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That's So Cool. Using a Flame to Freeze Water. The Vapor-Absorption Refrigerator and How It Works

JOURNAL OF CHEMICAL EDUCATION 2020年第3期97卷 726-735页

作者： Halpern, Arthur M. Noll, Robert J. Indiana State Univ Dept Chem & Phys Terre Haute IN 47809 USA

The design and operation of the vapor-absorption refrigerator (VAR) are described using the principles and tools typically covered in upper-division undergraduate physical chemistry courses. The objective is to enable students to understand in detail how this device works and how it compares with more typical vapor-compression refrigerators. Calculations of the thermodynamics and heat flow relating to the refrigeration cycles are presented, leading to the calculation of the coefficient of performance. Two types of VARs are examined, one using LiBr/water solution as the absorbing medium and water as the refrigerant, which relies on the hygroscopic nature of aqueous solutions of LiBr. The second uses water as the absorber and ammonia as the refrigerant. The device described, the Crosley IcyBall, was a popular and inexpensive home refrigerator requiring no electricity. It is an example of a VAR operating in a single-cycle mode.

关键词： Upper-Division Undergraduate Graduate Education/Research Physical Chemistry internet/web-based learning Phases/Phase Transitions/Diagrams Thermodynamics

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Lessons Learned from the COVID-19 Crisis: Adjusting Assessment Approaches within Introductory Organic Courses

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 3406-3412页

作者： Dicks, Andrew P. Morra, Barbora Quinlan, Kristine B. Univ Toronto Dept Chem Toronto ON M5S 3H6 Canada

This communication describes a variety of virtual student assessment strategies employed at the University of Toronto during the academic disruption caused by the 2020 COVID-19 global pandemic. Instructors focused their efforts toward maintaining a positive learning environment and offering meaningful evaluation methods for students in each of three introductory organic chemistry courses. Assessment schemes were initially modified in response to moving courses to a virtual platform, and a variety of support measures were used while students completed the course material and prepared for online final assignments, which in two courses included a virtual rehearsal test. The readiness for and delivery of online final assignments is outlined (including methods to effectively maintain academic integrity), and the important roles of graduate student teaching assistants in successfully completing each course are highlighted. Specific outcomes and reflections are discussed, including approaches which, with hindsight, were considered unnecessary, and others that proved to be valuable virtual teaching and assessment tools.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Organic Chemistry internet/web-based learning Testing/Assessment Ethics Mechanisms of Reactions Synthesis

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Remote Interview Methods in Chemical Education Research

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2421-2429页

作者： Trate, Jaclyn M. Teichert, Melonie A. Murphy, Kristen L. Srinivasan, Shalini Luxford, Cynthia J. Schneider, Jamie L. Univ Wisconsin Dept Chem & Biochem Milwaukee WI 53211 USA Metropolitan State Univ Denver Dept Chem & Biochem Denver CO 80204 USA Texas State Univ Dept Chem & Biochem San Marcos TX 78666 USA Univ Wisconsin Dept Chem & Biotechnol River Falls WI 54022 USA US Naval Acad Dept Chem Annapolis MD 21402 USA

Student interviews have found an increasingly important place in the educational research landscape. They are used to create and validate assessments and concept inventories, as well as to more clearly elucidate student thinking. One-on-one interviews are most often completed in person at the researcher's or student's institution. There are significant advantages, however, of conducting interviews remotely including access to more varied populations, travel-related time and cost savings, and the ability of a single researcher to efficiently collect data at multiple institutions. This paper presents a description of a remote interview process along with details of ways to maintain commonality with its in-person analog. Our research provides evidence that the efficacy of results is maintained and that remote interviews provide a viable alternative to more costly and time-intensive on-site interviews. These results are particularly timely as ways to enable graduate education and research to continue during the COVID-19 pandemic response.

关键词： First-Year Undergraduate/General Testing/Assessment internet/web-based learning

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Johnstone's Triangle as a Pedagogical Framework for Flipped-Class Instructional Videos in Introductory Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2020年第6期97卷 1536-1542页

作者： Petillion, Riley J. McNeil, W. Stephen Univ British Columbia Dept Chem Okanagan Campus Kelowna BC V1V 1V7 Canada

A growing body of educational research is demonstrating the improvements to learning gains and student performance that can be promoted by a flipped-classroom model in university chemistry courses. Usually, a core aspect of the flipped-class model is the student viewing of a preclass instructional video, allotting time for an in-class activity during the following lecture. Flipped-classroom instructional videos were prepared for a first-year general chemistry course at the University of British Columbia's Okanagan campus. Unlike many flipped-class video resources, these videos are not just narrated screen captures. Instead, they are anchored in live instructor recordings, complemented by three different presentation modes, each designed for pedagogical correspondence to a corner of Johnstone's triangle: narrated screen capture (symbolic), molecular animations (submicroscopic), and experimental laboratory demonstrations (macroscopic). Live instructor recording created a reliable persona for students to interact with, in keeping with tenets of social agency theory, and video format and design were informed by principles of cognitive load theory. Student responses to these videos and the associated flipped-class modules were assessed by using a mixed method approach. Semistructured interviews provided detailed student feedback regarding both student satisfaction and pedagogical utility. Quiz data assessing pre- and postvideo knowledge and student survey data on attitudes toward the flipped-class modules were also collected. Statistical analyses and coded interview data indicated general appreciation and higher satisfaction with flipped-classroom modules compared to traditional lectures, matched by a general student belief that the flipped modules enhanced their learning. Students feel that interactive questions embedded in the videos and the video segments aligned with the Johnstone's triangle framework contributed positively to their conceptual understanding, while th

关键词： First-Year Undergraduate/General Curriculum internet/web-based learning Multimedia-based learning Covalent Bonding Resonance Theory Precipitation/Solubility Kinetic-Molecular theory Equilibrium Nucleophilic Substitution

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Students' Perceptions Regarding the Abrupt Transition to Online learning During the COVID-19 Pandemic: Case of Faculty of Chemistry and Hydrocarbons at the University of Boumerdes-Algeria

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2466-2471页

作者： Blizak, Djanette Blizak, Salah Bouchenak, Ouahiba Yahiaoui, Karima Univ Mhamed Bougara Fac Sci Boumerdes 35000 Algeria Univ Mhamed Bougara Fac Chem & Hydrocarbons Boumerdes 35000 Algeria

In recent months, universities around the world have been forced to cancel courses and close their doors due to the growing coronavirus epidemic. Following the governments precautions, Algerian students were bound to quarantine regulations for their safety. Thus, they unexpectedly switched to online learning instead of face-to-face learning. Our objective of this exploratory study is to investigate the perceptions of Algerian university students regarding the abrupt transition to online learning amid the COVID-19 pandemic. To achieve this goal, an online survey with closed and open-ended questions was conducted among 380 students from the faculty of chemistry and hydrocarbons (FCH) at the University of Boumerdes-Algeria. The results showed that students have a negative perception of online learning. They are reluctant about this new digital pedagogy and prefer the traditional way of teaching to online teaching during the coronavirus pandemic.

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

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The Whiplash of a COVID-19 Teaching Pivot and the Lessons Learned for the Future

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 2917-2921页

作者： Donovan, William J. Univ Akron Dept Chem Akron OH 44325 USA

In March 2020, over the course of less than 2 days, the author's university went from business as usual to suspending classes until weeks later and then completing the semester online. The author reflects on the changes to the mode of teaching, use of technology, problems with academic integrity, and class engagement. The most problematic issues were academic integrity issues and engagement with the online class meetings. Lest the sudden change to online seem to be all bad, opportunities for improvement in the form of transformation of the course to a more flipped-type model have come. Students and faculty largely weathered the emergency.

关键词： First-Year Undergraduate/General Interdisciplinary/Multidisciplinary Distance learning/Self Instruction internet/web-based learning Professional Development

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Distance Teaching of Organic Chemistry Tutorials During the COVID-19 Pandemic: Focus on the Use of Videos and Social Media

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 3168-3171页

作者： Danjou, Pierre-Edouard Univ Littoral Cote dOpale Dept Chim F-59140 Dunkerque France Univ Littoral Cote dOpale Unite Chim Environm & Interact Vivant EA 4492 F-59140 Dunkerque France

The distance teaching of organic chemistry to first-year undergraduate students during lockdown represents a challenge for both students and teachers. To face this challenge, a method combining synchronous and asynchronous teaching was presented in this paper. The asynchronous part of the teaching was achieved through the broadcast of videos on the social network Facebook in order to allow each student to progress at his or her own pace. The synchronous part of the teaching was carried out thanks to the Discord platform in order to answer students questions live (written and oral) as well as to keep a social link with them. The videos have been recorded at home with a minimum amount of material, and the equipment is reported. To assess the efficiency of this alternative teaching compared to distance real-time teaching during disruption, a questionnaire completed by students was used and discussed.

关键词： First-Year Undergraduate/General Organic Chemistry Distance learning/Self Instruction internet/web-based learning

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Can Group Oral Exams and Team Assignments Help Create a Supportive Student Community in a Biochemistry Course for Nonmajors?

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 3441-3445页

作者： Goodman, Anya L. Calif Polytech State Univ San Luis Obispo Dept Chem & Biochem San Luis Obispo CA 93407 USA

Oral exams may be as old as academia itself, but they are now rare in STEM undergraduate courses in the U.S. Can they be resurrected to help students develop oral communication skills, foster a sense belonging to a scholarly community, and change how students approach learning? This past spring, as we transitioned to emergency remote learning, my 50 students and I tried group oral exams as a primary assessment method in a survey of biochemistry course. The reasons for changing the assessment method were (1) to create the need for students to talk and connect to each other and (2) to have an assessment that is resistant to cheating. In group oral exams, students have to both talk and listen;they not only demonstrate their learning but also learn from each other. More importantly, preparation for group oral exams creates the need for students to work with their teammates to construct a shared understanding of the concepts and engage in learning together. During oral exams, the instructor can provide immediate feedback and support students in their learning journey by nudging them to reach deeper into their stored knowledge and to connect related ideas. Implementation of group oral exams proved to be challenging for the following reasons: (1) students were anxious about the unfamiliar testing method;(2) it was difficult to assess some of the course learning objectives;and (3) it was difficult to assess the broad range of learning objectives because of time constraints. Despite these concerns, I believe that the alignment of team learning activities with group oral exams helped students engage in deeper learning and build a supportive community in a time of crisis.

关键词： Upper-Division Undergraduate Biochemistry Testing/Assessment internet/web-based learning Student-Centered learning

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Online Chemistry Education Challenges for Rio de Janeiro Students during the COVID-19 Pandemic

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JOURNAL OF CHEMICAL EDUCATION 2020年第9期97卷 3396-3399页

作者： Soares, Ricardo Santiago de Mello, Marcia Cristina da Silva, Cleyton M. Machado, Wilson Arbilla, Graciela Rio de Janeiro State Dept Educ BR-20040000 Rio De Janeiro RJ Brazil Univ Veiga de Almeida BR-20271020 Rio De Janeiro RJ Brazil Fed Fluminense Univ Inst Chem Geochem Program BR-24020007 Niteroi RJ Brazil Univ Fed Rio de Janeiro Inst Chem BR-21941909 Rio De Janeiro RJ Brazil

Thirty-six days after the beginning of the 2020 school year in Brazil, the Rio de Janeiro state education system began an unprecedented disruptive period due to the COVID-19 crisis, which abruptly affected general educational activities, particularly chemistry teaching. An adaptation to a new paradigm of remote teaching and massive use of online educational technology alternatives was tentatively performed, generating lessons for improving implemented actions. Educational institutions prepared independent teaching strategies to provide remote chemistry classes for a total of nearly 397,700 students who were able to begin or continue chemistry classes. This snapshot of a daily-life reality faced by professionals engaged in chemistry education in Rio de Janeiros schools identified the following factors that negatively affected the implemented actions: the applied television broadcaster essentially covered only the heavily urbanized region, leaving out rural and impoverished areas;a significant absence of adequate technological equipment (e.g., smartphones, tablets, notebooks) for students;pedagogical limitations of instructors, without sufficient training to use online technologies;and inherent limitations of video classes, which do not adequately substitute for practical learning in chemistry laboratories. Strategy improvements are imperative, considering that students face the challenge of increasingly being protagonists for the organization and management of the teachinglearning process.

关键词： General Public Interdisciplinary/Multidisciplinary Professional Development Distance learning/Self Instruction internet/web-based learning

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Chemistry Education in Times of Disruption and the Times That Lie Beyond

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JOURNAL OF CHEMICAL EDUCATION 2020年第5期97卷 1219-1220页

作者： Holme, Thomas A. Iowa State Univ Dept Chem Ames IA 50011 USA Inst Amer Chem Soc Director Examinat Washington DC USA

Education and the role of educators in schools, colleges, and universities have helped shape how humankind has successfully met past challenges. Reflections from past Journal editors offer ideas and inspiration gleaned from other times that may help us make sense of teaching in today's context. Educators are now meeting the challenges of the moment as they strive to teach in new ways during the current COVID-19 pandemic. A call for communications reflecting the recent and evolving experiences of educators teaching in the time of the COVID-19 pandemic is announced.

关键词： General Public Interdisciplinary/Multidisciplinary Professional Development Distance learning/Self Instruction internet/web-based learning

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