Pub Date : 2024-06-19DOI: 10.1021/acs.jchemed.4c00155
Jennifer García Ramos, Marcy H. Towns
This study investigates students’ interpretation of Fischer and Haworth carbohydrate projections using think-aloud interviews through an asset-based (cognitive) resources approach. This research unveiled the emergence of resources undergraduate students use in interpreting carbohydrate projections, specifically fructose and glucose. Findings suggest that students possess an incomplete understanding of a concept and unproductive use of a resource for one projection yet are able to translate and have a complete understanding of a concept and productive use of a resource for the other projection, demonstrating flexibility and variability in the use of resources across related contexts.
{"title":"Projecting Is Such Sweet Sorrow: Undergraduate Students’ Interpretation of Fischer and Haworth Carbohydrate Projections","authors":"Jennifer García Ramos, Marcy H. Towns","doi":"10.1021/acs.jchemed.4c00155","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00155","url":null,"abstract":"This study investigates students’ interpretation of Fischer and Haworth carbohydrate projections using think-aloud interviews through an asset-based (cognitive) resources approach. This research unveiled the emergence of resources undergraduate students use in interpreting carbohydrate projections, specifically fructose and glucose. Findings suggest that students possess an incomplete understanding of a concept and unproductive use of a resource for one projection yet are able to translate and have a complete understanding of a concept and productive use of a resource for the other projection, demonstrating flexibility and variability in the use of resources across related contexts.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141502674","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 : 2024-06-19DOI: 10.1021/acs.jchemed.3c01319
Debra Willison
For many years, a key focus in Universities has been on ensuring that students develop employability skills as well as developing discipline specific skills during their studies. This has often resulted in the provision of work-integrated learning opportunities or embedding employability skills training within degree programmes. The Chemistry Clinic at the University of Strathclyde is an activity that seeks to incorporate industry driven, inquiry-based authentic assessment with the development of the key skills sought by employers. It also provides the opportunity for students to contribute to the Higher Education Knowledge Exchange agenda in positive ways. Evidence suggests that involvement in the Chemistry Clinic has a positive effect on encouraging students to progress to research postgraduate study in Chemistry or aligned areas. Additionally, student feedback indicates that the Chemistry Clinic has had a positive effect on students’ learning outcomes related to employability. Finally, the extent of industry involvement and the feedback from industry partners illustrate that the chemical industry believes that Chemistry Clinic students provide a sustainable and efficient source of expertise. The development and implementation of the Chemistry Clinic are described in detail and have implications for practice. Other chemistry departments and a wider range of disciplines may wish to consider introducing this approach into their degree portfolios.
{"title":"The Chemistry Clinic: Authentic Assessment in a Student Led Environment","authors":"Debra Willison","doi":"10.1021/acs.jchemed.3c01319","DOIUrl":"https://doi.org/10.1021/acs.jchemed.3c01319","url":null,"abstract":"For many years, a key focus in Universities has been on ensuring that students develop employability skills as well as developing discipline specific skills during their studies. This has often resulted in the provision of work-integrated learning opportunities or embedding employability skills training within degree programmes. The Chemistry Clinic at the University of Strathclyde is an activity that seeks to incorporate industry driven, inquiry-based authentic assessment with the development of the key skills sought by employers. It also provides the opportunity for students to contribute to the Higher Education Knowledge Exchange agenda in positive ways. Evidence suggests that involvement in the Chemistry Clinic has a positive effect on encouraging students to progress to research postgraduate study in Chemistry or aligned areas. Additionally, student feedback indicates that the Chemistry Clinic has had a positive effect on students’ learning outcomes related to employability. Finally, the extent of industry involvement and the feedback from industry partners illustrate that the chemical industry believes that Chemistry Clinic students provide a sustainable and efficient source of expertise. The development and implementation of the Chemistry Clinic are described in detail and have implications for practice. Other chemistry departments and a wider range of disciplines may wish to consider introducing this approach into their degree portfolios.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141522445","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 : 2024-06-19DOI: 10.1021/acs.jchemed.3c01352
Monsurat M. Lawal, Tugba G. Kucukkal
An undergraduate-level Computational Chemistry project was incorporated initially into a Physical Chemistry course and then into the laboratory curriculum in the subsequent application. Before the introduction of the project, the lectures covered quantum chemistry, spectroscopy, and kinetics while simultaneously including computational chemistry and introductory experiments utilizing Avogadro and ORCA software as the laboratory part of the course. The scientific goals for the project were (1) to benchmark different computational methods regarding accuracy and efficiency in reproducing experimental data (structure and IR spectra) for cytosine and flucytosine molecules and (2) to estimate the energy difference between products and reactants and obtain the transition state. Additionally, we aimed to foster students’ independent thinking and application of previously learned methods to a new problem. The work was initially divided evenly among students, and 2 weeks of class time or laboratory periods were solely dedicated to the project, in which students worked independently with the professor’s presence as a facilitator. Students uploaded data to a shared Google Folder and made group presentations at the end. The project proved beneficial in several ways, including promoting collaborative work and problem-solving skills while sparking students’ interest in further research.
{"title":"An Inquiry-Based Computational Chemistry Activity for the Undergraduate Physical Chemistry Laboratory","authors":"Monsurat M. Lawal, Tugba G. Kucukkal","doi":"10.1021/acs.jchemed.3c01352","DOIUrl":"https://doi.org/10.1021/acs.jchemed.3c01352","url":null,"abstract":"An undergraduate-level Computational Chemistry project was incorporated initially into a Physical Chemistry course and then into the laboratory curriculum in the subsequent application. Before the introduction of the project, the lectures covered quantum chemistry, spectroscopy, and kinetics while simultaneously including computational chemistry and introductory experiments utilizing Avogadro and ORCA software as the laboratory part of the course. The scientific goals for the project were (1) to benchmark different computational methods regarding accuracy and efficiency in reproducing experimental data (structure and IR spectra) for cytosine and flucytosine molecules and (2) to estimate the energy difference between products and reactants and obtain the transition state. Additionally, we aimed to foster students’ independent thinking and application of previously learned methods to a new problem. The work was initially divided evenly among students, and 2 weeks of class time or laboratory periods were solely dedicated to the project, in which students worked independently with the professor’s presence as a facilitator. Students uploaded data to a shared Google Folder and made group presentations at the end. The project proved beneficial in several ways, including promoting collaborative work and problem-solving skills while sparking students’ interest in further research.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141531738","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 : 2024-06-18DOI: 10.1021/acs.jchemed.4c00015
Deepani V. Athapaththu, Tharushi D. Ambagaspitiya, Andrew Chamberlain, Darrion Demase, Emily Harasin, Robby Hicks, David McIntosh, Gwen Minute, Sarah Petzold, Lauren Tefft, Jixin Chen
The COVID-19 pandemic has passed. It gives us a real-world example of kinetic data analysis practice for our undergraduate physical chemistry laboratory class. It is a great example to connect this seemingly very different problem to the kinetic theories for chemical reactions that the students have learned in the lecture class. At the beginning of the spring 2023 semester, we obtained COVID-19 kinetic data from the “Our World in Data” database, which summarizes the World Health Organization (WHO) data reported from different countries. We analyzed the effective spreading kinetics based on the susceptible-infectious-recovered-vaccinated (SIR-V) model. We then compared the effective rate constants represented by the real-time reproduction numbers (Rt) underlining the reported data for these countries and discussed the results and the limitations of the model with the students.
{"title":"Physical Chemistry Lab for Data Analysis of COVID-19 Spreading Kinetics in Different Countries","authors":"Deepani V. Athapaththu, Tharushi D. Ambagaspitiya, Andrew Chamberlain, Darrion Demase, Emily Harasin, Robby Hicks, David McIntosh, Gwen Minute, Sarah Petzold, Lauren Tefft, Jixin Chen","doi":"10.1021/acs.jchemed.4c00015","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00015","url":null,"abstract":"The COVID-19 pandemic has passed. It gives us a real-world example of kinetic data analysis practice for our undergraduate physical chemistry laboratory class. It is a great example to connect this seemingly very different problem to the kinetic theories for chemical reactions that the students have learned in the lecture class. At the beginning of the spring 2023 semester, we obtained COVID-19 kinetic data from the “Our World in Data” database, which summarizes the World Health Organization (WHO) data reported from different countries. We analyzed the effective spreading kinetics based on the susceptible-infectious-recovered-vaccinated (SIR-V) model. We then compared the effective rate constants represented by the real-time reproduction numbers (<i>R</i><sub>t</sub>) underlining the reported data for these countries and discussed the results and the limitations of the model with the students.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141522447","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 : 2024-06-18DOI: 10.1021/acs.jchemed.3c01141
Chen Chen, Jiaxin Chen, Liang Ju, Gerhard Sonnert, Susan Sunbury, Philip Sadler
Kitchen chemistry invites people to learn STEM by cooking food. It has become a popular pedagogical strategy to make STEM interesting and relevant to real life. Yet, we do not know if this strategy boosts STEM identity and career interest. Using a large U.S. national sample of freshman college students (N = 15,725), we explored how kitchen chemistry experiences during the high school years were associated with students’ STEM identity and their STEM career interests. For STEM identity, we found a gender interaction. Participation in kitchen chemistry activities had a stronger positive effect on STEM identity for girls than for boys, thus narrowing the gender gap. STEM-related career interests (including biology, chemistry, engineering, medicine and health) were generally boosted by kitchen chemistry experiences, with those effects applying equally to all students, regardless of their gender and race/ethnicity.
{"title":"Kitchen Chemistry Boosts STEM Identity and Increases STEM Career Interests","authors":"Chen Chen, Jiaxin Chen, Liang Ju, Gerhard Sonnert, Susan Sunbury, Philip Sadler","doi":"10.1021/acs.jchemed.3c01141","DOIUrl":"https://doi.org/10.1021/acs.jchemed.3c01141","url":null,"abstract":"<i>Kitchen chemistry invites people to learn STEM by cooking food</i>. It has become a popular pedagogical strategy to make STEM interesting and relevant to real life. Yet, we do not know if this strategy boosts STEM identity and career interest. Using a large U.S. national sample of freshman college students (N = 15,725), we explored how kitchen chemistry experiences during the high school years were associated with students’ STEM identity and their STEM career interests. For STEM identity, we found a gender interaction. Participation in kitchen chemistry activities had a stronger positive effect on STEM identity for girls than for boys, thus narrowing the gender gap. STEM-related career interests (including biology, chemistry, engineering, medicine and health) were generally boosted by kitchen chemistry experiences, with those effects applying equally to all students, regardless of their gender and race/ethnicity.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141522449","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 : 2024-06-18DOI: 10.1021/acs.jchemed.3c01300
Ken Overway
Chemical instrumentation is complex and expensive. When an instrument becomes nonfunctional, its pedagogical value remains despite its inability to make measurements. This work presents a laboratory experiment which gives new purpose to old optical spectrometers while building knowledge and confidence of students in their understanding of chemical instrumentation. Students are given a guided tour of spectroscopic instruments, starting from the simplest, and are asked to identify components and draw the optical path of each instrument. Allowing students to look inside of decommissioned instruments gives students a chance to see the differences and similarities of optical spectrometers while reinforcing the form and function of the spectroscopic components that they learned about in class.
{"title":"Turning Trash into Treasure: Using Old Optical Spectrometers as Learning Tools in Instrumental Analysis","authors":"Ken Overway","doi":"10.1021/acs.jchemed.3c01300","DOIUrl":"https://doi.org/10.1021/acs.jchemed.3c01300","url":null,"abstract":"Chemical instrumentation is complex and expensive. When an instrument becomes nonfunctional, its pedagogical value remains despite its inability to make measurements. This work presents a laboratory experiment which gives new purpose to old optical spectrometers while building knowledge and confidence of students in their understanding of chemical instrumentation. Students are given a guided tour of spectroscopic instruments, starting from the simplest, and are asked to identify components and draw the optical path of each instrument. Allowing students to look inside of decommissioned instruments gives students a chance to see the differences and similarities of optical spectrometers while reinforcing the form and function of the spectroscopic components that they learned about in class.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141522451","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 : 2024-06-18DOI: 10.1021/acs.jchemed.4c00228
Benjamin J. Lear
Modern scientific communication revolves around data visualizations. While chemistry curricula include basic instruction on constructing data visualizations, the design of these visualizations is rarely taught. There are two main reasons for this lack of instruction: (i) most instructors were never taught design themselves and thus struggle to articulate design concepts, and (ii) refining data visualizations has traditionally required detailed knowledge of specialized software, which required excessive time to teach within existing curricula. This article reports my recent experience using the AI tool ChatGPT-4 to teach the design of data visualizations. ChatGPT-4 can process data, create, and display data visualizations─eliminating the need to teach specialized software. The article makes the case that this tool can help overcome the above barriers, by leveraging everyday language as the interface for creating data visualizations. The use of everyday language means that one need not possess a specialized design lexicon, but only understand the basics of design─which can be surprisingly easy to learn and teach. This article introduces basic graphic design principles, demonstrates using them with ChatGPT-4 to produce data visualizations, discusses the relative strengths and weaknesses of this approach, reports student perceptions of their experience with the tool, and touches on outcomes from teaching the design of data visualizations using this tool. The overall conclusion is that ChatGPT-4 offers an opportunity to provide meaningful instruction that moves beyond the mechanics of constructing data visualizations, focusing instead on designing effective visualizations. This approach helps prepare students to communicate their science more effectively.
{"title":"Using ChatGPT-4 to Teach the Design of Data Visualizations","authors":"Benjamin J. Lear","doi":"10.1021/acs.jchemed.4c00228","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00228","url":null,"abstract":"Modern scientific communication revolves around data visualizations. While chemistry curricula include basic instruction on constructing data visualizations, the design of these visualizations is rarely taught. There are two main reasons for this lack of instruction: (i) most instructors were never taught design themselves and thus struggle to articulate design concepts, and (ii) refining data visualizations has traditionally required detailed knowledge of specialized software, which required excessive time to teach within existing curricula. This article reports my recent experience using the AI tool ChatGPT-4 to teach the design of data visualizations. ChatGPT-4 can process data, create, and display data visualizations─eliminating the need to teach specialized software. The article makes the case that this tool can help overcome the above barriers, by leveraging everyday language as the interface for creating data visualizations. The use of everyday language means that one need not possess a specialized design lexicon, but only understand the basics of design─which can be surprisingly easy to learn and teach. This article introduces basic graphic design principles, demonstrates using them with ChatGPT-4 to produce data visualizations, discusses the relative strengths and weaknesses of this approach, reports student perceptions of their experience with the tool, and touches on outcomes from teaching the design of data visualizations using this tool. The overall conclusion is that ChatGPT-4 offers an opportunity to provide meaningful instruction that moves beyond the mechanics of constructing data visualizations, focusing instead on designing effective visualizations. This approach helps prepare students to communicate their science more effectively.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141522452","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 : 2024-06-18DOI: 10.1021/acs.jchemed.3c00847
Charles T. Cox, Jr., Reika Shimomura, Jacques T. V. E. Hall, Sean Gao
Resonance structures are central representations in organic chemistry that explain trends in acidity, reactivity, geometry, and stability. Despite being a central representation, prior research findings have shown that students’ productive application of resonance as a resource is context-dependent. This research reports findings from a cross-sectional analysis study investigating how Organic Chemistry I (OC1) and Organic Chemistry II (OC2) students use resonance structures to describe acid–base properties, chemical shifts, and geometry. Six students from OC1 and six from OC2 participated in semistructured interviews to capture their problem-solving pathways. Each prompt was designed to be answered using resonance structures. OC1 students, who noted resonance, were less successful with drawing and applying resonance structures than OC2 students, as expected. However, both cohorts used resonance structures to a limited extent, despite the similarities of molecules presented within each prompt. Resources that do not require structural manipulation, such as s-character and electronegativity, were commonly activated instead of resonance across both courses.
共振结构是有机化学的核心表征，可解释酸性、反应性、几何形状和稳定性的趋势。尽管共振结构是一种核心表征，但先前的研究结果表明，学生对共振这种资源的生产性应用取决于情境。本研究报告了一项横断面分析研究的结果，该研究调查了有机化学 I（OC1）和有机化学 II（OC2）的学生如何使用共振结构来描述酸碱性质、化学位移和几何形状。来自有机化学一（OC1）和有机化学二（OC2）的六名学生参加了半结构式访谈，以了解他们解决问题的途径。每个提示都设计为使用共振结构进行回答。正如预期的那样，注意到共振的OC1学生在绘制和应用共振结构方面不如OC2学生成功。不过，尽管每个提示中的分子都很相似，但两组学生都在一定程度上使用了共振结构。在两门课程中，不需要结构操作的资源，如 s 字符和电负性，通常被激活而不是共振。
{"title":"Conjugation Amplifies Complexity: A Comparison of Problem-Solving Strategies Across the Organic Chemistry Sequence","authors":"Charles T. Cox, Jr., Reika Shimomura, Jacques T. V. E. Hall, Sean Gao","doi":"10.1021/acs.jchemed.3c00847","DOIUrl":"https://doi.org/10.1021/acs.jchemed.3c00847","url":null,"abstract":"Resonance structures are central representations in organic chemistry that explain trends in acidity, reactivity, geometry, and stability. Despite being a central representation, prior research findings have shown that students’ productive application of resonance as a resource is context-dependent. This research reports findings from a cross-sectional analysis study investigating how Organic Chemistry I (OC1) and Organic Chemistry II (OC2) students use resonance structures to describe acid–base properties, chemical shifts, and geometry. Six students from OC1 and six from OC2 participated in semistructured interviews to capture their problem-solving pathways. Each prompt was designed to be answered using resonance structures. OC1 students, who noted resonance, were less successful with drawing and applying resonance structures than OC2 students, as expected. However, both cohorts used resonance structures to a limited extent, despite the similarities of molecules presented within each prompt. Resources that do not require structural manipulation, such as s-character and electronegativity, were commonly activated instead of resonance across both courses.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141531739","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 : 2024-06-18DOI: 10.1021/acs.jchemed.4c00400
Ryo Horikoshi
This report outlines the creation of papercraft models designed to elucidate the rational design and characteristics of metal–organic cages tailored for first-year nonchemistry majors. Metal–organic cages are advanced materials formed by self-assembling metal ions and bridging ligands into cage-like structures. Notable examples include [(en)Pd]6(4TPT)412+ (1) and [(en)Pd]6(3TPT)412+ (2) [where en = ethylenediamine, 4TPT = 2,4,6-tri(4-pyridyl)-1,3,5-triazine, and 3TPT = 2,4,6-tri(3-pyridyl)-1,3,5-triazine], exhibiting isomeric properties. Compound 1 features a hollow octahedral structure, while compound 2 adopts a bowl-shaped form, allowing for the encapsulation of small molecules within its cavity. Using cardboard imprinted with molecular structures and supplemented with paper clips, students actively engaged in fabricating papercraft models of compounds 1 and 2. This hands-on approach deepened their comprehension of the rational design principles and small-molecule encapsulation mechanisms inherent in these compounds while reinforcing their understanding of coordination bonds and isomerism fundamentals.
{"title":"Designing Papercraft Models: Metal–Organic Cages Based on cis-Capped Palladium Building Blocks and Tridentate Bridging Ligands","authors":"Ryo Horikoshi","doi":"10.1021/acs.jchemed.4c00400","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00400","url":null,"abstract":"This report outlines the creation of papercraft models designed to elucidate the rational design and characteristics of metal–organic cages tailored for first-year nonchemistry majors. Metal–organic cages are advanced materials formed by self-assembling metal ions and bridging ligands into cage-like structures. Notable examples include [(en)Pd]<sub>6</sub>(4TPT)<sub>4</sub><sup>12+</sup> (<b>1</b>) and [(en)Pd]<sub>6</sub>(3TPT)<sub>4</sub><sup>12+</sup> (<b>2</b>) [where en = ethylenediamine, 4TPT = 2,4,6-tri(4-pyridyl)-1,3,5-triazine, and 3TPT = 2,4,6-tri(3-pyridyl)-1,3,5-triazine], exhibiting isomeric properties. Compound <b>1</b> features a hollow octahedral structure, while compound <b>2</b> adopts a bowl-shaped form, allowing for the encapsulation of small molecules within its cavity. Using cardboard imprinted with molecular structures and supplemented with paper clips, students actively engaged in fabricating papercraft models of compounds <b>1</b> and <b>2</b>. This hands-on approach deepened their comprehension of the rational design principles and small-molecule encapsulation mechanisms inherent in these compounds while reinforcing their understanding of coordination bonds and isomerism fundamentals.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141522448","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 : 2024-06-18DOI: 10.1021/acs.jchemed.3c01213
Gwendolyn Fulkerson, Isaac Bos, Cassie Demlow, Herb Fynewever
We describe a half-semester lab science course, “Chemistry and Public Policy”, for nonscience majors. In this course, students learned about several cases where chemical innovation has been or could be regulated, and they learned the chemical concepts necessary to evaluate each case. They also practiced scientific inquiry and executed lab procedures safely. Throughout, students learned to evaluate scientific articles, legislation, and media reports, explain how knowledge of chemistry concepts informs policy, and vice versa. The course ended with a final project through which the students practiced the advocacy that they studied.
{"title":"“Chemistry and Public Policy”: An Interdisciplinary Chemistry Course for Nonscience Majors","authors":"Gwendolyn Fulkerson, Isaac Bos, Cassie Demlow, Herb Fynewever","doi":"10.1021/acs.jchemed.3c01213","DOIUrl":"https://doi.org/10.1021/acs.jchemed.3c01213","url":null,"abstract":"We describe a half-semester lab science course, “Chemistry and Public Policy”, for nonscience majors. In this course, students learned about several cases where chemical innovation has been or could be regulated, and they learned the chemical concepts necessary to evaluate each case. They also practiced scientific inquiry and executed lab procedures safely. Throughout, students learned to evaluate scientific articles, legislation, and media reports, explain how knowledge of chemistry concepts informs policy, and vice versa. The course ended with a final project through which the students practiced the advocacy that they studied.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141522450","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}
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