Journal of Chemical Education最新文献

{"title":"Teaching Principal Component Analysis in the Course of Analytical Chemistry: A Q&A Based Heuristic Approach","authors":"Limin Shao*,&nbsp;","doi":"10.1021/acs.jchemed.4c0081810.1021/acs.jchemed.4c00818","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00818https://doi.org/10.1021/acs.jchemed.4c00818","url":null,"abstract":"<p >Principal component analysis (PCA) is a powerful tool to process matrix-type data that is more and more common in analytical chemistry, so the necessity to teach PCA becomes more and more evident. Students can easily implement PCA with modern software, but they need deep understanding of the theory to avoid misuses and misinterpretations. However, the theory of PCA is fairly difficult. In order to ensure effective teaching, we have designed a series of questions and answers (Q&amp;As) that begin with a daily life example and end at the core logic of PCA. These Q&amp;As form a heuristic chain for students to follow, so that they can gradually approach and eventually comprehend the theory of PCA. Once students are equipped with such a comprehension, it is easy and natural to further teach PCA properties and applications. For that purpose, we prepared four typical examples as well as in-depth discussions. Positive feedbacks from students confirm the effectiveness of this approach.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"155–163 155–163"},"PeriodicalIF":2.5,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143085385","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}

{"title":"Decked Out for Success: A Novel Card Game to Support School Teaching of Radioactivity and Nuclear Science","authors":"Sarah E. Lu*,&nbsp;Shaun D. Hemming and Jamie M. Purkis,&nbsp;","doi":"10.1021/acs.jchemed.4c0060310.1021/acs.jchemed.4c00603","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00603https://doi.org/10.1021/acs.jchemed.4c00603","url":null,"abstract":"<p >The global nuclear skills shortage requires a comprehensive investment in training at all levels of education. With focus on post-18 and vocational education, there is a lack of resource and awareness for teaching nuclear skills to students between the ages of 11 to 18 years of age. This age group is vital if interest in this industry is to be nurtured and the skills gap is to be addressed. Here, we report an interactive card game <i>RAD Ratings</i> to address this gap; a curriculum-enriching activity, teaching nuclear skills to pre-18 years of age. We emphasize curriculum linked and practical examples in everyday life to make it relatable to students. Student and teacher feedback demonstrated that &gt;64% students enjoyed playing <i>RAD Ratings</i>, with &gt;50% students saying that they would play the game again and all teachers surveyed stating that <i>Rad Ratings</i> improved student understanding of radionuclides and their uses. Our approach stands out as the sole UK study focused on the gamification of nuclear science and radiochemistry education, uniquely evaluating feedback from both students and teachers concurrently.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"430–436 430–436"},"PeriodicalIF":2.5,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00603","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143084899","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}

{"title":"Increasing Authenticity of the Laboratory through the MICRO Project: Analysis of Analytical Chemistry Laboratory Experiments for Their Level of Inquiry","authors":"Andrea L. Van Wyk,&nbsp;Kimberley A. Frederick,&nbsp;Marya Lieberman and Renée S. Cole*,&nbsp;","doi":"10.1021/acs.jchemed.3c0094510.1021/acs.jchemed.3c00945","DOIUrl":"https://doi.org/10.1021/acs.jchemed.3c00945https://doi.org/10.1021/acs.jchemed.3c00945","url":null,"abstract":"<p >Inquiry-based laboratory experiments, in comparison to traditional “cookbook” style laboratory experiments, more accurately model the work scientists do and engage students in the skills they use. Students who participate in inquiry-based laboratory experiments engage in science practices and develop skills such as critical thinking and argumentation. Despite the abundance of literature surrounding the benefits of inquiry-based laboratory learning approaches, adoption of these instructional approaches has been slow. The MICRO project was designed with the goal of supporting analytical chemistry faculty in adopting inquiry-based laboratory experiments. Laboratory experiments representing those used by institutions prior to the project and during the project were collected and analyzed for their level of inquiry. We saw a decrease in the percentage of laboratory experiments that were traditional, “cookbook” style laboratory experiments and an increase in laboratory experiments that are higher levels of inquiry during the semester of implementation of MICRO laboratory experiments, indicating faculty were adopting some inquiry-based instructional practices.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"3–14 3–14"},"PeriodicalIF":2.5,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.3c00945","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143084309","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}

{"title":"Increasing Authenticity of the Laboratory through the MICRO Project: Analysis of Analytical Chemistry Laboratory Experiments for Their Level of Inquiry.","authors":"Andrea L Van Wyk, Kimberley A Frederick, Marya Lieberman, Renée S Cole","doi":"10.1021/acs.jchemed.3c00945","DOIUrl":"https://doi.org/10.1021/acs.jchemed.3c00945","url":null,"abstract":"<p><p>Inquiry-based laboratory experiments, in comparison to traditional \"cookbook\" style laboratory experiments, more accurately model the work scientists do and engage students in the skills they use. Students who participate in inquiry-based laboratory experiments engage in science practices and develop skills such as critical thinking and argumentation. Despite the abundance of literature surrounding the benefits of inquiry-based laboratory learning approaches, adoption of these instructional approaches has been slow. The MICRO project was designed with the goal of supporting analytical chemistry faculty in adopting inquiry-based laboratory experiments. Laboratory experiments representing those used by institutions prior to the project and during the project were collected and analyzed for their level of inquiry. We saw a decrease in the percentage of laboratory experiments that were traditional, \"cookbook\" style laboratory experiments and an increase in laboratory experiments that are higher levels of inquiry during the semester of implementation of MICRO laboratory experiments, indicating faculty were adopting some inquiry-based instructional practices.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"3-14"},"PeriodicalIF":2.5,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11736796/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142996249","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}

{"title":"Guided Perspective Drawing: A Model-Based Method to Build Representational Competence in Organic Chemistry","authors":"Elijah St. Germain*,&nbsp;","doi":"10.1021/acs.jchemed.4c0027610.1021/acs.jchemed.4c00276","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00276https://doi.org/10.1021/acs.jchemed.4c00276","url":null,"abstract":"<p >Many approaches to teaching Newman projections and conformational manipulation rely on lecturing using only two-dimensional representations. While molecular models are recognized as useful learning tools, students are often left to figure out how to use them during the initial learning process. The availability of basic online molecular models provides additional opportunity for practice, but having three different learning modalities (drawings, hand-held models and computer models) creates the need for a systematic teaching approach that integrates these. A model-first teaching method is presented in which Newman projections and the conformations of butane are taught through a guided exercise in drawing molecular models in specific conformations from two viewpoints. The viewpoints correspond to the Newman projection and the bond line drawing, linking them to each other through the 3D object that they both represent. Participation in this exercise correlated with significantly higher competency in translating between the two representations compared to a large control group, who attended the lecture but did not use the models. This method was then extended into a multimodal peer-to-peer learning activity where students applied these skills by critically evaluating differences in conformational or stereochemical details between a 2D molecular drawing prompt and a computer-generated 3D model. Students were able to rotate the computer model to find the point of view corresponding to Newman projections or bond-line drawings, use hand-held models to analyze the differences, and discover stereochemical insights that had not yet been taught.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"410–414 410–414"},"PeriodicalIF":2.5,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143085304","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}

{"title":"Transforming Pixels into Spectra: The Educational Journey of Recycling an Old Optical System","authors":"Maiara Soares de Carvalho,&nbsp;Rubia Bottini and Luiz Marcos de Lira Faria*,&nbsp;","doi":"10.1021/acs.jchemed.4c0115610.1021/acs.jchemed.4c01156","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01156https://doi.org/10.1021/acs.jchemed.4c01156","url":null,"abstract":"<p >The academic community increasingly embraces the possibilities offered by the Maker movement, with a notable rise in the creation of homemade instruments, particularly in the field of spectroscopy. These instruments are being leveraged to enhance engagement in classes and educational projects. Most of these homemade instruments designed for educational purposes rely on simplified 3D-printed components and/or adapted materials, such as compact discs used as diffraction gratings. This article proposes yet another solution by recycling an optical system from an old liquid chromatograph decommissioned due to obsolete communication protocols. The entire instrument’s optical system is used, and the original photodiode array (PDA) was replaced by a modern PDA that could be easily controlled by Arduino and a user interface developed for this intent. A flowchart illustrating the interface operations related to absorbance calculations is presented, followed by a discussion on how the shape of the acquired spectra may be influenced by positioning of the sensor. The raw data obtained in this work can also be utilized to teach concepts related to dark current, baseline correction, instrument calibration, and absorbance. The visible spectra of several substances from the resultant instrument are presented and compared with those of a commercial benchtop spectrophotometer. The approach described here can inspire the recovery and recycling of other outdated instruments, providing opportunities to explore and teach both the physical and computational aspects of chemical instrumentation.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"270–280 270–280"},"PeriodicalIF":2.5,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01156","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143084419","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}

{"title":"Electron Paramagnetic Resonance (EPR) Spectroscopic Study of a Phospholipid Bilayer Membrane: An Undergraduate Laboratory Experiment","authors":"Matthew W. Scheyer,&nbsp;Conner Campbell,&nbsp;Draven B. Reynolds,&nbsp;Beyza Bektasoglu,&nbsp;Patrick L. Williams,&nbsp;Zoe Warri,&nbsp;Peyton Dabney and Indra D. Sahu*,&nbsp;","doi":"10.1021/acs.jchemed.4c0032710.1021/acs.jchemed.4c00327","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00327https://doi.org/10.1021/acs.jchemed.4c00327","url":null,"abstract":"<p >This laboratory experiment aims to introduce undergraduate students to the use of electron paramagnetic resonance (EPR) spectroscopy as a valuable tool for studying lipid bilayer membranes in laboratory experiments. This spectroscopic method utilizes nitroxide spin-labeled stearic acid (5-DOXYL stearic acid) incorporated into a desired lipid bilayer membrane. Here, we highlight EPR’s pivotal role in investigating the dynamic properties of various membrane lipid bilayers and provide hands-on laboratory experience to upper-level chemistry/physics undergraduate students to develop biophysical and biochemical research skills. Undergraduate students will be immersed in wet lab knowledge and learn skills on operating a benchtop EPR instrument for EPR data acquisition, analyzing data, and writing a professional lab report.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"289–295 289–295"},"PeriodicalIF":2.5,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143084842","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}

{"title":"Longitudinal Study of Students’ Study Approaches in Organic Chemistry Classes: Using Structural Equation Modeling (SEM) to Detect a Response Shift in Data from the OCH-Adjusted M-ASSIST Instrument","authors":"Helena C. Malinakova*,&nbsp;","doi":"10.1021/acs.jchemed.4c0063110.1021/acs.jchemed.4c00631","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00631https://doi.org/10.1021/acs.jchemed.4c00631","url":null,"abstract":"&lt;p &gt;Organic chemistry presents a significant obstacle for students seeking entry into health-related professions. Students’ ability to develop effective study approaches is an important predictor of success in the course. Herein, we report an investigation utilizing an OCH-adjusted M-ASSIST instrument to assess possible changes in students’ study approaches in the Organic Chemistry I course. Surveys for this study were completed in October and December of the first semester of the Organic Chemistry I course at the University of Kansas and afforded 84 individually paired responses. Furthermore, students’ attitudes toward utilizing supplementary study tools (Study Cards and Concept Maps) were interrogated by a four-question survey administered on the same dates. Confirmatory Factor Analysis (CFA) of the responses to the OCH-adjusted M-ASSIST instrument revealed a notable difference in a few individual factor loadings between the models for the October and December data as well as an increase in a negative covariance between the Deep and Surface learning factors. Analysis of these changes between the models for the October and December data utilizing the chi-square difference (χ&lt;sub&gt;DIF&lt;/sub&gt;&lt;sup&gt;2&lt;/sup&gt;) test for pairs of nested SEM (structural equation modeling) models including the assessment of statistical power, yielded two significant conclusions. First, a statistically significant negative correlation between Deep and Surface learning develops only after the October sampling date and is present only in the models for the December data. Second, a response shift (reprioritization, which means a change in factor loadings) was detected in student responses to the OCH-adjusted M-ASSIST instrument and involves a single item (a question from the “relating ideas” subsection of the instrument) loading on the Deep learning factor. However, the average learning scores (both Deep and Surface) in this longitudinal did not change across the study time frame. Responses to questions regarding the use of Study Cards and Concept Maps revealed that a significant decrease in students’ ability to apply these study tools toward meaningful learning occurred by the end of the semester. The greatest effect size was noted for students’ assessment of their use of Concept Maps, potentially indicating challenges they experience when processing material of increasing complexity. Our results suggest that an important reevaluation, or self-reassessment in students’ study approaches, is taking place in the second half of the Organic Chemistry I course demonstrating that the same group of students changes their interpretation of a single item on the instrument. Conceivably the students perceive the process of “relating ideas” differently or with a changed emphasis toward the end of the semester (reprioritization). Furthermore, students develop a more defined study approach that either gravitates more strongly toward the Deep learning or toward the Surface learning approache","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"15–26 15–26"},"PeriodicalIF":2.5,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143084396","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}

{"title":"Teaching Formal Charges of Lewis Electron Dot Structures by Counting Attachments","authors":"David Murillo,&nbsp;Bryan Enderle and Joyce Pham*,&nbsp;","doi":"10.1021/acs.jchemed.4c0057910.1021/acs.jchemed.4c00579","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00579https://doi.org/10.1021/acs.jchemed.4c00579","url":null,"abstract":"<p >A method of assigning formal charges from counting “attachments” for visual inspection is introduced as part of the iterative portion of constructing Lewis electron dot structures. An “attachment” is either a “line” for a bond or a “dot” for a single electron, which is compared against the number of valence electrons, as indicated by group number. While formal charges are assigned for formality only, they are a useful tool to rationalize the more likely Lewis structure, especially when considering relative electronegativity differences among the elements. This method describes how changing the number of attachments around an atom in the Lewis electron dot structure fosters facile pattern recognition. The “attachment method” removes the accounting of numbers in categorizing electrons of “nonbonding” vs “bonding” in the more prevalent mathematical equation and may be useful for teaching introductory general chemistry. Various examples are described in contrasting the traditional mathematical approach and this “attachment method”. The goal is to provide another means for teaching formal charges, especially to reach students with various learning preferences. In surveying 426 students in a general chemistry course, a majority prefers the attachment method, and this group reports a statistically modest gain in performance on the corresponding in-class assessment.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"112–118 112–118"},"PeriodicalIF":2.5,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00579","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143084217","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}

{"title":"Sensitive Detection of 17β-Estradiol in Aqueous Medium via a Ternary Emission Molecularly Imprinted Sensor: A Comprehensive Scientific Research Experiment for Undergraduates","authors":"Yu Qiao,&nbsp;Na Wang,&nbsp;Liju Tan*,&nbsp;Jiangtao Wang and Yu Jiang,&nbsp;","doi":"10.1021/acs.jchemed.4c0086410.1021/acs.jchemed.4c00864","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00864https://doi.org/10.1021/acs.jchemed.4c00864","url":null,"abstract":"<p >This study designed a comprehensive short laboratory course for senior undergraduate students to detect a type of estradiol (17β-estradiol, E2) in an aqueous medium using a ternary emission molecularly imprinted sensor. E2 is the most potent form of estrogen, and monitoring its residue levels in food and the environment is crucial for ensuring safety. Senior undergraduate students majoring in chemistry or related areas often need more practical laboratory experience and a deeper understanding of scientific research methodologies. To address this issue, this laboratory course employs molecular imprinting technology and quantum dot technology to develop ternary molecularly imprinted polymer (MIP) fluorescence sensors for the real-time detection of trace E2. The course includes literature review, sample pretreatment, polymer synthesis, material preparation, and material characterization, as well as data processing and analysis. These courses provide undergraduate students with complete research experience and facilitate the transition to postgraduate-level research work.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 1","pages":"27–33 27–33"},"PeriodicalIF":2.5,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143084651","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}