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iTube, You Tube, We Tube: Social Media Videos in Chemistry Education and Outreach

JOURNAL OF CHEMICAL EDUCATION 2014年第10期91卷 1594-1599页

作者： Smith, David K. Univ York Dept Chem York YO10 5DD N Yorkshire England

Social media provide a unique arena in which chemists can communicate directly with an international audience from a wide range of backgrounds. In particular, YouTube offers a rich environment through which students of chemistry and members of the general public can be engaged, and chemophobia can be addressed. This article describes the development of a YouTube channel designed to inform and engage by (i) providing revision material for students of chemistry and (ii) reaching out to nonchemists and nontraditional learners through the application of chemistry in a real-world context. In addition to this educator-led approach (iTube), the active use of YouTube has been developed as an educational tool for undergraduate students. In a module on polymer chemistry, students could choose, instead of writing a magazine-style article, to make a YouTube video. The students making videos (YouTube) found it much more enjoyable than those who wrote articles and also gained further educational benefits: developing public engagement and presentation skills, enhancing their creativity, and even becoming empowered as global educators in their own right. The highly interactive nature of YouTube, in which users can comment, provides the audience with a voice, and as such, an online chemical community (WeTube) begins to spontaneously emerge.

关键词： Public Understanding/Outreach Polymer Chemistry Organic Chemistry internet/web-based learning Communication/Writing First-Year Undergraduate/General General Public High School/Introductory Chemistry

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Social Networking as a Platform for Role-Playing Scientific Case Studies

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JOURNAL OF CHEMICAL EDUCATION 2014年第3期91卷 364-367页

作者： Geyer, Andrea M. Univ St Francis Dept Chem Ft Wayne IN 46808 USA

This work discusses the design and implementation of two online case studies in a face-to-face general chemistry course. The case studies were integrated into the course to emphasize the need for science literacy in general society, to enhance critical thinking, to introduce database searching, and to improve primary literature reading skills. An online social networking platform was chosen to take advantage of commonly used modes of conversation in the young adult population. Facebook was selected as the case study platform because of its functionality, popularity, and group capabilities. Details on the execution of the case studies on Facebook and corresponding student feedback are included.

关键词： Problem Solving/Decision Making First-Year Undergraduate/General Interdisciplinary/Multidisciplinary internet/web-based learning Enrichment/Review Materials Nonmajor Courses

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"Molecules-in-Medicine": Peer-Evaluated Presentations in a Fast-Paced Organic Chemistry Course for Medical Students

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JOURNAL OF CHEMICAL EDUCATION 2013年第7期90卷 883-888页

作者： Kadnikova, Ekaterina N. Univ Missouri Dept Chem Kansas City MO 64110 USA

To accentuate the importance of organic chemistry in development of contemporary pharmaceuticals, a three-week unit entitled "Molecules-in-Medicine" was included in the curriculum of a comprehensive one-semester four-credit organic chemistry course. After a lecture on medicinal chemistry concepts and pharmaceutical practices, students worked in small groups (rarely, individually) to research and prepare a Power Point presentation on a small-molecule drug, highlighting the drug's structure, function, biological target, and organic reactions involved in its synthesis. Presentations were uploaded on the Blackboard course management system and then peer-reviewed and graded by fellow students using Blackboard's peer-review feature and instructor-provided criteria. Both the preparation of the presentation and the evaluation of other student's presentations were required to receive credit for this unit. In addition to helping students acquire critical skills in effective communication and experiencing peer review firsthand for the first time, this assignment generated tremendous student interest, stimulated student engagement with organic chemistry, and improved their awareness of the role of organic chemistry in modern drug design and synthesis.

关键词： Second-Year Undergraduate Upper-Division Undergraduate Organic Chemistry Collaborative/Cooperative learning Communication/Writing internet/web-based learning Testing/Assessment Applications of Chemistry Drugs/Pharmaceuticals Student-Centered learning

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An In-Pharm-ative Educational Poster Anthology Highlighting the Therapeutic Agents That Chronicle Our Medicinal History

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JOURNAL OF CHEMICAL EDUCATION 2013年第10期90卷 1403-1405页

作者： Ilardi, Elizabeth A. Vitaku, Edon Njardarson, Jon T. Univ Arizona Dept Chem & Biochem Tucson AZ 85721 USA

Disease Focused Posters is a new, free, and readily accessible collection of graphical timelines that arrange the vast number of FDA approved pharmaceuticals according to a specific theme. Capitalizing on the elegance of structural imagery and the innovative functions of organic compounds, each poster (in its simplistic appearance) has the capacity to communicate a wealth of information that appeals to the educational desires of the public, from the non-scientist to the expert.

关键词： Continuing Education General Public Graduate Education/Research Upper-Division Undergraduate Organic Chemistry Inquiry-based/Discovery learning internet/web-based learning Applications of Chemistry Drugs/Pharmaceuticals Natural Products

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Reaction Extrema: Extent of Reaction in General Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2013年第9期90卷 1177-1179页

作者： Vandezande, Jonathon E. Vander Griend, Douglas A. DeKock, Roger L. Calvin Coll Dept Chem & Biochem Grand Rapids MI 49546 USA

Nearly 100 years ago de Donder introduced the term "extent of reaction", xi. We build on that work by defining the concept of reagent extrema for an arbitrary chemical reaction, aA + bB reversible arrow gamma Y + zZ. The central equation is (xi) over cap (i) = -n(i,0)/nu(i). The symbol (xi) over cap (i) represents the reagent extremum for the chemical entity i;n(i,0) represents the initial molar amount of entity i, and nu(i), is its stoichiometric number, which is positive for products and negative for reactants. A reagent extremum exists for each reactant and each product;those of reactants are zero or positive, and the least positive of these is the reaction extremum to the right, xi(max);those of products are zero or negative, and the least negative is the reaction extremum to the left, xi(min). These two boundary values, called reaction extrema, indicate the maximum extent to which the reaction can progress in the forward or reverse direction, respectively. The xi(max) and xi(min) values are an important pedagogical tool for a quantitative understanding of chemical reaction stoichiometry. A graphical presentation in which the amounts of reagents are depicted versus extent of reaction is useful for helping general chemistry students understand intuitively the extent to which chemical reactions can progress. The Supporting Information includes a student handout, a student exercise, and a web-enhanced object, Reaction Progress, which can be used to help students understand the concept of extent of reaction and reaction extrema.

关键词： First-Year Undergraduate/General Upper-Division Undergraduate Physical Chemistry internet/web-based learning Problem Solving/Decision Making Stoichiometry

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Developing Online Collaboration Skills in the General Chemistry Laboratory

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JOURNAL OF CHEMICAL EDUCATION 2013年第9期90卷 1244-1246页

作者： Sinex, Scott A. Chambers, Theodore L. Prince Georges Community Coll Largo MD 20774 USA

Online collaboration is a vital 21st-century technology skill. So how can online collaboration be incorporated into general chemistry? We are using Google Drive spreadsheets and forms to develop online collaboration skills in students. The forms capability allows easy collection of data for class comparison and student feedback. The information collected in a spreadsheet can be projected for class discussion, or can easily be downloaded and analyzed in Excel. This is an effective way to gather class statistics on experimental data. We have started to use the Google chat feature to promote discussion in the laboratory of class data, such as looking for uniformity in data or analyzing errors across groups. This is done by posting a link to the form to enter data for student groups and then the link to the spreadsheet of data (which only instructors can edit) and having students open it in the lab. With multiple openings the chat feature is enabled. Any discussion is anonymous unless students or lab groups identify themselves (students are not signed into Google Drive). These mock online collaborations are a valuable start and demonstrate the ease and power of the technology. Collaborative group projects or reports are a logical next step, which would require students to have a Google account.

关键词： First-Year Undergraduate/General Curriculum Collaborative/Cooperative learning Inquiry-based/Discovery learning internet/web-based learning

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Combining Experiment and Theory To Probe Salt Aerosol Deliquescence

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JOURNAL OF CHEMICAL EDUCATION 2013年第10期90卷 1392-1395页

作者： Darr, Joshua P. Univ Nebraska Dept Chem Omaha NE 68182 USA

Atmospheric aerosols represent an interesting and practical way for students to learn about chemical thermodynamics. This paper describes a laboratory experiment designed for physical chemistry students in which they learn about phase transitions of salt aerosols. The aerosols are generated by atomizing a salt solution, and then they are passed through a gas cell in a transmission-mode Fourier transform infrared spectrometer. Utilizing the O-H stretch of liquid water, the relative quantity of water in the aerosols can be measured. The deliquescence phase transition in which the solid aerosol particle dissolves to form a liquid droplet is evidenced by an abrupt increase in the water content of the aerosols. Multiple salts are suitable for analysis, including sodium chloride and ammonium bisulfate. Additionally, comparisons to model calculations can be made using the Extended Aerosol Inorganics Model web site. This lab exposes students to important thermodynamic concepts such as chemical potential, activity, and phase transitions and forces them to critically interpret spectra.

关键词： Upper-Division Undergraduate Environmental Chemistry Laboratory Instruction Physical Chemistry Hands-On learning internet/web-based learning Atmospheric Chemistry IR Spectroscopy Phase Transitions Thermodynamics

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Green Goggles: Designing and Teaching a General Chemistry Course to Nonmajors Using a Green Chemistry Approach

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JOURNAL OF CHEMICAL EDUCATION 2013年第4期90卷 423-428页

作者： Prescott, Sarah Univ New Hampshire Manchester NH 03101 USA

A novel course using green chemistry as the context to teach general chemistry fundamentals was designed, implemented and is described here. The course design included an active learning approach, with major course graded components including a weekly blog entry, exams, and a semester project that was disseminated by wiki and a public symposium. Results include self-reports of gains in knowledge of both general and green chemistry concepts as well as how they are related, and that the project and wild participation contributed most to their learning gains in the course. Other qualitative results include attitudinal changes and increase in critical thinking skills. Course improvements for future offerings are also reported.

关键词： First-Year Undergraduate/General Interdisciplinary/Multidisciplinary Collaborative/Cooperative learning Inquiry-based/Discovery learning internet/web-based learning Problem Solving/Decision Making Green Chemistry Nonmajor Courses

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Massive Open Online Courses in Chemistry: A Comparative Overview of Platforms and Features

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JOURNAL OF CHEMICAL EDUCATION 2013年第11期90卷 1533-1539页

作者： Leontyev, Alexey Baranov, Dmitry Univ No Colorado Dept Chem & Biochem Greeley CO 80639 USA Univ Colorado Dept Chem & Biochem Boulder CO 80309 USA

Open-access, online educational platforms launched in the last decade are receiving growing attention from both academia and the general public. A special class of such courseware known as MOOCs (massive open online courses) allows enrollment of up to hundreds of thousands of students from all over the world. This report reviews and compares currently available chemistry MOOCs as well as Other web-based courseware resources. Features distinguishing MOOCs from other types of instruction are also discussed.

关键词： General Public Continuing Education Distance learning/Self Instruction internet/web-based learning Curriculum

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Using Social Social Networking Sites To Connect with Chemistry Alumni

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JOURNAL OF CHEMICAL EDUCATION 2013年第5期90卷 673-675页

作者： Farmer, Steven C. Sonoma State Univ Dept Chem Rohnert Pk CA 94928 USA

Some recent successes connecting with and tracking chemistry alumni using the social networking sites Facebook and Linkedln are described. This communication provides tips on how to develop digital alumni networking sites, offers ideas on content, and reports on their effectiveness and will be of interest to any chemistry faculty member who is interested in increasing their department's ability to connect with and track alumni.

关键词： Upper-Division Undergraduate internet/web-based learning Enrichment/Review Materials Professional Development

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