Journal of Chemical Education最新文献_第6页

Cat Litter Evaluation for Its Ammonia Adsorption Capacity 猫砂对氨吸附性能的评价

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2025-04-03 DOI: 10.1021/acs.jchemed.4c0140410.1021/acs.jchemed.4c01404

Carlos-Alexander Trujillo*, and , Juan Diego Dimas-Correa,

引用次数: 0

Ultrafast Synthesis of Moclobemide via Free Radicals: An Integral Activity in the Heterocyclic Chemistry Lab 自由基超快合成莫氯比胺：杂环化学实验室的一个整体活性

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2025-04-02 DOI: 10.1021/acs.jchemed.4c0107710.1021/acs.jchemed.4c01077

Elizabeth Carmona-Quintana, Josué Rodríguez-Lozada, Angel Zamudio-Medina* and Marco Franco-Pérez*,

{"title":"Ultrafast Synthesis of Moclobemide via Free Radicals: An Integral Activity in the Heterocyclic Chemistry Lab","authors":"Elizabeth Carmona-Quintana, Josué Rodríguez-Lozada, Angel Zamudio-Medina* and Marco Franco-Pérez*, ","doi":"10.1021/acs.jchemed.4c0107710.1021/acs.jchemed.4c01077","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01077https://doi.org/10.1021/acs.jchemed.4c01077","url":null,"abstract":"In this work, we present a novel strategy for the synthesis of the widely used antidepressant moclobemide, suitable for implementation in any organic chemistry teaching laboratory. This procedure not only significantly outperforms existing synthetic methods described in the literature but also enables students to understand and manipulate crucial steps in a synthetic route, demonstrating how fundamental chemical concepts can optimize well-established synthetic techniques, potentially influencing industrial practices. Our approach leverages early stage free radical formation to drive a two-step bond cleavage-formation process, proving more energetically efficient than the conventional addition–elimination mechanism typically involved in this synthesis. These modifications not only reduce the reaction time but also increase the yield, achieving up to 90% in just 5 min. Free radicals were generated using a commercially available UV–visible lamp, ensuring the method’s simplicity and cost-effectiveness for widespread adoption in any laboratory setting. The purity and structure of the obtained product were confirmed by 1H and 13C nuclear magnetic resonance experiments, mass spectrometry (DART method) measurements, and melting point analysis.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2020–2025 2020–2025"},"PeriodicalIF":2.5,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933728","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

Loading Biomass-Derived Coatings on Carbon Steel Using Layer-by-Layer Self-Assembly: An Undergraduate Laboratory for Teaching Sustainable Metal Corrosion Prevention Strategy 利用逐层自组装在碳钢上加载生物质衍生涂层：一个教授可持续金属防腐蚀策略的本科实验室

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2025-04-02 DOI: 10.1021/acs.jchemed.4c0139410.1021/acs.jchemed.4c01394

Yan Zhao, Lan Bai*, Xinrui Xiao, Yuhang Wei and Chaoran Li,

{"title":"Loading Biomass-Derived Coatings on Carbon Steel Using Layer-by-Layer Self-Assembly: An Undergraduate Laboratory for Teaching Sustainable Metal Corrosion Prevention Strategy","authors":"Yan Zhao, Lan Bai*, Xinrui Xiao, Yuhang Wei and Chaoran Li, ","doi":"10.1021/acs.jchemed.4c0139410.1021/acs.jchemed.4c01394","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01394https://doi.org/10.1021/acs.jchemed.4c01394","url":null,"abstract":"Metal corrosion is a common electrochemical process that can result in serious safety risks and property damage. Teaching students how to prevent metal corrosion in undergraduate experiments might help them become more adept at applying their chemical knowledge to solving real-world problems. In this work, we report a novel multidisciplinary electrochemical experiment that uses biomass-derived tannic acid (TA) and chitosan (CS) as anticorrosive compounds. TA and CS are alternately deposited on the surface of a carbon steel sheet to form a supramolecular coating by using a molecular Layer-by-Layer (LbL) self-assembly technique. The polarization curves of the samples before and after coating are measured, and the corrosion potential (Ecorr) and corrosion current (Icorr) obtained by a Tafel extrapolation method are used to determine the corrosion protection efficiency. The use of TA and CS avoids the environmental hazards connected with traditional inorganic chromium and organic polymer anticorrosive coatings and teaches the notion of sustainability to students in chemistry experiments. Additionally, students do a practical study using their basic knowledge to investigate how different LbL situations affect corrosion protection. Furthermore, since the simplified experimental activity can be conducted at home, a larger audience is reached to help introduce and promote green corrosion protection.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2063–2069 2063–2069"},"PeriodicalIF":2.5,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933738","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

Ensuring We Assess What We Value in Laboratory Work 确保我们在实验室工作中评估我们的价值

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2025-04-02 DOI: 10.1021/acs.jchemed.4c0140710.1021/acs.jchemed.4c01407

Andrew J. Seen*,

{"title":"Ensuring We Assess What We Value in Laboratory Work","authors":"Andrew J. Seen*, ","doi":"10.1021/acs.jchemed.4c0140710.1021/acs.jchemed.4c01407","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01407https://doi.org/10.1021/acs.jchemed.4c01407","url":null,"abstract":"Learning how to do chemistry is a valued goal for students undertaking laboratory work in university chemistry degrees; however, in many cases, it is not the student’s laboratory work that is assessed but a report that could just as easily be written using data supplied by the course coordinator. Building on recent work establishing the use of chemistry learning outcomes in course evaluations, a framework for evaluating what we assess in chemistry laboratory work was formulated and tested. Not surprisingly, application of the framework identified a lack of Direct Assessment of Practical Skills (DAPS), but its application can act as a catalyst for faculty to reflect on their assessments of laboratory work and, where necessary, implement in-lab assessments. Based on the Australian Chemistry Threshold Learning Outcomes, the chemistry practical learning outcomes within this framework can be easily aligned with course requirements in other regions (e.g., ACS Guidelines for Undergraduate Chemistry Programs or RSC Accreditation of degree programs), thus providing a universally applicable framework.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2172–2176 2172–2176"},"PeriodicalIF":2.5,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934124","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

Beer’s Law and a Bubble Wall: Designing an Innovative Undergraduate Lab with Analytical Chemistry’s Most Common Equation 比尔定律和气泡墙：用分析化学最常见的方程设计一个创新的本科生实验室

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2025-04-02 DOI: 10.1021/acs.jchemed.4c0108110.1021/acs.jchemed.4c01081

Lynn E. Krushinski, Brady R. Layman, Thomas B. Clarke, Cristian A. Blanco-Combariza, Alzahraa M. Eldeeb and Jeffrey E. Dick*,

{"title":"Beer’s Law and a Bubble Wall: Designing an Innovative Undergraduate Lab with Analytical Chemistry’s Most Common Equation","authors":"Lynn E. Krushinski, Brady R. Layman, Thomas B. Clarke, Cristian A. Blanco-Combariza, Alzahraa M. Eldeeb and Jeffrey E. Dick*, ","doi":"10.1021/acs.jchemed.4c0108110.1021/acs.jchemed.4c01081","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01081https://doi.org/10.1021/acs.jchemed.4c01081","url":null,"abstract":"While bubbles may have captured our attention as children, there are still rich pedagogical benefits that can be gleaned by examining the beloved bubble wands that made these colorful, floating balloons. Specifically, students can answer the question “how thick is a bubble wall?” by conducting a new type of analysis using the Beer–Lambert law. Here, students still create a calibration curve to extract the molar absorptivity coefficient of a known analyte; however, they then make an absorbance measurement through the soap film of a bubble wand─not a cuvette─of known analyte concentration and solve for the path length (i.e., the bubble wall’s thickness). This novel way of presenting Beer’s law and UV–vis absorption spectroscopy demonstrated positive pedagogical impact, as indicated by responses to a postlab questionnaire. Further, as surfactant-based systems have interesting applications in sensing, chemical engineering, and diverse industries, this experimental design involving bubbles helps students develop important critical thinking skills and introduces them to wide-ranging analytical and industrial applications.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1874–1881 1874–1881"},"PeriodicalIF":2.5,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933729","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

Trajectories of Weekly Interest, Competence Beliefs, and Belonging in a General Chemistry Course 普通化学课程每周兴趣、能力信念与归属感的轨迹

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2025-04-01 DOI: 10.1021/acs.jchemed.4c0135910.1021/acs.jchemed.4c01359

Patrick N. Beymer*, Heather Putman, Kitley A. Kern, Daniel C. Waddell and Megan E. Bucks,

{"title":"Trajectories of Weekly Interest, Competence Beliefs, and Belonging in a General Chemistry Course","authors":"Patrick N. Beymer*, Heather Putman, Kitley A. Kern, Daniel C. Waddell and Megan E. Bucks, ","doi":"10.1021/acs.jchemed.4c0135910.1021/acs.jchemed.4c01359","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01359https://doi.org/10.1021/acs.jchemed.4c01359","url":null,"abstract":"Using an intensive longitudinal design, we examined the development of students’ weekly interest, competence beliefs, and belonging across a single semester of general chemistry 1 (N = 694). We also examined race, gender, first-generation status, and the modality of viewing lectures as predictors and final chemistry interest, final exam scores, and persistence to general chemistry 2 as outcomes. Latent growth curve models indicated declines in all three weekly motivational beliefs. Next, we found that students who always viewed the lectures in-person, compared to those who sometimes viewed the lecture online and sometimes in-person, had higher initial levels of weekly interest and had slower declines in competence beliefs. Women had lower initial levels of weekly belonging, but slower declines throughout the semester compared to men. Students who reported higher initial weekly interest, competence beliefs, and belonging, and who had slower declines in those beliefs reported higher final chemistry interest. Those with higher initial levels of weekly interest and belonging and those with slower declines in competence beliefs and belonging had higher final exam scores. Finally, those with slower declines in weekly interest, competence beliefs, and belonging were more likely to persist to general chemistry 2. Results suggest that individual factors like gender and lecture modality significantly predicted motivational beliefs. Additionally, these motivational beliefs are strong predictors of academic outcomes, including final exam scores and persistence in the course sequence.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1776–1787 1776–1787"},"PeriodicalIF":2.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933647","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

Just Inquire: A Weekly Homework Assignment Helping Students Make Connections between Chemistry and Everyday Life 只要询问：每周家庭作业帮助学生建立化学和日常生活之间的联系

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2025-04-01 DOI: 10.1021/acs.jchemed.5c0013610.1021/acs.jchemed.5c00136

Ariel E. Vaughn*,

{"title":"Just Inquire: A Weekly Homework Assignment Helping Students Make Connections between Chemistry and Everyday Life","authors":"Ariel E. Vaughn*, ","doi":"10.1021/acs.jchemed.5c0013610.1021/acs.jchemed.5c00136","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00136https://doi.org/10.1021/acs.jchemed.5c00136","url":null,"abstract":"The disconnect between real-world applications of science and what is traditionally taught in science classrooms is a known issue. If students do not understand the point of the science they are learning, it is more difficult to see themselves as scientists in this field. Homework assignments are one way to help bridge this disconnect. Here we describe the design and implementation of a simple weekly homework assignment to help students recognize chemistry as a phenomenon happening in the world around them, beyond the classroom. In the assignment, students were asked weekly “How have you observed chemistry outside of class this week?” The assignment was successfully implemented in first semester General Chemistry at two institutions. Institution 1 was a private college with a significantly different demographic background of students compared to Institution 2, a public Hispanic Serving Institution. We evaluated the assignment using a pre- and post-survey and statistically analyzed the results. In the post-survey at both institutions, the number of students who identified chemistry as a phenomenon that they witnessed within the last week outside of the classroom increased. The change in percentage for this number was meaningfully larger for the students at Institution 2. These data suggest that institutional context and possibly students prior experience in STEM may play a role in the differential impact of the assignment. Our findings show that the implementation of this assignment helped students identify chemistry as a phenomenon happening outside of the classroom.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2215–2220 2215–2220"},"PeriodicalIF":2.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.5c00136","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933644","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

The LUNTIAN Project: Strengthening Collaboration and Sustainability Mindset in the Academic Community through Green Chemistry Integration 伦天项目：通过绿色化学整合加强学术界的协作和可持续发展理念

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2025-04-01 DOI: 10.1021/acs.jchemed.4c0138010.1021/acs.jchemed.4c01380

Joevi Jhun A. Idul*, Angelo Mark P. Walag, Quenie Mariel I. Jaculbe, Nuela S. Lucine, Mildred D. Canama, Marites P. Suico, Michelle D. Galve, Catherine L. Sayson and Kesley Zoe D. Santiago,

{"title":"The LUNTIAN Project: Strengthening Collaboration and Sustainability Mindset in the Academic Community through Green Chemistry Integration","authors":"Joevi Jhun A. Idul*, Angelo Mark P. Walag, Quenie Mariel I. Jaculbe, Nuela S. Lucine, Mildred D. Canama, Marites P. Suico, Michelle D. Galve, Catherine L. Sayson and Kesley Zoe D. Santiago, ","doi":"10.1021/acs.jchemed.4c0138010.1021/acs.jchemed.4c01380","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01380https://doi.org/10.1021/acs.jchemed.4c01380","url":null,"abstract":"Integrating green chemistry (GC) into the classroom is a crucial step toward building a sustainable future. Through this, the classroom becomes an avenue to tackle environmental issues, foster collaboration, and link theoretical aspects to real-world applications such as sustainability. While GC is realized into many higher education institutions, there is a gap in its inclusion in the secondary curriculum. Notably, a significant percentage of high school science teachers are not knowledgeable enough to deliver these concepts into the classroom. To address these deficiencies, this study designed and implemented a teacher-training program called “The Luntian Project” to introduce GC principles and explore ways on how to deliver GC concepts by incorporating these to chemistry learning materials. Through a phenomenological research, this study described the experiences of both teachers and learners on the implementation of the project and how it positively influenced their perceptions toward sustainability. Findings revealed that the positive experiences of the teachers brought about by the project paved the way for positive outcomes for their learners. Through collaborative participation, both teachers and learners displayed a deeper understanding of GC and its role in promoting environmental sustainability. The project did not fail to underscore that teachers are not only conveyors of knowledge but also exemplars of responsible environmental stewardship among their learners and fellow educators. Consequently, the learners further realized their potential to make a positive impact on the environment through education, research, innovation, and involvement in sustainability initiatives.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"1918–1932 1918–1932"},"PeriodicalIF":2.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933635","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

Using Prequestioning as a Hands-On Activity to Support Undergraduate Student Learning 运用预问作为实践活动支持大学生学习

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2025-04-01 DOI: 10.1021/acs.jchemed.4c0140510.1021/acs.jchemed.4c01405

Steven C. Pan*, Jia Yi Han and Fun Man Fung*,

{"title":"Using Prequestioning as a Hands-On Activity to Support Undergraduate Student Learning","authors":"Steven C. Pan*, Jia Yi Han and Fun Man Fung*, ","doi":"10.1021/acs.jchemed.4c0140510.1021/acs.jchemed.4c01405","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01405https://doi.org/10.1021/acs.jchemed.4c01405","url":null,"abstract":"Prequestioning is a learning strategy that involves taking practice tests on to-be-learned information, followed by studying the correct answers. Despite promising results in laboratory studies, it has rarely been examined in authentic educational settings. In this activity, we implemented prequestioning as an interactive, hands-on activity in a small undergraduate environmental chemistry course. Across 10 lecture sessions, the instructor administered four prequestions targeting concepts to be covered in the upcoming lecture. Students attempted to guess the answers to each question before the lecturer presented the correct answers. On assessments occurring during the next lecture session, there was evidence of a prequestioning effect, that is, better performance on questions targeting prequestioned concepts versus non-prequestioned concepts, in most cases. The observed benefit of prequestioning highlights the potential utility of this strategy as a useful and affordable activity for enhancing learning in undergraduate chemistry and other similar courses.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 5","pages":"2197–2204 2197–2204"},"PeriodicalIF":2.5,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143933646","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

ChemiBold: A Dynamic and Competitive Game for Learning Basic Functional Groups in Organic Chemistry ChemiBold：一个学习有机化学基本官能团的动态竞争游戏

IF 2.5 3区教育学

Journal of Chemical Education Pub Date : 2025-03-27 DOI: 10.1021/acs.jchemed.4c0144910.1021/acs.jchemed.4c01449

Andrea Santiago, Lizbeth Rodríguez, Héctor García-Ortega, Antonio Reina* and Miguel Reina*,

{"title":"ChemiBold: A Dynamic and Competitive Game for Learning Basic Functional Groups in Organic Chemistry","authors":"Andrea Santiago, Lizbeth Rodríguez, Héctor García-Ortega, Antonio Reina* and Miguel Reina*, ","doi":"10.1021/acs.jchemed.4c0144910.1021/acs.jchemed.4c01449","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01449https://doi.org/10.1021/acs.jchemed.4c01449","url":null,"abstract":"“ChemiBold” was created as a didactic trilingual card game (English, French and Spanish). The general aim of the game is for the players to learn to identify 11 functional groups, as well as to learn additional information about each substance displayed on each card’s reverse side. In “ChemiBold”, teams of two players aim to collect compound cards that match the functional groups from two dice that are thrown by the game master in each round. Each correctly identified functional group per card is awarded one point to the team. The team with the highest point count wins the game once there are no more cards on the table. To measure the impact of the game on student learning, it was tested on 67 undergraduate students from the Facultad de Quı́mica at the Universidad Nacional Autónoma de México (UNAM). To accomplish this, quizzes to evaluate student’s proficiency in the identification of the 11 functional groups targeted in “ChemiBold” were performed before and after playing the game. Through this, it was possible to statistically observe an improvement in the identification of functional groups among the participating students. Taking this into account as well as the survey results obtained regarding playability, content, and usefulness, the initiative was deemed successful as a tool for introductory teaching of functional groups.","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 4","pages":"1536–1545 1536–1545"},"PeriodicalIF":2.5,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.4c01449","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143790291","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