Journal of Chemical Education最新文献

A laboratory experiment has been designed for teaching laboratories aimed at training students in the basics of spectroscopy in junior and senior level undergraduate chemistry courses. Despite the ubiquity of light-based tools in modern science, students often find it difficult to comprehend light and light-matter interactions. A portable spectrometer is utilized to record the fluorescence spectra of various lasers and molecular samples in the visible range of the electromagnetic spectrum. Three different wavelength laser sources are utilized to excite the molecular samples. Students record the experimental emission spectra from the lasers as well as from the provided inorganic and organic samples, and analyze the resulting spectra for fluorescence wavelength, spectral peak widths, and intensity. These experimental results help students understand and appreciate the quantum theory of spectroscopy. Several conceptual and reasoning difficulties among students in relating the emission spectra to energy levels of atoms and molecules are reduced by these laboratory activities and exercises. Furthermore, these laboratory exercises may stimulate research interest in students as they look forward in their careers. Although this experiment is designed for typical laboratory settings, it can be utilized in other laboratories or in outdoor environments due to the portable nature of the instrument which contains mini lasers, a mini spectrometer, and a laptop computer.

This study explores undergraduate students’ understanding and interpretations of glycosidic bonds, specifically focusing on O-glycosidic bonds and their stereoisomeric forms, using think-aloud interviews and an asset-based cognitive resources framework. By analyzing how students activate and utilize cognitive resources, this research uncovers the variability and flexibility of their understanding of glycosidic bonds across contexts. While many students demonstrated incomplete or unproductive interpretations initially, the findings reveal their capacity to transition toward more accurate and productive reasoning. The study highlights key challenges, including difficulties in annotating glycosidic bonds, interpreting stereochemistry, and linking structure to function. Implications for biochemistry education include the need for targeted instructional strategies to deepen students’ understanding of glycosidic bonds, enhance representational fluency, and foster productive resource activation. These insights contribute to a broader understanding of how students conceptualize foundational biochemical concepts and offer pathways for improving glycoscience education.

The study of basic chemical reactions can be challenging for teachers in training when addressed in a lecture-based and out of context manner, lacking real-world examples, practical applications, or connections to daily life. Primary Reactions Race is a board game designed to help students learn basic chemical reactions such as oxidation, combustion, and alcoholic fermentation and their presence in real-life situations. Developed by teachers from the Degree in Primary Education, the game was put into practice, with third-year students distributed in teams. An engaging and educational tournament was organized. During the game, students also had the opportunity to revise chemistry concepts commonly encountered in everyday life, in addition to laboratory equipment, and review other content covered in the subject. Evaluation of the game indicates that students enjoyed the Primary Reactions Race and improved their knowledge on chemical reactions. Furthermore, the game has potential as a teaching resource for other educational levels and to be adapted for understanding other simple chemical reactions

This study aims to address the deficiencies in scientific writing skills among undergraduate chemistry students by integrating a series of interactive video workshops into the Honors General Chemistry (HGC) curriculum. Despite completing multiple report sections in high school, students’ writing performance in HGC at the University of Pittsburgh does not meet the standards expected for college-level writing and publication. This project focuses on providing a uniform curriculum that emphasizes technical writing fundamentals through collaborative learning activities. The workshops include predesigned videos and worksheets that allow instructors to facilitate the learning process without requiring expertise in writing education. The curriculum is designed to cultivate and improve students’ lab report writing abilities through scaled, iterative practice and graded feedback. Key topics of scientific writing are covered in the workshops including hypothesis formulation, data presentation, argument construction, abstract writing, writing style, and overall report structure. Each workshop incorporates interactive elements and a review of writing samples to engage students in the writing process and enhance their understanding and skills. Quantitative and qualitative data were collected to evaluate the impact of the writing curriculum. Writing assignment scores were analyzed to determine improvements in students’ writing skills, while pre- and postsemester surveys gathered students’ opinions on the curriculum’s effectiveness. The results indicate that incorporating active and collaborative learning strategies, supported by scaffolding techniques, significantly improved students’ scientific writing performance and their ability to produce high-quality lab reports. This innovative approach demonstrates the effectiveness of using interactive video workshops to teach scientific writing in a chemistry curriculum. By providing a consistent and sustainable writing education framework, the project offers valuable insights into improving writing proficiency among undergraduate science students.

There is a growing need for chemistry students to be able to handle and manipulate large datasets and analyze them in an efficient and accessible way. This creates the need to develop course materials that introduce these topics early in the undergraduate curriculum. To address this growing need, this activity introduced RStudio to students enrolled in a general chemistry course during the Fall 2023 (n = 185) and Spring 2023 (n = 96) semesters, allowing them to statistically evaluate their lab data. Students produced boxplots that calculated statistical information for a large dataset compiled from an accompanying lab experiment conducted alongside the activity. This activity was designed to be done without any formal teaching of coding language and was implemented on mobile devices within a classroom. We determined that the activity was effective at teaching statistical concepts using a pre/postactivity quiz (eight items), with the median score increasing by 1 point after the activity. An evaluation of the item discrimination index and item difficulty scores was able to validate all but one question in the quiz. The activity also received an overall positive response in terms of student engagement and impact based on an open response survey collected. Many students were able to perceive connections with “data science” and its use in their everyday life. This activity complemented our existing curriculum and was designed in such a way that it could be accessible to students at all experience levels.

Plastic recycling has gained increasing attention due to the negative impacts of improper plastic waste management and its end-of-life outcomes. Despite growing research and educational efforts on sustainability, the integration of community service into student learning experiences remains limited. To address this gap and promote sustainable practices among the younger generation, a cleanup outreach event is developed in conjunction with pre- and post-cleanup lectures. The lectures covered the knowledge of plastic waste and recycling, relevant policies, and advancements in sustainability within industry and academia. The waste cleanup activity, held at Biloxi Beach and Hattiesburg, Mississippi, provided students with hands-on experience in addressing local plastic pollution and connected classroom learning to real-life plastic waste issues. Integrating community service with educational content provides an approach to learning about sustainable practices while raising awareness of societal needs and future technological opportunities.

We describe a project-based learning activity using microfluidic, paper-based analytical devices (μPADs). Students used fresh mustards as raw materials to make pickles and monitored acidity, nitrite, and chlorides in pickles during the processing of pickles using μPADs. This activity is provided to train students to understand the principles and develop the experimental skills of three quantitative analysis methods on μPADs, including titration, colorimetric analysis, and distance-based detection. Moreover, this activity is helpful for students to develop a consciousness of food security and to facilitate their deep understanding of the mechanisms of food processing. 84 undergraduates majoring in culinary and nutritional education participated in this activity. Positive feedback from these students indicated that the learning objectives were met.

Plastic recycling has gained increasing attention due to the negative impacts of improper plastic waste management and its end-of-life outcomes. Despite growing research and educational efforts on sustainability, the integration of community service into student learning experiences remains limited. To address this gap and promote sustainable practices among the younger generation, a cleanup outreach event is developed in conjunction with pre- and post-cleanup lectures. The lectures covered the knowledge of plastic waste and recycling, relevant policies, and advancements in sustainability within industry and academia. The waste cleanup activity, held at Biloxi Beach and Hattiesburg, Mississippi, provided students with hands-on experience in addressing local plastic pollution and connected classroom learning to real-life plastic waste issues. Integrating community service with educational content provides an approach to learning about sustainable practices while raising awareness of societal needs and future technological opportunities.

Stereochemistry is a vital component of pharmacy education, yet students often find it challenging due to the complex spatial concepts involved. This paper presents an innovative learning activity that combines inquiry-based learning with concrete molecular models to facilitate students’ understanding of stereochemistry. The activity was structured around a three-phase learning cycle, including exploration, concept invention, and application and was scaffolded by mini-lectures. Students in small groups constructed and analyzed 3D molecular models of organic compound isomers and formulated definitions and rules for different types of isomerism based on the exploration. Concrete models to visualize molecular structures reduced students’ cognitive load and provided kinesthetic and proprioception stimulation. Feedback from participating students indicated positive reception of the activity, highlighting the benefits of using concrete models and small group interactions. This innovative approach has demonstrated the potential of making stereochemistry more engaging and accessible for students.

We continue to overview our introductory experimental course designed to teach and assess essential practical skills. In the second work, we build on and extend the skills learned in the first step. The main focus of the experiment is the concept of multistep synthesis. In this way, the 2-step synthesis of benzylhydantoin was exploited as a model to acquaint students with some crucial aspects of the topic, including notions of intermediate and total yield and requirements put on intermediate products. The synthesis commenced from readily available l-phenylalanine and allowed students to master essential laboratory skills such as carrying out reactions at elevated temperatures, controlling the temperature mode, and performing thin-layer chromatography. All elements of the experimental procedure have been optimized and analyzed, making it possible to clearly identify some mistakes and deviations from the protocol. In addition to its educational nature, the investigation has dramatically emphasized the elaboration and improvement of a comprehensive math tool for a straightforward grading approach.