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Using Social Social Networking Sites To Connect with Chemistry Alumni

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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Spectral Database for Instructors: A Living, Online NMR FID Database

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JOURNAL OF CHEMICAL EDUCATION 2013年第7期90卷 941-943页

作者： Kalstabakken, Kyle A. Harned, Andrew M. Univ Minnesota Dept Chem Minneapolis MN 55455 USA

A web-based resource has been developed to assist instructors of organic spectroscopy courses. This web site is populated by NMR FID files that can be freely downloaded by registered users. Current offerings include FID files for H-1 and C-13 NMR, DEPT, H-1-H-1 COSY, HMQC, HMBC, TOCSY, and 1D NOE experiments. External users can also submit their own data for use by other instructors. By supplying users with the FID files, it will be easier for them to emphasize certain areas of the spectrum for use during in-class discussions, problem sets, and exams.

关键词： Upper-Division Undergraduate Graduate Education/Research Organic Chemistry internet/web-based learning NMR Spectroscopy

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Using a web Application To Conduct and Investigate Syntheses of Methyl Orange Remotely

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JOURNAL OF CHEMICAL EDUCATION 2013年第5期90卷 574-577页

作者： van Rens, Lisette van Dijk, Hans Mulder, Jan Nieuwland, Pieter Vrije Univ Amsterdam Dept Res & Theory Educ NL-1081 HV Amsterdam Netherlands Vrije Univ Amsterdam Fac Sci Amsterdam Netherlands Future Chem NL-6525 EC Nijmegen Netherlands

Thirty-six pre-university chemistry students and two chemistry teachers used flow chemistry as a technology for the synthesis of methyl orange. FutureChemistry and VU University Amsterdam cooperatively created FlowStart Remote, a device that enabled the students to remotely conduct this synthesis and in real time monitor and control the device via a LabVIEW web application. The students were able to conduct experiments under different conditions and became acquainted with flow chemistry in a safe way. The remotely controlled device can be shared among several upper-level secondary schools, giving access to experimentation for many students all over the world.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Laboratory Instruction Organic Chemistry Inquiry-based/Discovery learning internet/web-based learning Amines/Ammonium Compounds Laboratory Equipment/Apparatus Synthesis UV-Vis Spectroscopy

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Exploring Transmedia: The Rip-Mix-Learn Classroom

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JOURNAL OF CHEMICAL EDUCATION 2013年第9期90卷 1172-1176页

作者： Benedict, Lucille A. Champlin, David T. Pence, Harry E. Univ So Maine Dept Chem Portland ME 04104 USA Univ So Maine Dept Biol Portland ME 04104 USA SUNY Coll Oneonta Dept Chem & Biochem Oneonta NY 13820 USA

Google Docs was used to create the rip-mix-learn (RML) classroom in two, first-year undergraduate introductory chemistry and biology courses, a second-semester introductory chemistry course, and an upper-level developmental biology course. This "transmedia" approach assigned students to create sets of collaborative lecture notes into which they inserted student-generated, web-based media annotations. Students felt this helped them to reinforce concepts and create connections between content and topics with which they could personally relate. Grading of the annotations was accomplished simply by examining the revision history in Google Docs. Student-annotated lecture notes became part of the required material covered on exams.

关键词： First-Year Undergraduate/General Chemoinformatics Computer-based learning internet/web-based learning Student-Centered learning

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Assessing the Development of Chemistry Students' Conceptual and Visual Understanding of Dimensional Analysis via Supplemental Use of web-based Software

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JOURNAL OF CHEMICAL EDUCATION 2013年第5期90卷 554-560页

作者： Ellis, Jennifer T. Univ Tennessee Walker Teaching Resource Ctr Chattanooga TN 37403 USA

This study was designed to evaluate the effects of a proprietary software program on students' conceptual and visual understanding of dimensional analysis. The participants in the study were high school general chemistry students enrolled in two public schools with different demographics (School A and School B) in the Chattanooga, Tennessee, metropolitan area. Using a "treatment group" and a "control group" (no treatment), a mixed-methods design was used in the data collection and analysis to provide a holistic view of the impact of the software on student learning. The resulting qualitative and quantitative data confirmed that the software enhanced the treatment groups' conceptual and visual understanding of dimensional analysis. In fact, when all of the quantitative and qualitative data were viewed as a whole, the advantages of integrating use of the software into the general chemistry classroom proved to have significant impact on student conceptual and visual understanding of dimensional analysis. The enhanced conceptual understanding was verified by quantitative data, which indicated a significant difference between the overall pretest and posttest scores of the treatment group (n = 14, t = -2.896, p = 0.008). On the basis of the descriptive statistics, it is evident that all students benefited from using the software. The qualitative data showed that students' visual understanding was enhanced and that they valued their experiences using the software and were able to enhance their knowledge of all aspects of dimensional analysis. The researcher takes the lessons learned from this study and provides practical best practices on effectively integrating elements of the software to enhance conceptual and visual understanding in traditional chemistry classrooms.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Chemical Education Research Computer-based learning internet/web-based learning Multimedia-based learning Problem Solving/Decision Making Analogies/Transfer Stoichiometry Student-Centered learning

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Offering QR-Code Access to Information on Nobel Prizes in Chemistry, 1901-2011

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JOURNAL OF CHEMICAL EDUCATION 2013年第10期90卷 1401-1402页

作者： Bonifacio, Vasco D. B. Univ Nova Lisboa REQUIMTE Dept Chem Fac Ciencias & Tecnol P-2829516 Caparica Portugal

The Nobel Prize is the most prestigious prize in the world. With the use of online free available tools, a poster was constructed with QR-coded information about of the Nobel Prizes in chemistry from 1901 to 2011. The QR-NPchem poster can be explored as a mobile-learning tool, using a smart phone, to introduce the Nobel Prizes in Chemistry in the classroom.

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

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Interactive web-based Pointillist Visualization of Hydrogenic Orbitals Using Jmol

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JOURNAL OF CHEMICAL EDUCATION 2013年第1期90卷 129-131页

作者： Tully, Shane P. Stitt, Thomas M. Caldwell, Robert D. Hardock, Brian J. Hanson, Robert M. Maslak, Przemyslaw Penn State Univ Dept Chem University Pk PA 16802 USA St Olaf Coll Dept Chem Northfield MN 55057 USA

A Monte Carlo method is used to generate interactive pointillist displays of electron density in hydrogenic orbitals. The web applet incorporating Jmol viewer allows for clear and accurate presentation of three-dimensional shapes and sizes of orbitals up to n = 5, where n is the principle quantum number. The obtained radial probability distributions can be compared with theoretical curves on two-dimensional plots. The applet also produces orbital cross sections and contour plots and their three-dimensional isometric projections, illustrating the standing-wave nature of the orbitals. The classical boundary surfaces with various predetermine cutoffs may also be displayed for size comparisons. Nodal surfaces are available for all displays.

关键词： First-Year Undergraduate/General Chemoinformatics Physical Chemistry internet/web-based learning Atomic Properties/Structure

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Use of *** Data as a Supplemental Tool for the Assessment of General Chemistry Instruction

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JOURNAL OF CHEMICAL EDUCATION 2013年第3期90卷 289-295页

作者： Bergin, Adam Sharp, Kevan Gatlin, Todd A. Villalta-Cerdas, Adrian Gower, Austin Sandi-Urena, Santiago Univ S Florida Dept Chem Tampa FL 33620 USA

Commercial online instructor evaluations have gained traction in influencing students' decisions on professor and course selections at universities. *** (RMP) is the Most popular of such evaluation tools and houses a wealth of information from the students' viewpoint. The purpose of this study was to determine whether RMP data could be used to analyze and inform general chemistry instruction at a particular institution. The entire RMP database for the general chemistry program was sampled to produce a subset of 60 random RMP entries from six instructors. Each entry was composed of ratings in several areas and open-ended comments. The quantitative RMP data were consistent with measures from the institutional Student Evaluation of Instruction forms corresponding to the same instructors. In addition, a survey investigating RMP use patterns demonstrated that general chemistry students who contributed to RMP were not significantly different from the rest of the cohort across seven academic and demographic comparison criteria. The RMP qualitative information was analyzed using an inductive approach from which seven categories emerged as important to students' learning environment. This analytical model allows for categorizing students' statements in a systematic and meaningful manner to extract valuable supplemental information usable for program evaluation.

关键词： General Public First-Year Undergraduate/General Chemical Education Research internet/web-based learning Professional Development Undergraduate Research Testing/Assessment

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Deep Thinking. What Lectures Are Useful For

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JOURNAL OF CHEMICAL EDUCATION 2013年第11期90卷 1418-1418页

作者： Cardellini, Liberato Univ Politecn Marche Dipartimento SIMAU I-60131 Ancona Italy

Online courses are gaining popularity because of the benefits they can offer. Among our students, we also have those who are weak in scientific reasoning and students with little motivation to study. To engage them, as well as the strong students, in deep thinking and to enjoy learning, more than online courses are necessary, because education is about more than acquiring skills.

关键词： General Public Public Understanding/Outreach internet/web-based learning Curriculum learning Theories Student-Centered learning

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Case Study Using Online Homework in Undergraduate Organic Chemistry: Results and Student Attitudes

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JOURNAL OF CHEMICAL EDUCATION 2013年第1期90卷 37-44页

作者： Parker, Laurie L. Loudon, G. Marc Purdue Univ Dept Med Chem & Mol Pharmacol Coll Pharm W Lafayette IN 47907 USA

Managing student needs for effective learning in a large-enrollment, introductory organic chemistry course can be a challenging task. Because instructor time is at a premium, it is imperative to find resources that engage the students in active learning and provide them with feedback about their understanding of course content. Appropriately designed online homework systems can provide this level of engagement. Here we describe our experience with using the Sapling learning online homework system in an organic chemistry course for prepharmacy majors. based on the literature describing the effectiveness of online homework in general chemistry and other courses, we hypothesized that student engagement in the online homework would be associated with students' performance in the course, but that studying with the textbook problems would provide a greater benefit because the material was more sophisticated. We found that engagement in using the system was positively correlated with course grade, and that student perceptions of the system were overwhelmingly positive. Surprisingly, we also found that spending more time studying with the problems in the textbook was not associated with significantly better performance than using the online homework system alone. We speculate that this is because the immediate feedback given by the online system more effectively reinforces the topics. Furthermore, we found that despite the perceived utility of the system and its relationship to final course grades, students still seemed to require an extra-credit incentive to incorporate the use of the system into their study habits. This case study suggests that learning reinforcement through real-time feedback and extra credit (or other points-based) incentives to motivate participation are important components of achieving student benefits from an online homework system.

关键词： Second-Year Undergraduate First-Year Undergraduate/General Chemical Education Research Organic Chemistry internet/web-based learning Testing/Assessment

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