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Integrating Chemistry Laboratory Instrumentation into the Industrial internet: Building, Programming, and Experimenting with an Automatic Titrator

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JOURNAL OF CHEMICAL EDUCATION 2016年第1期93卷 175-181页

作者： Famularo, Nicole Kholod, Yana Kosenkov, Dmytro Monmouth Univ Dept Chem & Phys 400 Cedar Ave West Long Branch NJ 07764 USA

This project is designed to improve physical chemistry and instrumental analysis laboratory courses for undergraduate students by employing as teaching tools novel technologies in electronics and data integration using the industrial internet. The project carried out by upper division undergraduates is described. Students are exposed to a complete process of building, calibrating, and programming an automatic titrator using an open-source microcontroller platform and standard pH probes, and integrating the instrument into the internet. The approach is flexible and can be used to enable integration of various laboratory instruments (e.g., temperature, pressure, salinity probes, etc.) into the industrial internet. The hardware and software are open-source, which makes further modification and development by the academic community possible.

关键词： Upper-Division Undergraduate Analytical Chemistry Physical Chemistry Laboratory Instruction internet/web-based learning Laboratory Equipment/Apparatus Laboratory Computing/Interfacing Aqueous Solution Chemistry Titration/Volumetric Analysis Equilibrium

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Using Patent Classification To Discover Chemical Information in a Free Patent Database: Challenges and Opportunities

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JOURNAL OF CHEMICAL EDUCATION 2016年第3期93卷 534-541页

作者： Haertinger, Stefan Clarke, Nigel European Patent Off Joint Cluster Pure & Appl Organ Chem D-80298 Munich Germany European Patent Off EPO Online Prod & User Support POB 90 A-1031 Vienna Austria

Developing skills for searching the patent literature is an essential element of chemical information literacy programs at the university level. The present article creates awareness of patents as a rich source of chemical information. Patent classification is introduced as a key-component in comprehensive search strategies. The free Espacenet patent search interface and classification browser are used in a case study related to the chemistry of graphene. Step-by-step instructions are provided on how to identify search concepts, retrieve classification symbols with keywords, and iteratively refine the chemical concept based search. Instructional material for the use in chemical literature courses is proposed.

关键词： Upper-Division Undergraduate Graduate Education/Research Chemoinformatics Curriculum Inquiry-based/Discovery learning internet/web-based learning Problem Solving/Decision making Applications of Chemistry Materials Science Nanotechnology

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LabLessons: Effects of Electronic Prelabs on Student Engagement and Performance

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JOURNAL OF CHEMICAL EDUCATION 2016年第12期93卷 2012-2017页

作者： Gryczka, Patrick Klementowicz, Edward Sharrock, Chappel Maxfield, MacRae Montclare, Jin Kim NYU Tandon Sch Engn Dept Comp Sci & Engn 6 MetroTech Ctr Brooklyn NY 11201 USA NYU Tandon Sch Engn Dept Chem & Biomol Engn 6 MetroTech Ctr Brooklyn NY 11201 USA NYU Coll Arts & Sci Dept Chem 100 Washington Sq East New York NY 10003 USA Brooklyn Tech High Sch Dept Chem 29 Ft Greene Pl Brooklyn NY 11217 USA

Lab instructors, for both high school and undergraduate college level courses, face issues of constricted time within the lab period and limited student engagement with prelab materials. To address these issues, an online prelab delivery system named LabLessons is developed and tested out in a high school chemistry classroom. The system supplements the laboratory experience by providing visualizations and simulations of concepts to prepare students for the practical experiments. The system requires students to answer prelab questions online, which provides immediate feedback and cuts down on last minute copying of answers that instructors anecdotally reported with paper laboratories. Empirical results demonstrate the effectiveness and improved outcomes for students who have used LabLessons. In addition, the ease of use of the system and better preparedness for the lab is noted by the instructor.

关键词： General Public High School/Introductory Chemistry Laboratory Instruction internet/web-based learning Multimedia-based learning Testing/Assessment Reactions

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Integration of EndNote Online in Information Literacy Instruction Designed for Small and Large Chemistry Courses

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JOURNAL OF CHEMICAL EDUCATION 2016年第3期93卷 470-476页

作者： Baykoucheva, Svetla Houck, Joseph D. White, Natalia Univ Maryland White Mem Chem Lib College Pk MD 20742 USA Univ Maryland Dept Chem & Biochem College Pk MD 20742 USA

The blended model for information literacy instruction described in this article introduces students not only to efficient techniques for finding scientific literature and properties of chemical compounds, but also to managing this information with a bibliographic management program (EndNote Online). The model blends face-to-face instruction with online tutorials posted on a LibGuide page prepared for each course. A graded online assignment designed in SurveyMonkey was used to assess student learning. During the instruction, students learned to find literature in Google Scholar, PubMed, Scopus, SciFinder, and web of Science. They also searched for properties of chemical compounds in ChemSpider, PubChem, Reaxys, and SciFinder using a chemical name, molecular formula, CAS Registry Number, or by drawing a molecular structure. The results from the assignments showed that students learned how to find literature and chemical property information efficiently and use a bibliographic management program to store, organize, share, and cite references. This article presents the implementation of the model in two small (40-60 students) and one large (380460 students) undergraduate chemistry courses. The information literacy instruction described in this article was carried out in more than 20 undergraduate and graduate courses at the University of Maryland College Park. It provided more than 5000 students with versatile skills that they can use throughout their college education and even later in their professional life. The design of the model and its implementation was a result of a close collaboration between the chemistry librarian and the course instructors.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Upper-Division Undergraduate Cheminformatics Curriculum Computer-based learning Hands-On learning/Manipulatives internet/web-based learning

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A Simple, Student-Built Spectrometer To Explore Infrared Radiation and Greenhouse Gases

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JOURNAL OF CHEMICAL EDUCATION 2016年第11期93卷 1908-1915页

作者： Bruce, Mitchell R. M. Wilson, Tiffany A. Bruce, Alice E. Bessey, S. Max Flood, Virginia J. Univ Maine Dept Chem Orono ME 04473 USA Univ Maine Ctr Res STEM Educ RiSE Orono ME 04473 USA

In this experiment, students build a spectrometer to explore infrared radiation and greenhouse gases in an inquiry-based investigation to introduce climate science in a general chemistry lab course. The lab is based on the exploration of the thermal effects of molecular absorption of infrared radiation by greenhouse and non greenhouse gases. A novel feature of the experiment has students building an infrared spectrometer, using a hot plate as an IR source, a sample compartment employing a plastic cuvette holder with open sides (to standardize the path length), and a low-cost infrared thermometer. Students, working in groups, (1) explore a PhET simulation;(2) design a set of experiments in response to a scientific question, "comparing the absorption of infrared light in the presence and absence of each different sample of gas, are there any significant differences that can be observed experimentally?";(3) reflect on climate science and their experimental results by visiting the American Chemical Society Climate Science Toolkit;and (4) communicate their results in lab by constructing and presenting a poster. Assessment of student responses to a pre- and postexperiment question suggests that the lab has a positive influence on student understanding of the concepts involved in identifying greenhouse gases. Results postexperiment questions also provide information for what aspects of the online resources students found useful.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Environmental Chemistry Laboratory Instruction Collaborative/Cooperative learning Hands-On learning/Manipulatives Inquiry-based/Discovery learning internet/web-based learning Problem Solving/Decision Making Laboratory Equipment/Apparatus

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Using Student-Generated Instructional Materials in an e-Homework Platform

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JOURNAL OF CHEMICAL EDUCATION 2016年第11期93卷 1871-1878页

作者： Zurcher, Danielle M. Phadke, Sameer Coppola, Brian P. McNeil, Anne J. Univ Michigan Dept Chem 930 North Univ Ave Ann Arbor MI 48109 USA Univ Michigan Macromol Sci & Engn Program 930 North Univ Ave Ann Arbor MI 48109 USA

Feedback-driven online homework systems provide students with a comprehensive set of practice questions that can accompany and enhance other instructional resources. However, the available e-homework systems do not contain content that aligns well with our course objectives, provide too few questions in key areas, and use assessment format(s) that do not match the ones used on our exams. Motivated to create our own questions, we used this gap as an opportunity to engage students in constructing and reviewing course-aligned content within a commercial e-homework platform. The students successfully generated approximately 1,000 largely open-ended organic chemistry questions, some with mechanistic and structural drawing capabilities, by modifying old exam questions. The students' questions spanned a variety of cognitive levels that skewed, as intended, toward skill-building. According to our assessment scheme, 75% of the questions were evaluated to be of the highest quality. As a consequence, we advocate that collaborating with undergraduate students in a "teaching team" can be a broadly useful way for instructors to generate. high-quality instructional materials aligned with their course content.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Organic Chemistry Computer-based learning internet/web-based learning Problem Solving/Decision Making Student-Centered learning Mechanisms of Reactions

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Evaluation of Existing and New Periodic Tables of the Elements for the Chemistry Education of Blind Students

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JOURNAL OF CHEMICAL EDUCATION 2016年第6期93卷 1039-1048页

作者： Fantin, Dennis Sutton, Marc Daumann, Lena J. Fischer, Kael F. Calif Polytech State Univ San Luis Obispo Dept Chem & Biochem San Luis Obispo CA 93407 USA Ctr Accessible Technol Berkeley CA 94703 USA Univ Calif Berkeley Dept Chem Berkeley CA 94720 USA Univ Utah Sch Med Dept Pathol Salt Lake City UT 84132 USA

As a symbol of the power and majesty of science, the periodic table has inspired many scientists-to-be to investigate the deep secrets of nature through the study of chemistry. In the spirit of inclusion, blind students too deserve and need to have their curiosity about the inner workings of nature stimulated through greater exposure to this symbol and tool of science. To this end, the authors have designed two accessible electronic periodic tables that are available for immediate download without charge: One version, the Cal Poly DAISY Periodic Table (CP-DPT), is in the DAISY format and is designed to be used on digital audio devices and electronic Braille note takers;the other version, the Cal Poly Excel Periodic Table (CP-EPT), is an Excel workbook and is accessed with a screen reader-equipped personal computer. Both versions contain data and descriptive information about the elements. We believe that distribution of these tables will aid the dissemination of chemical knowledge, and support STEM education for blind students. This report also evaluates periodic tables presented in Braille and audio-tactile formats. In addition, periodic tables available on the web are evaluated in relation to screen reader access. HTML tables created according to standard web content accessibility guidelines can be entirely accessible, whereas PDF and FLASH formatted tables were found to be largely inaccessible. Hence, HTML is the preferred format for accessible tables.

关键词： Computer-based learning internet/web-based learning Minorities in Chemistry Atomic Properties/Structure General Public

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RCSB Protein Data Bank: A Resource for Chemical, Biochemical, and Structural Explorations of Large and Small Biomolecules

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JOURNAL OF CHEMICAL EDUCATION 2016年第3期93卷 569-575页

作者： Zardecki, Christine Dutta, Shuchismita Goodsell, David S. Voigt, Maria Burley, Stephen K. Rutgers State Univ Ctr Integrat Prote Res 174 Frelinghuysen Rd Piscataway NJ 08854 USA Rutgers State Univ Dept Chem & Chem Biol 174 Frelinghuysen Rd Piscataway NJ 08854 USA Scripps Res Inst Dept Integrat Struct & Computat Biol La Jolla CA 92037 USA RCSB Prot Data Bank Vincennes France Rutgers State Univ Inst Quantitat Biomed 174 Frelinghuysen Rd Piscataway NJ 08854 USA Univ Calif San Diego Skaggs Sch Pharm & Pharmaceut Sci 9500 Gilman Dr La Jolla CA 92093 USA Univ Calif San Diego San Diego Supercomp Ctr 10100 Hopkins Dr La Jolla CA 92093 USA

The Research Collaboratory for Structural Bioinformatics (RCSB) Protein Data Bank (PDB) supports scientific research and education worldwide by providing access to annotated information about three-dimensional (3D) structures of macromolecules (e.g., nucleic acids, proteins), and associated small molecules (e.g., drugs, cofactors, inhibitors) in the PDB archive. Researchers, educators, and students use RCSB PDB resources to study the shape and interactions of biological molecules and their implications in molecular biology, medicine, biotechnology, and beyond. RCSB PDB supports development of standards for data deposition, representation, annotation, and validation of atomic structural data obtained from various experimental methods. Uniform representation of PDB data is essential for providing consistent search and analysis capabilities for all PDB users, from beginning students to domain experts. The RCSB PDB web site provides tools for searching, visualizing, and analyzing PDB data, including easy exploration of chemical interactions that stabilize macromolecules and play important roles in their interactions and functions. In addition, educational resources are available for free and unrestricted use in the classroom for exploring chemistry and biology at the molecular level.

关键词： General Public High School/Introductory Chemistry First-Year Undergraduate/General Graduate Education/Research Biochemistry Interdisciplinary/Multidisciplinary internet/web-based learning Nucleic Acids/DNA/RNA Proteins/Peptides X-ray Crystallography

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Harnessing a Mobile Social Media App To Reinforce Course Content

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JOURNAL OF CHEMICAL EDUCATION 2016年第6期93卷 1134-1136页

作者： Korich, Andrew L. Grand Valley State Univ 1 Campus Dr Allendale MI 49401 USA

Instagram is a popular photosharing social networking app used by college students across the world on mobile devices such as smartphones. Using such a platform for quick "thought problems" is a powerful method for reaching students outside the traditional brick-and mortar classroom. The pedagogical goal is to reinforce course concepts through students' mobile devices at times when they may not be thinking about chemistry.

关键词： General Public Second-Year Undergraduate Organic Chemistry Public Understanding/Outreach internet/web-based learning Reactions

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Examining the Effectiveness of a Semi -Self-Paced Flipped learning Format in a College General Chemistry Sequence

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JOURNAL OF CHEMICAL EDUCATION 2016年第1期93卷 24-30页

作者： Hibbard, Lisa Sung, Shannon Wells, Breche Spelman Coll Dept Chem & Biochem Atlanta GA 30314 USA Spelman Coll Educ Studies Program Atlanta GA 30314 USA

Flipped learning has come to the forefront in education. It maximizes learning by moving content delivery online, where learning can be self-paced, allowing for class time to focus on student-centered active learning. This five-year cross-sectional study assessed student performance in a college general chemistry for majors sequence taught by a single instructor, comparing the flipped learning format to a more traditional lecture format. Students' conceptual knowledge was captured through the use of American Chemical Society (ACS) standardized exam scores and analyzed using one-way ANCOVA. Student motivation and learning perceptions were assessed using the Chemistry Motivation Questionnaire (CMQ-II) and an in-house Blended (Flipped) learning Survey. Statistical analysis indicated that students instructed through the flipped learning platform performed better than those taught using traditional pedagogy. Student perceptions regarding flipped learning were mostly positive and reflected motivation to succeed. Educational implications and significance of this work are discussed.

关键词： First Year Undergraduate/General Chemical Education Research internet/web-based learning Collaborative/Cooperative learning Testing/Assessment

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