The 50 most-cited articles in Journal of Chemical Education, 2017

Abstract Despite the growing popularity of cyclic voltammetry, many students do not receive formalized training in this technique as part of their coursework. Confronted with self-instruction, students can be left wondering where to start. Here, a short introduction to cyclic voltammetry is provided to help the reader with data acquisition and interpretation. Tips and common pitfalls are provided, and the reader is encouraged to apply what is learned in short, simple training modules provided in the Supporting Information. Armed with the basics, the motivated aspiring electrochemist will find existing resources more accessible and will progress much faster in the understanding of cyclic voltammetry.

Abstract In this paper we discuss how and why core ideas can serve as the framework upon which chemistry curricula and assessment items are developed. While there are a number of projects that have specified “big ideas” or “anchoring concepts”, the ways that these ideas are subsequently developed may inadvertently lead to fragmentation of knowledge, rather than construction of a coherent, contextualized framework. We present four core ideas that emerged as a consequence of a transformation effort at our institution and discuss the relationships between core ideas and more recognizable topics in the context of a general chemistry course. We show how commonly taught topics can be supported and developed on the basis of the core ideas and discuss why this approach can lead to a more expert-like framework upon which students can build their future understanding.

Organic chemistry is often promoted as a course designed to cultivate skill in scientific “ways of thinking”. Expert organic chemists perceive their field as one in which plausible answers to complex questions are arrived at through analytical thought processes. They draw analogy between problem solving in organic chemistry and diagnosis of a disease, which is of central importance to physicians-in-training. To determine whether or not assessments deployed in organic chemistry align with the rhetoric used to promote the course to premedical students, we characterized 118 organic chemistry assessment items given to students at elite universities. The overwhelming majority of the questions examined were not capable of eliciting evidence of student engagement in the scientific and engineering practices (the disaggregated components of inquiry) defined by the Framework for K-12 Education. Dissonance between assessment focus and rhetoric used in course promotion is troubling as assessments convey a strong implicit message about the objective of a course. If exams focus chiefly on recall,…

Virtual worlds are a potential medium for teaching college-level chemistry laboratory courses. To determine the feasibility of conducting chemistry experiments in such an environment, undergraduate students performed two experiments in the immersive virtual world of Second Life (SL) as part of their regular General Chemistry 2 laboratory course. The experiments’ development and implementation are presented with feedback from students and graduate teaching assistants. Students successfully completed the experiments and showed learning gains similar to students performing real world experiments, as shown by pre/postlab quizzes and a laboratory practicum. Student participants held positive views of their experience in the SL chemistry laboratory. Teaching assistants provided an important perspective about using the virtual world for laboratory instruction. Overall, results of this pilot study suggest that virtual worlds can be effective for teaching chemistry experiments. This is the first account of student learning and attitudes after performing college-level chemistry experiments in…

Abstract As chemists, we understand that science is more than a set of disconnected facts. It is a way of investigating and understanding our natural world that involves things like asking questions, analyzing data, identifying patterns, constructing explanations, developing and using models, and applying core concepts to other situations. This paper uses the concept of three-dimensional (3D) learning, presented in A Framework for K-12 Science Education, to reconceptualize and develop assessment items that require students to integrate chemistry core ideas with scientific practices and crosscutting concepts. Developing 3D assessments from scratch is time-consuming and beyond the scope of most faculty work. Here we present an alternate approach: We provide a detailed description of ways in which instructors can take current assessment questions and modify them to align with three-dimensional learning by focusing on the evidence that is sought about what students know and can do with their knowledge.

Abstract As one approach to moving beyond transmitting “inert” ideas to chemistry students, we use the term “teaching from rich contexts” to describe implementations of case studies or context-based learning based on systems thinking that provide deep and rich opportunities for learning crosscutting concepts through contexts. This approach nurtures the use of higher-order cognitive skills to connect concepts and apply the knowledge gained to new contexts. We describe the approach used to design a set of resources that model how rich contexts can be used to facilitate learning of general chemistry topics. The Visualizing the Chemistry of Climate Change (VC3) initiative provides an exemplar for introducing students in general chemistry courses to a set of core chemistry concepts, while infusing rich contexts drawn from sustainability science literacy. Climate change, one of the defining sustainability challenges of our century, with deep and broad connections to chemistry curriculum and crosscutting concepts, was selected as a rich context to introduce four topics (isotopes,…

Organic Chemistry is a required course for programs in chemistry, biology, and many health science careers. It has historically been considered a highly challenging course with significant failure rates. As with many science disciplines, the teaching of Organic Chemistry has traditionally focused on unstructured exposition-centered delivery of course material. This report details efforts to transform the teaching of a large section of Organic Chemistry to a more student-centered approach through the use of a highly structured, active learning format. In this study, the authors examine student performance data on homogeneous examinations and course grades for two groups of students at a large public university for comparison between those that received highly structured active learning pedagogy and those that received traditional, unstructured, lecture pedagogy in Organic Chemistry. Data consist of repeated cross sections over 4 different years, with a total sample size n = 766. Regression and propensity score matching (PSM) are used to analyze student academic outcomes. Results…

Abstract The ACS Examinations Institute has been developing Anchoring Concepts Content Maps to provide an organizational template for the four-year undergraduate chemistry curriculum. In order to accomplish this goal, specific subdisciplinary versions of the map share the two top levels but distinguish themselves at the bottom two levels which contain finer-grained content details. This structure has been refined and vetted over a number of meetings and workshops. This paper presents the four levels of the content map for physical chemistry.

Since at least the 1960s, organic chemistry textbooks have featured p K a tables for organic acids that include values for H 2 O and H 3 O + (15.74 and −1.74, respectively) that are thermodynamically and chemically indefensible. Here we trace this error back to Brønsted’s early contributions in the 1920s to the Brønsted–Lowry Theory of acids and bases. Organic chemists generally defend the use of these values by citing measurements of the equilibrium constant for the water + methoxide acid–base reaction that suggested that methanol (p K a = 15.54) is a stronger acid than water; from this, organic chemists have concluded that p K a of water must be 15.74 rather than 14.00. Here we discuss the problems that invalidate this conclusion, the most important being that it is based on the use of the pure liquid standard state (mole fraction = 1) that is quite different from the standard state for acidities determined in dilute solution (molality = 1). Using the latter standard state, the equilibrium constant for the water/methoxide reaction ranges from 4 to 70, showing water to be a…

Much evidence shows that instruction that actively engages students with learning materials is more effective than traditional, lecture-centric instruction. These “active learning” models comprise an extremely heterogeneous set of instructional methods: they often include collaborative activities, flipped classrooms, or a combination of both. To date, it is unclear whether active learning is more effective if it combines collaboration support with flipped classroom methods. We conducted a quasi-experiment as part of an advanced general chemistry course with 413 undergraduate students. We tested whether active learning is more effective than traditional instruction if it includes collaboration support only or a combination of collaboration support and flipped classrooms. Further, we explored effects on students’ attitude. Our results show that only the combination of collaboration support and flipped classroom methods led to significantly higher learning outcomes than traditional instruction. Furthermore, our results reveal potential negative effects of active learning interventions…

Circular dichroism (CD) has emerged as one of the standard biophysical techniques for the study of guanine-quadruplex (G4) folding, cation effect, and ligand binding. The utility of this technique is based on its robustness, ease of use, and requirement of only small quantities of nucleic acid. This experiment is also extendable to the classroom and adaptable to students from graduate school in a multidisciplinary area, bridging chemistry, biochemistry, and medicinal chemistry. Specifically, students employ a solution of a nucleic acid that can adopt a G4 conformation, anneal it in the presence of a metal cation, and assess the folding and topology by the characteristic CD signatures. During the class experiment, it was also possible to interconvert the G4 topology by changing the cation type, and to determine the melting temperature of the G4 structure in the absence and presence of molecules called G4 ligands. The current experiment used the commercially available porphyrin TMPyP4 as a G4 ligand and human telomeric 22AG and mutated oncogene promoter c-MYC G4 structures to…

Results from an employer survey that examines the skills gap that exists for students majoring in chemistry are presented. Employers expect candidates with technical abilities but desire those who possess strong interprofessional skills. Although employers do not expect students to have had explicit teaching and application of interprofessional skills, employers wish that chemistry programs incorporated them. The results show which particular skills, specific to chemists and in relation to other fields, make up the skills gap and are in demand. Employers of chemistry majors utilize grade-point average as an initial metric to rank candidates, much like other STEM and non-STEM employers, but unlike most other fields, they choose candidates who have had team experiences specifically related to chemistry topics. The discussion illustrates how and when chemistry candidates can best highlight their acquired skill sets. These results will be of interest to those who develop and implement chemistry curricula and to B.S. Chemistry students.

Abstract Calls for educational reform in undergraduate STEM education have become more prominent in recent years, particularly in introductory/foundational courses. Such reform efforts were initiated 10 years ago in the general chemistry program at the University of Arizona. In this contribution, we describe the major successes and challenges encountered during the full implementation of a new chemical thinking curriculum across all sections of a large course serving thousands of science and engineering majors every year. Besides describing the goals and structure of the alternative curriculum, as well as its impact on student learning, our work seeks to provide insights into institutional conditions, resources, and constraints that foster or hinder the success of major educational reforms.

Synthesis of quantum dots is a valuable experiment for demonstration and discussion of quantum phenomena in undergraduate chemistry curricula. Recently, a new class of all-inorganic perovskite quantum dots (QDs) with a formula of CsPbX 3 (X = Cl, Br, I) was presented and attracted tremendous attention. Here we adapt the synthesis of CsPbX 3 QDs for implementation in inorganic chemistry laboratory class. Perovskite QDs have a number of advantages: they exhibit bright photoluminescence in the visible range of spectrum with a narrow bandwidth, and their emission wavelength can be changed by tuning both size and composition of nanoparticles. The described experiment provides a discussion point on many important concepts of inorganic chemistry, materials science, and nanotechnology, such as colloidal synthesis of nanoparticles, perovskite crystal structure, quantum size effect, as well as photovoltaics and renewable energy.

Using tangible models to help students visualize chemical structures in three dimensions has been a mainstay of chemistry education for many years. Conventional chemistry modeling kits are, however, limited in the types and accuracy of the molecules, bonds and structures they can be used to build. The recent development of 3D printing technology has allowed a much wider variety of molecules to be created for teaching but is not simple to do. Creating the files needed to print molecular structures is often technically difficult and requires the use of multiple software programs, which are not always user-friendly. Not all educators or students have the resources or technical skill to create such files and so are put off trying to use 3D printing in the classroom. Here we demonstrate a simple method to easily generate the files needed for the 3D printing of almost any molecule using the National Institutes of Health Print Exchange server (or simple alternatives). The basic molecule structure may be created in-house or easily sourced online from databases such as UniProt or PubChem.…

Proteins are involved in nearly every biological process, which makes them of interest to a range of scientists. Previous work has shown that hand-held cameras can be used to determine the concentration of colored analytes in solution, and this paper extends the approach to reactions involving a color change in order to quantify protein concentration (e.g., green to blue). Herein, we describe the successful use of smartphone colorimetry to quantify protein concentration using two common colorimetric biochemical methods, the Bradford and biuret assays. The ease of the experimental setup makes these lab experiments accessible to a wide range of students and can be used as both high school and college level laboratory experiments.

Gold (Au) nanoparticles of varying sizes were synthesized during an outreach activity to introduce students to the size-dependent optical properties of nanomaterials. For the fabrication of Au nanoparticles of varying sizes, a seeded growth method was employed. In the first part of the activity, students performed the Frens method to obtain Au seeds. Students then used these seeds in the second part to conduct a seed-mediated synthesis, and obtained Au nanoparticles of a wide size range. The size differences in the particles were evident by eyesight due to color changes in the nanoparticle solutions. In addition to observations made about color, the nanoparticles were characterized using UV–vis spectroscopy, and a red shift in the peak wavelength of the extinction spectra of the Au nanoparticles was observed when nanoparticles were grown larger in size. This activity demonstrates a straightforward approach to seed-mediated nanoparticle growth and is applicable to both high school and undergraduate students.

As an emerging technology, three-dimensional (3D) printing has gained much attention as a rapid prototyping and small-scale manufacturing technology around the world. In the changing scenario of library inclusion, Makerspaces are becoming a part of most public and academic libraries, and 3D printing is one of the technologies included in Makerspaces. Owing to the ease of availability and cost effectiveness, most libraries use fused-deposition-modeling-based 3D printers compatible with plastic printing materials, such as polylactic acid (PLA) and acrylonitrile butadiene styrene (ABS). During the printing, PLA and ABS emit ultrafine particles (UFPs) and volatile organic compounds (VOCs) that may deteriorate the indoor air quality. In this article, first, we have discussed the background of 3D printing, the most common technologies used for 3D printing and printing materials, its applications in chemical education and sciences, as well as 3D printing health and safety concerns. Second, we measured and analyzed the number of UFPs (0.02–1.0 μm) in the 3D printing lab in a library and…

In this study, we employed a new instructional model that helps students develop scientific writing and presentation skills. Argument-driven inquiry (ADI) is one of the most novel instructional models that emphasizes the role of argumentation and inquiry in science education equally. This is an exploratory study where five ADI lab activities take place with a group of students guided by their classroom teacher. The main aim of this study was to investigate the effect of laboratory instruction that was designed based on ADI on students’ ability to write and present scientifically. For this purpose, three sets of instruments were used: argumentative writing assessment, poster evaluation checklist, and student assessment of their learning gains (SALG) survey. The results showed that students developed their writing skills in all three aspects: argument structure, argument content, and writing mechanism. However, the highest score in terms of these improvements was obtained in the quality of students’ argument content. Also, the current study findings explicitly showed that ADI…

A highly simplified variation on the do-it-yourself spectrophotometer using a smartphone’s light sensor as a detector and an app to calculate and display absorbance values was constructed and tested. This simple version requires no need for electronic components or postmeasurement spectral analysis. Calibration graphs constructed from two molecules that absorb light maximally at different wavelengths (430 and 630 nm) demonstrate linearity with R 2 values of 0.9975 and 0.9848, respectively.

Despite advances in active learning pedagogy and other methods designed to increase student engagement in the chemistry classroom, retention and engagement issues still persist, particularly with respect to women and minorities underrepresented in STEM (science, technology, engineering, and mathematics) programs. Relevancy also remains elusive in the chemistry classroom, where real-world issues of social justice, health, and the environment are largely missing from chemistry curricula. As a result, students struggle to understand their role as change agents and global citizens with leadership responsibility toward developing solutions to these justice issues, particularly as they relate to chemistry and manufacturing industries. Green chemistry curriculum developed by groups such as the Molecular Design Research Network, Beyond Benign, Greener Education Materials for Chemists, and others is available for faculty to seamlessly integrate topics of social, health, and environmental justice problem-solving into their classes, with a focus on educating future chemists who recognize their…

The Scientific Computing for Chemists course taught at Wabash College teaches chemistry students to use the Python programming language, Jupyter notebooks, and a number of common Python scientific libraries to process, analyze, and visualize data. Assuming no prior programming experience, the course introduces students to basic programming and applies these skills to solve a variety of chemical problems. The course is structured around Jupyter notebooks as easily shareable documents for lectures, homework sets, and projects; the software used in this course is free and open source, making it easily accessible to any school or research lab.

Videos are an integral part of online courses. In this study, customized YouTube videos were explored as teaching and learning materials in place of face-to-face discussion sessions in General Chemistry courses. The videos were created using a budget-friendly and interactive app on an iPad. The customized YouTube videos were available to students on a YouTube channel dedicated to the course. Use of videos enabled students to pause and rewatch the videos as required. Pedagogical benefits of using the videos included opportunities for 24/7 and self-paced learning. Beyond the classroom learning was documented using the analytics option through YouTube (method 1) and Learning Management System (method 2). Data mining shows the following: (a) learning throughout the semester, (b) around-the-clock learning activity right before the final exam, (c) comparable average final exam performance observed during semesters with face-to-face discussions versus customized YouTube videos, and (d) students continuing to watch these videos beyond the course while reviewing content for competitive exams…

Abstract Due to its impact on society, the design of new drugs has the potential to interest a wide audience, and provides a rare opportunity to introduce several concepts in chemistry and biochemistry. Drug design can be seen as a multiobjective cyclic optimization process. Indeed, it is important to develop the understanding not only that a drug is generally an effective ligand for a protein of therapeutic interest, but also that these molecules need to have drug-like properties. Computer-aided drug design and bioinformatics approaches play a fundamental role in addressing these different challenges. Here we introduce a new freely available integrated web-based educational tool, Drug Design Workshop, which presents the basics of drug design and provides anyone with access to computational methods and resources to conceive and evaluate molecules for their potential to become actual drugs. We provide 3 examples of drug design targets for the discovery of common or state-of-the-art drugs, which can be used by educators to introduce easily the different concepts related to drug…

High Resolution Image Download MS PowerPoint Slide pH determination is an essential experiment in many chemistry laboratories. It requires a potentiometric instrument with extremely low input bias current to accurately measure the voltage between a pH sensing electrode and a reference electrode. In this technology report, we propose an open-source potentiometric instrument for pH determination experiments with Bluetooth wireless connectivity. The hardware is built on a solderless breadboard and mainly composed of an Arduino Nano microcontroller, a 16-bit analog-to-digital converter, two electronic buffer amplifiers, a temperature sensor, and a Bluetooth module with a total cost around $50 (US dollars, including a portable power supply ∼$10). The software is written in Arduino Sketch and the cross-platform Python language, both of which the students can access and modify freely. The instrument was demonstrated with a traditional glass electrode and a custom palladium/palladium oxide pH sensing electrode, and compared with a commercial pH meter. Results showed that both the accuracy…

Laboratory course redesign and effective implementation of an inquiry-based curriculum can be challenging, particularly when teaching assistants (TAs) are responsible for instruction. Our multiyear redesign of a traditional general chemistry laboratory course has included transitioning to a project based guided inquiry (PBGI) curriculum that emphasizes chemical lab techniques, self-driven experiments, and development of scientific writing skills as well as development of an intensive, inquiry-based training for TAs. The purpose of this article is to describe our inquiry-based laboratory curriculum and TA training, discuss the benefits of an immersive week-long training process for both undergraduate TAs (UTAs) and graduate TAs (GTAs), provide evidence of efficacy of our program, and offer suggestions on ways to develop a similar model in other university contexts. By providing extended training for all TAs that covers teaching theory, pedagogy, and practical aspects of lab, this course now allows students to master chemical concepts while learning to think and act like scientists.

High Resolution Image Download MS PowerPoint Slide An Android-based application has been developed to provide color-blind and visually impaired students a multisensory perception of color change observed in a titration. The application records and converts the color information into beep sounds and vibration pulses, which are generated by the smartphone. It uses a range threshold of hue and saturation coordinates of the HSV (hue, saturation, value) color space for detecting a color change specific to an indicator for, e.g., shades of pink for phenolphthalein-based titration, and informs the users before and upon attaining the end point. This approach can enable color-blind and visually impaired students to actively perform a fairly routine laboratory activity of titration.

Online prelaboratory videos and quizzes were prepared for all experiments in CHEM 231, Organic Chemistry I Laboratory. It was anticipated that watching the videos would help students be better prepared for the laboratory, decrease their anxiety surrounding the laboratory, and increase their understanding of the theories and concepts presented. Moreover, the videos were implemented to increase consistency across the different laboratory sections of the course. The videos consisted of voice-over Powerpoints with photographs of laboratory glassware set up, explanation/description of laboratory procedures, and important safety considerations and waste disposal instructions. Students watched the videos at home before they came to the lab to conduct their experiment. Following their implementation, students completed a postlab survey to evaluate the effectiveness of the videos on their preparation for lab and on their understanding of the concepts and theories of the experiments. Students reported that the videos helped them to feel better prepared to conduct their laboratory experiment…

Drug design and discovery remains a popular topic of study to many students interested in visible, real-world applications of the chemical sciences. It is important that laboratory experiments detailing the early stages of drug discovery incorporate both compound design and an exploration of ligand/receptor interactions. Molecular modeling is widely employed in research endeavors seeking to predict the activity of potential compounds prior to synthesis and can therefore be used to illustrate these concepts. The following activity therefore details the use of AutoDock to predict the binding affinity and docked pose of a series of CDK2 inhibitors. Students can then compare their docking output to experimentally determined inhibitory activities and crystal structures. Finally, the AutoDock workflow detailed in this activity can be used in research settings, provided the receptor crystal structure is known.

This study was designed to evaluate the effectiveness of student-generated videos as a supplement to teaching assistant (TA) instruction in an undergraduate organic chemistry laboratory. Three videos covering different aspects of lab instruction (experimental technique, use of instrumentation, and calculations) were produced using student-generated scripts. A laboratory classroom was outfitted with video cameras and sound recording equipment that allowed the research team to monitor all TA–student and student–student interactions. Six course sections led by three randomly assigned TAs were selected. Two sections from each TA were observed (control and treatment), each at the same time of day, 1 week apart. Students in the control group had their TA conduct the lab briefing and supervise the lab, but were given no access to the instructional videos. The treatment group had videos available to supplement the TA’s lab briefing but was otherwise identical to the control group. Both groups were given a questionnaire that contained two comprehension questions per category to be completed…

Three-dimensional (3D) chemical models are a well-established learning tool used to enhance the understanding of chemical structures by converting two-dimensional paper or screen outputs into realistic three-dimensional objects. While commercial atom model kits are readily available, there is a surprising lack of large molecular and orbital models that could be used in large spaces. As part of a program investigating the utility of 3D printing in teaching, a modular size-adjustable molecular model and orbital kit was developed and produced using 3D printing and was used to enhance the teaching of stereochemistry, isomerism, hybridization, and orbitals.

A procedure for the solution polymerization of styrene using di- tert -butyl peroxide (DTBP) as the initiator is described. The use of DTBP allows for end-group analysis by 1 H NMR spectroscopy and calculation of the number-average molecular weight of the polymer. This experiment was designed as a laboratory introduction to polymer chemistry for second-year undergraduate students. The highest-order focus was to get students to derive an equation to calculate the number-average molecular weight by 1 H NMR spectral analysis.

Samples of a composite hydrogel incorporating clay (Laponite XLG and S-482) nanoparticles were prepared using N -isopropylacrylamide. The hydrogels were formed via a radical-initiated addition polymerization using potassium persulfate and N, N, N ′, N ′-tetramethylethylenediamine. Students then measured the force required to stretch the gels and obtained Young’s modulus for each system, finding the S-482-based hydrogels to be more elastic. The exercise was developed by students in the chemistry department for use in the Otago University Advanced Sciences Academy (OUASSA), a program run by the University for final-year high school students from rural and low-decile (low-socioeconomic) schools.

This experiment describes a simple protocol for teaching acid–base titrations using potentiometry, conductivity, and/or photometry to determine end points without an added indicator. The chosen example examines the titratable acidity of a red wine with NaOH. Wines contain anthocyanins, the colors of which change with pH. Importantly, at the equivalence point, anthocyanins maintain their color, and this effect can be captured optically using a desktop scanner. RGB-based color values are obtained from the digitized images using a dedicated application and employed to generate plots of | v | versus titrant volume. The end point is the point at which the slope (d| v |/Δ/d V ) of the titration curve is at a maximum; (d| v | is a vector expression of the color change). The photometric titrations were carried out using a plastic 96-well immunology plate and a flat-bed scanner, and RGB values were extracted simultaneously from all 96 wells in less than 5 min from the images using the ImageJ plugin “ReadPlate”. The wine was also titrated using conventional potentiometric and conductometric…

High Resolution Image Download MS PowerPoint Slide Online student-response systems provide instructors with an easy-to-use tool to instantly evaluate student comprehension. For comprehensive content review, turning this evaluation into a competitive game where students can compete against each other was found to be helpful and enjoyable for participating students. One specific online resource, Kahoot!, provides the opportunity for crowd-sourced content quizzes to be generated, potentially enabling the creation of an open-source repository of review questions for the comprehensive ACS Analytical Chemistry exam.

In a first-semester general chemistry course, metacognitive training was implemented as part of an online homework system. Students completed weekly quizzes and multiple practice tests to regularly assess their abilities on the chemistry principles. Before taking these assessments, students predicted their score, receiving feedback after completing the assessment on their prediction accuracy. They also received detailed information regarding their ability for each assessment topic and used this information to create a future study plan. During this study plan, students indicated their general ability by chemistry topic and selected areas they would focus their studying upon. A control section completed the same assessments and received the same feedback of ability by topic, but students did not predict scores or create study plans. Results indicate identical initial assessment performance between the two chemistry course sections. However, metacognitive training resulted in improved assessment performance on each subsequent midterm exam and on the American Chemical Society (ACS)…

Getting students to use grading feedback as a tool for learning is a continual challenge for educators. This work proposes a method for evaluating student performance that provides feedback to students based on standards of learning dictated by clearly delineated course learning outcomes. This method combines elements of standards-based grading into a framework that uses Marzano’s Taxonomy of Learning to guide the writing of clearly defined and scaffolded learning outcomes. By means of this methodology, students are equipped with increased levels of information obtained from assessments, both formative and summative. Students and faculty alike can more accurately diagnose strengths and weaknesses in learning down to the level of the concept(s). Early observations from a first-semester general chemistry course suggest that setting transparent standards for grading can serve as a valuable learning tool for students to allow them to focus on content proficiency rather than grades alone.

Research on classroom response systems (CRSs) in chemical education has primarily focused on the development of evidence-based strategies for implementation and novel practitioner uses of CRSs in instructional practice. Our national survey of postsecondary chemistry faculty extends these discussions, providing a broad-based understanding of the current state of CRS use in classrooms in the United States. Our results indicate a particular contextual profile for those who have adopted such technology. This profile indicates the unique environment in which faculty members are more likely to report using CRSs, specifically, large courses at the introductory or foundation course level. Some have suggested that CRSs will become universal in chemical education; we note that a niche market has been found.

Abstract Digital badges are emerging as an approach to offer microaccreditation for student achievements obtained in ongoing course work. They act to offer a formal recognition and framework for multiple small components which together make a significant contribution to student learning. Badges are promoted as a way of highlighting these particular components. The process of awarding a badge relies on evidence, typically in digital form, such as video. In this article, we report on the implementation of digital badges in high school chemistry for the teaching and accrediting of achievement in laboratory skills. Pupils watched videos prior to the classroom to assist them in preparation for a demonstration activity. In the classroom, students demonstrated the laboratory technique to a peer while the peer videoed the demonstration on a mobile phone. This video was then used to review the demonstration by both peers and teacher, and once the technique was considered satisfactorily demonstrated, a badge was awarded. As well as development of laboratory technique, the badging process…

High Resolution Image Download MS PowerPoint Slide The majority of undergraduates own a smartphone, yet fewer than half view it as a valuable learning technology. Consequently, a digital laboratory notebook (DLN) was developed for an upper-division undergraduate biochemistry laboratory course using the free mobile application Evernote. The cloud-based DLN capitalized on the unique features of smartphones (i.e., photo uploading, audio capture, dictation) and could also be accessed from any Internet-connected device (i.e., tablet, laptop, desktop). This cross-platform flexibility enabled a “Bring Your Own Device” philosophy in the course, leveraging the educational power of students’ personal devices. The DLN served as a secure data management system, where any file could be attached, edited, and analyzed. The DLN also accommodated freehand drawing. A postsemester survey indicated that the cloud connectivity of the DLN facilitated greater collaboration between students and enhanced the quality of their communication with the instructor compared with traditional paper notebooks. Given…

High Resolution Image Download MS PowerPoint Slide The persistence of a diversity deficit in the science, technology, engineering, and math (STEM) fields has motivated much research and discussion aimed toward creating a more representative student body and workforce. However, once these students and workers are in the field, their diverse traits are often ignored. Minority groups are known to be less likely to pursue more advanced education and careers in STEM. STEM instructors can support the retention of diverse students by using culturally relevant teaching practices, rather than only focusing on recruitment. When STEM faculties learn how to take advantage of diversity, all students benefit from engaging with multiple perspectives. Their diverse peers are allowed to enrich the classroom, and educational outcomes and retention are improved.

We conducted a study to examine how a writing-to-learn assignment influenced student learning of polymer behavior. In particular, we examined the role of specific content and a rhetorical framework as well as a structured writing process including peer review and revision. The student-generated writing was analyzed via a content-directed rubric. Students’ conceptual understanding of stress–strain behavior was gauged via a multitiered assessment. Finally, interviews were conducted to probe students’ experiences during the writing process. Results indicate that the writing-to-learn assignment was effective in promoting understanding of stress–strain properties, but that further support is needed to help students connect polymer microscopic properties to macroscopic behavior. Specifically, the content requirements and rhetorical framework guided what students included in their writing. Peer review and revision provided students with further opportunities to engage and learn the material.

Abstract For the past eight years, the ACS Examinations Institute has been developing Anchoring Concepts Content Maps for the different subdisciplines taught throughout the undergraduate curriculum. The structure of the map consists of two top levels that are shared throughout the entire curriculum and two subdiscipline specific levels that contain finer-grained content details. This paper presents the four levels of the content map for inorganic chemistry.

Decades of research have demonstrated the correlation of spatial abilities to chemistry achievement and career selection. Nonetheless, reviews have highlighted the need and scarcity of explicit spatial instruction to promote spatial skills. Therefore, the goal of this literature review is to summarize what has been done during the past decade in chemistry and biochemistry education to promote spatial skills at the college level. In this review, we compare and contrast how these fields of study have used external representations and visualization tools in their instructional practices as well as the kinds of interventions and assessment efforts directed to promote and evaluate spatial skills. Our findings show that explicit instruction to promote spatial skills has been on the rise but not at the level of other cognitive skills. Therefore, implications for teaching and potential areas for investigation are suggested.

Glyphosate ( N -(phosphonomethyl)glycine) is the most widely used herbicide on earth. A simple assay to quantify glyphosate concentrations in environmental samples was developed as part of an interdisciplinary effort linking introductory laboratory courses in chemistry, biology, and microbiology. In this 3 h laboratory experiment, students used UV–vis spectroscopy to quantify glyphosate in prepared unknowns and supernatants from glyphosate-treated soil samples. Regression analysis indicated that the assay is linear up to 20.0 ppm, making it particularly useful for detection of low levels of glyphosate in environmental samples. The assay can be used to quantify the activity of glyphosate-degrading soil microorganisms by comparing glyphosate levels between autoclaved and nonautoclaved soil slurries.

Abstract Different approaches to the use of “clickers” (also known as student response systems) were introduced to a cohort of 127 students over a two-year period with the aim of making students think more deeply in-class about their chemistry knowledge. Student performance was monitored, and individual, anonymous student feedback was frequently obtained using the clicker platform. This work, labeled Project Ponder, tracked the pedagogical benefit of clicker technology when applied to problem-based learning. In phase 1, multiple-choice questions (MCQs) were integrated into problem class sessions. All enrolled students received a clicker handset on a year-long loan, and their responses were anonymously recorded, with repolling and peer discussion where appropriate. Phase 2 adopted a team-based model using the same student cohort as they progressed into year 2 of their studies; however, only one handset was provided per team, which was programmed to score the team’s final response to each question. More sophisticated handsets with an alphanumerical keypad were used to allow…

Understanding substitution and elimination reactions is a critically important key to comprehending chemical reactions and their mechanisms. Memorizing differences between these reactions is one of the most commonly used strategies to learn this subject. A card game is a helpful supplement to teaching substitution and elimination reactions. A new organic chemistry card game, CHEMCompete, is presented that helps students predict the products of substitution and elimination reactions of alkyl halides and classify the types of these reactions. This game encourages cooperative learning in an enjoyable setting. Significant improvements were observed in both students’ self-rated survey responses and quiz scores evaluating their understanding of this topic. CHEMCompete is an effective study tool for learning substitution and elimination reactions of alkyl halides.

High Resolution Image Download MS PowerPoint Slide The increased availability of noncommercial 3D printers has provided instructors and students improved access to printing technology. However, printing complex ball-and-stick molecular structures faces distinct challenges, including the need for support structures that increase with molecular complexity. MolPrint3D is a software add-on for the Blender 3D modeling package that enhances the printability of ball-and-stick molecular models by allowing the user to selectively split molecules into fragments. MolPrint3D adds pins to the bond and holes in the atom at selected junction points to allow the fragments to be printed independently and assembled. This approach significantly minimizes the number of support structures needed and enables the construction of large macromolecular structures as ball-and-stick models. The MolPrint3D pipeline is described, and several examples demonstrate how improved printability can provide new tools for enhancing student interaction with 3D models.

Abstract We present a collection of hands-on experiments that collectively teach precollege students fundamental concepts of polymer synthesis and characterization. These interactive experiments are performed annually as part of an all-day outreach event for high school students that can inform the development of ongoing polymer education efforts in a university setting. The Advanced Polymer Synthesis experiment aims to introduce broad concepts of polymer synthesis. Techniques such as ring-opening polymerization are explained and demonstrated. The Block Polymer Micellization experiment extends this idea to block polymers for drug delivery applications. Students are taught the idea of self-assembly and prepare micelles to encapsulate β-carotene in water with flash nanoprecipitation. In terms of materials characterization, the vast physical properties space of polymers is explored. The Happy–Sad Spheres experiment provides an interactive demonstration of the glass transition temperature, while the Polymer Swelling/Rheology experiment features the interesting properties of cross-linked…

High Resolution Image Download MS PowerPoint Slide The design and fabrication of functional scientific instrumentation allows students to forge a link between commonly reported numbers and physical material properties. Here, a two-point and four-point probe station for measuring electrical properties of solid materials is fabricated via 3D printing utilizing an inexpensive benchtop fused-deposition modeling system and designed by standard computer-aided design software. Stainless steel tapestry needles serve as probes for contacting a sample; these are also electroplated in order to study their electrical performance, and provide a framework for discussion of electrical charge transport, contact resistance, and conductivity in materials. A microcontroller board is integrated into the probe and controlled using open-source software. Our robust and simple design provides an instrument that is easily fabricated by students and readily applied to a wide range of classroom settings focused on materials science, mechanical and electrical engineering, as well as solid-state physics and…