The 50 most-cited articles in Journal of Chemical Education, 2023

In this article, we discuss the role of generative artificial intelligence (AI) in education. The integration of AI in education has sparked a paradigm shift in teaching and learning, presenting both unparalleled opportunities and complex challenges. This paper explores critical aspects of implementing AI in education to advance educational goals, ethical considerations in scientific publications, and the attribution of credit for AI-driven discoveries. We also examine the implications of using AI-generated content in professional activities and describe equity and accessibility concerns. By weaving these key questions into a comprehensive discussion, this article aims to provide a balanced perspective on the responsible and effective use of these technologies in education, highlighting the need for a thoughtful, ethical, and inclusive approach to their integration.

High Resolution Image Download MS PowerPoint Slide The integration of technology in education has become ever more prioritized since the COVID-19 pandemic. Chat Generative Pre-Trained Transformer (ChatGPT) is an artificial intelligence technology that generates conversational interactions to user prompts. The trained model can answer follow-up questions, admit its mistakes, challenge incorrect premises, and reject inappropriate requests. The functionality of ChatGPT in answering chemistry assessment questions requires investigation to ascertain its potential impact on learning and assessment. Two chemistry-focused modules in year 1 and year 2 of a pharmaceutical science program are used to study and evaluate ChatGPT-generated responses in relation to the end-of-year exam assessments. For questions that focused on knowledge and understanding with “describe” and “discuss” verbs, the ChatGPT generated responses. For questions that focused on application of knowledge and interpretation with nontext information, the ChatGPT technology reached a limitation. A further analysis of the…

High Resolution Image Download MS PowerPoint Slide This article presents a study conducted at Georgia Gwinnett College (GGC) to explore the use of ChatGPT, a large language model, for fostering critical thinking skills in higher education. The study implemented a ChatGPT-based activity in introductory chemistry courses, where students engaged with ChatGPT in three stages: account setup and orientation, essay creation, and output revision and validation. The results showed significant improvements in students’ confidence to ask insightful questions, analyze information, and comprehend complex concepts. Students reported that ChatGPT provided diverse perspectives and challenged their current ways of thinking. They also expressed an increased utilization of ChatGPT to enhance critical thinking skills and a willingness to recommend it to others. However, challenges included low-quality student comments and difficulties in validating information sources. The study highlights the importance of comprehensive training for educators and access to reliable resources. Future research should…

High Resolution Image Download MS PowerPoint Slide Generative artificial intelligence (GAI) is here; now what? In this commentary, we discuss the potential impacts of GAI text-based systems for the chemistry community. The recent launch of ChatGPT, a free GAI text-based system by OpenAI, has sparked concerns regarding academic integrity and student assessment across all educational levels. However, the capabilities of these systems will impact more than the teaching and learning of chemistry; GAI systems can serve students, faculty, and administrators for teaching and learning, research, and professional activities. Herein we explore various ways students and faculty might use GAI systems, identify potential benefits and risks, and consider equity and accessibility issues. We hope to inspire productive discussions on leveraging GAI technology’s capabilities while recognizing its limitations.

The artificial intelligence chatbot ChatGPT was used to answer questions from final exams administered in two general chemistry courses, including questions with closed-response format and with open-response format. For closed-response questions, ChatGPT was very capable at identifying the concept even when the question included a great deal of chemical symbolism. However, ChatGPT’s success at solving problems was only 44%, a value well below the class average of 69%. On open-response questions, ChatGPT’s responses displayed strong language processing ability with higher performance on questions that could be solved with more generalizable information compared to questions that required specific skills, especially when those topics or skills were primarily found in lecture. Incorrect responses and flawed explanations were often logically sound and would be persuasive to a novice. The chatbot is currently ill-equipped to provide reliable answers or explanations to students for many representative exam questions, but a potential use is to create assignments in which students analyze…

ChatGPT is a brand new, free AI chatbot that has the potential to produce a seismic shift in chemistry education, especially in written lab reports. An example is explored in which ChatGPT is used to write the discussion portion of a lab report. Ways to detect the use of ChatGPT are also discussed.

Successful problem solving is a complex process that requires content knowledge, process skills, developed critical thinking, metacognitive awareness, and deep conceptual reasoning. Teaching approaches to support students developing problem-solving skills include worked examples, metacognitive and instructional scaffolding, and variations of these techniques. In this report, we describe a classroom activity, which involves a combination of metacognitive scaffolding, problem-solving practice, and critiquing of ChatGPT-generated solutions. It was demonstrated that students engaged with the idea of metacognition as part of the problem-solving toolbox and showed appreciation for the collaborative nature of problem solving. They were also able to identify mistakes and flaws in the provided erroneous solutions, albeit to varying degrees. The results also revealed that incoming university students likely require scaffolding to develop sophisticated critical-thinking skills.

There appears to be little to no discussion of the major shortcomings of ChatGPT that are relevant to chemical educators, students, and researchers. The performance of ChatGPT, described in three recent papers in J. Chem. Educ ., was critically examined along with its performance on assignments in a 100-level general education chemistry course for nonscience majors. ChatGPT’s possible role as an assistant in searching the literature relevant to the biogeochemistry of arsenic was also examined. ChatGPT cannot perform mathematical operations reliably, makes conceptual errors, and fabricates plausible-looking citations, the purported contents of which are only partly accurate.

Chemistry education research demonstrates the value of open-ended writing tasks, such as writing-to-learn (WTL) assignments, for supporting students’ learning with topics including reasoning about reaction mechanisms. The emergence of generative artificial intelligence (AI) technology, such as chatbots ChatGPT and Bard, raises concerns regarding the value of open-ended writing tasks in the classroom; one concern involves academic integrity and whether students will use these chatbots to produce sufficient responses to open-ended writing tasks. The present study investigates the degree to which generative AI chatbots exhibit mechanistic reasoning in response to organic chemistry WTL assignments. We produced responses from three generative AI chatbots (ChatGPT-3.5, ChatGPT-4, and Bard) to two WTL assignments developed to elicit students’ mechanistic reasoning. Using previously reported machine learning models for analyzing student writing in response to the WTL assignments, we analyzed the chatbot responses for the inclusion of features pertinent to mechanistic reasoning. Herein, we…

High Resolution Image Download MS PowerPoint Slide AI technologies are rapidly pervading many areas of our world. AI-driven text generators such as ChatGPT are at the forefront of this due to their simplicity and accessibility. Their influence on higher education is already being observed, and perceptions among faculty and students vary widely. We have undertaken a cross-curriculum study of ChatGPT’s ability to generate laboratory reports. AI-generated reports from general, organic, analytical, physical, inorganic, and biochemistry courses were graded as if they were student reports and analyzed for grade distributions and common strengths and weaknesses. To further gauge ChatGPT’s current impact, we surveyed all students in our Spring 2023 laboratory courses regarding their awareness and use of ChatGPT. We have also laid out suggestions, guidance, and considerations for instructors who wish to prohibit ChatGPT use by their students as well as for those who wish to begin incorporating this new, powerful tool into their teaching.

Course-based undergraduate research experiences (CUREs) are being increasingly implemented to broaden the opportunities for undergraduate students to engage in authentic research across STEM disciplines including chemistry. The present review synthesizes the literature on chemistry CUREs, encompassing 68 articles published between 2016 and 2022 that describe CURE implementation or present research findings related to chemistry CUREs. The reviewed articles present CUREs implemented across different types of institutions (including baccalaureate, masters-granting, and doctoral institutions), with varying lengths (from three-week modules to multisemester course sequences), representing the major chemistry subdisciplines (including analytical, biochemistry, inorganic, physical, and organic), and targeting both lower- and upper-division undergraduate students. This review provides an overview of the variations in reported CUREs, including the different ways instructors may implement the major CURE components of discovery, relevance, collaboration, iteration, and science practices.…

AI and ChatGPT technology have the potential to revolutionize the education sector, and this study aimed to evaluate if prompt formats, response consistency, and reliability of ChatGPT responses could help colleges make the most of this technology. The results of this study can guide future AI and ChatGPT implementations and ensure they are used to their fullest potential. The data does not demonstrate a statistically significant difference between multiple-choice and free response prompt formats. Neither format achieved scores higher than 37%, and testing different locations did not improve scores. Interestingly, ChatGPT's free version provides accurate responses to discipline-specific questions that contain information from unrelated topics, improving its accuracy over the free response questions. However, it's important to remember that while ChatGPT can identify the correct answer within a given context, it may not be able to tell if the answer it chooses is correct computationally or through analysis.

High Resolution Image Download MS PowerPoint Slide One way of triggering students’ interest in chemistry is making chemistry education more meaningful. Four characteristics of meaningful chemistry education (MCE) were identified in projects that involved a redesign of curriculum materials: daily life context, the need-to-know principle, students’ input, and the macro–micro connection. Chemistry education has struggled with the implementation of meaningful learning. A possible solution might be the use of immersive virtual reality (IVR) in chemistry classrooms, a promising tool to support students’ meaningful learning. IVR can be described as a computer simulation that provides an interactive simulated virtual environment, while the user wears a head mounted display and can experience immersion and presence in a virtual environment. The aim of this study was to explore features of IVR to support MCE at a secondary school level. A systematic literature search was done, experts were consulted, and animation- and 360°-IVR lessons were designed and tested in classrooms. Features that…

Student performance on open-response calculations involving acid and base solutions before and after instruction in general chemistry and analytical chemistry courses was compared with the output from the artificial intelligence chatbot ChatGPT. Applying a theoretical model of expertise for problem solving that includes problem conceptualization, problem strategy, and solution, it is found that students errors following instruction primarily involved problem conceptualization and the misapplication of heuristics like the Henderson–Hasselbalch equation When the same problems were used as input to ChatGPT the responses were comparable to worked examples found in general chemistry textbooks in terms of length and detail and usually displayed strong problem conceptualization. Response accuracy of the chatbot varied greatly for different topics, being best for calculations of pH for a strong acid or strong base and much lower for more complex problems involving titrations or aqueous salts. Chatbot and student errors differed in that the chatbot did not misapply heuristics but did make…

Abstract The essence of higher education is to cultivate innovative talents for the society. Hence, higher education institutions (HEIs), on the one hand, need to respond to social needs and government policies. On the other hand, they need to keep pace with the times and improve the details of teaching to improve the effectiveness of education. In this paper, several combination education examples in HEIs about safety education and innovation education are shown to encourage students to realize innovations in technique during their laboratory experiments on electrospinning. To obtain professional knowledge and traditional professional skills, students are taught to implement electrospinning, an advanced technique for treating polymers, in the research laboratory. Safety education is also taught, during which the students are encouraged to play their subjective roles and ponder on how to apply innovations for safe, effective, and innovative implementation. The students apply a series of small technological innovations for the spinneret, which is the most innovative part of an…

High Resolution Image Download MS PowerPoint Slide Acetaminophen can be determined colorimetrically via its reduction of ferricyanide to give ferrocyanide. The ferrocyanide formed can then be converted to the highly colored compound, Prussian Blue, via the addition of iron(III). Quantification is commonly obtained by measurement of the absorbance of Prussian Blue at 700 nm using a commercial spectrophotometry instrument. In this present investigation we show the possibility of using the camera of a smartphone to record the blue color developed and, via subsequent use of a downloadable free App, undertake the analysis of the red, green, and blue (RGB) color components to quantitatively determine the concentration of acetaminophen present. A number of free Apps can be downloaded and used to measure the RGB balance of the color of the solution formed. Based on these values a calibration curve to determine the concentration of acetaminophen present can be constructed. This can be undertaken in a number of ways, as demonstrated here, from the red value, expressed as a percentage of the…

High Resolution Image Download MS PowerPoint Slide New resources have recently been emerging for educators to implement systems thinking (ST) in chemistry education, including a proposed set of ST skills. While these efforts aim to make ST implementation easier, little is known about how to assess these skills in a chemistry context. In this study, we investigated ST skills employed by students who constructed system maps of a topic related to climate change. Eighteen undergraduate chemistry students from first- to third-year participated in this study. We designed and implemented a ST intervention to capture how students engaged with three ST tasks, performed individually and collaboratively. In our analysis, we focused on 11 ST skills that aligned with five characteristics proposed in a recent study. We found that participants demonstrated most of these ST skills when engaging with the ST tasks, with nuances. Participants’ system maps: (1) lacked concepts and connections at the submicroscopic level, (2) included multiple types of connections but few circular loops and causal…

High Resolution Image Download MS PowerPoint Slide In our previous work, we piloted a specifications grading system in an organic chemistry laboratory course with 37 students. Our current work describes the scale up of that specifications grading system to a course with over 1,000 students. Strategies used for keeping the system manageable and mitigating the time commitment required to do so are described. We found that the time necessary to grade student work and manage the specifications grading implementation of the course was not any greater than for the previous, points-based course, that grade-related interactions were more positive, and that student letter grades increased. Despite the increase in the final letter grades, we encountered some resistance to the grading system from students and graduate teaching assistants. Here, we explore their concerns and address the difficulty of alternative grading methods in overcoming habituation to traditional points-based grading systems. Future work is needed to evaluate student and graduate teaching assistant buy-in, to assess…

Storytelling in chemistry as a pedagogical tool provides an alternative learning format for students to discover more about the people behind STEM (Science, Technology, Engineering, and Mathematics) innovations that impact our society. However, there is a dearth in the literature on what influence storytelling pedagogy could have on STEM classroom. Our study examines the influence of storytelling as a pedagogical tool on students’ understanding of the importance of JDEI (Justice, Diversity, Equity, and Inclusion) in a social seminar course with the theme “Equity and History of Science.” Our storytelling study has a small sample size with 13 students pursuing STEM majors. We describe the impact of screening four narrative films celebrating the significant contributions of chemists Professor Alice Augusta Ball, Dr. Saint Elmo Brady, Dr. Percy Lavon Julian, and Dr. Bettye Washington Greene in the social science seminar course. Our framework is aligned with Bell and Roberts’ Storytelling Project (STP) Model, which focuses on creating a counter-storytelling community and using various…

Chemistry is a systems science that deals with complex-dynamic systems and systems thinking is an essential aspect of chemical practices. Thus, a systems thinking approach is needed in chemistry education for meaningful learning of the subject matter. Despite this necessity, systems thinking has not received sufficient attention in chemistry education where it is typically linked to the teaching of sustainability goals. Consequently, it is important to develop a framework for implementing systems thinking from a chemical perspective. This article analyzes the philosophy of chemistry and chemistry education literature and chemists’ reflections on chemical practice and argues that systems thinking is an indispensable aspect of our discipline through a cycle of (1) modeling systems, (2) prediction, and (3) retrospection. In light of this analysis, competence in chemical thinking and meaningful learning of chemistry is linked to systems thinking and a novice-expert continuum is defined in terms of systems thinking skills in chemistry. It is also discussed how systems thinking can be…

The methodology and mathematical treatment of several classic multivariate methods for the analysis of spectroscopic data is demonstrated in a straightforward way that can be used as a basis for teaching an undergraduate introductory course on chemometric analysis. The multivariate techniques of classical least-squares (CLS), principal component regression (PCR), and partial least-squares (PLS), as well as the univariate Beer’s law method have been described and compared, building students’ understanding by starting with the univariate method and progressing step by step into the multivariate methods. Equations for the production of regression vectors from training set spectral data are described and their use demonstrated for the prediction of constituent concentrations on a separate validation set of spectra. Extreme care is taken to ensure consistency in variable formatting of data matrices. This provides a key foundation to understand how spectral data are manipulated using these different mathematical approaches for building quantitative regression models. Each method is…

Powerful arguments have been made recently to advocate for the introduction of systems thinking in chemistry education to equip graduates to address sustainability challenges. This contribution describes systems thinking activities and an assessment tool that enables meaningful learning in first-year organic chemistry as students engage with the molecular-level foundation and real-world implications of the system under consideration. The activity incorporates concept maps and systems-oriented concept mapping extensions (SOCMEs) as visualization tools to scaffold the development of systems thinking skills. A rubric based on the SOLO taxonomy was designed and used to assess evidence of systems thinking skills demonstrated on SOCMEs. The activity was implemented in a small and a large group of 18 and 219 participants respectively, where findings from both groups are presented. The grading of six SOCMEs by three independent raters proved to be inconsistent at higher thinking SOLO levels, where rater experience was flagged as an area for future improvement to ensure raters are proficient…

High Resolution Image Download MS PowerPoint Slide In a technology-centric world, leveraging digital tools such as chatbots allows educators to engage students in ways that may be more accessible for both parties, particularly in large lecture classrooms. This report details the development of an interactive web-based chatbot to curate content for writing about chemistry in context. Students were assigned a 500-word paper where they discuss general chemistry concepts through the lens of a timely, sustainability-related topic, i.e., water footprint, carbon footprint, or embodied carbon. Discussed herein are the development of the decision tree, the chatbot’s components, and results from the initial implementation in a large lecture general chemistry classroom. Over 78% of the 347 enrolled students (271) used the chatbot over 350 times in the 3 weeks leading up to the assigned due date of the paper. Eighty-three percent of the interactions were captured for further analysis, which showed that 22% of students used the chatbot more than once. Forty-six percent of recorded interactions…

High Resolution Image Download MS PowerPoint Slide Many aspects of electrochemical education, such as electroanalysis demonstrations, require three-electrode-cell experimental setups. Many researchers and educators use screen-printed electrochemical electrodes, which are miniature and disposable but are relatively expensive and use proprietary fabrication components. The present article describes how to laser-scribe complete three-electrode graphene-based electrodes that can compete with (and, in some regards, even rival) commercial screen-printed electrodes. The process of optimization of the lasing procedure to produce laser-induced graphene using almost any laser cutter available to the reader is described. A way to form a Ag/AgCl pseudoreference electrode on the graphene trace to complete the three-electrode cell, without usage of commercial inks or complicated printing technologies, is demonstrated. Electrochemical characterization of the electrode surface, reference electrode stability, and student practice demonstration of analytic applications of the produced cells…

High Resolution Image Download MS PowerPoint Slide Investigating the optical properties of various chemical compounds using UV–vis spectrophotometers is an essential part of education in chemistry. However, commercial spectrophotometers are usually treated as “magic black boxes”, where the dominant majority of optical elements are hidden “under the hood”. This often limits understanding of the mechanisms behind the generation of spectral curves, which in turn may impede the ability to understand the limitations of the applied method and, in some cases, interpret the acquired data. In addition, the study of optical emission phenomena using fluorescence spectrophotometers is seldom implemented in educational laboratories due to the practical challenges and costs of the devices, which severely limit pedagogic access to this topic. For students to be more confident with these two basic spectroscopy techniques, we have developed a laboratory kit that provides a multifaceted learning experience. Starting with a basic exploration of an instrument assembly, it teaches, for example, such…

Abstract Poor performance of students in chemistry shows that they are having difficulties in learning, mastering the content, and applying what they have learned in examinations. The purpose of this study was to find out the difference in (a) retention of information by students taught nuclear chemistry using the culturo-techno-contextual approach (CTCA) and lecture; (b) retention of information by male and female students taught nuclear chemistry using CTCA, and (c) the interaction effects of gender and method on retention of information by students taught nuclear chemistry using CTCA and lecture. Learning theories of Vygotsky’s constructivism theory, Ausubel’s theory of meaningful learning, and CTCA’s philosophical framework were adopted. This study used explanatory sequential mixed methods; quasi-experimental research design was adopted. A total of 91 senior secondary II students (SS2) (equivalent of grade 11 in the American system) participated. Split-half was used to test the reliability of the nuclear chemistry achievement test (NCAT), and a Spearman–Brown of unequal length…

High Resolution Image Download MS PowerPoint Slide An understanding of basic organic chemical reactivity is key for many biosciences students. The reactivities of different carbonyl groups affect their function in many biomolecules. A practical class, the two-step synthesis of paracetamol, has been devised to illustrate the electrophilic reactivities of carbonyls, which was covered in the accompanying lecture program. Students also examine the UV, IR, NMR, and mass spectra of the esters and amides, building further on the understanding gained in lectures. The practical work itself has been devised to be able to be run in bioscience laboratories with limited chemical facilities. The class has been enhanced during four academic years with strong support from the students.

Here, students determine the total protein content in whey protein samples using the Lowry assay. Quantitative analysis was carried out using absorbance measured at 750 nm (standard method) and 96-well-plate digital images obtained using smartphones (proposed method). The proposed method was carried out using two smartphones (1 and 2). Smartphone 1 had a higher resolution than smartphone 2. The statistical evaluation of the data set produced by the students was carried out using JASP (Jeffreys’s Amazing Statistics Program), and it was a valuable tool to teach descriptive statistics and hypothesis tests. We chose JASP because it is free and open-source software with a graphical user interface. The protein percentage found in five whey protein samples using the standard method during three lab classes was compared using one-way and two-way ANOVA. Five whey protein samples were analyzed using the standard method and the proposed methods (smartphones 1 and 2). The results were compared using one-way repeated measure ANOVA (RMANOVA) and mixed-factor ANOVA. During the statistical analysis…

Teaching green chemistry within the K-12 classroom has a positive impact on attitudes and perceptions of chemistry in society for future scientists and professionals, resulting in safer, less hazardous chemistry experiments and demonstrations. The state of New York has taken advantage of the benefits that green chemistry provide in the classroom and is a leader in professional development for high school teachers throughout the state. Between 2011 and 2016, Beyond Benign and Siena College implemented 14 workshops across the state as part of New York's Department of Environmental Conservation goal of reducing hazardous chemicals in schools. At these workshops, 224 teachers were introduced to green chemistry principles and practices and provided resources for replacing traditional laboratory experiments with alternatives that used safer materials. Two professional development models were implemented, a one-day introductory workshop and a three-day train-the-trainer style in-depth workshop, using collaborative, hands-on, intensive, and peer-learning techniques. In response to a 2021…

High Resolution Image Download MS PowerPoint Slide The COVID-19 pandemic illuminated challenges with assessment, especially in online environments that threaten academic integrity. In the wake of the pandemic, faculty in higher education were seeking alternative assessments that meet the assessment goal(s) of their classroom. Even though the COVID-based disruptions are diminishing, higher education continues to experience ongoing upheaval related to new technology, such as ChatGPT, requiring ongoing reevaluation of our assessment practices. Upon reflecting on our assessment goals, we explored oral exams as a potentially valuable tool in the assessment toolbox in Physical Chemistry I and II courses at two institutions. In analyzing the course evaluation data at both institutions, we found consistent themes in student-perceived challenges, student-perceived value, and instructor-perceived value. Students had an overwhelmingly positive response to the oral exam experience and recommended their continued use in spite of their perceived challenges. Students found the oral exams…

In recent years, course-based undergraduate research experiences (CUREs) have been increasing in popularity as replacements for or adjuvants to the traditional laboratory experience. This approach shifts the focus from an exercise-based curriculum to an experiment-based curriculum and provides students with a more authentic and higher-impact scientific experience. Reported herein are the details of a CURE deployed in the organic chemistry II lab at a primarily undergraduate institution. In this instance, students are given nearly free rein regarding their group projects completed during the second semester. Quantitative assessment of the approach through student surveys is provided, though the statistical significance of the results is at best questionable. Qualitatively, one project has resulted in a paper in preparation and others are nearing this milestone, demonstrating the viability of the approach to expose students to doing publishable scientific research and the scientific process. Additionally, free responses to survey questions seem to suggest that the method is a success.

An integrated inorganic chemistry laboratory experience focusing on heterogeneous electrocatalysis with nickel (Ni)- and cobalt (Co)-based electrocatalysts is designed for upper-division, major-level chemistry students. In this laboratory, students will be guided through the fabrication of an indium tin oxide (ITO)-coated glass working electrode, electrodeposition of the nickel hydroxide (Ni(OH) 2 ) and cobalt hydroxide (Co(OH) 2 ) electrocatalysts on the ITO working electrodes, and the electrochemical characterization of the electrocatalysts. Students will investigate the electrocatalytic oxygen evolution reaction (OER) with electrocatalysts Ni(OH) 2 and Co(OH) 2 in an alkaline electrolyte. Cyclic voltammetry (CV) is the major experimental technique students will apply to measure the performances of different electrocatalysts on the OER activities. Additionally, a Python-based simulation of the cyclic voltammograms will be applied to help students gain more insights about the interpretation of the cyclic voltammograms of reversible one-electron redox reactions.

As data science and instrumentation become key practices in common careers ranging from medicine to agriscience, chemistry as a core introductory course must introduce such topics to students early and at an accessible level. Advanced data acquisition and data science generally require expensive precision instrumentation and massive computation, often out-of-reach even for upper-level undergraduate laboratory courses. At the same time, a new generation of affordable do-it-yourself instruments presents an opportunity for incorporation of curricula focused on instrument design and computation into freshman-level courses. We present a new lab for integration into existing courses that starts with hands-on spectrometer building, moves to data collection, and finally introduces an advanced data science technique, singular value decomposition, at an appropriate level with minimal computing requirements. The hardware and software used are modular and inexpensive. The lab was tested in three community college general chemistry sections over two semesters. Previously, students taking these…

High Resolution Image Download MS PowerPoint Slide Applications of machine learning in chemistry are many and varied, from prediction of structure–property relationships, to modeling of potential energy surfaces for large scale atomistic simulations. We describe a generalized approach for the application of machine learning to the classification of spectra which can be used as the basis for a wide variety of undergraduate projects. While our examples use FTIR and mass spectra, the approach could equally well be used with UV–visible, Raman, NMR, or indeed any other type of spectra. We summarize a number of different unsupervised and supervised machine learning algorithms that can be used to classify spectra into groups, and illustrate their application using data from three different projects carried out by fourth year chemistry undergraduates. The three projects investigated the ability of the various machine learning approaches to correctly classify spectra of a variety of fruits, whiskies, and teas, respectively. In all cases the algorithms were able to differentiate between the…

We describe an experiment in which students use research-grade instrumentation to collect gas adsorption data in triplicate in a single 3 h laboratory period. The experiment reinforces the thermodynamic concepts taught in upper level physical chemistry courses and hands-on experience with instrumentation used in research laboratories. The speed of the experiment compared to most adsorption studies makes this experiment well-suited to large physical chemistry laboratory programs. Students collect partial nitrogen adsorption isotherms from three samples of commercial carbon black N660 and apply their knowledge of BET adsorption theory to calculate the surface area of their samples. Students then compare their results to values published in literature or by manufacturers. In the course of teaching this experiment, the BET surface areas of 30 carbon black N660 samples were obtained in separate experiments in a recent semester, giving a mean surface area of 33.2 ± 0.6 m 2 /g (95% C.I.), versus a literature value of 33.0 m 2 /g. Carbon black N660 was chosen as the adsorbent in this study…

Second-term general chemistry is a key gateway course at our institution for a variety of STEM (Science, Technology, Engineering, and Mathematics) majors. Herein, we examine data on DFW% (i.e., % of D and F grades and withdrawals) in our general chemistry courses over roughly a quarter-century period, focusing on sections taught by the authors. The data are discussed in light of changes in curriculum, pedagogy, and assessments, which included introduction of recitation sections, classroom response systems (clickers), and online homework, restructuring of course content into a modular format, followed by a redesign of the course modules along an anchoring concepts scheme, introduction of the flipped classroom, and introduction of regular low-stakes quizzing. We find that the lowest DFW%, roughly 5%, occurs in classrooms combining an active learning pedagogy, core concepts curriculum, and low-stakes assessments with instructor intervention. Trends in the DFW populations are examined for White, non-Hispanic students, first-generation students, and by binary gender. We find that women…

High Resolution Image Download MS PowerPoint Slide Quantum dots are colloidal semiconductor nanocrystals that display size-dependent electronic and optical properties. These materials are a visual demonstration of a quantum-mechanical effect. Here we present a laboratory exercise for undergraduate/Bachelor students as an introduction to colloidal nanocrystals and quantum dots. The students synthesize three sizes of indium phosphide (InP) nanocrystals and perform one core/shell synthesis of indium phosphide cores shelled with zinc sulfide (InP/ZnS). The obtained quantum dots are characterized by quantitative UV–vis, photoluminescence, and 1 H NMR spectroscopy. Students are acquainted with several concepts: nanocrystal synthesis, colloids, Beer–Lambert law, quantum confinement, photoluminescence, and surface chemistry. For each concept, background information is provided, rendering this report a comprehensive introduction for students and teachers. Indium phosphide is a safer material to handle in the undergraduate lab compared to cadmium selenide (CdSe), cesium lead bromide (CsPbBr 3…

Abstract Studies have demonstrated that visual-spatial skills correlate with student performance and success in science, technology, engineering, and math (STEM). The ability to reason with spatial information is essential for conceptual subjects like chemistry, a deep understanding of which requires dealing with the invisible world of atoms and molecules and linking microscopic properties to macroscopic observables. The link between spatial ability and chemistry achievement is well-studied and documented. The extent to which various teaching tools can help students visualize abstract physicochemical concepts is an active area of research. Virtual reality (VR) can leverage the proximity effect and create immersive learning experiences for students struggling with spatial imagery. For this reason, many VR resources have been developed to teach chemistry, yet the number of studies exploring the potential of VR to enhance spatial ability and chemistry achievement has so far been limited. Here, we report on an exploratory study conducted at a large public institution to evaluate the…

High Resolution Image Download MS PowerPoint Slide The number of studies analyzing chemistry textbooks has steadily increased over the years and has notably surged in the past decade. In this literature review, we examine the research literature on chemistry textbooks. The review spans 40 years of research (from 1981 to 2021) and includes 79 studies published in over 20 different journals, analyzing secondary and postsecondary chemistry textbooks used in more than 17 countries. We synthesize the samples and methods used as well as the findings of the studies around chemistry textbooks. Based on this synthesis, we provide multiple concrete implications to improve the rigor of future studies of chemistry textbooks because most of the articles in our review lack a discussion of the limitations of their studies, half do not use any theoretical or analytical framework(s) to guide the design of their studies and the interpretation of findings, and a quarter do not specify the country of use for the textbooks in their samples. Additionally, we provide concrete recommendations for textbook…

This article reports the development of Chem’Sc@pe, an escape game activity for first- and second-year undergraduate students, covering various topics from an introductory organic chemistry course. The objective was to encourage them to review notions learned in class in a fun and collaborative environment. The set comprises a game board representing 6 rooms of a chemistry laboratory, 30 thematic cards with puzzles to solve (multiple-choice questions, exercise, calculation, and model handling), various tools such as molecular models, and an android-based application. Students in teams of three to four had 60 min to solve enigmas related to functional groups, organic nomenclature, hybridization, stereochemistry, as well as lab-based activities. Each correct answer provides players with a 4-digit code, which gives access through the application to further levels and eventually to the conclusion of the game. History cards offering a short biography of famous chemists were also included in the game to promote scientific culture. Chem’Sc@pe was tested in 2021 with 70 first year chemistry…

High Resolution Image Download MS PowerPoint Slide Potential energy diagrams have been central tools for chemistry teaching and research for over 50 years. We present an application, EveRplot, which is accessible by web browser (including mobile devices) and can be used to create energy versus reaction coordinate plots quickly and easily. Through three case studies, we illustrate the use of the application for both teaching and research. In addition, we provide a handout that outlines how the application may be used in the context of a class on physical organic chemistry.

A parallel series of general chemistry courses for Life Science Majors was created in an effort to support students and improve general chemistry outcomes. We created a two-quarter enhanced general chemistry course series that is not remedial, but instead implements several evidence-based teaching practices including Process Oriented Guided Inquiry Learning (POGIL), Peer-Led Team Learning (PLTL), and the Learning Assistant (LA) model. We found that students who took enhanced general chemistry had higher persistence to the subsequent first organic chemistry course, and performed equally well in the organic course compared to their peers who took standard general chemistry. Students in the first enhanced general chemistry course also reported significantly higher belonging, although we were unable to determine if increased belonging was associated with the increased persistence to organic chemistry. Rather we found that the positive association between taking the enhanced general chemistry course and persistence to organic chemistry was mediated by higher grades received in the…

This article systematically reviews the pedagogical approaches adopted in high school chemistry education with the aim of highlighting the most effective evidence-based instructional practices reported in the literature. For this, a meta-analysis of 35 pedagogical approaches is analyzed, and their effect sizes (Cohen’s d ) are compared in terms of students’ learning performance. In comparison to the traditional teaching approach, the data confirmed the effectiveness of using various teaching strategies in chemistry education toward student accomplishment. The results indicate that, in general, deploying chemistry education practices in secondary education improves student learning compared to control settings ( d = 1.06). Furthermore, this impact is considerably stronger when the problem-based learning approach ( d = 3.35) is adopted. Therefore, according to the meta-analytical evaluation, embracing various learning paths through creative teaching promotes academic achievement. In terms of instructional quality, the findings provide a comprehensive picture of recent educational…

Abstract A two-component undergraduate laboratory experience has been developed by students in a senior level capstone course. The first component is a 3 h laboratory experience dedicated to the rapid synthesis of a metal–organic framework (MOF-808) in aqueous solution using readily available reagents and equipment. During the second component, MOF-808 was characterized via a suite of instruments: powder X-ray diffraction (PXRD), thermal gravimetric analysis (TGA), and diffuse reflectance infrared Fourier transform spectroscopy (DRIFTS). In addition, quantitative 19F{1H} NMR spectroscopy was utilized to quantify the amount of perfluorobutanesulfonate (PFBS), one example of a poly- or perfluoroalkyl substance (aka PFAS), adsorbed from solution. The two 3 h laboratory experiences were subsequently deployed in a foundation level inorganic chemistry course. This two-component, multi-instrument lab experience provides students an opportunity to synthesize a modern porous solid and utilize it in an emerging application of MOF science.

This laboratory experiment was divided into four parts. In the first part, students evaluate previously published data and check their normality using histograms, Q–Q plots, the Shapiro–Wilk test, and boxplots. In the second part, two different groups were compared. First, data normality and homoskedasticity were checked by using the Shapiro–Wilk test and Levene’s test, respectively. Then the group mean was compared using the Student, Welch, and Mann–Whitney tests. In the third part, the famous Iris flower data set was analyzed, where data normality and homoskedasticity were checked. Then, three independent groups were compared using ANOVA, without correction, and using the Welch and Brown-Forsythe corrections. The Iris flowers data set was also compared using the nonparametric version of ANOVA (Kruskal–Wallis test) and post hoc tests such as the Tukey test (parametric) and Dunn’s test (nonparametric). In the fourth part, students measured the density of water using four pieces of glassware (a beaker, a graduated cylinder, a volumetric pipet, and a graduated pipet). After the…

Students’ social belonging in general chemistry has recently been shown to predict course performance, and their course-level social belonging has been shown to differ across demographics, such as gender. This course-level social belonging consists of two components: 1) sense-of-belonging, referring to a student’s feeling of social connectedness to peers, instructors, and course environment; and 2) belonging uncertainty, referring to a student’s perception of the stability of one’s belonging or perceived ability relative to their peers in the class. In this study, we examined the belonging uncertainty as a novel factor that influences students’ persistence from General Chemistry 1 (GC1) to General Chemistry 2 (GC2). This study took place during the COVID-19 pandemic; hence, GC1 and GC2 were delivered remotely (containing synchronous and asynchronous components). Our results show evidence for 1) GC1 performance alone did not entirely explain students’ persistence to GC2 for students whose majors required GC2 (i.e., some students receiving an A and approximately half of the students…

The concept of co-amorphous systems is introduced in an integrated laboratory experiment, designed for advanced chemistry students, using solvent-free, environmentally friendly mechanochemistry. The dual-drug naproxen-cimetidine co-amorphous system (NPX-CIM) is investigated as an example of the emergent field of medicinal mechanochemistry. Students are trained in solid-state characterization techniques including X-ray powder diffraction, Fourier-transform infrared spectroscopy, and thermal analysis by differential scanning calorimetry. This lab experiment also provides an opportunity to discuss the relevance of different solid forms of pharmaceutics, emphasizing particular properties of disordered materials. This experiment can easily fit the curriculum of any Chemistry or Pharmacy master level degree in courses dealing with instrumental analysis, solid state chemistry, or green chemistry, for classes of 6 to 18 students, in a 5-h lab session. Suggestions to adapt it to the use of a single characterization technique are provided.

High Resolution Image Download MS PowerPoint Slide The eChem project features an e-book published as a web page ( 10.30746/978-91-988114-0-7 ), collecting a repository of Jupyter notebooks developed for the dual purpose of explaining and exploring the theory underlying computational chemistry in a highly interactive manner as well as providing a tutorial-based presentation of the complex workflows needed to simulate embedded molecular systems of real biochemical and/or technical interest. For students ranging from beginners to advanced users, the eChem book is well suited for self-directed learning, but workshops led by experienced instructors and targeting student bodies with specific needs and interests can readily be formed from its components. This has been done by using eChem as the base for a workshop directed toward graduate students learning the theory and practices of quantum chemistry, resulting in very positive assessment of the interactive nature of this framework. The members of the eChem team are engaged in both education and research, and as a mirroring activity, we…

Underrepresentation of some populations in STEM fields occurs because these students experience achievement gaps with performance lower on average than their overrepresented peers. Interventions to reduce achievement gaps and increase the retention of underrepresented students in STEM courses include approaches found both inside and outside of class-time, with active learning being a leading example of an in-class intervention in which didactic instruction is replaced by student-centered activities. In this investigation, student performance was examined in reformed general chemistry classes that employed student-centered active learning strategies when taught in person but employed more didactic instruction when taught online during emergency remote teaching, along with classes using traditional instruction in both modalities. In both settings, achievement gaps for underrepresented minority students in reformed courses were significantly narrowed compared to students in classes with traditional instruction, suggesting that the course structure and teaching practices beyond in-class…

Laboratory skills assignments were developed as a novel approach to providing students with the opportunity to engage in hands-on laboratory skills development outside of the lab during the COVID-19 pandemic. Initially, the assignments were implemented within a second-year forensic chemistry course of 48 students and redesigned and modified to be implemented within a large in-person second-year analytical chemistry course of 208 students as a complement to the laboratory experiments. Five laboratory skills were chosen to coincide with those used within the laboratory experiments of the course: pipetting, quantitative transfer, serial dilutions, buret use within titrations, and weight-by-difference mass measurements. Each skills assignment consisted of two videos demonstrating the selected skill: one in which the skill was performed properly and one in which deliberate errors have been included. For each skills assignment, students were tasked with distinguishing between the two videos along with identifying the included errors and the consequences each error would have on either the…