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Using Structure-based Organic Chemistry Online Tutorials with Automated Correction for Student Practice and Review

JOURNAL OF CHEMICAL EDUCATION 2014年第11期91卷 1851-1854页

作者： O'Sullivan, Timothy P. Hargaden, Grainne C. Natl Univ Ireland Univ Coll Cork Analyt & Biol Chem Res Facil Dept Chem Cork Ireland Natl Univ Ireland Univ Coll Cork Analyt & Biol Chem Res Facil Sch Pharm Cork Ireland Dublin Inst Technol Sch Chem & Pharmaceut Sci Dublin 8 Ireland

This article describes the development and implementation of an open-access organic chemistry question bank for online tutorials and assessments at University College Cork and Dublin Institute of Technology. SOCOT (structure-based organic chemistry online tutorials) may be used to supplement traditional small-group tutorials, thereby allowing students to develop essential problem-solving skills in organic chemistry. This online approach may be used for both formative and summative assessment. Students complete one problem set weekly or fortnightly, which consists of a number of questions of varying difficulty. A wide range of question types is possible;for example, prediction of reaction products, identification of reaction intermediates or reagents, and retrosynthetic analyses. Questions involving stereochemistry may be also be incorporated. The implementation is described, along with several sample questions and advice for creating questions. This approach is suitable for all levels of undergraduates, from introductory nonmajors to final-year chemistry students. Student feedback was overwhelmingly positive, and in particular, students found SOCOT to be a quite useful tool for review purposes. Our approach uses MarvinSketch, which is free for academic purposes, and the SMILES algorithm, which converts chemical structures into a text string and is compatible with any learning management system.

关键词： First-Year Undergraduate/General Upper-Division Undergraduate Organic Chemistry internet/web-based learning Reactions Synthesis Mechanisms of Reactions

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Activating Students' Interest and Participation in Lectures and Practical Courses Using Their Electronic Devices

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JOURNAL OF CHEMICAL EDUCATION 2014年第11期91卷 1830-1837页

作者： Wijtmans, Maikel van Rens, Lisette van Muijlwijk-Koezen, Jacqueline E. Vrije Univ Amsterdam Amsterdam Inst Mol Med & Syst Med Chem Sect Amsterdam Netherlands Vrije Univ Amsterdam Dept Res & Theory Educ Amsterdam Netherlands

Interactive teaching with larger groups of students can be a challenge, but the use of mobile electronic devices by students (smartphones, tablets, laptops) can be used to improve classroom interaction. We have examined several types of tasks that can be electronically enacted in classes and practical courses using these devices: multiple choice (MC) questions;open-ended questions;and 3D visualization of (bio)molecules and complexes. We have introduced these tasks dynamically in several educational contexts in our teaching programs. Specifically, attention is paid to applying devices in introductory quizzes at the start of a course, throughout lectures, and in practical courses. Each application has been found by us to offer significant merits in terms of connecting theory and practice, full formative assessment (including an improvement in interactions of introverted students), monitoring progress, engaging students early on in research, stimulating "3D" molecular feeling, and maintaining student attention. From the student perspective, evaluations revealed overall positive feedback on several key aspects of our approaches. In all, we believe that this mutually beneficial way of teaching can be of broader application, also in nonchemistry-related curricula.

关键词： First-Year Undergraduate/General High School/Introductory Chemistry Second-Year Undergraduate Upper-Division Undergraduate internet/web-based learning Testing/Assessment Medicinal Chemistry Drugs/Pharmaceuticals Molecular Modeling

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Enhancing Graduate Student Communication to General Audiences through Blogging about Nanotechnology and Sustainability

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JOURNAL OF CHEMICAL EDUCATION 2014年第10期91卷 1600-1605页

作者： Bishop, Lee M. Tillman, Ayesha S. Geiger, Franz M. Haynes, Christy L. Klaper, Rebecca D. Murphy, Catherine J. Orr, Galya Pedersen, Joel A. DeStefano, Lizanne Hamers, Robert J. Univ Wisconsin Dept Chem Madison WI 53706 USA Univ Illinois Coll Educ Champaign IL 61820 USA Northwestern Univ Dept Chem Evanston IL 60208 USA Univ Minnesota Dept Chem Minneapolis MN 55455 USA Univ Wisconsin Sch Freshwater Sci Milwaukee WI 53204 USA Univ Illinois Dept Chem Urbana IL 61801 USA Pacific NW Natl Lab Environm Mol Sci Lab Richland WA 99352 USA Univ Wisconsin Environm Chem & Technol Program Madison WI 53706 USA

We have developed and assessed a multiauthor science blog on the topic of nanotechnology and sustainability as a tool to improve the written communication and public engagement skills of graduate students. Focus group studies revealed that after participation in the blog, student authors felt more confident and capable of communicating technical topics to general audiences. Students' research mentors viewed this as an important component of their students' education, as indicated by survey data. Important design aspects of this effort include participation of an editor as well as having flexible content and target-audience guidelines. We have explicitly outlined aspects of the effort we see as critical in order to enable others to replicate this model in related settings.

关键词： Graduate Education/Research Curriculum Public Understanding/Outreach Communication/Writing internet/web-based learning Professional Development Nanotechnology

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Offering Remotely Triggered, Real-Time Experiments in Electrochemistry for Distance Learners

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JOURNAL OF CHEMICAL EDUCATION 2014年第3期91卷 368-373页

作者： Saxena, Sachin Satsangee, Soami P. Dayalbagh Educ Inst Univ Sci Instrumentat Ctr Remote Electrochem Lab Agra 282005 Uttar Pradesh India

Remote access to real experiments is crucial for distance learners to experience the sciences. The exploitation of technology for this purpose is advantageous in global teaching and in exchange of ideas on a single front irrespective of distance barriers. Implementation of the distance method leads to cost-effective integrated-e-learning where students at a remote location only need PCs and the internet to perform the experiment. A remote electrochemical experiment is presented. The advantages of the remote electrochemistry laboratory for carrying out real-time experiments are discussed, and our experiences in setting up the laboratory are described. We explain how to perform the remote electrochemical experiments on the network with the main purpose of strengthening teaching in chemical sciences.

关键词： Graduate Education/Research Upper-Division Undergraduate Analytical Chemistry Curriculum Distance learning/Self Instruction internet/web-based learning Electrochemistry Laboratory Computing/Interfacing

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PhET Interactive Simulations: Transformative Tools for Teaching Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2014年第8期91卷 1191-1197页

作者： Moore, Emily B. Chamberlain, Julia M. Parson, Robert Perkins, Katherine K. Univ Colorado Sch Educ Boulder CO 80309 USA Univ Colorado Dept Phys Boulder CO 80309 USA Univ Colorado Dept Chem & Biochem Boulder CO 80309 USA Univ Colorado JILA Boulder CO 80309 USA

Developing fluency across symbolic-, macroscopic-, and particulate-level representations is central to learning chemistry. Within the chemistry education community, animations and simulations that support multi-representational fluency are considered critical. With advances in the accessibility and sophistication of technology, interactive computer simulations are emerging as uniquely powerful tools to support chemistry learning. In this article, we present examples and resources to support successful implementation of PhET interactive simulations. The PhET Interactive Simulations project at the University of Colorado Boulder has developed over 30 interactive simulations for teaching and learning chemistry. PhET simulations provide dynamic access to multiple representations, make the invisible visible, scaffold inquiry, and allow for safe and quick access to multiple trials, while being engaging and fun for students and teachers. The simulations are readily accessible online, and are designed to be flexible tools to support a wide-range of implementation styles and teaching environments. Here, we introduce the PhET project, including the project's goals and design principles. We then highlight two simulations for chemistry, Molecule Polarity and Beer's Law Lab. Finally, we share examples (with resources) of the variety of ways PhET simulations can be used to teach chemistry in lecture, laboratory, and homework.

关键词： First-Year Undergraduate/General High School/Introductory Chemistry Elementary/Middle School Science Second-Year Undergraduate Computer-based learning Inquiry-based/Discovery learning internet/web-based learning

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Inverted Teaching: Applying a New Pedagogy to a University Organic Chemistry Class

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JOURNAL OF CHEMICAL EDUCATION 2014年第11期91卷 1845-1850页

作者： Christiansen, Michael A. Utah State Univ Vernal UT 84078 USA

Inverted teaching, not to be confused with hybrid learning, is a relatively new pedagogy in which lecture is shifted outside of class and traditional homework is done in class. Though some inverted teaching (IT) designs have been published in different fields, peer-reviewed reports in university chemistry remain quite rare. To that end, herein is disclosed a sophomore organic chemistry course design in which two groups of students were each taught by one of two methods: Group 1 through traditional lecture (TL) and Group 2 through IT. Design rationale and objectives are discussed. Academic performances are compared, along with anonymous student feedback contrasting the two techniques (TL vs IT). Student attendance and viewership, instructor prep time, and total lecture time are also presented for both styles.

关键词： Second-Year Undergraduate Organic Chemistry Computer-based learning internet/web-based learning Student-Centered learning

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The Journal of Kitchen Chemistry: A Tool for Instructing the Preparation of a Chemistry Journal Article

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JOURNAL OF CHEMICAL EDUCATION 2014年第10期91卷 1643-1648页

作者： Meyers, Jonathan K. LeBaron, Tyler W. Collins, David C. Brigham Young Univ Idaho Dept Chem Rexburg ID 83460 USA

Writing assignments are typically incorporated into chemistry courses in an attempt to enhance the learning of chemistry or to teach technical writing to chemistry majors. This work addresses the development of chemistry-major writing skills by focusing on the rigorous guidelines and conventions associated with the preparation of a journal article. In an attempt to reproduce the entire process associated with the writing of a peer-reviewed journal article (i.e., designing an experiment, collecting data, modifying an experiment, evaluating and interpreting data, and communicating results) kitchen chemistry projects were employed. These projects facilitated the development of student work ownership and better simulated a journal-article writing experience in comparison to laboratory reports and other conventional options. Student written work was submitted to the in-house journal The Journal of Kitchen Chemistry for publication. Students responded favorably to the course structure and the kitchen chemistry project concept. Complete course structure, kitchen chemistry project guidelines, journal-article requirements, and survey results are presented.

关键词： Upper-Division Undergraduate Curriculum Communication/Writing internet/web-based learning

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web-based Job Submission Interface for the GAMESS Computational Chemistry Program

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JOURNAL OF CHEMICAL EDUCATION 2014年第12期91卷 2206-2208页

作者： Perri, M. J. weber, S. H. Sonoma State Univ Dept Chem Rohnert Pk CA 94928 USA

A web site is described that facilitates use of the free computational chemistry software: General Atomic and Molecular Electronic Structure System (GAMESS). Its goal is to provide an opportunity for undergraduate stu... 详细信息

关键词： Upper-Division Undergraduate Physical Chemistry Computer-based learning internet/web-based learning Computational Chemistry

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Use of Doceri Software for iPad in Online Delivery of Chemistry Content

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JOURNAL OF CHEMICAL EDUCATION 2014年第11期91卷 1999-2001页

作者： Silverberg, Lee J. Tierney, John Bodek, Matthew J. Penn State Univ Schuylkill Haven PA 17972 USA Penn State Univ Media PA 19063 USA

Doceri software for iPad is useful for both synchronous online and asynchronous online delivery of chemistry course content. Using the Doceri wireless connection between the iPad and a personal computer that is running Adobe Connect, online synchronous instruction can be accomplished in which drawings can be completed by hand on the iPad. For asynchronous delivery, lectures can be easily recorded by Doceri on the iPad. As with synchronous lectures, the content on display can be easily annotated over, making it easy for the instructor to highlight materials while talking.

关键词： First-Year Undergraduate/General Second-Year Undergraduate Upper-Division Undergraduate Continuing Education Computer-based learning Distance learning/Self Instruction internet/web-based learning

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A Comparison of the Usage of Tablet PC, Lecture Capture, and Online Homework in an Introductory Chemistry Course

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JOURNAL OF CHEMICAL EDUCATION 2014年第1期91卷 48-51页

作者： Revell, Kevin D. Murray State Univ Dept Chem Murray KY 42071 USA

Three emerging technologies were used in a large introductory chemistry class: a tablet PC, a lecture capture and replay software program, and an online homework program. At the end of the semester, student usage of the lecture replay and online homework systems was compared to course performance as measured by course grade and by a standardized final exam. Additionally, an attitudinal survey was used to assess the relative value students placed on each tool. While each tool received positive feedback, use of the tablet PC during lecture was rated the highest for enhancing learning and teaching effectiveness. Not surprisingly, students who completed most or all of the homework performed better than students who did not. Student usage of the lecture replay ranged from zero to over 30 h of viewing time. It was noted that international and ESL students were among the most voracious users of the lecture replay. Extensive use of the lecture replay did not correlate with course performance, as those who used this tool most heavily tended to place in the B-C grade brackets. The combination of the three tools appears to have a positive impact on retention compared with previous semesters, as 90% of students successfully completed this course.

关键词： First-Year Undergraduate/General High School/Introductory Chemistry Multimedia-based learning internet/web-based learning

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