Abstract The growing interest in electrochemistry over recent years has sparked an increase in the popularity of various electrochemical techniques, including more advanced methods, that have previously been overlooked in academia and industry. This makes comprehensive hands-on experience in electrochemistry a highly demanded addition to chemistry graduates. However, many students do not receive sufficient training in the theory and experimental design to confidently use and apply various electrochemical techniques throughout their undergraduate, and sometimes even in graduate studies. Here we summarize the theory and practical applications for both rotating disk electrode (RDE) and rotating ring disk electrode (RRDE) techniques. The different modes of operation of rotating ring disk voltammetry, methodologies of data analysis and interpretation as well as the scope of the information that can be extracted from the RDE/RRDE are discussed. Proposed modifications of the laboratory curriculum will allow students to examine and learn valuable information about the reactions on the surface of the electrode/liquid interface. This information will allow chemists to confidently use RDE and RRDE techniques for a wide range of research and development targets. Furthermore, incorporating these techniques into existing chemistry laboratories will help chemistry educators to enrich the undergraduate chemistry curriculum and improve students’ learning outcomes.
{"title":"A new spin on electrochemistry in the undergraduate lab","authors":"Holly M. Fruehwald, Olena V. Zenkina, E. Easton","doi":"10.1515/cti-2021-0013","DOIUrl":"https://doi.org/10.1515/cti-2021-0013","url":null,"abstract":"Abstract The growing interest in electrochemistry over recent years has sparked an increase in the popularity of various electrochemical techniques, including more advanced methods, that have previously been overlooked in academia and industry. This makes comprehensive hands-on experience in electrochemistry a highly demanded addition to chemistry graduates. However, many students do not receive sufficient training in the theory and experimental design to confidently use and apply various electrochemical techniques throughout their undergraduate, and sometimes even in graduate studies. Here we summarize the theory and practical applications for both rotating disk electrode (RDE) and rotating ring disk electrode (RRDE) techniques. The different modes of operation of rotating ring disk voltammetry, methodologies of data analysis and interpretation as well as the scope of the information that can be extracted from the RDE/RRDE are discussed. Proposed modifications of the laboratory curriculum will allow students to examine and learn valuable information about the reactions on the surface of the electrode/liquid interface. This information will allow chemists to confidently use RDE and RRDE techniques for a wide range of research and development targets. Furthermore, incorporating these techniques into existing chemistry laboratories will help chemistry educators to enrich the undergraduate chemistry curriculum and improve students’ learning outcomes.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43298821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract We have highlighted an example of a natural process like photosynthesis to introduce the subject of Green Chemistry. Photosynthesis can be an ideal example to illustrate a green process explaining all the features such as selection of raw materials, solvent, catalyst, energy, etc. for an environment-friendly reaction. From the same reaction, all the principles of Green Chemistry can be derived in a simpler way without the need of memorizing these in a set language. In this article, a few examples of green procedures for the synthesis of useful molecules have been illustrated in light of the knowledge of photosynthesis. The visible-light mediated reactions, organic reactions in water, and solvent-free organic reactions are discussed here for a practical illustration of Green synthesis.
{"title":"Learning Green Chemistry and its principles from Nature’s process and development of green procedures mimicking nature","authors":"B. Ranu, Laksmikanta Adak, Tubai Ghosh","doi":"10.1515/cti-2021-0023","DOIUrl":"https://doi.org/10.1515/cti-2021-0023","url":null,"abstract":"Abstract We have highlighted an example of a natural process like photosynthesis to introduce the subject of Green Chemistry. Photosynthesis can be an ideal example to illustrate a green process explaining all the features such as selection of raw materials, solvent, catalyst, energy, etc. for an environment-friendly reaction. From the same reaction, all the principles of Green Chemistry can be derived in a simpler way without the need of memorizing these in a set language. In this article, a few examples of green procedures for the synthesis of useful molecules have been illustrated in light of the knowledge of photosynthesis. The visible-light mediated reactions, organic reactions in water, and solvent-free organic reactions are discussed here for a practical illustration of Green synthesis.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48140569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Green chemistry became an eminent trend in chemical research and industry since the 1990s, and thus green chemistry is also increasingly suggested to become an issue in chemistry education. One of the principles of green chemistry is to use effective catalysis in general, and enzymatic catalysis under mild conditions in particular. This article presents a set of experiments under catalysis by immobilized lipase that were developed and tested in an action research project for developing a green organic chemistry curriculum for the senior secondary schooling level in Germany.
{"title":"Simple experiments with immobilized enzymes as a contribution to green and sustainable chemistry education in the high school laboratory","authors":"Michael Linkwitz, I. Eilks","doi":"10.1515/cti-2021-0019","DOIUrl":"https://doi.org/10.1515/cti-2021-0019","url":null,"abstract":"Abstract Green chemistry became an eminent trend in chemical research and industry since the 1990s, and thus green chemistry is also increasingly suggested to become an issue in chemistry education. One of the principles of green chemistry is to use effective catalysis in general, and enzymatic catalysis under mild conditions in particular. This article presents a set of experiments under catalysis by immobilized lipase that were developed and tested in an action research project for developing a green organic chemistry curriculum for the senior secondary schooling level in Germany.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43531921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Bouza, B. Gilbert-López, J. García-Reyes, Pilar Gema Rodríguez Ortega
Abstract High-resolution mass spectrometry (HRMS) has become increasingly affordable and user-friendly. Its potential spans a wide range of applications and experiments including the measurement of accurate masses, supporting the elucidation of elemental compositions and the identification of unknown compounds. To illustrate the main features of mass spectrometry, and particularly, of HRMS, we have designed and implemented a 3-h laboratory experiment using direct infusion electrospray HRMS analysis of non-steroidal anti-inflammatory drugs (e.g., ibuprofen or naproxen) solutions, acquiring full-scan spectra in both positive and negative ionization modes. The experimental accurate mass measurements (m/z values) of selected characteristic fragment ions -so called twin ions, with common elemental composition in both ionization modes but with different charge, allow the indirect measurement of the mass of an electron with relative errors below 5% with respect to the accepted IUPAC value (0.00055 Da). The experiment demonstrates how powerful and useful HRMS can be for research challenges often encountered during undergraduate or graduate research projects as well as for addressing undergraduate level general chemistry problems that provide the opportunity to discuss aspects related to the Nature of Science in an analytical chemistry context (such as measurement precision and accuracy).
{"title":"Measuring the mass of an electron: an undergraduate laboratory experiment with high resolution mass spectrometry","authors":"M. Bouza, B. Gilbert-López, J. García-Reyes, Pilar Gema Rodríguez Ortega","doi":"10.1515/cti-2021-0016","DOIUrl":"https://doi.org/10.1515/cti-2021-0016","url":null,"abstract":"Abstract High-resolution mass spectrometry (HRMS) has become increasingly affordable and user-friendly. Its potential spans a wide range of applications and experiments including the measurement of accurate masses, supporting the elucidation of elemental compositions and the identification of unknown compounds. To illustrate the main features of mass spectrometry, and particularly, of HRMS, we have designed and implemented a 3-h laboratory experiment using direct infusion electrospray HRMS analysis of non-steroidal anti-inflammatory drugs (e.g., ibuprofen or naproxen) solutions, acquiring full-scan spectra in both positive and negative ionization modes. The experimental accurate mass measurements (m/z values) of selected characteristic fragment ions -so called twin ions, with common elemental composition in both ionization modes but with different charge, allow the indirect measurement of the mass of an electron with relative errors below 5% with respect to the accepted IUPAC value (0.00055 Da). The experiment demonstrates how powerful and useful HRMS can be for research challenges often encountered during undergraduate or graduate research projects as well as for addressing undergraduate level general chemistry problems that provide the opportunity to discuss aspects related to the Nature of Science in an analytical chemistry context (such as measurement precision and accuracy).","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42123177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The well-known Le Châtelier’s principle is almost always mentioned when dealing with chemical equilibrium. Nevertheless, although a must in most general chemistry courses starting from the secondary level, when students face questions about it, some major misconceptions are often highlighted; to avoid this, a somewhat challenging problem is now presented. It can be deemed a very useful tool for a full understanding of this principle and chemical equilibrium as a whole. A generic chemical reaction at equilibrium is subject to different types of perturbation, and the student is required – in each case – to identify the new position of equilibrium among a number of proposals. The correct answers are finally provided along with the corresponding explanations.
{"title":"Understanding Le Châtelier’s principle fundamentals: five key questions","authors":"M. Peris","doi":"10.1515/cti-2020-0030","DOIUrl":"https://doi.org/10.1515/cti-2020-0030","url":null,"abstract":"Abstract The well-known Le Châtelier’s principle is almost always mentioned when dealing with chemical equilibrium. Nevertheless, although a must in most general chemistry courses starting from the secondary level, when students face questions about it, some major misconceptions are often highlighted; to avoid this, a somewhat challenging problem is now presented. It can be deemed a very useful tool for a full understanding of this principle and chemical equilibrium as a whole. A generic chemical reaction at equilibrium is subject to different types of perturbation, and the student is required – in each case – to identify the new position of equilibrium among a number of proposals. The correct answers are finally provided along with the corresponding explanations.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48421808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Organonitrogen and organosulfur compounds are abundant in the natural environment. To understand the biological redox pathways properly, it is important for learners to be able to count the oxidation number of organic carbons. However, the process of counting is not always easy. In addition, organonitrogen and organosulfur molecules are seldom studied. To compensate these problems, this paper explores the bond-dividing method, which can effectively determine the mean oxidation number of carbons of organonitrogen and organosulfur molecules. This method uses the cleavage of carbon-sulfur and carbon-nitrogen bonds to obtain the organic and inorganic fragments. The mean oxidation numbers of carbon atoms, nitrogen atoms, and sulfur atoms can be calculated by the molecular formulas of their fragments. Furthermore, when comparing organosulfur or organonitrogen molecules in a redox conversion, the changes of the mean oxidation numbers of carbon atoms, nitrogen atoms, and sulfur atoms can be used as indicators to identify the redox positions and determine the number of transferred electrons.
{"title":"New approach for assigning mean oxidation number of carbons to organonitrogen and organosulfur compounds","authors":"Pong Kau Yuen, C. M. Lau","doi":"10.1515/cti-2021-0015","DOIUrl":"https://doi.org/10.1515/cti-2021-0015","url":null,"abstract":"Abstract Organonitrogen and organosulfur compounds are abundant in the natural environment. To understand the biological redox pathways properly, it is important for learners to be able to count the oxidation number of organic carbons. However, the process of counting is not always easy. In addition, organonitrogen and organosulfur molecules are seldom studied. To compensate these problems, this paper explores the bond-dividing method, which can effectively determine the mean oxidation number of carbons of organonitrogen and organosulfur molecules. This method uses the cleavage of carbon-sulfur and carbon-nitrogen bonds to obtain the organic and inorganic fragments. The mean oxidation numbers of carbon atoms, nitrogen atoms, and sulfur atoms can be calculated by the molecular formulas of their fragments. Furthermore, when comparing organosulfur or organonitrogen molecules in a redox conversion, the changes of the mean oxidation numbers of carbon atoms, nitrogen atoms, and sulfur atoms can be used as indicators to identify the redox positions and determine the number of transferred electrons.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48364312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Horikoshi, Syota Nakajima, S. Hosokawa, Y. Kobayashi, H. Kageyama
Abstract Catalytic converters (automotive catalysts) and the chemical reactions they catalyze appear in general and introductory chemistry textbooks. Although the detailed mechanisms of the chemical reactions that occur in catalytic converters have been clearly revealed via recent developments in surface and computational chemistry research, the description and illustration of the catalysis are still ambiguous in textbooks. In this paper, we describe an extracurricular lecture whereby a handmade teaching aid was employed to illustrate the basic principle of the catalytic oxidation of carbon monoxide over platinum surface, which is an essential reaction occurring in catalytic converters. The teaching aid, constructed combining easily available materials, can illustrate the positions and motions of the molecules on the platinum surface during catalytic oxidation. The lecture was favorably received by non-chemistry majors and high school students. Despite the difficulty of the topic, the audience displayed a relatively high level of understanding.
{"title":"Illustrating catalysis with a handmade molecular model set: catalytic oxidation of carbon monoxide over a platinum surface","authors":"R. Horikoshi, Syota Nakajima, S. Hosokawa, Y. Kobayashi, H. Kageyama","doi":"10.1515/cti-2021-0010","DOIUrl":"https://doi.org/10.1515/cti-2021-0010","url":null,"abstract":"Abstract Catalytic converters (automotive catalysts) and the chemical reactions they catalyze appear in general and introductory chemistry textbooks. Although the detailed mechanisms of the chemical reactions that occur in catalytic converters have been clearly revealed via recent developments in surface and computational chemistry research, the description and illustration of the catalysis are still ambiguous in textbooks. In this paper, we describe an extracurricular lecture whereby a handmade teaching aid was employed to illustrate the basic principle of the catalytic oxidation of carbon monoxide over platinum surface, which is an essential reaction occurring in catalytic converters. The teaching aid, constructed combining easily available materials, can illustrate the positions and motions of the molecules on the platinum surface during catalytic oxidation. The lecture was favorably received by non-chemistry majors and high school students. Despite the difficulty of the topic, the audience displayed a relatively high level of understanding.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2021-0010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45437810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ioannis Metaxas, Emily Michailidi, D. Stavrou, Ioannis V. Pavlidis
Abstract There is an overarching theme in Science Education to integrate in the school and university curriculum interdisciplinary state-of-art innovations. The field of Nanotechnology is such an example, because it combines the aforementioned interdisciplinarity and novelty with a well-documented educational value. Herein, a novel teaching approach concerning size-dependent properties at the nanoscale for chemistry and physics undergraduate students is proposed. The analysis of the scientific content and its following reconstruction for teaching purposes is based on the theoretical framework of the Model of Educational Reconstruction (MER). This analysis yielded two fundamental concepts and a series of activities that can be the main core of teaching Nanotechnology at a university level.
{"title":"Educational reconstruction of size-depended-properties in nanotechnology for teaching in tertiary education","authors":"Ioannis Metaxas, Emily Michailidi, D. Stavrou, Ioannis V. Pavlidis","doi":"10.1515/cti-2021-0011","DOIUrl":"https://doi.org/10.1515/cti-2021-0011","url":null,"abstract":"Abstract There is an overarching theme in Science Education to integrate in the school and university curriculum interdisciplinary state-of-art innovations. The field of Nanotechnology is such an example, because it combines the aforementioned interdisciplinarity and novelty with a well-documented educational value. Herein, a novel teaching approach concerning size-dependent properties at the nanoscale for chemistry and physics undergraduate students is proposed. The analysis of the scientific content and its following reconstruction for teaching purposes is based on the theoretical framework of the Model of Educational Reconstruction (MER). This analysis yielded two fundamental concepts and a series of activities that can be the main core of teaching Nanotechnology at a university level.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2021-0011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46885026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jose Luis Aguilar-Charfen, Ines Castro-Sayago, Jimena Turnbull-Agraz, J. G. Ibanez
Abstract This paper presents a student-designed one-pot electroless deposition of Bi extracted from a Pepto Bismol® tablet by galvanic displacement of the Zn coating of a galvanized iron nail. This experiment relies on a readily accessible and reasonably safe method and materials and it has been used during the present COVID pandemic as a hands-on activity with higher education students (i.e., Junior and Senior Chemical Engineering students). Its simplicity should allow its use with High School students as well. The entire procedure can be completed in 30–45 min.
{"title":"Homemade bismuth plating by galvanic displacement from bismuth subsalicylate tablets: a chemistry experiment for distance learning","authors":"Jose Luis Aguilar-Charfen, Ines Castro-Sayago, Jimena Turnbull-Agraz, J. G. Ibanez","doi":"10.1515/cti-2021-0002","DOIUrl":"https://doi.org/10.1515/cti-2021-0002","url":null,"abstract":"Abstract This paper presents a student-designed one-pot electroless deposition of Bi extracted from a Pepto Bismol® tablet by galvanic displacement of the Zn coating of a galvanized iron nail. This experiment relies on a readily accessible and reasonably safe method and materials and it has been used during the present COVID pandemic as a hands-on activity with higher education students (i.e., Junior and Senior Chemical Engineering students). Its simplicity should allow its use with High School students as well. The entire procedure can be completed in 30–45 min.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2021-0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47902692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Georgios Tsaparlis, Giannoula Pantazi, E. Pappa, B. Byers
Abstract Static visual representations (VRs) of chemical structures are necessary for an understanding of chemical bonding, a topic which continues to lead to learning difficulties and misconceptions for many students. The efficacy and problems associated with the use of VRs of chemical structures and chemical bonding in the form of electrostatic potential maps resulting from accurate quantum mechanical calculations are the subject of this study, which involved a sample of first year, second semester students, studying the elective course “Science Education” (N = 31). Students distinguished between nonpolar and polar covalent bonding, however, they encountered difficulties with concepts related to ionic bonding. Most students did not employ multistructural thinking (in the sense of the SOLO taxonomy), when providing explanations about the variation of bond polarity. Persistence of a covalent-ionic bond dichotomy was apparent, while for some, ions can be involved in both ionic and covalent bonding. Many students preferred to use their established high school knowledge. On a positive note, many students were clearly affected by the information provided by the colored VRs. Finally, the minimal experience of our students with these VRs leads us to believe that a more systematic and extensive coverage would be likely to produce improved outcomes.
{"title":"Using electrostatic potential maps as visual representations to promote better understanding of chemical bonding","authors":"Georgios Tsaparlis, Giannoula Pantazi, E. Pappa, B. Byers","doi":"10.1515/cti-2021-0012","DOIUrl":"https://doi.org/10.1515/cti-2021-0012","url":null,"abstract":"Abstract Static visual representations (VRs) of chemical structures are necessary for an understanding of chemical bonding, a topic which continues to lead to learning difficulties and misconceptions for many students. The efficacy and problems associated with the use of VRs of chemical structures and chemical bonding in the form of electrostatic potential maps resulting from accurate quantum mechanical calculations are the subject of this study, which involved a sample of first year, second semester students, studying the elective course “Science Education” (N = 31). Students distinguished between nonpolar and polar covalent bonding, however, they encountered difficulties with concepts related to ionic bonding. Most students did not employ multistructural thinking (in the sense of the SOLO taxonomy), when providing explanations about the variation of bond polarity. Persistence of a covalent-ionic bond dichotomy was apparent, while for some, ions can be involved in both ionic and covalent bonding. Many students preferred to use their established high school knowledge. On a positive note, many students were clearly affected by the information provided by the colored VRs. Finally, the minimal experience of our students with these VRs leads us to believe that a more systematic and extensive coverage would be likely to produce improved outcomes.","PeriodicalId":93272,"journal":{"name":"Chemistry Teacher International : best practices in chemistry education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/cti-2021-0012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45489446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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