Journal of Chemical Education最新文献_第6页

An Organic Chemistry Lab Exercise for Isolating, Derivatizing, and Analyzing Fatty Acid Mixtures from Culinary Fats and Oils 有机化学实验室练习分离，衍生，和分析脂肪酸混合物从烹饪脂肪和油

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-31 DOI: 10.1021/acs.jchemed.5c00055

Charles E. Jakobsche*, , , Efrain Castro Narro, , , Luke Barrows, , and , Shaian Aghasoltan,

{"title":"An Organic Chemistry Lab Exercise for Isolating, Derivatizing, and Analyzing Fatty Acid Mixtures from Culinary Fats and Oils","authors":"Charles E. Jakobsche*, , , Efrain Castro Narro, , , Luke Barrows, , and , Shaian Aghasoltan, ","doi":"10.1021/acs.jchemed.5c00055","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00055","url":null,"abstract":"This capstone-style undergraduate organic chemistry laboratory exercise has three main goals: to illustrate interesting and relevant examples of substitution-at-carbonyl reactions, to provide a platform for learning about modern liquid chromatography/mass spectroscopy (LC/MS) analysis, and to provide an opportunity for students to practice analyzing mass spectrometry and chromatography data. In this two-period lab exercise, students first use a hydroxide-promoted hydrolysis reaction to isolate fatty acid mixtures from various common food sources, and then use a carbodiimide-promoted amide-forming reaction to synthesize derivatives of those fatty acids that are ideal for LC/MS analysis. Depending on the size of the class and available facilities, the students may be able to each collect LC/MS data of their derivative mixtures, or data from a subset of the samples may be collected as a demonstration, or the LC/MS instrument can simply be discussed and representative data (provided herein) can be distributed to the students. (Access to an LC/MS instrument is not required to do this lab.) The students then have the opportunity to interpret the LC/MS data and compare the fatty acid mixtures that are found in the various fats and oils that were used as starting materials. This lab experience aims to promote critical thinking through data analysis, and to connect organic chemistry to relevant nutritional topics in a way that engages students and sparks their interest in chemistry.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4546–4551"},"PeriodicalIF":2.9,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277734","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

Exploring the Impact of Students’ Perceived Cost and Utility Value of General Chemistry on Academic Growth 探讨学生普通化学认知成本和效用价值对学业成长的影响

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-31 DOI: 10.1021/acs.jchemed.5c00597

Oscar A. Teran, , , Pallavi Nayyar, , and , Scott E. Lewis*,

{"title":"Exploring the Impact of Students’ Perceived Cost and Utility Value of General Chemistry on Academic Growth","authors":"Oscar A. Teran, , , Pallavi Nayyar, , and , Scott E. Lewis*, ","doi":"10.1021/acs.jchemed.5c00597","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00597","url":null,"abstract":"The construct of perceived cost, under Situated Expectancy Value Theory, has grown as an approach to understand the affective and academic barriers general chemistry students face. However, the current literature is unclear on the extent to which cost perceptions are specific to students’ experiences in general chemistry courses or rather represent long-term held beliefs and how cost perceptions interact with other motivational traits, such as utility value. The purpose of this study was to explore perceived cost and utility value as predictors of changes in academic performance over one term of a first-semester general chemistry course. Using a modified version of a four-dimensional perceived cost instrument, analyses revealed that four theorized cost dimensions, while distinct, were highly correlated and led to the consideration of a single measure of perceived cost. Perceived cost negatively predicted final exam scores after controlling for starting performance, suggesting that cost perceptions can be specific to students’ experiences within the course. Further, perceived cost and utility value each significantly predicted changes in academic performance, independently of one another. These findings inform future efforts at improving motivation in general chemistry courses by supporting the potential of reducing cost perceptions at the course-level and the development of interventions that target multiple motivational beliefs simultaneously.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4223–4232"},"PeriodicalIF":2.9,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277741","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

No Such Things as Sodium and Chlorine Atoms: A Debate with Copilot 没有钠原子和氯原子这样的东西：与副驾驶的辩论

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-31 DOI: 10.1021/acs.jchemed.5c00602

Abayneh Lemma*, and , Tamra Legron-Rodriguez,

{"title":"No Such Things as Sodium and Chlorine Atoms: A Debate with Copilot","authors":"Abayneh Lemma*,  and , Tamra Legron-Rodriguez, ","doi":"10.1021/acs.jchemed.5c00602","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00602","url":null,"abstract":"One can find expressions such as “building blocks of matter”, “sodium and chlorine atoms in sodium chloride”, “atoms make up all substances”, “bromine replaced chlorine atoms in SN2 substitution”, or “the number of sodium atoms in the reactant and product sides” in books, articles, and personal communications. Some argue that such expressions create obstacles for students in understanding fundamental chemistry concepts like the particulate nature of matter, colligative properties, physical and chemical changes, and more advanced topics such as emergence and supervenience. Given students’ wide use of artificial intelligence (AI) tools such as Copilot and ChatGPT, we examined the nature of expressions AI generates to such prompts and drew ontological and conceptual implications. We developed a prompting protocol and used it for a debate with Copilot. We noted that Copilot generates similar types of misleading expressions. However, as the debate continued, Copilot adjusted its responses in a more adaptive way, gradually refining its explanations. Maintaining such an adaptive correction can be challenging for students. So, it is crucial to help students develop the desired evaluative habits through course assignments and discussions.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4455–4460"},"PeriodicalIF":2.9,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277740","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

Distinguishing Three Colorations: A Designed Experiment for Chemistry Laboratory 区分三种颜色：化学实验室设计实验

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-31 DOI: 10.1021/acs.jchemed.5c00004

Dan-Qing Liu, , , Si-Yi Li, , , Jian-Jun Xie, , , Ji-Tong Xu, , , Chen-Hui Li, , , Zi-Qiang Zhu, , , Ling Chen*, , and , Jia-Wen Ye*,

{"title":"Distinguishing Three Colorations: A Designed Experiment for Chemistry Laboratory","authors":"Dan-Qing Liu, , , Si-Yi Li, , , Jian-Jun Xie, , , Ji-Tong Xu, , , Chen-Hui Li, , , Zi-Qiang Zhu, , , Ling Chen*, , and , Jia-Wen Ye*, ","doi":"10.1021/acs.jchemed.5c00004","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00004","url":null,"abstract":"The mechanisms and appearances of coloration are captivating aspects of optical science. Although university courses touch upon relevant knowledge, including pigment-based, physical, and luminescent colorations, it remains challenging for most students to distinguish between these types. This paper presents an innovative teaching experiment that combines these three types of colorations into a single substrate designed to enhance the understanding of distinct coloration mechanisms and their applications. MAF-4 (ZIF-8; chemical formula Zn(mim)2), a prototypical zinc-based metal–organic framework constructed from Zn2+ nodes and 2-methylimidazole (Hmim) linkers, is employed as the substrate of these colorations by leveraging its high porosity and crystallinity. The synthesis and characterization of submicrometer MAF-4 crystals are introduced in this course. MAF-4 photonic crystals are prepared via drop-coating. Three types of colorations can be observed in MAF-4 simultaneously. The entire experimental process is environmentally friendly and easy to operate. Designed to explore an effective pedagogical method, it demystifies confusing concepts, helping students both distinguish colorations of diverse origins and analyze problems from the appearance to the essence.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 10","pages":"4538–4545"},"PeriodicalIF":2.9,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145277739","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

Luminescent Fun with Phosphorescent Paint 发光的乐趣与磷光涂料

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-29 DOI: 10.1021/acs.jchemed.5c00110

Andreas Korn-Mueller*,

引用次数: 0

Harnessing GenAI for Higher Education: A Study of a Retrieval Augmented Generation Chatbot’s Impact on Learning 利用GenAI进行高等教育：检索增强一代聊天机器人对学习的影响研究

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-27 DOI: 10.1021/acs.jchemed.5c00113

Maung Thway, Jose Recatala-Gomez, Fun Siong Lim, Kedar Hippalgaonkar and Leonard W. T. Ng*,

{"title":"Harnessing GenAI for Higher Education: A Study of a Retrieval Augmented Generation Chatbot’s Impact on Learning","authors":"Maung Thway, Jose Recatala-Gomez, Fun Siong Lim, Kedar Hippalgaonkar and Leonard W. T. Ng*, ","doi":"10.1021/acs.jchemed.5c00113","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00113","url":null,"abstract":"Generative artificial intelligence (GenAI) and large language models (LLMs) have simultaneously opened new avenues for enhancing human learning and increased the prevalence of poor-quality information in student responses. This study introduces Professor Leodar, a custom-built, Singlish-speaking Retrieval Augmented Generation (RAG) chatbot designed to enhance materials science education by teaching computational data science skills that are essential for modern chemical research. Professor Leodar supports students in developing proficiency with statistical analysis of chemical data sets, correlation studies of materials engineering properties, and machine learning approaches to materials optimization, competencies increasingly required in contemporary chemistry practice. Deployed at Nanyang Technological University, Singapore, Professor Leodar offers personalized guidance, 24/7 availability, and contextually relevant information for materials science students transitioning from qualitative to quantitative analytical approaches. Through a mixed-methods approach, we examine the impact of Professor Leodar on learning, engagement, and exam preparedness, with 97.1% of participants reporting positive experiences. These findings help define possible roles of AI in materials science education and highlight the potential of custom GenAI chatbots for developing computational literacy in chemical sciences. Our combination of chatbot development, in-class deployment, and outcomes study offers a benchmark for GenAI educational tools addressing the field’s call for data science integration in undergraduate chemistry curricula.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3849–3857"},"PeriodicalIF":2.9,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009804","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

Clathrate Hydrate-Based Carbon Capture: A Laboratory Experiment 基于笼形物水合物的碳捕获：一个实验室实验

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-26 DOI: 10.1021/acs.jchemed.5c00629

Keita Yasuda*, and , Mion Orita,

{"title":"Clathrate Hydrate-Based Carbon Capture: A Laboratory Experiment","authors":"Keita Yasuda*,  and , Mion Orita, ","doi":"10.1021/acs.jchemed.5c00629","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00629","url":null,"abstract":"Clathrate hydrate-based carbon dioxide separation technology was applied to a laboratory experiment using a mixed gas of carbon dioxide and nitrogen. From October 2022 to August 2024, this experiment was offered to 16 groups comprising 109 second- and third-year undergraduate students. The experiment was also conducted in a high school lecture involving a total of 16 participants. To ensure safety, a glass pressure vessel enclosed in a polycarbonate casing was used at a maximum pressure of 1.5 MPa. Under low temperatures and high pressures, carbon dioxide and nitrogen reacted with a tetra-n-butylammonium aqueous solution to form clathrate hydrates, which preferentially incorporate carbon dioxide. By measuring the gas composition before and after hydrate formation, it was confirmed that carbon dioxide was consumed, thereby lowering its fraction. Based on the measured temperature, pressure, and gas-phase composition data, students tackled exercise problems requiring them to calculate the composition within the clathrate hydrates by applying the equation of state to the gas phase before and after clathrate hydrate formation. Assessment was based on written reports. An analysis employing The Revised Taxonomy verified that the experiment covered a broad spectrum of both Knowledge and Cognitive Process domains. Consequently, many students reached the learning objectives, resulting in a 93% pass rate with an average passing score of 86 out of 100.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"4102–4108"},"PeriodicalIF":2.9,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009692","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

Interdisciplinary Dialogue and Project-Based Learning: Chemistry and Design Students Collaborate on Scientific Exhibition 跨学科的对话和基于项目的学习：化学和设计专业的学生合作进行科学展览

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-26 DOI: 10.1021/acs.jchemed.5c00442

Jonathan Piard*, Lou Barreau and Matthieu Lambert,

{"title":"Interdisciplinary Dialogue and Project-Based Learning: Chemistry and Design Students Collaborate on Scientific Exhibition","authors":"Jonathan Piard*, Lou Barreau and Matthieu Lambert, ","doi":"10.1021/acs.jchemed.5c00442","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00442","url":null,"abstract":"Interdisciplinary collaborations are essential for addressing global challenges. In the field of education, interdisciplinary approaches facilitate the application of knowledge from various academic disciplines, while innovative dissemination methods, such as scientific illustration, facilitate the communication of complex topics to the general public. This work presents a project-based interdisciplinary teaching initiative. It describes the collaboration between five undergraduate students in chemistry (L3) and 12 master’s students (M2) in scientific illustration design, resulting in the creation of a scientific exhibition for the general public about luminescence processes. The project was supervised by a team of two chemistry instructors and a design educator. The exhibition, entitled “Luminescience”, comprises nine sections and employs a variety of media, including posters, videos, dioramas, interactive multimedia, and digital prints. This initiative is discussed from the perspective of chemical education as an original example of training higher education students to interdisciplinary competencies through a project-based approach. The interdisciplinary competencies and motivation were evaluated using a previously reported survey and the MUSIC (eMpowerment, Usefulness, Success, Interest, and Caring) model of motivation inventory, respectively. The project resulted in exceptionally high motivation scores, ranging from 4.29 (Usefulness) to 4.88 (Caring) on a 6-point scale, alongside significant gains in interdisciplinary competencies─specifically in group collaboration and appreciation of interdisciplinary dialogue─among students from both chemistry and design disciplines, with scores ranging from 3.94 to 5.00 on the same scale. These encouraging results demonstrate the efficacy of collaborative endeavors between students of chemistry and design, thereby paving the way for further forms of collaboration and alternative project outcomes.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3945–3954"},"PeriodicalIF":2.9,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009629","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 Novel Drug–Protein Interaction Display Platform (DIDP) for Undergraduate Medicinal Chemistry Education 面向本科药物化学教学的药物-蛋白相互作用展示平台(DIDP

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-26 DOI: 10.1021/acs.jchemed.5c00499

Ming Liu, Jie Yang, Yi Yuan, Jiaxiong Kang, Mouxin Huang, Rong Zeng, Yi Wang*, Jing Gu* and Qin Ouyang*,

引用次数: 0

A Review of Teaching Experimental Design in Chemistry 化学实验设计教学述评

IF 2.9 3区教育学

Journal of Chemical Education Pub Date : 2025-08-25 DOI: 10.1021/acs.jchemed.5c00529

Saule Zhunissova*, Leilya Zhussupova, Gulmira Abyzbekova and Gulzhan Balykbayeva,

{"title":"A Review of Teaching Experimental Design in Chemistry","authors":"Saule Zhunissova*, Leilya Zhussupova, Gulmira Abyzbekova and Gulzhan Balykbayeva, ","doi":"10.1021/acs.jchemed.5c00529","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00529","url":null,"abstract":"This systematic literature review examines how experimental design is taught in chemistry education by using the PRISMA 2020 methodology. The review aims to identify research trends, analyze pedagogical approaches, and examine the pedagogical strategies and methods employed in this process, particularly concerning the preparation of future chemistry teachers. A search using the phrase “Teaching Design in Chemistry” was conducted in the Scopus database for the period from 2015 to 2024. After the inclusion and exclusion criteria were applied, 22 articles were selected for analysis. A combination of a priori and inductive coding identified key characteristics of the publications as well as educational levels, disciplines, and pedagogical strategies employed for teaching experimental design. The analysis revealed an increase in the number of publications after 2021, predominantly in North America and Europe, with a focus on university-level general and analytical chemistry courses. The main teaching strategies identified include inquiry-based learning, problem-based learning, project-based learning, and digital technologies. The review also identified several gaps, including the limited integration of experimental design instruction in both teacher education and school chemistry curricula and the dominance of short-term initiatives that hinder systematic implementation. Limitations of this review include the use of a single database (Scopus) and the restriction to publications in English and Russian. The findings emphasize the need for long-term specialized courses on experimental design that incorporate practical assignments and research projects as well as further research to create effective pedagogical strategies and enhance teacher professional development.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3817–3827"},"PeriodicalIF":2.9,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009839","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