Journal of Chemical Education最新文献

The growing importance of computer methods in drug discovery encourages greater accessibility of cheminformatics tools. The methods that enable automated analysis of molecules, e.g., molecular docking or machine learning models, remain out of reach for nonexpert computer users. To address the shortage of easily accessible tools that can be used to practice drug design, we created MedChem Game, an Android application that uses gamification and artificial intelligence to help users learn about medicinal chemistry and design new small-molecule drugs. Our application includes a simplified molecule drawing tool used to propose new drug candidates that can be docked to one of the four target proteins currently implemented in the game. Additionally, we have implemented a 3D ligand–protein viewer so that players can inspect molecular docking results. All the designed compounds are stored in a database with the sequence of operations the user performs. The key component of our system is a continuously trained deep generative model that utilizes user-developed compounds to improve the quality of generated molecules. Learning directly from the expertise and creativity of players, including medicinal chemists, could help advance computer-aided drug design in the future. Moreover, MedChem Game could be a useful supplement to courses on small-molecule drug design.

In this article, we regard what we call critical chemical literacy as a basis for climate empowerment and agency from a chemistry education point of view. We explain what we mean by critical chemical literacy by presenting four frameworks/models, all based on previous research but here developed with critical chemical literacy as a guiding principle. One of these frameworks/models consists of the following four main aspects: powerful chemical conceptual knowledge, powerful knowledge about chemical practices, powerful knowledge about chemistry in society, and eco-reflexive chemical agency. Another framework/model highlights three visions of chemistry education, from focusing only on concepts, via also focusing on context, to an inclusive, critical, and eco-reflexive vision focusing on complexity and responsibility. All four frameworks/models can support chemistry educators’ considerations concerning content, teaching, and learning in and about chemistry in relation to, for instance, climate issues.

Graphene aerogel (GA) is an ultralightweight material that has garnered much attention within recent decades due to its unique properties and wide-ranging applications from environmental protection to electronic devices. However, it is not well-known outside of those who study it. A common tool for characterizing the microstructure of GA and materials generally on the micrometer and nanometer scales is scanning electron microscopy (SEM), a tool educators can access via the Remotely Accessible Instruments for Nanotechnology (RAIN) and Hitachi programs. Partnered with this technique, the novel attributes of GA make it a good candidate for introducing nanoscience, as well as engineering concepts and analysis, into the classroom across a variety of age groups prior to advanced postsecondary education. This activity outlines a framework for a tiered approach to learning, allowing educators to build off each tier to build understanding, incorporate new concepts into current lessons, and tailor content to the students’ resource capacity and background knowledge. Multiple modes of learning are outlined across three tiers, where instructors are encouraged to pick and choose what suits their learning environments the best. To demonstrate this, two cohorts of students, from local community colleges and a local elementary school, participated in a subset of the activities as a part of Stanford University’s nano@stanford outreach events. Both groups thoroughly engaged with the activity and, through surveys, indicated an overall trend that their interest and understanding of nanoscience and nanotechnology increased.