Journal of Chemical Education最新文献

Journal of Chemical Education Call for Papers: Special Issue on Teaching Innovation in Materials Science and Engineering Design

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2024-12-10 DOI: 10.1021/acs.jchemed.4c0139210.1021/acs.jchemed.4c01392

ZhiLi Dong, Arlindo Silva, Teik-Cheng Lim, Leonard W. T. Ng* and Rui A. Gonçalves*,

引用次数: 0

Solubility and Extractability in the Pharmaceutical Sciences: A Demonstration to Address These Essential Concepts

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2024-11-28 DOI: 10.1021/acs.jchemed.4c0056810.1021/acs.jchemed.4c00568

Jean-François Liégeois*, Jean-Luc Hayen and Hossein Taouba,

{"title":"Solubility and Extractability in the Pharmaceutical Sciences: A Demonstration to Address These Essential Concepts","authors":"Jean-François Liégeois*, Jean-Luc Hayen and Hossein Taouba, ","doi":"10.1021/acs.jchemed.4c0056810.1021/acs.jchemed.4c00568","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00568https://doi.org/10.1021/acs.jchemed.4c00568","url":null,"abstract":"Understanding the solubility and extractability of organic compounds plays a crucial role in the pharmaceutical and biomedical fields. It is essential to learn these concepts early in the course curriculum. The aim of this demonstration is to help students understand the basic principles of solubility and extractability in a practical, interactive, and interesting way. This is accomplished with the help of a series of simple experiments in which common reagents and molecules will be used. The demonstration covers three main topics. The first part is designed to explain the intrinsic solubility in water. This solubility will depend on a number of properties, including their ratio of polar/nonpolar groups and their ability to form hydrogen bonds. The second part investigates potential ionization in water using results obtained from conductimetry experiments. The third part is related to the concept of extractability by presenting the results obtained for pH-dependent extractions of representative compounds from an aqueous medium with an organic medium. A quantification of the extracted compound at each pH is performed after the evaporation of the organic solvent. Extractability curves are then drawn, using the weights obtained after evaporation and discussed.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5547–5555 5547–5555"},"PeriodicalIF":2.5,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chemistry and Heritage Conservation: Calcium-Based Mineralized Hydrogel for the Adhesive Restoration of Historical Artifacts 化学与文物保护：用于历史文物粘合修复的钙基矿化水凝胶

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2024-11-27 DOI: 10.1021/acs.jchemed.4c0112110.1021/acs.jchemed.4c01121

Aizhao Pan*, Chengyu Shi, Chunyu Zhao, Jiaojiao Du, Ying Zhou and Ling He*,

{"title":"Chemistry and Heritage Conservation: Calcium-Based Mineralized Hydrogel for the Adhesive Restoration of Historical Artifacts","authors":"Aizhao Pan*, Chengyu Shi, Chunyu Zhao, Jiaojiao Du, Ying Zhou and Ling He*, ","doi":"10.1021/acs.jchemed.4c0112110.1021/acs.jchemed.4c01121","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01121https://doi.org/10.1021/acs.jchemed.4c01121","url":null,"abstract":"Chemistry and cultural heritage conservation are inextricably linked. Preserving historical artifacts is a challenging task that requires an understanding of chemistry. Combining the conservation of historical artifacts with chemical experimental teaching, a calcium tannate mineralized hydrogel (TA-Ca/Gel) was designed to be applied as an adhesive to restore historical artifacts for undergraduate college students. Acrylic acid (AA), acrylamide (AM), and N,N′-methylenebis(acrylamide) (MBAA) were used to construct the network of the hydrogel, while tannic acid (TA) and Ca(OH)2 served as the mineralization and adhesion-enhancing components. Tetramethylenediamine (TMEDA) served as the gel accelerator. The structural and morphological characterization of TA-Ca/Gel was performed with the assistance of technicians from the School Analysis and Testing Center. Students plotted and analyzed the characterization data using Origin software. The adhesive properties of TA-Ca/Gel were measured by a universal tensile tester. Finally, TA-Ca/Gel was used as an adhesive to repair broken porcelain and pottery. We have received positive feedback from the students through this comprehensive chemical experiment, which helped students obtain a better understanding of how to synthesize and characterize the mineralized hydrogel, how to analyze the test data, and how to present data from drawing software. This also introduced them to the study of basic principles of historical artifact protection as well as the relationship between chemistry and heritage conservation. Inspired by the topic of “Chemistry and heritage conservation”, we deepened students’ understanding of the application of comprehensive and cutting-edge knowledge.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5386–5394 5386–5394"},"PeriodicalIF":2.5,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Graduate-Course-Based Chemistry Education Research Experience: Describing a General Model and the Project Outcomes Related to Investigating Chemistry Graduate Students’ Perceptions of the Imposter Phenomenon

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2024-11-27 DOI: 10.1021/acs.jchemed.4c0092210.1021/acs.jchemed.4c00922

Slade C. McAfee, Allison R. Tomczyk-Schauer, Leah E. Johnson Kempinski, Tori C. Williamson and Jon-Marc G. Rodriguez*,

{"title":"A Graduate-Course-Based Chemistry Education Research Experience: Describing a General Model and the Project Outcomes Related to Investigating Chemistry Graduate Students’ Perceptions of the Imposter Phenomenon","authors":"Slade C. McAfee, Allison R. Tomczyk-Schauer, Leah E. Johnson Kempinski, Tori C. Williamson and Jon-Marc G. Rodriguez*, ","doi":"10.1021/acs.jchemed.4c0092210.1021/acs.jchemed.4c00922","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00922https://doi.org/10.1021/acs.jchemed.4c00922","url":null,"abstract":"With the movement toward engaging students in authentic science practices, course-based undergraduate research experiences (CUREs) are becoming more common across fields such as chemistry; however, one of the challenges with CUREs is they are necessarily context-specific, operating under the constraints of a faculty’s research interests and the laboratory equipment available in a department. This limitation prevents the development of a general model for a CURE that could be taken and adapted by researchers across universities. As an alternative to benchtop research, discipline-based education research (DBER) provides the flexibility to make significant modifications to the scope of a project investigated without impacting the resources needed to conduct the study. To this end, this article provides an overview of a course-based chemistry education research experience that involved graduate students learning about and then applying qualitative research methods. Although contextualized using graduate students, chemistry education research, and qualitative research methods, we emphasize the general nature of this course, which provides a model that could be readily adapted to other contexts or education levels (e.g., a “DBER CURE”). As a proof-of-concept, project outcomes related to the study designed by the graduate students in the course (the first four authors) are presented, highlighting the methodological decisions made and how the course informed the investigation of chemistry graduate students’ perceptions related to the imposter phenomenon.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5334–5344 5334–5344"},"PeriodicalIF":2.5,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142850882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

More Engaged and Prepared Students with an Online Prelab Module in Large Undergraduate Biochemistry Laboratory Courses

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2024-11-24 DOI: 10.1021/acs.jchemed.4c0087510.1021/acs.jchemed.4c00875

M. V. Jongsma, D. J. Scholten*, A. H. Vuuregge, Y. Bollen, M. Meeter and J. E. van Muijlwijk-Koezen,

{"title":"More Engaged and Prepared Students with an Online Prelab Module in Large Undergraduate Biochemistry Laboratory Courses","authors":"M. V. Jongsma, D. J. Scholten*, A. H. Vuuregge, Y. Bollen, M. Meeter and J. E. van Muijlwijk-Koezen, ","doi":"10.1021/acs.jchemed.4c0087510.1021/acs.jchemed.4c00875","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00875https://doi.org/10.1021/acs.jchemed.4c00875","url":null,"abstract":"Laboratory work is considered a fundamental part of chemistry education. However, students are often given cookbook experiments that do not engage them in critical thinking, leading to poor learning outcomes and students feeling unprepared for laboratory work. To address this, a preparatory online module was implemented in two first-year biochemistry courses during the COVID-19 pandemic. A mixed-method approach was used to examine the impact of the prelab module on student and teacher perceptions concerning implementation, use, and perceived learning. Additionally, grades from the reports and exams were compared with those from the previous year. The results showed that students enjoyed using the prelab module and felt it prepared them well for the laboratory classes. Supervisors in the lab were also positive about the module. Additionally, the grades for the reports significantly improved compared to the previous year. However, causal attribution of this improvement to the online module is difficult due to pandemic-related restrictions. In all, the prelab module was easy to implement and can be utilized by teachers to enhance student engagement and preparation for laboratory work.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5192–5202 5192–5202"},"PeriodicalIF":2.5,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00875","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A 3D-Printed Smartphone-Based Fluorescence Spectrometer: A Universal Design for Do-It-Yourself Experiments in Education

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2024-11-24 DOI: 10.1021/acs.jchemed.4c0117310.1021/acs.jchemed.4c01173

Levente G. Pap*, and , John A. Stratton,

{"title":"A 3D-Printed Smartphone-Based Fluorescence Spectrometer: A Universal Design for Do-It-Yourself Experiments in Education","authors":"Levente G. Pap*,  and , John A. Stratton, ","doi":"10.1021/acs.jchemed.4c0117310.1021/acs.jchemed.4c01173","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01173https://doi.org/10.1021/acs.jchemed.4c01173","url":null,"abstract":"Developing portable, cost-effective analytical tools is crucial to expose students to advanced spectrometric systems in the undergraduate curriculum. Numerous Do-It-Yourself (DIY) systems and smartphone-based fluorescence spectrometers have been developed over the last few decades. These systems can be specific to one particular cell phone or require unique configurations that are relatively difficult to implement in classroom or laboratory settings due to a diverse pool of students’ owned cell phones. This work presents the design and validation of a cell-phone-based fluorescence spectrometer (FluoroBox). The system presented herein can be attached to any cell phone and adopted in classroom, online, hybrid, and laboratory settings, thus creating a versatile and universal system for adoption. The 3D-printed unit only requires a student’s smartphone camera, a blue laser, a cuvette, a diffraction grating, and batteries. FloroBox’s performance is validated through the qualitative analysis of edible oils. This study demonstrates the assembly, acquisition, and data processing compared with a conventional benchtop fluorescence spectrometer. By employing easily exchangeable units such as slits, excitation sources, and other elements, the device can detect fluorescence emissions from various fluorophores. This unit provides students with hands-on experience in fluorescence spectroscopy across multiple learning environments. The compact design, ease of use, and integration with mobile technology underline its potential for widespread adoption, particularly in resource-limited settings.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5395–5401 5395–5401"},"PeriodicalIF":2.5,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interfacially Polymerized Nanofiltration Membranes: Fabrication, Characterization, and Dye/Salt Separation

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2024-11-23 DOI: 10.1021/acs.jchemed.4c0119010.1021/acs.jchemed.4c01190

Tiefan Huang, Ting Qin, Siren Li, Na Tao, Jianxian Zeng, Ming Wu, Lelin Zeng, Wangdong Zeng* and Hu Zhou*,

{"title":"Interfacially Polymerized Nanofiltration Membranes: Fabrication, Characterization, and Dye/Salt Separation","authors":"Tiefan Huang, Ting Qin, Siren Li, Na Tao, Jianxian Zeng, Ming Wu, Lelin Zeng, Wangdong Zeng* and Hu Zhou*, ","doi":"10.1021/acs.jchemed.4c0119010.1021/acs.jchemed.4c01190","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01190https://doi.org/10.1021/acs.jchemed.4c01190","url":null,"abstract":"This laboratory experiment aims to provide undergraduate students with research experience in water treatment by membrane separation. This experiment includes fabrication and characterization, as well as water treatment applications of the interfacially polymerized polyester nanofiltration membranes. Through participating in this experimental course, students could obtain not only knowledge of membrane synthesis and separation performance testing but also basic methodologies that are widely used in scientific research. A series of advanced characterization techniques, such as Fourier-transform infrared spectroscopy (FT-IR), ultraviolet–visible spectroscopy (UV–vis), water contact angle (WCA), and scanning electron microscopy (SEM), has been used to allow students to investigate the membrane structure and morphology in detail. The experiment highlights the considerable potential of the synthesized membrane material for practical applications, which is particularly demonstrated through its effectiveness in wastewater treatment. This not only emphasizes the potential practice of the research findings but also deepens students’ comprehension of the broader impact of membrane separation in chemical engineering and environmental applications. Furthermore, this provides instructors with an opportunity to situate the experiment within a wider scientific framework, inspiring students to investigate emerging advancements and innovations in the field.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5498–5506 5498–5506"},"PeriodicalIF":2.5,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142842978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Comparative Study of Two Active Learning Approaches for General Chemistry

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2024-11-23 DOI: 10.1021/acs.jchemed.4c0063810.1021/acs.jchemed.4c00638

Lesa Tran Lu, Katherine A. Clements, Carrie A. Obenland, Kristi Kincaid, Ashlyn H. Munson and John S. Hutchinson*,

{"title":"A Comparative Study of Two Active Learning Approaches for General Chemistry","authors":"Lesa Tran Lu, Katherine A. Clements, Carrie A. Obenland, Kristi Kincaid, Ashlyn H. Munson and John S. Hutchinson*, ","doi":"10.1021/acs.jchemed.4c0063810.1021/acs.jchemed.4c00638","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00638https://doi.org/10.1021/acs.jchemed.4c00638","url":null,"abstract":"Active learning has been shown to increase student learning outcomes and engagement in STEM (Science, Technology, Engineering, and Mathematics) courses, which has prompted many instructors to integrate more active learning techniques into their classrooms. For the past three decades at Rice University, General Chemistry has been taught using one such approach that combines Socratic dialogue with a curriculum based on the Concept Development Study method. In recent years, we have also developed and analyzed the effectiveness of the Student-Centered Active Learning at Rice (SCALAR) approach, which incorporates regular small group discussions into Socratic dialogue. Here, we report on a side-by-side study directly comparing how these two active learning pedagogies impact the outcomes of three different sets of student groups: silent versus vocal students, female versus male students, and first-generation students versus continuing-generation students. We found that both active learning pedagogies produced significant learning gains for students in all cohorts.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5183–5191 5183–5191"},"PeriodicalIF":2.5,"publicationDate":"2024-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142842812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Next Steps after Poor General Chemistry I Performance and STEM Degree Completion 普通化学 I 成绩不佳和 STEM 学位完成后的下一步行动

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2024-11-22 DOI: 10.1021/acs.jchemed.4c0101310.1021/acs.jchemed.4c01013

Elise M. McCarren*, and , Gretchen M. Adams,

{"title":"Next Steps after Poor General Chemistry I Performance and STEM Degree Completion","authors":"Elise M. McCarren*,  and , Gretchen M. Adams, ","doi":"10.1021/acs.jchemed.4c0101310.1021/acs.jchemed.4c01013","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01013https://doi.org/10.1021/acs.jchemed.4c01013","url":null,"abstract":"Poor performance in a General Chemistry I course via C- and DFW grades correlates with high STEM major attrition. Little research has been conducted on student next steps after an unsuccessful semester in General Chemistry I and subsequent STEM degree outcomes. This study utilized retrospective transcript analysis from 1,312 students deemed unsuccessful via low grades, failure, or withdrawal from General Chemistry I over a five-year period at a Midwestern R1 institution. It examined the extent to which student actions, including repeating the course, moving on to the next course, or taking no chemistry course the semester immediately after unsuccessful General Chemistry I performance, predicted STEM degree completion. Students reattempting the course generally earned higher grades. However, binary logistic regression analysis suggested that students initially passing General Chemistry I with low grades were slightly more likely to earn STEM degrees in their original majors if they moved on to General Chemistry II versus repeating the General Chemistry I course. Students who failed or withdrew from General Chemistry I were more likely to earn STEM degrees if they reattempted General Chemistry I in the next semester versus taking no chemistry, although only approximately half of the failing or withdrawing students reattempted the course. Race, first-generation status, and gender were nonsignificant predictors of degree persistence for students with similar initial course outcomes. Results suggest considering opportunity costs in retaking courses if earning low passing grades initially but encourage second course attempts after initial withdrawals or failures.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"101 12","pages":"5376–5385 5376–5385"},"PeriodicalIF":2.5,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142843327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Low-Cost Arduino and Python Based Gas Sensing Setup: Bridging Theory and Practice in Educational Environments

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2024-11-22 DOI: 10.1021/acs.jchemed.4c0098110.1021/acs.jchemed.4c00981

Kanagaraj Reivanth, Arumugam Priya and Devaraj Nataraj*,

引用次数: 0