Journal of Chemical Education最新文献

A new undergraduate laboratory introduces undergraduate students to nanotechnology-based targeted drug design, aiding their preparation to medical-oriented careers. Specifically, it demonstrates pH- and enzyme-triggered targeted drug release minimizing patient’s exposure to the drug. The students synthesize calcium carbonate microparticles (CCMPs) or calcium citrate nanosponge (CCNS) as drug carriers and explore casein or skim milk as a gatekeeping element, malachite green (MG) as a drug, and trypsin or pH 5.5 as drug release triggers. When the loaded CCMPs (or CCNS) are introduced to an environmental trigger, the casein is degraded or the calcium salt core is dissolved. In either case, the drug is released. The students discover that the drug release and drug retention properties depend on the core material of the carrier and the gatekeeping element (casein or skim milk). The further finding that the fat content of the milk hinders the drug release process by the particles with the milk-sourced casein demonstrates fine-tuning of a drug formulation. The diluted skim milk coating blocks drug release in the neutral environment (7.4 pH) better than the lab grade 0.1% casein does, which prompts students to come up with a hypothesis. The laboratory introduces students to cutting-edge nanotechnology and models a real drug discovery process.

A laboratory experiment was developed to introduce the concept of polymeric self-assembly to the students via an interactive practical experience. Here, it is demonstrated how oppositely charged polymers can self-assemble layer by layer to build polymeric microcapsules and how this process can be used to encapsulate cargo molecules. The as-synthesized microcapsules were characterized by optical microscope, and bovine serum albumin protein is used as a model cargo system to study the encapsulation efficiency of the microcapsules through UV–visible absorption spectroscopy. This experiment enables the students to understand the chemistry behind electrostatic self-assembly and its application in hollow capsule formation, which has been extensively explored as a delivery vehicle in biomedical applications. The spherical hollow microcapsules are noteworthy because of their propensity to incorporate and protect the cargo molecules in their inner cavities. This experiment is especially appropriate for an interdisciplinary elective course as it connects concepts and techniques from chemistry, materials science, analytical spectroscopy, and biomedical applications.

Recycling plastic waste is a major environmental challenge that requires educational initiatives to raise the awareness of and promote sustainable practices. This work demonstrates the educational effectiveness of a hands-on recycling experiment, supported by the interactive digital tool Wooclap, in promoting environmental awareness and introducing green concepts. To achieve this, a hands-on experiment recycling expanded polystyrene (EPS) with acetone was conducted for three age groups: (i) young children, (ii) high school students, and (iii) undergraduate students. Initial and final tests on the Wooclap platform measured the prior knowledge and learning outcomes of the participants. Additionally, participants completed a satisfaction survey to evaluate their satisfaction with the workshop and the knowledge gained. All groups recognized plastic accumulation as a serious environmental issue, but many preuniversity students were unfamiliar with basic green concepts, especially regarding specific types of plastic and their recycling process. These observations highlight the need for educational initiatives like that presented in this work. All groups showed a strong grasp of the concepts related to EPS recycling after the workshop, highlighting the effectiveness of this educational experience. Additionally, participants found the experience enjoyable, which had a positive effect on their learning.

Organic chemistry laboratories (OCLs) are central to undergraduate chemistry education, yet their pedagogical potential often remains underutilized. Traditional laboratory experiments, largely focused on verification and technical skill development, frequently fail to promote a deeper conceptual understanding, scientific reasoning, and critical thinking. As the demands of modern chemical science and industry increasingly emphasize adaptability, problem-solving, and inquiry, laboratory instruction must evolve beyond prescriptive protocols. This paper critically synthesizes literature from chemistry education research to examine the limitations of conventional OCL practices and to evaluate contemporary pedagogical approaches aimed at enhancing student engagement and learning. Particular emphasis is placed on guided-inquiry and question-driven laboratory designs, which balance structured scaffolding with opportunities for student decision-making, interpretation, and reflection. These approaches are shown to foster conceptual reasoning, authentic inquiry, and metacognitive development, while remaining scalable across diverse institutional contexts. Problem-based learning and related instructional models are discussed as complementary strategies within broader inquiry-oriented laboratory frameworks rather than as standalone solutions. Across the reviewed studies, an effective OCL design consistently aligns clearly articulated learning goals with opportunities for reflection, argumentation, and iterative problem-solving. By integration of evidence-based pedagogical strategies, this review highlights practical pathways for reimagining organic chemistry laboratories as intellectually engaging environments that support both technical proficiency and deeper scientific understanding.

Dissolution testing of tablets is an important aspect of quality assurance and control in the pharmaceutical industry. Students pursing courses in pharmaceutical chemistry and related areas can be exposed to (inter alia) the Noyes–Whitney model in isolation without accompanying laboratory work. We developed a simple, inquiry-based laboratory activity that uses a conductivity sensor to continuously monitor the dissolution of sodium chloride tablets. Learning goals were written to develop both knowledge and cognitive development in students, with purposeful inclusion of transferable and transversal skills. The laboratory work could be completed within two hours, and students submitted a publication-style short communication for summative assessment of the activity. Student feedback was gathered by a questionnaire, which yielded positive responses. Overall, this simple, low-cost activity incorporates important themes from physical chemistry and pharmaceutics and fosters critical and divergent thinking in students.

The Atomic Circus is a research-based chemistry demonstration theater designed to engage elementary audiences and their families through narrative, music, and dance. Guided by design principles of age-appropriate conceptual framing, narrative storytelling, and theatrical metaphor, the show integrates live demonstrations within a three-act performance that follows a “Novice” character who learns alongside the audience. A mixed-methods evaluation, including pre- and postshow surveys and family interviews, revealed strong affective engagement and knowledge gains around physical and chemical change. These outcomes reflect the broader trends identified in recent reviews of science shows, where enthusiasm and modest knowledge gains are consistently observed, but systematic documentation remains limited. By transparently documenting its design, logistics, and evaluation, The Atomic Circus contributes to the small but growing evidence base on science theater and encourages other practitioners to share systematic accounts that connect creative performance with educational theory.

Hydrogen is a promising clean energy carrier, and the hydrogen evolution reaction (HER) provides a key platform for studying electrocatalytic water splitting. This laboratory experiment introduces the synthesis and electrocatalytic evaluation of a metalloporphyrin covalent–organic polymer-phosphazene hybrid electrocatalyst (CoTPPCOP@PZSMs) as a model for the HER. Working electrodes are fabricated and characterized by using electrochemical techniques including linear sweep voltammetry, Tafel slope analysis, and electrochemical impedance spectroscopy. Hydrogen gas generated during HER is physically collected using a water-displacement method, enabling the calculation of Faradaic efficiency. The hybrid electrocatalyst exhibits an overpotential of 86 mV at 10 mA cm^–2 in 1.0 KOH and outperforms its individual components and many previously reported catalysts, demonstrating how hybrid design enhances HER activity. The experiment highlights the relationship among molecular structure, electron transfer, and electrocatalytic HER performance, providing a concise introduction to contemporary HER research with the COP-based materials.

This laboratory experiment provides undergraduate students with an introduction to functional film materials (FFMs) through the design and fabrication of pH-responsive indicator films. In this experiment, blueberry anthocyanins (BA) are incorporated into a carboxymethyl cellulose (CMC) and xanthan gum (XG) matrix stabilized by citric acid, resulting in films that display distinct and pH-responsive color change from pink (pH 2) to purple (pH 7) and to brown (pH 12). The 3 h module provides a hands-on investigation of structure–property relationships, allowing students to correlate molecular transformations with macroscopic color changes. The experiment incorporates green chemistry principles by employing natural pigments and reducing reagent consumption, while simultaneously fostering core competencies in material synthesis, mechanical testing, and analytical applications. The films exhibit robust mechanical properties, ensuring durability during student handling, and their extension to ammonia gas sensing further illustrates cross-disciplinary adaptability. Implemented in the Functional Materials curriculum (semesters 3–4), this low-cost, simple-equipment approach connects theoretical concepts from Materials Science and Smart Materials courses, fostering system-level thinking and industry-relevant problem-solving skills.

Service-learning offers a powerful means to connect academic coursework with authentic community engagement, fostering both disciplinary mastery and civic responsibility. This study examines two implementations of service-learning within the organic chemistry curriculum at the University of Connecticut, Hartford, a diverse, urban, federally designated Asian American and Native American Pacific Islander–Serving Institution (AANAPISI). Students collaborated with community organizations on public education materials for opioid misuse and cannabis use. Surveys revealed enhanced engagement, deeper understanding of chemical concepts, improved communication skills, and appreciation of relevance of organic chemistry to healthcare and public health. Challenges and recommendations for sustainable implementation are discussed. The results support service-learning as a scalable, high-impact practice that bridges theory and practice in chemical education.

While performing inquiry-based organic chemistry laboratory activities, students can benefit from other sources of information besides their prior knowledge, interaction with peers, and guidance from the instructor. In this study, we investigated how university students used ChatGPT as an information source to revise their answers on the activity sheet in the experiment on oxidation of aldehydes and ketones with Tollens and Fehling reagents. For this purpose, the questions the students posed to the AI, the responses they received, and the changes they made in their activity sheets were analyzed. Students frequently asked questions to ChatGPT throughout the activity, and the AI produced mostly correct responses. Students used the responses they received from the AI to generate, improve, or verify their answers in their activity sheets. AI was particularly useful for the students in preparing the oxidizing reagents, designing the experiment, and collecting the data. According to the interview data, students found ChatGPT useful in terms of providing alternative explanations, eliminating conceptual gaps, and providing quick access to information. However, students accepted the responses of ChatGPT without critically evaluating them, which led to the acceptance of incomplete or incorrect information as correct. Moreover, ChatGPT’s long and complex answers, especially in the explanation of results stage, made it difficult for students to distinguish important information. Such situations reveal the limitations of using AI and emphasize the importance of developing students’ questioning and verification skills.