Journal of Chemical Education最新文献

Generative AI chatbots are now widely available, and increasing numbers of students use them. Despite hyperbolic claims, there is little objective evidence of the efficacy of such systems for teaching and learning. Early findings suggest that the use of AI chatbots without guidance or guardrails negatively affects student learning. Using what evidence we do have together with our current understanding of how people learn, I lay out a set of tentative principles for using generative AI to support learning and instruction Given the overarching assumption that learning requires effort and engagement which can easily be bypassed using AI, I propose four practical principles to guide faculty as they maneuver through this new era. (1) Design AI teaching and learning systems to support self-regulated learning. (2) Develop a course structure and culture that rewards the learning journey. (3) Take advantages of the affordances of AI to extend what students know and can do. And (4) develop clear and equitable policies for the use of AI. These principles are predicated on the idea that typical traditional courses (where emphasizing facts and algorithmic problem solving are emphasized) will become obsolete as these tasks are easily (and perhaps better) carried out by AI bots. It will become increasingly important for students to understand how they learn, what they can do with their knowledge, and how to solve complex problems that have societal and economic value.

The mixed oxides of nitrogen (MON) are commonly referred to in general and high school chemistry curricula. We demonstrate here how to synthesize crystals of MON using a procedure that involves nothing more than immersing burning sparklers in liquid nitrogen. The demonstration displays results that are visually striking, unexpected, and colorful. It can be used to connect to a large number of topics, including measurement, the mole concept, chemical nomenclature, phase changes, chemical reactions, chemical thermodynamics, and environmental chemistry.

In the context of rapid advancements in scientific research, integrating the latest research findings into university chemistry laboratory courses through the design of new experiments is essential for enhancing the value of undergraduate curricula. This paper presents an experimental design based on research findings in the field of electrocatalytic nitrate reduction (eNO₃RR) for ammonia production, aimed at enhancing undergraduate students’ experimental skills, scientific analytical abilities, and awareness of “green chemistry.” The experimental design covers the interpretation of eNO₃RR mechanism, the preparation and crystal structure analysis of electrocatalysts, the evaluation of eNO₃RR performance, and data processing and analysis. This experimental course not only includes the teaching content from disciplines such as physical, inorganic, and material chemistry but also conveys the cutting-edge concepts related to sustainable energy technology, which helps stimulate students’ interest in scientific research.

With economic transformation and the growing need for diverse talent, the limitations of conventional education models have become increasingly apparent, making industry–educational integration a crucial direction for educational reform. Pharmaceutics, a chemical-rooted comprehensive applied technology, is a core course in pharmaceutical education and a significant extension of chemical education to the pharmaceutical field. This study explores the reform path of the pharmaceutics course under the industry–education integration framework. In the reform content, a “three-in-one joint education with four-chain connection” course model was built. It encompasses the cutting-edge teaching concept of “learning as the foundation, research as the source of innovation, and industry as the provider of quality medications”; a trinitarian course content system of “knowledge–ability–application”; and a “4 + 3 + 3” curriculum teaching evaluation system. Meanwhile, industry resources were harnessed to enhance the teaching environment and broaden the course resources, offering students a wealth of learning scenarios. Postreform achievements are remarkable: students’ practical skills and innovation awareness have significantly improved, and the course’s exemplary role is progressively emerging. This study offers a replicable and scalable model for industry–education integration in pharmaceutics courses, enriches the theoretical framework for applied pharmaceutical talent cultivation in higher education, and holds a positive significance for aligning higher education with industrial development.

Carbon quantum dots have been progressively incorporated into secondary and tertiary curricula in various forms and have been established as a prominent nanomaterial through which students can explore advanced scientific concepts. In this study, students synthesized nitrogen-doped carbon quantum dots using 4-aminosalicylic acid and glycine. Data analysis was conducted using an ultraviolet spectrophotometer and a fluorescence spectrometer facilitated by computer processing. This experiment was successfully conducted in two undergraduate classes at the Taiyuan University of Technology and yielded excellent outcomes. The results demonstrated that, compared with the traditional 1,10-phenanthroline spectrophotometric method, this method facilitates a safer and more convenient measurement of iron ions, thus enhancing students’ spectral analysis skills. Furthermore, this improved experiment serves as a gateway for students into the microscopic world, fostering an understanding of nanomaterials and related concepts such as detection limits and quantum yield.

We present an accessible and practical demonstration platform for undergraduate and graduate chemistry students, designed to facilitate the synthesis of gold nanoparticles with various shapes and to explore their remarkable structural, optical, and catalytic properties. Specifically, we demonstrate the rapid and straightforward creation of diverse supported and unsupported gold nanostructures, such as nanoflowers, nanoroses, nanocauliflowers, nanopillars, and even fractal formations, achieved simply by adding halides and/or a carbon paper support to an aqueous solution of gold(III). The fractal morphologies can be observed with the naked eye and under a standard microscope, while detailed examinations of the different nanostructures are accomplished using a Scanning Electron Microscope (SEM). The synthesized free nanostructures form colloidal solutions that display classical nanoparticle properties, including plasmonic colors, and also exhibit remarkable dichroic properties. When these nanostructures are dispersed in a polymer, they create a dichroic glass material with properties akin to the renowned Lycurgus Cup, with a distinctive blue-to-brown color change with light orientation. Additionally, the supported gold nanoroses serve to demonstrate electrochemical setups, such as lead underpotential deposition (UPD), which reveals surface types on the nanostructures, or glucose electrocatalysis: these gold nanostructures are shown to be efficient electrocatalysts for glucose electrochemical oxidation.

Conformational analysis is a foundational yet conceptually challenging topic in organic chemistry education, critical for understanding molecular structure, stereochemistry, and noncovalent interactions. This laboratory module guides undergraduate students in conformational analysis of ethane, 1,2-dichloroethane, and 1,2-difluoroethane using density functional theory (DFT) calculations and natural bond orbital (NBO) analysis. Through potential energy surface (PES) scans, molecular orbital visualization, and second-order perturbation theory analysis in NBO, students investigate stereoelectronic factors such as hyperconjugation, while also considering the role of steric repulsion in conformational preferences. These activities promote the development of skills in constructing and interpreting energy profiles, analyzing orbital interactions, and reasoning about electronic and steric contributions to molecular stability. Pre- and postlaboratory assessments, along with student surveys, revealed substantial gains in conceptual understanding, computational proficiency, and representational competence. Students also expressed increased confidence and interest in applying computational tools to a broader range of chemical problems. The flexible and scalable design of this module offers a practical framework for integrating modern computational methods into undergraduate organic chemistry instruction.

Middle school chemistry education benefits from innovative instructional strategies that actively engage students in constructing knowledge. This study examines the impact of integrating inquiry-based experiential learning with the Structured Peer Interaction for Concept Enhancement (SPICE) framework to teach the fundamental concepts of matter to sixth-grade students (N = 30) from underprivileged, first-generation learner backgrounds. The SPICE intervention strengthens structured peer interaction through interactive tasks such as memory-based games, video interpretation, Jeopardy-style quizzes, thereby promoting conceptual understanding. To evaluate the effectiveness of this pedagogical approach, student learning was assessed using pre- and post-intervention tests at individual, and group levels. Statistical analysis revealed significant improvements across all domains (p < 0.05), with the largest gains in individual concept map evaluations (Cohen’s d = 1.15), highlighting the intervention’s impact on conceptual clarity. The findings suggest that the combination of inquiry-based experiential learning and structured peer interaction fosters deeper engagement, peer-supported reasoning, and improved scientific understanding. A qualitative analysis of student feedback revealed strong support for the course’s interactive and inclusive teaching strategies, with a good internal consistency (Cronbach’s α = 0.8425) confirming the reliability of the responses. This study contributes to the growing evidence supporting active learning strategies and underscores the relevance of inclusive, student-centered approaches in middle school chemistry education.

Forensic science and chemistry curricula often lack hands-on experimental designs that effectively simulate the impact of environmental tobacco smoke (ETS) or other common elements found at crime scenes, such as marijuana, on trace forensic evidence. Hair, a critical form of trace evidence, offers unique advantages for assessing long-term exposure to environmental pollutants, including ETS. This study presents a novel, noninvasive forensic laboratory module designed to evaluate ETS exposure on various human hair types (untreated, dyed, and bleached). The experimental procedure involved controlled cigarette smoke exposure, followed by analysis using UV–visible spectroscopy, FTIR spectroscopy, and zeta potential measurements. Thirteen students participated in the three-week lab module (three sessions per week). Pre- and postlab assessments were conducted to evaluate learning outcomes. The prelab assessment focused on baseline knowledge of forensic hair analysis, as well as student expectations and confidence. The postlab assessment evaluated knowledge gained, technical insights, application of techniques, self-reflection, conceptual understanding, and practical skill development. This design helped students comprehend the effects of chemical treatments that significantly influence hair’s capacity to adsorb ETS residues by altering its physical and chemical properties. Integration of this experiment into the forensic chemistry curriculum led to measurable gains in student understanding, technical competency, and appreciation for real-world forensic applications. This method offers a valuable teaching and investigative tool for assessing individual ETS exposure in forensic contexts.

For the last century, gasoline has been the primary fuel source for internal combustion engines in many countries around the world. More recently, the petroleum derived fuel has increasingly been mixed with combustible oxygenates, commonly ethanol. In some countries ethanol has even become the primary or exclusive component of vehicle fuel. This switch has been done for economic and environmental reasons but can decrease engine fuel economy. The experiment detailed here allows students to use bomb calorimetry to create a calibration curve between internal energy of combustion and ethanol content of various fuel blends. The calibration curve can then be used to estimate the ethanol content of commercial gasoline samples. The resulting data and analysis from this experiment gives students the opportunity to explore and discuss what the effects of adding an oxygenate to gasoline are. These effects are considered from the position of changes in internal energy of combustion and how that can be understood in the context of the operating principles of an internal combustion engine.