Journal of Chemical Education最新文献

{"title":"Hückel Beyond Quantum","authors":"Filipe Menezes*,&nbsp;Emilia Slugocka and Anna Wieckowska*,&nbsp;","doi":"10.1021/acs.jchemed.4c0149510.1021/acs.jchemed.4c01495","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01495https://doi.org/10.1021/acs.jchemed.4c01495","url":null,"abstract":"<p >Hückel Molecular Orbital (HMO) theory is a hallmark in teaching undergraduate quantum chemistry. However, it is exclusive to molecular quantum mechanics courses. Here, we introduce a simple application that is readily used by students and tutors from diverse chemistry, pharmacy, and life sciences backgrounds. The input to the app is an SDF geometry file, a molecular charge, and an electronic state. The program automates the calculation of fundamental electronic and chemical aspects of a system: π-populations, π-molecular orbitals (MOs), MO diagrams, and total π-energies. The web application is user-friendly, intuitive to use, and suited for exploring concepts bridging MO theory with other domains of chemistry such as organic, medicinal, and physical chemistry. The Python script offers a more detailed output suitable for quantum chemistry courses.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2144–2150 2144–2150"},"PeriodicalIF":2.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933866","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":"Ethics of Chemistry: The Design, Delivery, and Assessment of a Third-Year Course","authors":"D. Kaluyk-Klyuchareva,&nbsp;E. C. Davy,&nbsp;O. Nadybska and G. Öberg*,&nbsp;","doi":"10.1021/acs.jchemed.4c0141510.1021/acs.jchemed.4c01415","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01415https://doi.org/10.1021/acs.jchemed.4c01415","url":null,"abstract":"<p >Chemistry plays a critical role in many complex and interdisciplinary societal areas, such as health, environmental quality, food, energy, housing, transportation, and more. However, despite the role chemistry plays in these essential areas, there are rarely opportunities for undergraduate students in chemistry to engage in training or critical thinking about the ethics of chemistry. In this paper, we describe the design of a third-year course for chemistry majors focused on the ethics of chemistry. The main learning outcomes were to learn to identify ethically relevant aspects of one’s work and to develop moral justifications for what one ought to do when faced with an ethical dilemma. To help students attain the skills needed to reach this learning outcome and support the retention of these skills, students were presented with a practical analytical framework, which they applied to historical and current case studies. The aim of the present paper is to analyze student output from the 2024 spring term, with particular attention to the perceived utility of the analytical framework. The course utilized a discussion-based format where students read a case study, leave comments on an online message board, and use class time to unpack an ethical dilemma using the analytical framework. Students also completed a final group assignment, including a presentation, a peer feedback cycle, and a final report. Based on an analysis of students’ oral and written contributions, we conclude that the course strengthened the participants’ familiarity with basic ethics concepts and their understanding of what ethics of chemistry entails. Notably, students expressed appreciation of the analytical framework and how it helped them get a deeper understanding of what was at stake from the perspective of different interest holders. The comments suggest that the students felt that the framework would be helpful as they advance in their future careers or studies. As a first study investigating the perceived utility of a practical analytical framework, this study makes an important contribution to the empirical literature on teaching ethics to chemistry students. It would be valuable to study to what extent students utilize the framework (or similar tools) after a course, and if/how this impacts their decision-making as related to ethical dilemmas.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1933–1939 1933–1939"},"PeriodicalIF":2.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933867","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":"VR Stereo Thrills & Spills: An Immersive Virtual Reality Game for Enhancing Student Understanding of Stereoisomerism","authors":"Maira Sohail,&nbsp;Uzma Habib and Shahzad Rasool*,&nbsp;","doi":"10.1021/acs.jchemed.5c0011210.1021/acs.jchemed.5c00112","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00112https://doi.org/10.1021/acs.jchemed.5c00112","url":null,"abstract":"<p >Educational games have emerged as effective pedagogical tools by fostering active learning and experiential engagement. Virtual reality (VR) technology, with its immersive and interactive 3D environments, offers a unique platform for exploring complex scientific concepts, particularly those with strong visual components such as stereochemistry. This study presents the design and initial evaluation of a VR-based educational game aimed at enhancing the student understanding of stereochemistry. The game comprises five stages, each with two levels, that gradually introduce key stereochemistry concepts. Recognizing the crucial role of representational competence and visuospatial skills in stereochemistry learning, the game was designed to address these cognitive demands through interactive and engaging gameplay. A usability study involving 31 undergraduate chemistry students assessed the game’s user experience. The findings suggest that the game holds promise as a valuable learning tool for enhancing student understanding of stereochemistry.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2002–2012 2002–2012"},"PeriodicalIF":2.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933869","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":"Exploring Thin-Layer and Column Chromatography Fundamentals via Experiential Learning with Simple and Affordable Materials","authors":"Arturo García-Zavala*,&nbsp;Cristina C. Jiménez,&nbsp;Diego Martínez-Bourget and Margarita Romero-Ávila,&nbsp;","doi":"10.1021/acs.jchemed.4c0095710.1021/acs.jchemed.4c00957","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00957https://doi.org/10.1021/acs.jchemed.4c00957","url":null,"abstract":"<p >The teaching of chromatography allows students to understand the fundamental principles of mixture separation and become familiar with organic chemistry concepts. However, in educational environments with limited resources, its implementation can be challenging due to the lack of specialized equipment and materials, or the impossibility of attending laboratories (as was the case during the COVID-19 pandemic). To address this, an alternative approach was developed that uses simple and low-cost materials to conduct chromatography experiments in the laboratory or at home.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2181–2189 2181–2189"},"PeriodicalIF":2.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00957","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933714","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":"Braiding Art and Chemistry: Understanding Molecular Architectures through Chinese Knotting","authors":"Jin-Mei Zhou,&nbsp;Zhe-Qi Wang,&nbsp;Andrew C.-H. Sue and Hui-Jun Zhang*,&nbsp;","doi":"10.1021/acs.jchemed.4c0155810.1021/acs.jchemed.4c01558","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01558https://doi.org/10.1021/acs.jchemed.4c01558","url":null,"abstract":"<p >Enhancing students’ understanding of molecular structures remains a central yet challenging objective in chemistry education. Conventional rigid visual models, while effective for illustrating basic molecular frameworks, often fall short in representing the complexity and diversity of advanced molecular architectures, particularly in the realms of chemical topology and mechanically interlocked molecules. To address this, we introduced the “<i>Exploring Molecular Architectures Through Chinese Knotting</i>” (EMACK) program. This approach uses flexible molecular models inspired by Chinese knotting to dynamically demonstrate molecular movements and transformations. Undergraduate students play a vital role in developing and delivering science outreach activities through EMACK, gaining valuable experience in scientific communication and leadership. Public participants can independently construct molecular models using traditional knotting techniques, deepening their appreciation of molecular structural diversity. The program is adaptable and sustainable, being integrated into various educational settings and extending to interdisciplinary fields. EMACK successfully bridges traditional craftsmanship with modern scientific concepts, fostering a deeper appreciation of the connection between art and science among participants.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2209–2214 2209–2214"},"PeriodicalIF":2.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933865","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":"Visualization Experiment of Ion Migration in Electrolytic Cell Based on Natural Indicator","authors":"Yongjiao Song,&nbsp;Wanqiu Wang and Rui Liu*,&nbsp;","doi":"10.1021/acs.jchemed.4c0151310.1021/acs.jchemed.4c01513","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01513https://doi.org/10.1021/acs.jchemed.4c01513","url":null,"abstract":"<p >Visible color changes in a real electrolysis experiment can help to develop students’ concepts of the electrolysis process, such as ion migration. In this paper, a copper sheet was used as the cathode, an iron sheet as the anode, and a pink agar gel soaked with sodium sulfate solution and Chinese goldthread (<i>Coptis chinensis</i> Franch.) fruit extract (CGFE) was used as the electrolyte. When electrolysis occurred, green and gray-purple colors were observed around the cathode and anode, respectively, in the electrolytic cell, with migration of green and gray-purple toward the anode and cathode, respectively, as electrolysis proceeded. The generation of green and gray-purple regions was due to the reaction of OH^– produced at the cathode and Fe²⁺ produced at the anode with the anthocyanins of CGFE, as well as the migration of OH^– and Fe²⁺ toward the anode and cathode, respectively, under the action of the electric field. Thus, the ion migration that occurred at the submicroscopic level was visualized through macroscopic color migration in experiments. Other macroscopic phenomena during electrolysis such as gas production and precipitation at the meeting of green and gray-purple regions was related to the mechanism of electrode and ion reactions which could be used as experimental support for the understanding of ion migration in the electrolytic cell, as well as for the development of other related chemical concepts.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2243–2251 2243–2251"},"PeriodicalIF":2.5,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934031","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":"Building Teamwork in Advanced Laboratory Courses","authors":"Elizabeth E. Rastede*,&nbsp; and ,&nbsp;Laura E. Pence*,&nbsp;","doi":"10.1021/acs.jchemed.4c0153410.1021/acs.jchemed.4c01534","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01534https://doi.org/10.1021/acs.jchemed.4c01534","url":null,"abstract":"<p >Establishing a structured process for team development and assessment is essential for fulfilling institutional requirements and can significantly enhance student learning and collaboration. A framework of shared expectations for teamwork was established through teamwork contracts and mid- and end-of-semester peer review feedback. The instructors found that providing explicit guidance on teamwork skills, particularly through a midpoint check-in, enabled midcourse adjustments to enhance collaboration and contributions among the team members. Students reported that writing teamwork contracts was a valuable process that allowed them to articulate expectations for team members and to establish a foundation of requirements for being a good team member.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2205–2208 2205–2208"},"PeriodicalIF":2.5,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934034","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":"Training Undergraduate Sophomores in the Scale-up Reaction Skill with Improved Preparation of (1S)-(+)-Ketopinic Acid: An Organic Chemistry Laboratory Exercise","authors":"Cheng-Kun Lin*,&nbsp;Chun-Fu Wu and Wei Lee,&nbsp;","doi":"10.1021/acs.jchemed.4c0115110.1021/acs.jchemed.4c01151","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01151https://doi.org/10.1021/acs.jchemed.4c01151","url":null,"abstract":"<p >This hands-on experiment trains undergraduate sophomores in scaling up organic reactions while improving the synthesis of (1<i>S</i>)-(+)-ketopinic acid. A two-step method starting from (1<i>S</i>)-(+)-10-camphorsulfonic acid is used, achieving an 80% yield and providing a safer, more efficient approach. Students develop key skills, including understanding optimized reaction conditions, large-scale synthesis techniques, and safe laboratory practices, by utilizing cyanuric chloride as an alternative to thionyl chloride. The experiment integrates theoretical concepts with practical applications, emphasizing green chemistry principles and handling reactions on a scale exceeding 50 g. This activity enhances students’ technical expertise, problem-solving abilities, and understanding of organic synthesis, preparing them for advanced academic and research endeavors. The detailed protocol ensures its suitability for undergraduate organic chemistry laboratories.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2034–2041 2034–2041"},"PeriodicalIF":2.5,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934112","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":"CHEMmunicate: A Chemical Structure Drawing Game for Building Scientific Communication Skills and Enhancing Social Interactions among First Year Undergraduate Students","authors":"Cristina Navarro*,&nbsp; and ,&nbsp;Matthew N. Hopkinson*,&nbsp;","doi":"10.1021/acs.jchemed.4c0084510.1021/acs.jchemed.4c00845","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c00845https://doi.org/10.1021/acs.jchemed.4c00845","url":null,"abstract":"<p >Students’ overall experience of university life and their assessment outcomes are partly determined by their engagement with teaching activities, which is in turn influenced by their sense of social cohesion with their peers. In addition to providing pastoral support, in our role as Senior Tutors, we encourage the formation of a more cohesive learning community among chemistry students post-COVID. With the aim of building better connections both between us and the new student cohort and between the students themselves, we have introduced new Senior Tutor Check-In sessions, which are built around a new chemical drawing game: CHEMmunicate. Across the first semester, we held 8 sessions with ca. 12–16 new first year chemistry undergraduate students in which two teams competed to draw chemical structures using yes/no questions (total: 200 participants over two separate cohorts). In this paper, we outline the rules of the game and provide tips for session leaders seeking to implement it at other institutions. Moreover, through analysis of student feedback from questionnaires and a focus group, we demonstrate how CHEMmunicate and the Senior Tutor Check-In sessions can prove beneficial in building student cohesion and enhancing students’ learning of organic chemistry.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1839–1847 1839–1847"},"PeriodicalIF":2.5,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c00845","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934116","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":"A Capstone Experience Urinalysis Experiment Using Case Studies in General, Organic, and Biological (GOB) Chemistry Laboratory","authors":"Marsha A. Grimminger*,&nbsp;Elisabeth T. Bell-Loncella and Jane Gleason,&nbsp;","doi":"10.1021/acs.jchemed.5c0014110.1021/acs.jchemed.5c00141","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00141https://doi.org/10.1021/acs.jchemed.5c00141","url":null,"abstract":"<p >Urinalysis is a useful tool to teach students about critical thinking, diagnosis, and chemistry. Students in General, Organic, and Biological (GOB) Chemistry often struggle to see the application of chemistry in the medical field especially when it comes to the laboratory. We introduced case studies and clinical examples to the lecture and laboratory courses to increase applicability and interest in chemical topics. Herein we present a capstone urinalysis laboratory experiment to assess students’ understanding of qualitative tests learned throughout the semester. Students are given a case study and patient history that pertains to one of six synthetic urine samples. They perform several urinalysis tests learned throughout the semester, complete a patient history chart, make a diagnosis, and suggest other tests and treatment using credible sources. The experiment has been conducted with students in person, hybrid, and virtual laboratory sessions to great success, as evidenced by an anonymous Qualtrics survey and student assessment data. The experiment can also be used as an individual lab without adopting the full curriculum.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2129–2136 2129–2136"},"PeriodicalIF":2.5,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.5c00141","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933802","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}