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iSpec: A web-based Activity for Spectroscopy Teaching

JOURNAL OF CHEMICAL EDUCATION 2018年第1期95卷 97-103页

作者： Vosegaard, Thomas Aarhus Univ Interdisciplinary Nanosci Ctr Danish Ctr Ultrahigh Field NMR Spect DK-8000 Aarhus C Denmark Aarhus Univ Dept Chem DK-8000 Aarhus C Denmark

Students' skills in structure elucidation of organic molecules are developed by training them to understand advanced spectroscopic measurements and elucidate structures of small organic molecules from mass spectrometry (MS) and infrared (IR), ultraviolet (UV), and H-1 and C-13 nuclear magnetic resonance (NMR) spectroscopic data. The present work puts a specific focus on developing student skills to ensure that the students (i) are aware of the resources involved in obtaining the spectral data and (ii) obtain the skills necessary to handle spectra which have not been processed by experts, to better reflect the use of spectroscopic techniques in their later work life. This is achieved through the web-based spectroscopy activity iSpec, in which the basic idea is that every action costs resources. The cost of a resource is given in the form of resource points (RPs), such that different experimental data can be "purchased" for a number of RPs.

关键词： Second-Year Undergraduate Chemistry Analytical Chemistry Organic Chemistry internet/web-based learning Problem Solving/Decision Making IR Spectroscopy Mass Spectrometry NMR Spectroscopy UV-Vis Spectroscopy

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Clash of Chemists: A Gamified Blog To Master the Concept of Limiting Reagent Stoichiometry

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JOURNAL OF CHEMICAL EDUCATION 2018年第3期95卷 410-415页

作者： le Maire, Nathalie V. Verpoorten, Dominique Ph. Fauconnier, Marie-Laure S. Colaux-Castillo, Catherine G. Univ Liege Gembloux AgroBioTech AGROBIOCHEM Passage Deportes 2 B-5030 Gembloux Belgium Univ Liege Support Lab Telemat Learning LabSET Blvd Colonster B9 B-4000 Liege Belgium

In a first-year university course, students experienced a new learning activity ("Clash of Chemists") prompting them to create and share personal analogies explaining the difference between stoichiometric and nonstoichiometric reaction conditions, also known in the literature as "limiting reagent stoichiometry". To support students' commitment to this unusual assignment, the instructional design drew on a blog enriched with game mechanics (tournament, video rewards,. and leaderboard), as found in popular mini-games. The paper reports on the activity's outputs and on participants' perceptions of its usability, usefulness, and generated satisfaction. Overall students' reception of this mini-game was positive. A significant difference between players and nonplayers' end-of-term exam results was highlighted.

关键词： First Year Undergraduate/General Analogies/Transfer Collaborative/Cooperative learning Communication/Writing internet/web-based learning Stoichiometry

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Effects of Implementing a Hybrid Wet Lab and Online Module Lab Curriculum into a General Chemistry Course: Impacts on Student Performance and Engagement with the Chemistry Triplet

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JOURNAL OF CHEMICAL EDUCATION 2018年第2期95卷 224-232页

作者： Irby, Stefan M. Borda, Emily J. Haupt, Justin Purdue Univ Dept Chem W Lafayette IN 47907 USA Western Washington Univ Dept Chem Bellingham WA 98225 USA

Here, we describe the implementation a hybrid general chemistry teaching laboratory curriculum that replaces a portion of a course's traditional "wet lab" experiences with online virtual lab modules. These modules intentionally utilize representations on all three levels of the chemistry triplet-macroscopic, submicroscopic, and symbolic. The implementation of this curriculum allowed an opportunity to evaluate this new course structure. First, student performance was assessed based on pre- and post-assessments. Second, dialogue from students working through the traditional and module versions of one lab was analyzed for how each format encouraged students to engage with the chemistry triplet. Data suggest both formats led to positive learning gains, but the differences between formats were not statistically significant. However, there was a significant difference in student engagement with the chemistry triplet, with module students showing a higher overall amount of triplet-related dialogue and more continuous dialogue segments connecting multiple levels of the triplet.

关键词： First-Year Undergraduate/General Chemical Education Research Laboratory Instruction Computer-based learning internet/web-based learning

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The InChl Code

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JOURNAL OF CHEMICAL EDUCATION 2018年第6期95卷 911-912页

作者： Karol, Paul J. Carnegie Mellon Univ Dept Chem 4400 5th Ave Pittsburgh PA 15213 USA 149 Bryant St Palo Alto CA 94301 USA

The International Union of Pure and Applied Chemistry has developed a computer algorithmic scheme for unambiguously coding molecular structure into relatively short alphabetic tags. These are now ubiquitous in many descriptions of molecular structure, yet the ease with which they are recognized and used is suppressed by their opaqueness even to the chemically knowledgeable reader. We present a short description of the structure, utility, advantages, and disadvantages of the code to ease familiarization.

关键词： General Public Analytical Chemistry Chemoinformatics internet/web-based learning Multimedia-based learning Molecular Modeling Nomenclature/Units/Symbols

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Molecule of the Month: Relating Organic Chemistry Principles to Drug Action

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JOURNAL OF CHEMICAL EDUCATION 2018年第7期95卷 1112-1117页

作者： Trippier, Paul C. Texas Tech Univ Hlth Sci Ctr Sch Pharm Dept Pharmaceut Sci Amarillo TX 79106 USA

A molecule of the month extra credit assignment was introduced to a didactic introductory pharmacology and medicinal chemistry course for first-year pharmacy students. The structure of a clinically approved drug molecule was presented to students each month of the course after the first month. Students would answer questions pertaining to the name of the drug, its mechanism of action, specific aspects of its chemistry, and the indication(s) it is used in. Mean and median course scores were compared between classes of students who undertook molecule of the month questions and classes that did not. Extra credit earned from molecule of the month questions could not be applied to failing scores. Students overwhelmingly participated (85-96%) in answering molecule of the month questions. Students who had the molecule of the month questions available performed significantly better than those that did not. The number of students receiving a final course score >91% increased more than 3-fold, and no students attained a failing score (<70%). The improvement in student final course score (average increase of 7%) far exceeded the 3% extra credit available for answering molecule of the month questions.

关键词： Medicinal Chemistry internet/web-based learning Testing/Assessment Organic Chemistry Applications of Chemistry Interdisciplinary/Multidisciplinary Drugs/Pharmaceuticals

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Whether and How Authentic Contexts Using a Virtual Chemistry Lab Support learning

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JOURNAL OF CHEMICAL EDUCATION 2018年第8期95卷 1250-1259页

作者： Davenport, Jodi L. Rafferty, Anna N. Yaron, David J. WestEd Alameda CA 94501 USA Carleton Coll Northfield MN 55057 USA Carnegie Mellon Univ Pittsburgh PA 15213 USA

How can we help students develop an understanding of chemistry that integrates conceptual knowledge with the experimental and computational procedures needed to apply chemistry in authentic contexts? The current work describes ChemVLab +, a set of online chemistry activities that were developed using promising design principles from chemistry education and learning science research: setting instruction in authentic contexts, connecting concepts with science practices, linking multiple representations, and using formative assessment with feedback. A study with more than 1400 high school students found that students using the online activities demonstrated increased learning as evidenced by improved problem solving and inquiry over the course of the activities and by statistically significant improvements from pre-to posttest. Further, exploratory analyses suggest that students may learn most effectively from these materials when the activities are used after initial exposure to the content and when they work individually rather than in pairs.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Chemical Education Research internet/web-based learning Multimedia-based learning Stoichiometry Equilibrium Thermodynamics

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Incorporating Student Design in an HPLC Lab Activity Student Metacognition and Argumentation

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JOURNAL OF CHEMICAL EDUCATION 2018年第1期95卷 108-115页

作者： Bowen, Ryan S. Picard, Danielle R. Verberne-Sutton, Susan Brame, Cynthia J. Vanderbilt Univ Dept Chem Box 1583 Nashville TN 37235 USA Vanderbilt Univ Dept Hist 221 Kirkland Hall Nashville TN 37235 USA Vanderbilt Univ Dept Biol Sci 221 Kirkland Hall Nashville TN 37235 USA Vanderbilt Univ Ctr Teaching 221 Kirkland Hall Nashville TN 37235 USA

The techniques learned in a laboratory translate into strong critical thinking aptitudes as well as adeptness in complex problem-solving within research. Typically;these laboratory skills are not acquired until a budding scientist enters graduate school since many undergraduate laboratories are more procedural than investigative. Therefore, the module in discussion was designed to aid students in developing competence toward thinking like a scientist. Through utilization of an inquiry-based approach, a laboratory involving high performance liquid chromatography was transformed into a blended online learning experiment. While students were provided in-class time to interact with their peers and the instructor and TA, the majority of the work and. development was done outside of class. All background information and protocols were provided outside of the lab via an online course management system including the PowerPoint videos that students used to prepare for the experiment. The students used those materials to ultimately determine the identity and number of different steroids in an unknown sample. The objective was to determine if this approach promoted the metacognitive skills of students and encourage the use of argumentative skills when presenting and justifying claims and data.

关键词： Upper-Division Undergraduate Laboratory Instruction Analytical Chemistry Inquiry-based/Discovery learning internet/web-based learning Problem Solving/Decision Making Drugs/Pharmaceuticals Forensic:Chemistry HPLC

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Cation-Π Interactions in Biochemistry: A Primer

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JOURNAL OF CHEMICAL EDUCATION 2018年第12期95卷 2284-2288页

作者： Mitchell, Miguel O. Means, John Amer Inst Res 1000 Thomas Jefferson St NW Washington DC 20007 USA Univ Rio Grande Sch Math & Nat Sci POB 500 Rio Grande OH 45674 USA

Although the potent effects of cation-pi interactions for stabilizing protein structure and binding ligands to proteins have been reported in the chemical literature for over two decades, there are no undergraduate biochemistry textbooks covering this important noncovalent attractive force. In an attempt to remedy this situation, this primer describes what cation-pi interactions are, provides biochemical examples of cation-pi interactions that supplement the protein structure and ligand binding topics of a traditional one-semester biochemistry course, and offers exercises and worked out solutions on cation-pi interactions derived from the biochemical literature. In addition, instructions are provided for using the online molecular visualization tools FirstGlance and JSmol viewer to identify cation-pi interactions in proteins and for calculating cation-pi stabilization energy with the online CaPTURE program.

关键词： Upper-Division Undergraduate Biochemistry Biophysical Chemistry Molecular Biology internet/web-based learning Problem Solving/Decision Making Inquiry-based/Discovery learning Noncovalent Interactions Molecular Modeling

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Multipurpose Use of Explain Everything iPad App for Teaching Chemistry Courses

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JOURNAL OF CHEMICAL EDUCATION 2018年第5期95卷 895-898页

作者： Ranga, Jayashree S. Salem State Univ Dept Chem & Phys 352 Lafayette St Salem MA 01970 USA

Explain Everything is an interactive, user-friendly, and easily accessible app for mobile devices. The interactive app-based teaching methods discussed here can be adopted in | any STEM or non-STEM course. This app allows instructors to take advantage of both the chalkboard and PowerPoint slides on a single platform, create videos for lecture captures and flipped/online classrooms, and virtually assist upper-level students with the development of soft skills through personalized videos/PDFs. Feedback data from students highlight multiple benefits from the use of this app. This app aids better visualization of concepts, promotes ubiquitous learning opportunities for students, and provides personalized feedback on documents in seminar courses.

关键词： General Public First-Year Undergraduate/General Upper-Division Undergraduate Interdisciplinary/Multidisciplinary Communication/Writing Distance learning/Self Instruction internet/web-based learning Multimedia-based learning Student-Centered learning

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Mobile Augmented Reality Assisted Chemical Education: Insights from Elements 4D

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JOURNAL OF CHEMICAL EDUCATION 2018年第6期95卷 1060-1062页

作者： Yang, Shuxia Mei, Bing Yue, Xiaoyu Henan Univ 85 Minglun St Kaifeng 475001 Peoples R China Univ Auckland 20 Symonds St Auckland 1010 New Zealand

This technology report aimed to explore preservice chemistry teachers' perception of mobile augmented reality (MAR) assisted chemical education. To this end, 15 participants were recruited from a Chinese university. They were provided access to an MAR chemistry learning app, Elements 4D, on their own mobile computing devices, and were instructed to complete some self-paced, hands-on activities. Data were collected through classroom observation and semistructured interviews. Subsequent content analyses revealed that participants generally had positive attitude toward the immersive chemistry learning experience. Meanwhile, challenges pertinent to the content knowledge and user experience were also discovered. The findings point out possible directions for more effective uptake of MAR assisted chemical education, and accentuate the importance of pedagogical thinking in developing similar educational apps.

关键词： Elementary/Middle School Science Public Understanding/Outreach Computer-based learning internet/web-based learning Computational Chemistry

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