Journal of Chemical Education最新文献

{"title":"Hands-on Laboratory Modules for Polymer Education within Biomedical Materials Applications","authors":"Walker Vickery,&nbsp;Halil Ibrahim Coskun,&nbsp;Julia Wang and Stefanie Sydlik*,&nbsp;","doi":"10.1021/acs.jchemed.4c0070910.1021/acs.jchemed.4c00709","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00709https://doi.org/10.1021/acs.jchemed.4c00709","url":null,"abstract":"<p >The need for simple and low-cost laboratory experiences extends beyond traditional laboratory spaces in instances where virtual, hybrid, and home learning environments are necessitated. Herein, we provide three at-home laboratory learning modules for teaching concepts in polymer chemistry, such as curing mechanisms, mechanophysical properties, and interactions between polymer adhesives and substrates. Biomaterial design principles are used as the framing for these modules to provide real world examples of how physical properties of polymers influence their utility in the medical field. These modules provide methods for testing the tensile, water vapor barrier, and compressive properties of several wound dressings or biomaterial analogues. The methods allow for the teaching of complex mechanical principles such as stress–strain curves, Young’s modulus, stiffness, and toughness through simple setups that can be achieved through commonly available resources. The modules provide a series of tools and a course outline for hands-on teaching of polymer mechanical testing principles. The experiments and methods can also be used independently or easily adapted for teaching a variety of other mechanophysical laboratories.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 3","pages":"1160–1168 1160–1168"},"PeriodicalIF":2.5,"publicationDate":"2025-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00709","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143590636","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":"Integrating “Molecule of the Week” as a Teaching Tool in an Undergraduate Organic Chemistry Course","authors":"Changqing Chen*,&nbsp; and ,&nbsp;Fidelis Manyanga,&nbsp;","doi":"10.1021/acs.jchemed.4c0064910.1021/acs.jchemed.4c00649","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00649https://doi.org/10.1021/acs.jchemed.4c00649","url":null,"abstract":"<p >Student motivation, particularly among nonchemistry majors, remains a crucial area of focus in undergraduate education. This study explored the implementation of “Molecule of the Week” (MOTW) reports from the American Chemical Society (ACS) website as an educational tool in the second-semester Organic Chemistry course (CHE213) at Salem State University. By incorporating guided questions and requiring a literature search, the MOTW assignment was designed to connect molecules relevant to everyday life with organic chemistry concepts to increase student engagement and motivation, as well as to integrate writing and research into the organic chemistry course curriculum. Results from this study indicated that students found the MOTW reports to be effective in highlighting the relevance of organic chemistry to students’ daily lives. Additionally, this assignment encouraged interdisciplinary connections by linking organic chemistry with other fields, such as biology, biochemistry, environmental science, and allied health sciences. This integration was intended to develop students’ motivation, critical thinking, and problem-solving skills. Qualitative and quantitative analyses of the results suggest that incorporating the MOTW assignment was effective at improving student motivation and deepened their comprehension of complex chemical concepts.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 3","pages":"1030–1037 1030–1037"},"PeriodicalIF":2.5,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143590632","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":"“Making Meaningful Learning”: Utilizing Reels Instagram to Contextualize Chemistry in Terms of Cultivation of Daphnia Sp. Using STEAM Approach","authors":"Inas Sausan*,&nbsp;Elda Frediana Rety Kartika,&nbsp;Faizal Akhmad Adi Masbukhin,&nbsp;Sukma Wahyu Wijayanti,&nbsp;Ayu Fahimah Diniyah Wathi and Dola Suciana,&nbsp;","doi":"10.1021/acs.jchemed.4c0065410.1021/acs.jchemed.4c00654","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00654https://doi.org/10.1021/acs.jchemed.4c00654","url":null,"abstract":"<p >STEAM (Science, Technology, Engineering, Arts, Mathematics) learning is designed to contextualize the abstract concepts of science in chemistry learning. Integration STEAM in chemistry learning needs a learning model to help students understand real-world problems. For this reason, STEAM-PBL (Project Based Learning) was employed. This paper reports on the implementation of STEAM-PBL using project Daphnia Sp. The features of this study can be summarized as follows. First, in combination with students’ experience, the content of this study derived from a real-life problem to understand chemistry concepts using the project. Second, the objective of this study attaches specific responses to students’ interests in learning chemistry. Third, implementing digital platforms such as Instagram promotes chemistry learning and enhances students’ digital literacy skills. In all, this study provides a reference for integrating STEM-PBL courses. It may contribute to the acceleration of training professionals and the construction of innovation-oriented learning in chemistry.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 3","pages":"1051–1061 1051–1061"},"PeriodicalIF":2.5,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143590630","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":"Development and Implementation of a Low-Cost 3D-Printed Rotational Viscometer for Rheology and Fluid Mechanics Education","authors":"Miriam Knutson,&nbsp;Sasanka P. Weerakoon,&nbsp;C. J. Ticknor,&nbsp;Benjamin M. Yavitt and Aashish Priye*,&nbsp;","doi":"10.1021/acs.jchemed.4c0149010.1021/acs.jchemed.4c01490","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01490https://doi.org/10.1021/acs.jchemed.4c01490","url":null,"abstract":"<p >Viscosity measurement is a fundamental concept in fluid mechanics and is essential for engineering education, yet the high cost of commercial rotational viscometers limits hands-on learning opportunities. We present the development and implementation of a Low-Cost Rotational Viscometer (LC-RV) utilizing 3D-printed components and off-the-shelf materials for educational purposes. The LC-RV replaces expensive rotary torque sensors with a linear force sensor mounted on the stationary cup, capturing shear-induced forces to calculate the rheological properties. We validated the LC-RV’s ability to consistently measure viscosity over 3 orders of magnitude by testing Newtonian fluids like mineral oil and glycerol solutions at various concentrations and shear rates. Additionally, we demonstrated that it could analyze non-Newtonian fluids like soap by capturing the changing viscosity as a function of shear rate. The LC-RV was implemented in an undergraduate fluid mechanics course, providing students with practical hands-on experience in viscosity measurement. A cognitive assessment based on thematic analysis of student responses indicated that the majority effectively grasped key concepts in viscosity and rheology, with many demonstrating high levels of cognitive engagement. We provide the design files, program codes, and assembly instructions, enabling others to implement, expand, and adapt LC-RV for diverse pedagogical and research applications beyond classroom demonstrations.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 3","pages":"1138–1145 1138–1145"},"PeriodicalIF":2.5,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143590761","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":"Correction to “Using Particle-on-a-Ring to Predict Carbon–Carbon Bond Length of Synthesized Porphyrins”","authors":"Courtney H. Deslauriers*,&nbsp; and ,&nbsp;Benjamin J. Knurr*,&nbsp;","doi":"10.1021/acs.jchemed.5c0013310.1021/acs.jchemed.5c00133","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00133https://doi.org/10.1021/acs.jchemed.5c00133","url":null,"abstract":"","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 3","pages":"1347 1347"},"PeriodicalIF":2.5,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143590620","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":"Update of a Classic: A Compact Fiber-Optic-Based Laser Luminescence Instrument To Measure Bimolecular Quenching Rate Constants","authors":"Mary Sever,&nbsp; and ,&nbsp;Mark A. Young*,&nbsp;","doi":"10.1021/acs.jchemed.4c0120010.1021/acs.jchemed.4c01200","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01200https://doi.org/10.1021/acs.jchemed.4c01200","url":null,"abstract":"<p >We have constructed a compact laser-based spectrometer that confines the laser light to a fiber-optic and is suitable for use in an open undergraduate physical chemistry laboratory. The instrument employs currently available technology and is relatively inexpensive compared to research-grade instruments. Nanosecond time resolution is achieved, and we have successfully utilized the spectrometer for a classic laser experiment to measure the bimolecular quenching rate constant for the photoexcited tris(2,2′-bipyridyl)ruthenium(II) complex by Fe(III) in aqueous solution using Stern–Volmer analysis. The results are very reproducible with small experimental error and compare well with published values for quenching rate constants of the Ru(II) complex. The experiment exposes students to time-resolved laser measurements that rely on a photochemical kinetic analysis commonly taught as part of the physical chemistry curriculum.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 3","pages":"1230–1236 1230–1236"},"PeriodicalIF":2.5,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01200","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143590768","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":"Effects of Game-Based Learning on Students’ Motivation in Chemistry: A Meta-analysis","authors":"Juan J. Xu,&nbsp;Xiao F. Sun,&nbsp;Yan N. Liu,&nbsp;Shi Y. Zhang and Qing Zhou*,&nbsp;","doi":"10.1021/acs.jchemed.4c0130410.1021/acs.jchemed.4c01304","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01304https://doi.org/10.1021/acs.jchemed.4c01304","url":null,"abstract":"<p >Motivation is an important factor in promoting learning, but previous studies have yielded controversial results regarding the effects of game-based learning (GBL) on motivation. Based on this, this paper used a meta-analytic approach to explore the effect of GBL on students’ motivation in chemistry among secondary-college students compared to non-GBL traditional teaching methods. Statistical results from 14 comparison studies (36 effect sizes) showed large heterogeneity across studies, so this meta-analysis used a random effects model. The results showed a moderately significant positive effect (Hedge’s g = 0.670, 95% CI = [0.464, 0.875], <i>p</i> &lt; 0.001), indicating that GBL contributes to the stimulation of students’ motivation in chemistry. Meanwhile, moderator analyses showed that GBL had a greater effect on students’ motivation in chemistry in small samples (1–100); secondary school students, nondigital games, intervention lengths more than 4 weeks, chemistry category motivation scale, and GBL had a better effect on intrinsic motivation than extrinsic motivation. The overall findings suggest that GBL is an effective approach that helps to stimulate and sustain students’ motivation in chemistry and promotes the deep integration of games and education.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 3","pages":"1117–1128 1117–1128"},"PeriodicalIF":2.5,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143590780","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":"Instrumental Analysis Experiment: Direct Surface Analysis of Personal Protective Equipment","authors":"Liping Xu,&nbsp;Zhiru Bai,&nbsp;Hongli Li* and David Da Yong Chen*,&nbsp;","doi":"10.1021/acs.jchemed.4c0142910.1021/acs.jchemed.4c01429","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01429https://doi.org/10.1021/acs.jchemed.4c01429","url":null,"abstract":"<p >An advanced instrumental analysis experiment was designed for senior undergraduate and first-year graduate students for the evaluation of surface compositions of personal protective equipment (PPE), with attenuated total reflection-Fourier transform infrared spectroscopy (ATR-FTIR) and direct analysis in real time high-resolution mass spectrometry (DART-HRMS). Both techniques are capable of analyzing surfaces in seconds without sampling or sample pretreatments. Students performed direct tests on common PPE products such as facial masks, gloves, and protective clothing fabrics. ATR-FTIR obtained structural characteristics of the polymeric materials, and DART-MS detected additives and residual chemicals including toxic and hazards substances. Different PPE samples showed distinctive spectroscopic profiles in both ATR-FTIR and DART-HRMS. Multivariate data analysis was implemented to demonstrate the differences among the PPE groups. Through this experiment, students can better understand the unique features of different advanced level instruments, improve their capability for in-depth data analysis, and cultivate their ability to critically evaluate the different aspects of chemicals used in real life.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 3","pages":"1258–1266 1258–1266"},"PeriodicalIF":2.5,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143590782","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":"A New Perspective on Chemistry Foundation Level Students Laboratory Skill Development using Reciprocal Peer-Teaching, Laboratory Simulations, and Practical Skills Portfolio (PSP) during COVID-19 and Post-Pandemic in 2024","authors":"Julie Hyde*,&nbsp;","doi":"10.1021/acs.jchemed.4c0112410.1021/acs.jchemed.4c01124","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01124https://doi.org/10.1021/acs.jchemed.4c01124","url":null,"abstract":"<p >Foundation (L0) programs as an entry to degree courses are offered in many UK universities. With chemistry, it is important to develop practical skills as students progress from school to university (<i>in this manuscript, the term school is used to mean either school or college in the UK</i>). Investigating the development and confidence of students’ laboratory practical skills during COVID-19, 2020 (cohort A) as compared to the 2024 (cohort B) is the subject of interest, in particular finding out what laboratory skills students gained from school and how they improved through the course using different laboratory teaching styles. The teaching styles used were reciprocal peer-teaching, laboratory simulations, and Practical Skills Portfolio (PSP). During COVID-19, dry-labs replaced the Face-to-Face (F2F) laboratory sessions. This study used questionnaires through a mixed methods approach with both quantitative and qualitative questions followed by SPSS and thematic analysis. It was found that due to students entering the course with such a mix of entry chemistry qualifications, they favored differentiated teaching where students would prefer to be taught in two separate groups at their appropriate entry level. Reciprocal peer-teaching was found to be valuable for practical preparation and developing employability skills. The Practical Skills Portfolio was useful to compile a collection of documented skills that could be reflected on for future practical work. Simulations were useful during dry-labs for the preparation of a laboratory session and being able to see actual practical details, although students did not develop hands-on practical skills, and it was discovered that students preferred actual F2F laboratory classes. F2F laboratory teaching led to higher confidence levels for cohort B in comparison to cohort A. Evidence from this research confirmed that students from cohort A (2020) agreed that nothing could replace a hands-on laboratory.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 3","pages":"984–1003 984–1003"},"PeriodicalIF":2.5,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01124","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143590783","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":"The Superformula and Model Quantum Systems as Tools for Learning","authors":"David C. Thompson*,&nbsp;Colin D. Abernethy and Johan Gielis,&nbsp;","doi":"10.1021/acs.jchemed.4c0118910.1021/acs.jchemed.4c01189","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01189https://doi.org/10.1021/acs.jchemed.4c01189","url":null,"abstract":"<p >The Superformula is a generalization of the series of closed curves, called Superellipses, and represents a generalization of the circle. The Superformula describes a wide range of abstract and naturally occurring shapes and has an accessible functional form containing a small number of parameters. In the current work, the Superformula is used as a flexible confining geometry defining a novel class of confined model quantum systems, the “particle-in-a-Superformula”. Following its introduction, we describe the use of the “particle-in-a-Superformula” model in an undergraduate context. A guided exploration of these systems by a small group (<i>N</i> = 9) of multidisciplinary undergraduate students over four 90 min sessions is shared. The construction of, and the collected responses to, a short survey vehicle describing their thoughts and experience is detailed. In general, the students were positive about their use of this flexible construct as an aid to their facility with, and learning of, quantum phenomena.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 3","pages":"1076–1082 1076–1082"},"PeriodicalIF":2.5,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143590763","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}