检索结果-内蒙古大学图书馆

An R Shiny Application for Visualizing the Radial Distribution Functions of Hydrogen-Like Atoms

JOURNAL OF CHEMICAL EDUCATION 2025年第2期102卷 857-860页

作者： Rachek, Marisa Wilson, Benjamin P. Univ Tampa Dept Chem & Biochem Tampa FL 33606 USA

The radial distribution functions of the hydrogen atom are discussed as an overview in General Chemistry courses and examined in detail in Physical Chemistry. While every relevant textbook has quality figures to aid students in grasping the underlying theory, gaps in understanding the connection between mathematical functions and orbital diagrams may be partially corrected by improved instructional tools. Presented here is an R Shiny application that dynamically calculates the associated Laguerre polynomial and the radial function for every orbital from 1s to 7i based on user input for the first four hydrogen-like atoms. Plots are then produced with gglot2 of the radial function, R nl(r), the radial function squared, R nl(r)2, and the normalized radial distribution function, 4 pi r 2x R nl(r)2, with the ability to change the range of r values of the three plots. The trapezoidal integration method within the pracma package is used to solve for the electron probability within a user-defined region of the third plot. The result of the integration is then included in the plot as a shaded area under the curve to clarify the significance of the distribution function. This technology report includes suggested problem sets to assist instructors in lower and upper division chemistry courses utilizing the application to enhance student outcomes in quantum chemistry.

关键词： First-year Undergraduate/General Upper-Division Undergraduate Physical Chemistry internet/web-based learning Atomic Properties/Structure Quantum Chemistry

来源：评论

学校读者我要写书评

暂无评论

Can ChatGPT Enhance Chemistry Laboratory Teaching? Using Prompt Engineering to Enable AI in Generating Laboratory Activities

引用

JOURNAL OF CHEMICAL EDUCATION 2024年第5期101卷 1858-1864页

作者： Araujo, Jose Luis Saude, Isabel Univ Aveiro Dept Educ & Psychol Open Lab Sci Educ Res Ctr Didact & Technol Educ Trainers CIDTFF P-3810193 Aveiro Portugal Univ Porto Fac Sci Dept Chem & Biochem Sci Educ UnitCIQUPIMS P-4169007 Porto Portugal

The rapid evolution of Artificial Intelligence (AI) is profoundly shaping our society. Among various AI tools, ChatGPT stands out for its user-friendly nature and wide accessibility to the public. However, despite their countless potential benefits, these tools also face significant challenges, especially in sensitive areas like Education. In this publication, we conduct a prompt engineering essay with ChatGPT to understand the potential and challenges of this tool in designing new, high-quality chemistry laboratory activities. We aimed to assess its performance in proposing scientifically and pedagogically suitable protocols for chemistry laboratory activities based on the 11th-grade Portuguese curriculum. The initial exploratory essay was conducted to fine-tune the prompt, followed by the analysis of proposals for the five mandatory laboratory activities in this subject. ChatGPT demonstrates the ability to interpret and reproduce the specialized symbolic language of chemistry, effectively conceptualizing problems and laboratory activities in a clear and understandable manner for a broader audience (i.e., chemistry students). However, it is crucial to highlight the scientific-pedagogical limitations concerning the accuracy and appropriateness of the proposed laboratory activities, particularly in terms of safety and sustainability. Therefore, the use of AI in education should be approached critically and reflectively. While AI holds immense potential to transform the dynamics of teaching and learning, the role and expertise of the Chemistry teacher remain of the utmost importance to ensure the scientific and pedagogical quality of Chemistry classes.

关键词： High School/Introductory Chemistry Laboratory Instruction internet/web-based learning Professional Development

来源：评论

学校读者我要写书评

暂无评论

Using ChatGPT to Support Lesson Planning for the Historical Experiments of Thomson, Millikan, and Rutherford

引用

JOURNAL OF CHEMICAL EDUCATION 2024年第5期101卷 1992-1999页

作者： Clark, Ted M. Fhaner, Matthew Stoltzfus, Matthew Queen, Matt Scott Ohio State Univ Dept Chem & Biochem Columbus OH 43210 USA Univ Michigan Flint Dept Chem & Biochem Flint MI 48502 USA Montana State Univ Dept Chem Bozeman MT 59717 USA

Four General Chemistry instructors investigated the use of ChatGPT-4 to improve their lessons plans for the historical experiments of Thomson, Millikan, and Rutherford. The instructors varied in their prior knowledge for these experiments and their initial lessons addressed somewhat different learning objectives. This led to different conversations with the chatbot as the instructors used the resource in different ways and discussed topics they each found relevant. The output from ChatGPT-4 was robust and each instructor identified ways it could be used to improve their instruction. The chatbot was able to accomplish instructional tasks these instructors found useful, such as outlining a lesson plan, recommending resources, discussing instructional strategies, describing calculations, offering explanations for different levels of leaners, and generating assessments. A limitation was its ability create images or visual aids the instructors found useful. Overall, these instructors found the chatbot could support, but not replace, an instructor in a course like General Chemistry.

关键词： General Public High-School-Introductory Chemistry First-Year Undergraduate/General Curriculum internet/web-based learning Testing/Assessment Textbooks/Reference Books History/Philosophy

来源：评论

学校读者我要写书评

暂无评论

The Online Version of CHEMCompete-II: An Organic Chemistry Card Game to Differentiate Between Substitution and Elimination Reactions of Alcohols

引用

JOURNAL OF CHEMICAL EDUCATION 2024年第11期101卷 5050-5055页

作者： Lam, Sydney McShea, Katie Bubar, Eric Rische, Jacquelyn Green, Nathan Jaber, Deana Marymount Univ Sch Sci Math & Engn Arlington VA 22207 USA Marymount Univ Sch Technol & Innovat Arlington VA 22207 USA

Pedagogical games have been used for science teaching purposes and have yielded successful results. CHEMCompete-II, for example, is an organic chemistry card game designed to help students differentiate between substitution and elimination reactions of alcohols, and has proven to be an effective study tool. However, due to the COVID-19 pandemic and the suspension of in-person academic instruction, it was impossible to play CHEMCompete-II in-person. Here, we present the online version of CHEMCompete-II, which helps students predict the products of substitution and elimination reactions of alcohols, classify the type of these reactions, and draw reasonable mechanisms. Thirty-three undergraduate students taking introductory organic chemistry participated in this study. Shortly after receiving two lectures on substitution and elimination reactions of alcohols, students attended one of two consecutive workshops to play the game, which occurred on the online-conferencing platform, Zoom. Pre- and postgameplay surveys and quizzes were developed and employed for data collection. The surveys aimed to evaluate student understanding of substitution and elimination reactions of alcohols, as well as to gather student perceptions and suggestions. Quiz scores were examined in four different ways. Survey data show a general shift toward higher-confidence ratings after gameplay. Moreover, an increase in the mean score of the total quiz scores was observed after gameplay, suggesting that the online version of CHEMCompete-II is a potentially effective resource for learning substitution and elimination reactions of alcohols in the online learning environment. Finally, a comparison between the two formats (in-person and online) will be discussed.

关键词： Second-Year Undergraduate Organic Chemistry Collaborative/Cooperative learning Humor/Puzzles/Games internet/web-based learning Multimedia-based learning Alcohols Elimination Reactions NucleophilicSubstitution

来源：评论

学校读者我要写书评

暂无评论

Coding with AI in the Physical Chemistry Laboratory

引用

JOURNAL OF CHEMICAL EDUCATION 2024年第9期101卷 3869-3874页

作者： Hare, Patrick M. Northern Kentucky Univ Dept Chem & Biochem Highland Hts KY 41099 USA

Experiments in the physical chemistry laboratory often require moderately complex fitting of data, but the software packages to do this can be expensive and challenging to use. Open-source programming platforms are a common replacement, but students frequently start their physical chemistry laboratory courses without a background in programming, requiring either giving detailed instructions and code to students or devoting significant class time to developing those skills. Large language model artificial intelligence systems (LLMs) are capable of generating, editing, and debugging code and are freely available. The use of LLMs to generate Python code to carry out several plotting and fitting exercises in a one-semester physical chemistry laboratory was studied. Students were able to successfully use the LLM to generate code which they then used to complete laboratory analysis tasks. This represents a possible mechanism for getting students quickly using code to complete data analysis and is an approach that they can freely apply in their future careers, regardless of what those are.

关键词： Upper-Division Undergraduate Physical Chemistry internet/web-based learning Laboratory Instruction

来源：评论

学校读者我要写书评

暂无评论

Enhancing AI Responses in Chemistry: Integrating Text Generation, Image Creation, and Image Interpretation through Different Levels of Prompts

引用

JOURNAL OF CHEMICAL EDUCATION 2024年第9期101卷 3767-3779页

作者： Nascimento Junior, Wilton J. D. Morais, Carla Girotto Junior, Gildo Univ Estadual Campinas Inst Chem Dept Analyt Chem IQ UNICAMP BR-1308397 Campinas Brazil Univ Porto Fac Sci Dept Chem & Biochem CIQUPIMS P-4169007 Porto Portugal

Generative Artificial Intelligence technologies can potentially transform education, benefiting teachers and students. This study evaluated various GAIs, including ChatGPT 3.5, ChatGPT 4.0, Google Bard, Bing Chat, Adobe Firefly, ***, and DALL-E, focusing on textual and imagery content. Utilizing initial, intermediate, and advanced prompts, we aim to simulate GAI responses tailored to users with varying levels of knowledge. We aim to investigate the possibilities of integrating content from Chemistry Teaching. The systems presented responses appropriate to the scientific consensus for textual generation, but they revealed alternative chemical content conceptions. In terms of the interpretation of chemical system representations, only ChatGPT 4.0 accurately identified the content in all of the images. In terms of image production, even with more advanced prompts and subprompts, Generative Artificial Intelligence still presents difficulties in content production. The use of prompts involving the Python language promoted an improvement in the images produced. In general, we can consider content production as support for chemistry teaching, but only with more advanced prompts do the answers tend to present fewer errors. The importance of previously understanding chemistry concepts and systems' functioning is noted.

关键词： Artificial Intelligence General Public First-YearUndergraduate/General Alternative Conceptions/DiscrepantEvents internet/web-based learning

来源：评论

学校读者我要写书评

暂无评论

Short-Form Videos as an Emerging Social Media Tool for STEM Edutainment

引用

JOURNAL OF CHEMICAL EDUCATION 2024年第3期101卷 1319-1324页

作者： Prindle, Claudia R. Orchanian, Nicholas M. Venkataraman, Latha Nuckolls, Colin Columbia Univ Dept Chem New York NY 10027 USA Columbia Univ Dept Appl Phys & Appl Math New York NY 10027 USA

As social media platforms continue to grow in popularity, there is an increasing need for science outreach teams to bring STEM content to the virtual landscape. Here, we highlight the use of short-form videos on our TikTok channel-@IvyLeagueScience-as a new way to approach science outreach. Through a combination of content production and data analytics, we were able to build an online platform with >150k followers, 3.6 million likes, and 18 million views. By bringing science to social media, we engage with students across the world, allowing them to experience science-based content. In this case study, we hope to encourage other scientific outreach teams to employ social media as a means of increasing visibility of scientists and STEM careers.

关键词： internet/web-based learning Multimedia-based learning Distance learning Public Understanding/Outreach General Public Elementary/Middle School Science High School/Introductory Chemistry

来源：评论

学校读者我要写书评

暂无评论

Online Interactive Activity: Using a web-based Multimedia Activity to Teach Balancing Chemical Equations

引用

JOURNAL OF CHEMICAL EDUCATION 2024年第10期101卷 4510-4516页

作者： Hammer, Matigan Avram, Erin M. G. Cleveland State Univ Dept Chem Cleveland OH 44024 USA

Balancing chemical equations involves the application of the law of conservation of mass, which states that matter cannot be created or destroyed. Particularly for nonscience majors, this task can be challenging because it requires an understanding of the symbolic, submicroscopic, and macroscopic representation of chemical reactions. An online, interactive activity was developed and implemented in two introductory chemistry courses to instruct students on the theory and methods behind balancing chemical equations while providing frequent feedback about the learning process. This activity involves 8 sections, 4 sections delivering new content and 4 sections assessing student learning. The impact of this activity on student learning outcomes was measured using a pre-post study design, and student feedback on the activity was also collected. Overall, this activity provided an interactive and engaging way for students in introductory chemistry courses to learn how to balance chemical equations.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General General Chemistry Computer-based learning internet/web-based learning Distance learning/Self Instruction Multimedia-based learning Balancing Chemical Equations

来源：评论

学校读者我要写书评

暂无评论

Introducing a Toxicological Perspective to View Chemicals: A web-based Class for Educating Green Molecular Design

引用

JOURNAL OF CHEMICAL EDUCATION 2024年第4期101卷 1514-1525页

作者： Shi, Xing-Xing Li, Jing-Yi Wang, Fan Chen, Qiong Wang, Yu-Liang Hao, Ge-Fei Yang, Guang-Fu Cent China Normal Univ Coll Chem Natl Demonstrat Ctr Expt Chem Educ Wuhan 430079 Peoples R China Cent China Normal Univ Natl Key Lab Green Pesticide Wuhan 430079 Peoples R China Guizhou Univ Natl Key Lab Green Pesticide Key Lab Green Pesticide & Agr Bioengn Minist Educ Guiyang 550025 Peoples R China

Designing safer chemicals is an integral part of green chemistry that supports good health and well-being. The teaching of molecule design through relevant courses has important implications for the education of sustainable chemists. In these courses, training in toxicology and hazard assessment is essential for students to study benign chemical design that promotes social and environmental justices. However, toxicology training has been rarely included in the course of molecular design, and education of green molecular design at the postgraduate level has been less involved. In this study, we developed an online classroom for toxicology training as a new component of our chemical molecular design course. This class was designed to provide students with a toxicity perspective for viewing chemicals by integrating our three web-based tools. The average score of students' attitude evaluation toward the web-based class was 4.0/5.0, indicating that the toxicology class achieved the expected effects and provided a good experience for students to learn about designing safer chemicals. This work may facilitate the education of green molecular design and inspire students to seriously consider chemically toxic side effects.

关键词： Graduate Education/Research Chemoinformatics internet/web-based learning Toxicology GreenChemistry

来源：评论

学校读者我要写书评

暂无评论

ChatGPT Writing Assistance and Evaluation Assignments Across the Chemistry Curriculum

引用

JOURNAL OF CHEMICAL EDUCATION 2024年第6期101卷 2483-2492页

作者： Ruff, Emily F. Engen, Mark A. Franz, Jeanne L. Mauser, Jonathon F. West, Joseph K. Zemke, Jennifer M. O. Winona State Univ Dept Chem Winona MN 55987 USA

Large language models (LLMs) such as ChatGPT have recently been challenging traditional models of higher education. Given the growing use of these tools for writing, research, and content retrieval tasks, it is imperative that both students and faculty understand their capabilities and shortcomings. Here we describe assignments in which lower- and upper-division students evaluated chemistry writing samples generated and revised by ChatGPT version 3.5 and used this program for revision and other writing tasks. General Chemistry students who evaluated AI-generated content showed strong gains in their knowledge about report structure and the capabilities and deficiencies of LLMs in chemistry. Upper-division students found generative AI to be helpful for revision. Content analysis revealed AI-revised and -generated samples exhibited fewer grammatical errors, fewer very short and very long sentences, and improved readability of the text. We conclude with some implications for future research and suggestions for other instructors who wish to use and adapt these assignments.

关键词： First-Year Undergraduate Second-Year Undergraduate Upper-Division Undergraduate Analytical Chemistry Biochemistry Inorganic Chemistry Communication/Writing Enrichment/Review Materials internet/web-based learning

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：