Journal of Chemical Education最新文献

{"title":"Intelligent Chemical Synthesis in an Undergraduate Teaching Laboratory: Continuous Flow Synthesis of SNAr Reaction with Automated Robot-Assisted Condition Screening","authors":"Wenzhuo Xu,&nbsp;Haiyang Wang,&nbsp;Fujun Li,&nbsp;Leiyun Zhong,&nbsp;Wenbo Yang,&nbsp;Wenfeng Jiang,&nbsp;Shengyang Tao* and Lijing Zhang*,&nbsp;","doi":"10.1021/acs.jchemed.4c01072","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01072","url":null,"abstract":"<p >An integrated undergraduate teaching laboratory experiment was developed by applying an automated robot, a 48-well plate, and continuous flow chemistry in a typical S_NAr reaction. This experiment involved the concepts of green chemistry, homogeneous reaction, continuous flow chemistry and intelligent chemistry, encouraging students to determine the optimal flow synthesis conditions independently. By engaging in this experiment, students gain hands-on experience with modern chemical engineering practices and learn to appreciate the efficiency and sustainability of continuous flow processes.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"4033–4038"},"PeriodicalIF":2.9,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009679","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":"Enhancing University Instrumental Analytical Chemistry Education with HPLC Simulator-Based Activities","authors":"Christian Byrne*,&nbsp;","doi":"10.1021/acs.jchemed.5c00524","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00524","url":null,"abstract":"<p >The Instrumental Analytical Chemistry course, taught in the fifth semester across several programs at the Faculty of Exact Sciences of the National University of La Plata, places a significant emphasis on high-performance liquid chromatography (HPLC). This versatile analytical technique is essential for the separation, identification, and quantification of compounds in various matrices with widespread applications spanning analytical chemistry, biochemistry, pharmaceuticals, forensics, environmental science, and the food industry. Despite its importance, practical HPLC training faces challenges related to the expense of instrumentation and consumables, the significant time investment required for experiments, and the technical expertise needed for operation. To address these limitations, simulation software offers an effective approach to teaching the fundamental concepts of HPLC and demonstrating the influence of different variables on chromatographic separations. This study explores the use of the freely available Practical HPLC simulator v1.0 as a supplementary tool for hands-on HPLC activities in the regular curriculum. The pedagogical framework for the designed activities is Kolb’s experiential learning theory, which guides a sequence involving an introductory session on the simulator’s features and capabilities, followed by teacher-led group simulations and an evaluation of learning through individual and group problem-solving tasks. Initial findings from the implementation of the HPLC simulator indicate a notable enhancement in students’ comprehension of the foundational principles of the technique. Furthermore, the simulator enriches practical HPLC exercises by providing clearer explanations, improving knowledge retention via practical engagement and increasing student motivation and interest, thereby fostering greater participation. In conclusion, this innovation offers a valuable and flexible tool for the comprehensive training of students by integrating theoretical knowledge, practical application, and problem-solving skills. Consequently, this initiative presents a significant opportunity to optimize student education in liquid chromatography, more effectively equipping students for future academic and professional endeavors.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"4073–4079"},"PeriodicalIF":2.9,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009678","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":"Design and Implementation of a General Chemistry Course that Promotes AI Use","authors":"Ted M. Clark*,&nbsp; and ,&nbsp;Nicolas Tafini,&nbsp;","doi":"10.1021/acs.jchemed.5c00728","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00728","url":null,"abstract":"<p >As generative AI tools become widely accessible, instructors may face uncertainty about how to respond. This review describes how a large-enrollment general chemistry course was adapted to promote AI use through intentional instructional design. The course featured early framing of AI use, in-class modeling of prompting strategies, AI-compatible practice resources, and regular reflection. These elements were designed to promote intentional, ethical, and metacognitive engagement with AI. Student interviews conducted at the end of the semester offer illustrative insights into how learners responded to the course structure, highlighting shifts from transactional to generative AI use. This grounded example offers a model for promoting AI use in STEM classrooms and provides practical strategies and instructional resources for instructors seeking to integrate AI in pedagogically meaningful ways.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"4017–4023"},"PeriodicalIF":2.9,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009673","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":"Reimagining Advanced Chemistry Education: A Community-based Approach to Course Design for Modern Learners","authors":"Matthew A. Horwitz*,&nbsp;Reem Al-Ahmad,&nbsp;Xingfeng Bai,&nbsp;Matteo Balletti,&nbsp;Peter Bellotti,&nbsp;Yael Ben-Tal,&nbsp;Mark W. Campbell,&nbsp;Kathleen Cheasty,&nbsp;Steven W. M. Crossley,&nbsp;Craig S. Day,&nbsp;Patrick J. Deneny,&nbsp;Katherine C. Forbes,&nbsp;Emma S. Gogarnoiu,&nbsp;Phillip S. Grant,&nbsp;Riya Halder,&nbsp;Georgia R. Harris,&nbsp;Pol Hernández-Lladó,&nbsp;Morgan Jouanneau,&nbsp;Vera Jost,&nbsp;Dennis A. Kutateladze,&nbsp;Gabriele Laudadio,&nbsp;Chun Liu,&nbsp;Aidan P. Looby,&nbsp;Aitor Maestro,&nbsp;Terry McCallum,&nbsp;Maximilian D. Palkowitz,&nbsp;Joshua M. Paolillo,&nbsp;Matthew W. D. Perry,&nbsp;Julia C. Reisenbauer,&nbsp;Cesar Reyes,&nbsp;Hayden A. Sharma,&nbsp;Fu Kit Sheong,&nbsp;Benjamin Thoma,&nbsp;Andrew V. Tran,&nbsp;Duc N. Tran,&nbsp;Francisco José Aguilar Troyano,&nbsp;Thomas Verheyen,&nbsp;Mark P. Walsh,&nbsp;Alicia Wagner,&nbsp;Emily R. Wearing and Georg Wuitschik,&nbsp;","doi":"10.1021/acs.jchemed.5c00555","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00555","url":null,"abstract":"<p >Chemistry education at the graduate level and beyond faces the formidable challenge of a boundless and constantly expanding frontier of knowledge on many fronts. While modern learners have an increasingly broad range of resources available at their disposal (including open access text-based references, online videos, training problems, and other digital learning materials), there are comparatively fewer such materials aimed at the highest levels of study. With the goal of producing widely accessible graduate-level learning content, we created a community-based approach to online course design that is easily digestible to meet the expectations of modern learners. Herein, we report the development of an open access Advanced Organic Chemistry video-based online course and several other specialized minicourses using the Synthesis Workshop YouTube channel.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3777–3783"},"PeriodicalIF":2.9,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009660","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":"Reactions Match: A Digital and Physical Card Game for Enhancing Student Mastery of Organic Reactions","authors":"José Nunes da Silva Júnior*,&nbsp;Antonio José Melo Leite Junior,&nbsp;Jean-Yves Winum and Andrea Basso,&nbsp;","doi":"10.1021/acs.jchemed.5c00660","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00660","url":null,"abstract":"<p >This report provides information about <i>Reactions Match</i>, a digital and physical multilingual (English, Italian, Portuguese, and French) card game, which covers the functional groups’ main reactions and can be played face-to-face or remotely. Twenty-two Chemistry undergraduate students enrolled in the Organic Chemistry II course played the digital game face-to-face to review concepts related to organic reactions, promoting social interaction among them. The evaluation of the game revealed that student opinions were very positive regarding its usability, gameplay, layout, and content. A UES (user engagement scale) score of 4.13 (out of 5) among 22 chemistry students carrying out an activity with the game indicated high engagement, consistent with prior studies on game-based learning’s role in enhancing motivation and learning outcomes. The game offers an engaging alternative to traditional learning methods in organic chemistry, which can be used as a complementary educational tool.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"4147–4151"},"PeriodicalIF":2.9,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009676","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 Snapshot of UK Prelab Practices and Instructor Perceptions of their Purpose and Effective Design","authors":"Cristina Navarro,&nbsp;Benjamin E. Arenas,&nbsp;Mairi F. Haddow,&nbsp;Anna J. Kirkham and Patrick I. T. Thomson*,&nbsp;","doi":"10.1021/acs.jchemed.5c00321","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00321","url":null,"abstract":"<p >Prelaboratory exercises are a widely used and powerful method of supporting and maximizing laboratory learning. In this work, we took a snapshot of current prelab practices in the United Kingdom by surveying instructors responsible for running lab courses. We found that prelabs very often took the form of three core activities of “read the manual, watch the video, do the questions”, with about half additionally employing digital lab simulations and a marked decline in traditional prelab practices of live demonstrations or formal lectures. We also investigated the factors that influence prelab design, the challenges of designing or using prelabs, and what instructors felt the purpose of a prelab was. Main challenges were seen as lack of time or resources to design consistent, effective prelabs, and difficulty in ensuring meaningful engagement from students. Instructors felt that prelabs had a number of purposes, such as improving operation of a lab itself or improving students’ learning and affective outcomes by reducing stress or anxiety.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3893–3900"},"PeriodicalIF":2.9,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.5c00321","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009680","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":"Introducing Data-Driven Materials Informatics into Undergraduate Courses through a Polymer Science Workshop","authors":"Mona Amrihesari,&nbsp; and ,&nbsp;Blair Brettmann*,&nbsp;","doi":"10.1021/acs.jchemed.5c00562","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00562","url":null,"abstract":"<p >With the rapid growth of artificial intelligence and machine learning across scientific disciplines from materials discovery to data-driven problem solving, there is increasing opportunity to integrate these tools into a broad range of applications. Successful adoption of these approaches in research can be enhanced by foundational exposure during undergraduate education. The objective of this study is to introduce fundamental machine learning concepts to undergraduate students through a hands-on, application-focused workshop during a polymer science and engineering course. Students were guided through key steps of the machine learning workflow, including data cleaning, model training, performance evaluation, and result interpretation, using a polymer solubility data set generated via visual inspection. The effectiveness of the workshop was assessed through pre- and postworkshop student surveys, which indicated a measurable improvement in students’ understanding and confidence in applying machine learning techniques. The integration of this workshop into a materials course introduces the students to the new concepts while extending the application of the course material.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3972–3981"},"PeriodicalIF":2.9,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.5c00562","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009677","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":"Development of a Safe, Scalable, Course-Based Undergraduate Research Experience for Analytical Chemistry: The μCURE Project","authors":"Kimberley A. Frederick*,&nbsp;Maury E. Howard,&nbsp;Kelly Y. Neiles,&nbsp;Daniel F. Scott and Rebecca A. Hunter*,&nbsp;","doi":"10.1021/acs.jchemed.5c00809","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00809","url":null,"abstract":"<p >Course-based undergraduate research experiences (CUREs) can have many positive effects on students’ learning and sense of self-efficacy. We have developed a networked CURE between four different institutions designed for courses in analytical chemistry that focuses on the process of adapting published solution-phase colorimetric assays into microfluidic paper analytical devices (μPAD) assays. We used a backward design process to develop 5 scaffolded learning outcomes: (1) identify and assess relevant literature sources, (2) propose a viable experimental plan to answer a well-defined scientific question based on literature information and experimental results, (3) apply appropriate methods of data analysis to interpret experimental results, (4) evaluate multiple pieces of experimental data to support conclusions, and (5) contribute to a team by working collaboratively toward common goals. Students begin the project by completing a literature search assignment to identify a published colorimetric assay they plan to adapt. They then write a proposal which identifies their analyte, sample of interest, and the figures of merit required for successful sample analysis using their μPAD. During the 3–5 weeks of laboratory work, students conduct their experiments, and each week evaluate the significance of their data and propose an experimental plan for the upcoming week. At the end of the μCURE project, students present their results in a joint, asynchronous poster session. Student artifacts are assessed for evidence of particular skills using rubrics from the Enhancing Learning by Improving Process Skills in STEM (ELIPSS) Project. Scores on the rubrics indicate partial to full attainment of each of the five learning outcomes.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"4024–4032"},"PeriodicalIF":2.9,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.5c00809","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009659","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":"Exploring the Role of Dialogue and Technology in Students’ Development and Utilization of Representations in Chemistry","authors":"Fatma Yaman*,&nbsp; and ,&nbsp;Brian Hand,&nbsp;","doi":"10.1021/acs.jchemed.4c01523","DOIUrl":"https://doi.org/10.1021/acs.jchemed.4c01523","url":null,"abstract":"<p >This study investigates how preservice science teachers (PSTs) develop and utilize representations in chemistry when they engage in argument-based inquiry environments using the Science Writing Heuristic (SWH) approach. The data-transformation variant of convergent design, which is a particular form of mixed method research, was used in the study. There were three studies: minimal dialogue (SWH-MD), rich dialogue (SWH-RD) and rich dialogue with technology (SWH-RDT). The participants consisted of 32 PSTs (3 for the first study, 9 for the second study, and 20 for the third study) who enrolled in the Chemistry 1 course in different years and participated in 10 activities over one semester. A total of 320 SWH lab reports were analyzed: 30 in the first study, 90 in the second study, and 200 in the third study. Each of the PSTs’ laboratory reports were analyzed considering multiple levels of representations utilized (macroscopic, microscopic, symbolic and algebraic), and the SWH components (design, observation, claim, evidence, and reflection). The results highlighted that the PSTs’ representational competency increased over time in all studies. As studies shifted from minimal dialogue to rich dialogue with technology, PSTs started using more connected and different types of representations. Even though there is no difference when using technology in the total percentage of representations use, the results show that PSTs use the microscopic level in a more connected way, earlier in time (such as development phase) and throughout the components of the SWH approach.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"3793–3806"},"PeriodicalIF":2.9,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009651","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":"Capturing Solid-Phase Extraction Concepts by the Naked Eye: An Undergraduate Laboratory Experiment","authors":"Irene Caño-Carrillo,&nbsp;Alfonso Fernández-García,&nbsp;Priscilla Rocío-Bautista,&nbsp;Andrés J. Rascón,&nbsp;Antonio Molina-Díaz and Juan F. García-Reyes*,&nbsp;","doi":"10.1021/acs.jchemed.5c00595","DOIUrl":"https://doi.org/10.1021/acs.jchemed.5c00595","url":null,"abstract":"<p >Solid-phase extraction (SPE) is a widely used sample treatment method for extraction, preconcentration, and cleanup of liquid samples, based on similar principles of chromatographic methods. In this experiment, we propose the use of food dyes to assist the acquisition of the main theoretical and practical aspects of SPE. Various experiments were implemented in a laboratory session to teach the concepts and techniques of cartridge conditioning, sample load, and sample elution, together with key concepts such as breakthrough volume and recovery rates. The use of food dyes represents a straightforward approach that fostered the acquisition of the basic principles of SPE in particular and chromatographic methods in general. Simple spectrophotometric measurements allowed the rapid calculation of recovery rates and the visualization of breakthrough volume curves. Among the concepts addressed and put into practice in this laboratory session are (i) describe the principles and experimental setup of SPE as applied to analyte extraction, preconcentration, and purification; (ii) apply chromatographic concepts such as retention and elution in the context of SPE; (iii) identify potential analyte losses during sample preparation and propose strategies to minimize them; (iv) interpret breakthrough volume curves to assess cartridge performance; (v) perform quantitative analysis and calculate recovery rates using UV–vis spectrophotometric data. The main innovation of this study lies in its emphasis on enhancing students’ understanding of the theoretical principles underlying each stage of the SPE technique, unlike most published studies, which focus on explaining the fundamentals of column liquid chromatography. This was achieved through the use of the intrinsic color properties of the analytes as a visual and didactic tool. At the same time, the study also connects laboratory-based experiments with real-world applications, emphasizing the practical relevance of the technique.</p>","PeriodicalId":43,"journal":{"name":"Journal of Chemical Education","volume":"102 9","pages":"4087–4094"},"PeriodicalIF":2.9,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.5c00595","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145009647","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}