptual understanding of organic synthesis built over years of experience. The educational benefits of the Synthetic Map were evaluated through its implementation in an Organic Chemistry course of a Pharmacy degree over two years. The new tool promoted students’ learning by providing a mental organizer fostering a deeper understanding of the subject and empowering students to design and execute effective synthetic strategies.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"48 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-09DOI: 10.1021/acs.jchemed.4c00675
Andrea C. Bardales, Quynh Vo, Dmitry M. Kolpashchikov
It has been shown that active learning strategies are effective in teaching complex STEM concepts. In this study, we developed and implemented a laboratory experiment for teaching the concepts of Boolean logic gates, molecular beacon probes, molecular computing, DNA logic gates, microRNA, and molecular diagnosis of hepatocellular carcinoma, which are related to DNA molecular computing, an interdisciplinary cutting-edge research technology in biochemistry, synthetic biology, computer science, and medicine. The laboratory experience takes about 110–140 min and consists of a multiple-choice pretest (15 min), introductory lecture (20 min), wet laboratory experiment (60–90 min), and a post-test (15 min). Students are tasked to experimentally construct three molecular logic circuits made of DNA oligonucleotides and use them for the fluorescence-based detection of microRNA markers related to diagnostics of hepatocellular carcinoma. The class was taught to undergraduate students from freshman to senior academic levels majoring in chemistry, biochemistry, biotechnology, and biomedical sciences. Students were engaged during the session and motivated to learn more about the research technology. A comparison of students’ scores on the pretest and post-test demonstrated improvement in knowledge of the concepts taught. Visual observation of the fluorescence readout led to a straightforward interpretation of the results. The laboratory experiment is portable; it uses inexpensive nontoxic reagents and thus can be employed outside a laboratory room for outreach and science popularization purposes.
事实证明，主动学习策略在教授复杂的 STEM 概念时非常有效。在本研究中，我们开发并实施了一个实验室实验，用于教授布尔逻辑门、分子信标探针、分子计算、DNA 逻辑门、microRNA 和肝细胞癌的分子诊断等概念，这些概念与 DNA 分子计算有关，是生物化学、合成生物学、计算机科学和医学领域的跨学科前沿研究技术。实验体验耗时约 110-140 分钟，包括选择题前测（15 分钟）、介绍性讲座（20 分钟）、湿实验室实验（60-90 分钟）和后测（15 分钟）。学生的任务是通过实验构建三个由 DNA 寡核苷酸组成的分子逻辑电路，并利用它们对与肝细胞癌诊断相关的 microRNA 标记进行荧光检测。授课对象为化学、生物化学、生物技术和生物医学专业的大一至大四本科生。学生们在课堂上非常投入，并积极主动地学习更多有关研究技术的知识。通过比较学生在前测和后测的成绩，可以看出他们对所学概念的了解有所提高。对荧光读数的肉眼观察可直接解释结果。该实验室实验便于携带；它使用廉价的无毒试剂，因此可在实验室外用于推广和科普目的。
{"title":"A Laboratory Class: Constructing DNA Molecular Circuits for Cancer Diagnosis","authors":"Andrea C. Bardales, Quynh Vo, Dmitry M. Kolpashchikov","doi":"10.1021/acs.jchemed.4c00675","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00675","url":null,"abstract":"It has been shown that active learning strategies are effective in teaching complex STEM concepts. In this study, we developed and implemented a laboratory experiment for teaching the concepts of Boolean logic gates, molecular beacon probes, molecular computing, DNA logic gates, microRNA, and molecular diagnosis of hepatocellular carcinoma, which are related to DNA molecular computing, an interdisciplinary cutting-edge research technology in biochemistry, synthetic biology, computer science, and medicine. The laboratory experience takes about 110–140 min and consists of a multiple-choice pretest (15 min), introductory lecture (20 min), wet laboratory experiment (60–90 min), and a post-test (15 min). Students are tasked to experimentally construct three molecular logic circuits made of DNA oligonucleotides and use them for the fluorescence-based detection of microRNA markers related to diagnostics of hepatocellular carcinoma. The class was taught to undergraduate students from freshman to senior academic levels majoring in chemistry, biochemistry, biotechnology, and biomedical sciences. Students were engaged during the session and motivated to learn more about the research technology. A comparison of students’ scores on the pretest and post-test demonstrated improvement in knowledge of the concepts taught. Visual observation of the fluorescence readout led to a straightforward interpretation of the results. The laboratory experiment is portable; it uses inexpensive nontoxic reagents and thus can be employed outside a laboratory room for outreach and science popularization purposes.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"37 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-09DOI: 10.1021/acs.jchemed.4c00466
Patrick I. T. Thomson, Deborah Cleary
Practical work carries a high cognitive load, particularly when unfamiliar or complex equipment is first introduced. “Integrated Instructions” have been previously used to reduce cognitive load in secondary education practical work by placing instructions within diagrams, reducing the need to integrate disparate sources of information. Here, we use this approach in an undergraduate-level distillation experiment to focus attention, reduce cognitive load, and make space for light “elements of inquiry” learning. The use of a solvatochromic dye as a polarity indicator also adds an unusual visual aspect to distillation, allowing students to easily estimate or verify the composition of fractions.
{"title":"Integrated Instructions and Solvent Polarity Indicators: Reducing the Complexity of First-Time Distillation","authors":"Patrick I. T. Thomson, Deborah Cleary","doi":"10.1021/acs.jchemed.4c00466","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00466","url":null,"abstract":"Practical work carries a high cognitive load, particularly when unfamiliar or complex equipment is first introduced. “Integrated Instructions” have been previously used to reduce cognitive load in secondary education practical work by placing instructions within diagrams, reducing the need to integrate disparate sources of information. Here, we use this approach in an undergraduate-level distillation experiment to focus attention, reduce cognitive load, and make space for light “elements of inquiry” learning. The use of a solvatochromic dye as a polarity indicator also adds an unusual visual aspect to distillation, allowing students to easily estimate or verify the composition of fractions.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-06DOI: 10.1021/acs.jchemed.4c00479
Jessica C. D’eon, Sivani Baskaran, Jennifer A. Faust, Mima Staikova, Cora J. Young
The Montreal Protocol is an international treaty that controls substances that deplete the ozone layer. Through the control of halogenated gases, it has been one of the most successful climate legislations to date. This success is driven by the interplay between chemical regulation and smart chemical design, demonstrating the positive impact chemistry can have on the world. This Article describes a group project that includes four assignments, a group presentation, and a writing task where students take on the role of consultants to assess the environmental friendliness of two fluorinated gases. Through the assignments students determine the global warming potential of two chemicals and pair this assessment with an evaluation of their potential to produce persistent products, such as trifluoroacetic acid, via atmospheric oxidation. Students worked together to take these, sometimes conflicting, pieces of evidence to make a final recommendation to their client as to the most “environmentally friendly” option in a mock Board of Directors meeting and then individually through a written recommendation. The project effectively addressed the learning goals of a third-year environmental chemistry class and was well received by students as a means of contextualizing the course material and providing students with a clear peer network in the class. This project is an effective application of fundamental chemistry topics (e.g., spectroscopy and the relationship between structure and reactivity) within a real-world context that emphasizes the ability of chemistry to have a positive impact on important environmental issues such as climate.
{"title":"Welcome to 310 Environmental Working Group! A Group Project That Places Students in the Role of Consultants Helping Businesses Choose the Most Climate Friendly Fluorinated Gas","authors":"Jessica C. D’eon, Sivani Baskaran, Jennifer A. Faust, Mima Staikova, Cora J. Young","doi":"10.1021/acs.jchemed.4c00479","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00479","url":null,"abstract":"The Montreal Protocol is an international treaty that controls substances that deplete the ozone layer. Through the control of halogenated gases, it has been one of the most successful climate legislations to date. This success is driven by the interplay between chemical regulation and smart chemical design, demonstrating the positive impact chemistry can have on the world. This Article describes a group project that includes four assignments, a group presentation, and a writing task where students take on the role of consultants to assess the environmental friendliness of two fluorinated gases. Through the assignments students determine the global warming potential of two chemicals and pair this assessment with an evaluation of their potential to produce persistent products, such as trifluoroacetic acid, via atmospheric oxidation. Students worked together to take these, sometimes conflicting, pieces of evidence to make a final recommendation to their client as to the most “environmentally friendly” option in a mock Board of Directors meeting and then individually through a written recommendation. The project effectively addressed the learning goals of a third-year environmental chemistry class and was well received by students as a means of contextualizing the course material and providing students with a clear peer network in the class. This project is an effective application of fundamental chemistry topics (e.g., spectroscopy and the relationship between structure and reactivity) within a real-world context that emphasizes the ability of chemistry to have a positive impact on important environmental issues such as climate.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"136 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-06DOI: 10.1021/acs.jchemed.4c00702
Monica M. S. Nyansa, Jessica A. Martin, Kali A Miller, Kedmon N. Hungwe
Reports of laboratory damage, personal injury, and death have triggered increasing concern over the academic safety culture and the safety education of those pursuing studies in the chemical sciences. Student-led laboratory safety teams (LSTs) within academic institutions serve as a new and expanding informal, bottom-up approach to improving the academic safety culture and safety education of student researchers. Since 2018, a workshop has been run by the American Chemical Society Division of Chemical Health and Safety to support graduate students in the chemical sciences in establishing and growing LSTs of their own. Here, we examine how LSTs within the different academic institutions have evolved into a community of practice (CoP) through these workshops and why the members have engaged in growing this CoP. We determine the current stage of the LST CoP and what values the members created and experienced through the evaluation of artifacts from 14 workshops conducted from 2018 to 2022, semistructured interviews with student researchers running the workshops, and a guided focus group interview with the three primary student leaders of the workshops. We are sharing this analysis with the chemical education community to provide others with insights into experimental ways to improve the safety education of those pursuing studies in the chemical sciences.
{"title":"Laboratory Safety Teams as an Evolving Community of Practice: Exploring the How and Why","authors":"Monica M. S. Nyansa, Jessica A. Martin, Kali A Miller, Kedmon N. Hungwe","doi":"10.1021/acs.jchemed.4c00702","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00702","url":null,"abstract":"Reports of laboratory damage, personal injury, and death have triggered increasing concern over the academic safety culture and the safety education of those pursuing studies in the chemical sciences. Student-led laboratory safety teams (LSTs) within academic institutions serve as a new and expanding informal, bottom-up approach to improving the academic safety culture and safety education of student researchers. Since 2018, a workshop has been run by the American Chemical Society Division of Chemical Health and Safety to support graduate students in the chemical sciences in establishing and growing LSTs of their own. Here, we examine how LSTs within the different academic institutions have evolved into a community of practice (CoP) through these workshops and why the members have engaged in growing this CoP. We determine the current stage of the LST CoP and what values the members created and experienced through the evaluation of artifacts from 14 workshops conducted from 2018 to 2022, semistructured interviews with student researchers running the workshops, and a guided focus group interview with the three primary student leaders of the workshops. We are sharing this analysis with the chemical education community to provide others with insights into experimental ways to improve the safety education of those pursuing studies in the chemical sciences.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"11 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-06DOI: 10.1021/acs.jchemed.4c00530
Qingyan Zeng, Jinglin Mu
Symmetry, a common occurrence in nature, holds significant importance in the realm of chemistry education. However, students often struggle to visualize the symmetry elements of three-dimensional molecules and identify point groups using traditional textbooks. In order to address this challenge, we integrated SYVA into VMD for accurate determination of molecular point groups. Additionally, we have organized molecular point group materials to serve as an educational resource. The resource currently includes hundreds of unique molecules, with continuous expansion, to effectively demonstrate various symmetry elements within molecules and aid in determining point groups. Expanding on this resource, we have designed an educational activity focused on molecular symmetry. According to student feedback, utilizing VMD to showcase molecular point group files and visually represent molecular symmetry elements is beneficial for students in comprehending related concepts. This resource can serve as a valuable tool for teaching symmetry, offering interactivity, visual appeal, and offline accessibility, allowing for flexible use across different times and locations.
{"title":"Visualizing Symmetry: A Resource for Chemical Education with VMD and SYVA Programs","authors":"Qingyan Zeng, Jinglin Mu","doi":"10.1021/acs.jchemed.4c00530","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00530","url":null,"abstract":"Symmetry, a common occurrence in nature, holds significant importance in the realm of chemistry education. However, students often struggle to visualize the symmetry elements of three-dimensional molecules and identify point groups using traditional textbooks. In order to address this challenge, we integrated SYVA into VMD for accurate determination of molecular point groups. Additionally, we have organized molecular point group materials to serve as an educational resource. The resource currently includes hundreds of unique molecules, with continuous expansion, to effectively demonstrate various symmetry elements within molecules and aid in determining point groups. Expanding on this resource, we have designed an educational activity focused on molecular symmetry. According to student feedback, utilizing VMD to showcase molecular point group files and visually represent molecular symmetry elements is beneficial for students in comprehending related concepts. This resource can serve as a valuable tool for teaching symmetry, offering interactivity, visual appeal, and offline accessibility, allowing for flexible use across different times and locations.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this experiment, we present a microfluidic-based molecular fluorescence spectroscopy method for analyzing nucleic acids to identify transgenic soybeans. This method is integrated into a General Chemistry Experiment course tailored for freshmen. The primary goals of this course are to deepen student’s understanding of some important knowledge points of general chemistry, introduce students to experimental techniques at the micro- and nanoscale, help students understand the principles of molecular fluorescence spectroscopy and enzyme reaction kinetics, elucidate the relationship between chemistry and its practical applications, stimulate their interest in chemistry, and provide multidisciplinary perspectives and thinking. Over the period from 2021 to 2023, more than 180 freshmen enrolled in this course, and over 30 universities in China have initiated the advancement of this course. Most students successfully completed the experiment, achieving high completion rate and promising results. Participating students improved their practical skills and the ability to work collaboratively in a laboratory setting, which led to numerous innovative ideas and insights in related areas. Positive feedback from the students confirmed that the predetermined learning objectives were successfully achieved.
{"title":"A Novel General Chemistry Experiment for Freshmen: Transgenic Soybean Detection Based on Microfluidic Molecular Fluorescence Spectroscopy Analysis","authors":"Pintao Li, Min Gu, Ghazala Ashraf, Huiwen Xiong, Fei Cun, Xuting Chen, Jilie Kong, Xueen Fang","doi":"10.1021/acs.jchemed.4c00668","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00668","url":null,"abstract":"In this experiment, we present a microfluidic-based molecular fluorescence spectroscopy method for analyzing nucleic acids to identify transgenic soybeans. This method is integrated into a General Chemistry Experiment course tailored for freshmen. The primary goals of this course are to deepen student’s understanding of some important knowledge points of general chemistry, introduce students to experimental techniques at the micro- and nanoscale, help students understand the principles of molecular fluorescence spectroscopy and enzyme reaction kinetics, elucidate the relationship between chemistry and its practical applications, stimulate their interest in chemistry, and provide multidisciplinary perspectives and thinking. Over the period from 2021 to 2023, more than 180 freshmen enrolled in this course, and over 30 universities in China have initiated the advancement of this course. Most students successfully completed the experiment, achieving high completion rate and promising results. Participating students improved their practical skills and the ability to work collaboratively in a laboratory setting, which led to numerous innovative ideas and insights in related areas. Positive feedback from the students confirmed that the predetermined learning objectives were successfully achieved.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"8 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-05DOI: 10.1021/acs.jchemed.4c00559
Peter A. C. McPherson, Iain G. Jack
Alligation alternate is an arithmetic technique historically used to solve problems involving proportions and mixtures of the same substance in different concentrations. Demonstration of its use is widespread throughout pharmacy education, but this practice does not appear to extend to most chemistry curricula. As a result of interactions between pharmacy and chemistry students, we have trialed the introduction of alligation alternate as a problem solving technique in the first semester of a freshman chemistry course. We show that while other strategies can be used, students favored the newly introduced alligation alternate procedure due to its diagrammatic form and ease of use. The obvious benefits on cognitive load and use of the psychomotor domain make this a useful addition to precollege and early undergraduate chemistry curricula.
{"title":"Alligation Alternate: Borrowing a Useful Concept from the Pharmacy Curriculum","authors":"Peter A. C. McPherson, Iain G. Jack","doi":"10.1021/acs.jchemed.4c00559","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00559","url":null,"abstract":"Alligation alternate is an arithmetic technique historically used to solve problems involving proportions and mixtures of the same substance in different concentrations. Demonstration of its use is widespread throughout pharmacy education, but this practice does not appear to extend to most chemistry curricula. As a result of interactions between pharmacy and chemistry students, we have trialed the introduction of alligation alternate as a problem solving technique in the first semester of a freshman chemistry course. We show that while other strategies can be used, students favored the newly introduced alligation alternate procedure due to its diagrammatic form and ease of use. The obvious benefits on cognitive load and use of the psychomotor domain make this a useful addition to precollege and early undergraduate chemistry curricula.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142224801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Polymer 3D printing methods are now widely spread in educational strategies, whether for teachers to produce 3D objects, facilitating knowledge transfer, or directly for students to master a unique polymer processing method. Regarding block copolymer (BCP) microphase separation and self-assembly, which occurs in volume and at the nanoscale, they are both challenging to teach in the classroom without adapted materials. The present paper describes a graduate student laboratory project with two objectives: first, to train students on 3D printing and BCP microphase separation; second, to produce a macroscale 3D representation of the inner BCP microphase separation, such as an inside-out demonstration of the nanostructure, which can be used as a comprehensive object. Interestingly, the project covers a large range of polymer processing and characterization methods, raising fundamental discussions between students and educators. In addition, in this paper we demonstrate the feasibility to easily produce two-phase nanostructured 3D printed objects by fuse deposition modeling from BCP filament using exclusively commercially available means.
目前，聚合物三维打印方法已广泛应用于教育策略中，无论是教师制作三维物体、促进知识传授，还是直接让学生掌握一种独特的聚合物加工方法。关于嵌段共聚物（BCP）的微相分离和自组装，它们发生在体积和纳米尺度上，如果没有合适的材料，在课堂上进行教学都具有挑战性。本文介绍了一个研究生实验室项目，该项目有两个目标：第一，对学生进行三维打印和 BCP 微相分离方面的培训；第二，制作 BCP 内部微相分离的宏观三维表现形式，如纳米结构的内向外演示，该演示可用作综合对象。有趣的是，该项目涵盖了大量聚合物加工和表征方法，引发了学生和教育工作者之间的基础性讨论。此外，在本文中，我们还展示了通过熔融沉积建模从 BCP 长丝中利用完全商业化的手段轻松制作两相纳米结构 3D 打印对象的可行性。
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