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Upper-Year Materials Chemistry Computational Modeling Module for Organic Display Technologies

JOURNAL OF CHEMICAL EDUCATION 2021年第3期98卷 805-811页

作者： Hoover, Gabrielle C. Dicks, Andrew P. Seferos, Dwight S. Univ Toronto Dept Chem Toronto ON M5S 3H6 Canada Univ Toronto Dept Chem Engn & Appl Chem Toronto ON M5S 3H6 Canada

In undergraduate chemistry curricula that include computational modeling, students may gain first-hand experience in both introductory and advanced applications of this technique. However, although students can be exposed to the predictive power of computational work, its capabilities are often limited to determining the intrinsic properties of the molecules being modeled, rather than potential applications of functional materials intended for devices. To address this disconnect, we have designed and implemented a computational module for upper-year undergraduate and graduate students within an organic materials chemistry course. The module is conducted over 7 weeks and is based on an increasingly important phenomenon in organic photochemistry known as thermally activated delayed fluorescence (TADF). TADF emitters are ideal for display technologies (organic light emitting diodes). Students connect molecular structure with predicted properties and function by performing computational modeling on known TADF emitters, before correlating their results with the experimental performance of the emitters. They also address potential limitations of density functional theory (DFT) that they have not encountered previously, attempt to rationalize outlying data points based on content presented in class, and summarize their calculations and conclusions in a communications-style manuscript. Overall, students learn how DFT can be used to inform molecular materials chemistry and engineering as well as identify some limitations of in silico design.

关键词： Upper-Division Undergraduate Graduate Education/Research Organic Chemistry Computer-based learning internet/web-based learning Interdisciplinary/Multidisciplinary Communication/Writing Computational Chemistry Fluorescence Spectroscopy Materials Science MO Theory Photochemistry

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Teaching Cheminformatics through a Collaborative Intercollegiate Online Chemistry Course (OLCC)

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JOURNAL OF CHEMICAL EDUCATION 2021年第2期98卷 416-425页

作者： Kim, Sunghwan Bucholtz, Ehren C. Briney, Kristin Cornell, Andrew P. Cuadros, Jordi Fulfer, Kristen D. Gupta, Tanya Hepler-Smith, Evan Johnston, Dean H. Lang, Andrew S. I. D. Larsen, Delmar Li, Ye McEwen, Leah R. Morsch, Layne A. Muzyka, Jennifer L. Belford, Robert E. CALTECH Sherman Fairchild Lib Pasadena CA 91125 USA Univ Arkansas Dept Chem Little Rock AR 72022 USA IQS Univ Ramon Llull Dept Quantitat Methods Barcelona 08017 Spain Ctr Coll Danville Dept Chem Danville KY 40422 USA South Dakota State Univ Dept Chem & Biochem Brookings SD 57007 USA Duke Univ Dept Hist Durham NC 27708 USA Otterbein Univ Dept Chem Westerville OH 43081 USA Oral Roberts Univ Dept Comp & Math Tulsa OK 74171 USA Univ Calif Davis Dept Chem Davis CA 95616 USA MIT MIT Lib Cambridge MA 02139 USA Cornell Univ Phys Sci Lib Ithaca NY 14853 USA Univ Illinois Dept Chem Springfield IL 62703 USA NIH Natl Ctr Biotechnol Informat Natl Lib Med Bethesda MD 20894 USA Univ Hlth Sci & Pharm St Louis Dept Basic Sci St Louis MO 63110 USA

While cheminformatics skills necessary for dealing with an ever-increasing amount of chemical information are considered important for students pursuing STEM careers in the age of big data, many schools do not offer a cheminformatics course or alternative training opportunities. This paper presents the Cheminformatics Online Chemistry Course (OLCC), which is organized and run by the Committee on Computers in Chemical Education (CCCE) of the American Chemical Society (ACS)'s Division of Chemical Education (CHED). The Cheminformatics OLCC is a highly collaborative teaching project involving instructors at multiple schools who teamed up with external chemical information experts recruited across sectors, including government and industry. From 2015 to 2019, three Cheminformatics OLCCs were offered. In each program, the instructors at participating schools would meet face-to-face with the students of a class, while external content experts engaged through online discussions across campuses with both the instructors and students. All the material created in the course has been made available at the open education repositories of LibreTexts and CCCE web sites for other institutions to adapt to their future needs.

关键词： Upper-Division Undergraduate Graduate Education/Research General Public Cheminformatics Interdisciplinary/Multidisciplinary Computer-based learning internet/web-based learning Professional Development

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From Abstract to Manipulatable: The Hybridization Explorer, A Digital Interactive for Studying Orbitals

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JOURNAL OF CHEMICAL EDUCATION 2021年第2期98卷 655-661页

作者： Wegwerth, Sarah E. Overby, Jason S. Douglas, Christopher J. Winter, Julia E. Manchester, Gianna J. Engalan, Joseph Coll Charleston Dept Chem & Biochem Charleston SC 29424 USA Univ Minnesota Dept Chem Minneapolis MN 55455 USA Alchemie Solut Inc Troy MI 48083 USA

As digital educational media use becomes more widespread, an opportunity exists to develop new methods to present abstract ideas to provide a more meaningful learning experience. Drawing from psychology and dynamic visualization research, new interactive tools can be thoughtfully designed but it is also necessary to establish how these media are used and to study the effects the new interactive tools have on concept understanding. In this technology report, we present the Hybridization Explorer, a web-based interactive learning tool for manipulating and experimenting with hybridization concepts. The explorer has three modes of use to explore both the combination of atomic orbitals, and the visual representation of both atomic and hybrid orbitals and corresponding bond formation. Case studies from an undergraduate- and graduate-level demonstration of the explorer are described. Finally, self-reported student confidence levels on solving hybridization questions both before and after use of the explorer are analyzed and discussed.

关键词： General Public First-Year Undergraduate/General Second-Year Undergraduate Curriculum Demonstrations Hands-On learning/Manipulatives internet/web-based learning Covalent Bonding Valence Bond Theory VSEPR Theory

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Chemical Anthropomorphism: Acting Out General Chemistry Concepts in Social Media Videos Facilitates Student-Centered learning and Public Engagement

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JOURNAL OF CHEMICAL EDUCATION 2021年第4期98卷 1283-1289页

作者： Hight, Matthew O. Nguyen, Nhien Q. Su, Timothy A. Univ Calif Riverside Dept Chem Riverside CA 92507 USA

This article describes the educational and public engagement outcomes of an activity called the "ChemClout Challenge" that was implemented in a general chemistry course at UC Riverside. Students worked in groups to make chemistry-themed videos, posted them to social media platforms, then voted on their favorite videos. The majority of students elected to make videos where they anthropomorphized general chemistry concepts, physically acting out principles such as ideal gas law relationships and electrolyte solubility. Students reported enjoying these anthropomorphized videos most. These types of videos received over one million views worldwide within the first month of posting on the social media platform, TikTok. After the course was over, 75 students completed voluntary Likert scale surveys to assess the educational and outreach impact of the ChemClout Challenge. Eighty-eight percent of students reported that the activity made chemistry more relatable, whereas 76% of students noted that the activity helped them retain course concepts two months after the course was completed, indicating the activity benefitted student learning. Moreover, 84% of students reported that their friends and family members outside of UC Riverside watched the videos, with 72% of students reporting that they explained the chemical concepts of their videos to their friends. These studies indicate that student-created social media videos that anthropomorphize chemistry are highly effective vectors for student-centered learning and public engagement in chemical concepts. This activity may find particular utility for educators during the COVID-19 pandemic, as it is compatible with distance learning.

关键词： First-Year Undergraduate/General High School/Introductory Chemistry General Public Public Understanding/Outreach Collaborative/Cooperative learning Communication Distance learning internet/web-based learning Multimedia-based learning Student-Centered learning

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Coding a Telegram Quiz Bot to Aid Learners in Environmental Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2021年第8期98卷 2699-2703页

作者： Ong, Jonathan Sing Huat Mohan, Prasanth Rajan Han, Jia Yi Chew, Jia Ying Fung, Fun Man Natl Univ Singapore Dept Chem Singapore 117543 Singapore Natl Univ Singapore Div Ind Design Singapore 117356 Singapore

In light of the COVID-19 pandemic, the transition from traditional face-to-face lectures to online learning, as well as the adoption of technology-enabled active learning in the classroom, has been accelerated. Here, we introduce the use of Telegram as a technological tool to support remote learning by helping students identify gaps in their content knowledge with ease and convenience. This was done by designing a quiz based on relevant topics on the Telegram Quiz Bot, while adding an element of gamification, whereby students compete in group chats for correctness and speed. Overall, the majority of the students responded positively to the use of the Telegram Quiz Bot.

关键词： General Public Upper-Division Undergraduate Environmental Chemistry Distance learning/Self Instruction Humor/Puzzles/Games internet/web-based learning Testing/Assessment

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Imparting Scientific Literacy through an Online Materials Chemistry General Education Course

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JOURNAL OF CHEMICAL EDUCATION 2021年第5期98卷 1594-1601页

作者： Ramachandran, Roshini Bernier, Nicholas A. Mavilian, Christine M. Izad, Tina Thomas, Leah Spokoyny, Alexander M. Univ Calif Los Angeles Dept Chem & Biochem Los Angeles CA 90095 USA Univ Calif Los Angeles Ctr Adv Teaching Los Angeles CA 90095 USA

This study details the design and implementation of an online materials ire, chemistry general education (GE) course during the COVID-19 pandemic. While many pedagogical techniques involving active learning have been established in STEM major courses, their use within STEM general education courses for non-majors are not as well-established. The recently developed GE course at UCLA (termed Chemistry 3: Material World) utilized high-impact practices to introduce students to the scientific process and impart skills of critical thinking and scientific communication through its flexible activities and assignments. Emphasis was placed on collaborative learning, problem-solving, and interpreting scientific information from published reports. Additionally, content focused on social justice and community engagement was introduced throughout several topics (e.g., underrepresentation in science, war on drugs, nuclear proliferation, pollution, and global climate change) to showcase that chemistry is intricately related to bigger societal challenges. This article details our efforts in achieving the course learning outcomes and shares tangible results regarding the assessment of our teaching strategies from student feedback and reflections. We envision that this work will assist faculty in designing inclusive chemistry GE courses that focus on process versus content and adopting our teaching strategies in both in-person and online classrooms.

关键词： Interdisciplinary/Multidisciplinary Communication/Writing Collaborative/Cooperative learning internet/web-based learning Problem Solving/Decision Making Materials Science Minorities in Chemistry Nanotechnology Consumer Chemistry

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Educational Videogame to Learn the Periodic Table: Design Rationale and Lessons Learned

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JOURNAL OF CHEMICAL EDUCATION 2021年第7期98卷 2298-2306页

作者： Traver, V. Javier Leiva, Luis A. Marti-Centelles, Vicente Rubio-Magnieto, Jenifer Univ Luxembourg L-4364 Esch Sur Alzette Luxembourg Univ Valencia Univ Politecn Valencia Inst Interuniv Invest Reconocimiento Mol & Desarr Valencia Spain Univ Jaume 1 Dept Inorgan & Organ Chem Castellon de La Plana 12071 Spain Univ Jaume 1 Inst New Imaging Technol INIT Castellon de La Plana 12071 Spain

The periodic table allows students to easily understand the chemical elements and predict the behavior of theoretical yet undiscovered new elements. Many memorization techniques have been used for learning the periodic table, yet serious games (i.e., designed for a primary purpose other than pure entertainment) have been underexplored to complement or even replace such memorization techniques. Since CHEMMEND, an existing physical card game, was found to assist with learning the periodic table, we explore the potential of E-CHEMMEND, a digital version of the game as an aid to memorize the group and period numbers of the elements. E-CHEMMEND is a single-player serious game to explore the effect of four different game conditions involving two experimental factors that account for different educational scenarios. The first factor investigates the role of playing through levels of increasing difficulty versus playing with all elements from the very beginning. The second factor investigates the role of displaying the group and period numbers of the chemical element along with its symbol versus only displaying the element symbol. Preliminary results show that E-CHEMMEND is perceived as more enjoyable when the group and period numbers are displayed. In contrast, the game is found to better assist learning when this information is hidden and levels are shown. Taken together, our results suggest that a variety of educational purposes can be accommodated with a range of game settings. Ultimately, the design rationale and the lessons learned while testing E-CHEMMEND will be valuable for chemistry instructors and education researchers.

关键词： Humor/Puzzles/Games internet/web-based learning Multimedia-based learning Computer-based learning Periodicity/Periodic Table Elementary/Middle School Science High School/Introductory Chemistry First-Year Undergraduate/General Second-Year Undergraduate

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Zooming in on Polymer Chemistry and Designing Synthesis of High Sulfur-Content Polymers for Virtual Undergraduate Laboratory Experiment

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JOURNAL OF CHEMICAL EDUCATION 2021年第6期98卷 2062-2073页

作者： Karayilan, Metin Vakil, Jafer Fowler, Daniel Becker, Matthew L. Cox, Charles T., Jr. Duke Univ Dept Chem Durham NC 27708 USA Duke Univ Dept Mech Engn & Mat Sci Orthopaed Surg & Biomed Durham NC 27708 USA

Polymer chemistry is essential within chemical education because of its applications in academic and industrial research, materials science, and across engineering disciplines. Teaching polymer chemistry principles early on in the undergraduate curriculum allows students to find connections between chemistry and real-world applications and can promote interest in science and scientific research. Performing laboratory experiments on polymers is of equal importance when integrating polymer concepts into undergraduate-level lectures. There are several widely utilized lab demonstrations on polymer synthesis, characterization, and applications, yet more, easy-to-handle experiments are needed that connect polymers to organic reactions, spectroscopy, and sustainability, especially in a virtual setting. This virtual experiment was designed to incorporate the synthesis of high sulfur-content polymers into the general chemistry laboratory during the pandemic. Teaching assistants (TAs) performed the experiments and collected the necessary data and observations for students. Video recordings of the polymerization reactions, reaction times, and collages of digital images depicting reaction progress (viscosity and color changes) are provided to students. During a single 2-3-h virtual lab meeting, students watch the lab videos, read the student handout and a research paper, and discuss the results and observations with their peers and lab TAs. The lab experiment demonstrates the interdependence of general chemistry learning objectives including chemical bonding, radicals, reaction kinetics, thermodynamics, stoichiometric calculations, and spectroscopy. In addition, this virtual experiment introduces undergraduate students to polymer chemistry, encourages them to look beyond the textbooks and lecture resources by using literature articles, and connects general chemistry concepts with upper-level chemistry classes. Postlab survey results show that students find the video recordings

关键词： Second-Year Undergraduate Upper-Division Undergraduate Polymer Chemistry Inquiry-based/Discovery learning internet/web-based learning Multimedia-based learning Problem Solving/Decision Making Free Radicals Main-Group Elements Organosulfur Compounds Polymerization UV-vis Spectroscopy

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Open Digital Educational Resources for Self-Training Chemistry Lab Safety Rules

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JOURNAL OF CHEMICAL EDUCATION 2021年第1期98卷 208-217页

作者： Camel, Valerie Maillard, Marie-Noelle Descharles, Nicolas Le Roux, Even Cladiere, Mathieu Billault, Isabelle Univ Paris Saclay AgroParisTech INRAE UMR SayFood F-91300 Massy France Univ Paris Saclay CNRS Inst Chim Phys F-91405 Orsay France

Educational resources that cover essential knowledge related to chemistry safety rules are openly accessible on the CHIMACTIV website (http://***/). Organized into two online tracks, the content covers personal and collective protections, first aid, as well as the handling of hazardous chemicals. Being interactive and abundantly illustrated by photos and videos, these resources may be used by teachers to encourage (or even oblige) their students to self-train before lab sessions. Our user experience shows that students improve their chemical safety knowledge and culture upon consulting these resources: they arrive in the lab more confident and are more attentive to safety rules (especially concerning safety glasses and gloves), with a deeper knowledge of chemical hazards and of waste management options. Thanks to their digital responsiveness, these open resources may also be accessible during the lab sessions, enabling the students to get the information "just-in-time". In addition, decision trees for liquid and solid waste management are available, helping the students to gain reflexivity as well as to acquire good laboratory practice during lab sessions. In this way, the supervisors of the practical work sessions waste much less time taking back students who do not follow the safety rules properly.

关键词： General Public Safety/Hazards Distance learning/Self Instruction internet/web-based learning Student-Centered learning

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OrgoPrep: A Remote Peer-Led Summer Program Preparing Students for Organic Chemistry

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JOURNAL OF CHEMICAL EDUCATION 2021年第10期98卷 3073-3083页

作者： Pulukuri, Surya Torres, Daniela Abrams, Binyomin Boston Univ Dept Chem Boston MA 02215 USA

The transition from general chemistry to organic chemistry is challenging for many students. To succeed, students must remember their foundational chemistry skills and effectively transfer that knowledge into the context of organic chemistry. However, this transition is often hindered by many obstacles: (1) lack of prerequisite knowledge, (2) lack of understanding how foundational chemistry knowledge is applicable to organic chemistry, and (3) high levels of anxiety and low levels of self-efficacy toward organic chemistry. To address these challenges, a peer-led summer program that leverages question-embedded videos, worksheets, and synchronous remote webinars to enhance students' transition into organic chemistry was developed and assessed. This six-week program, OrgoPrep, covers a wide set of introductory organic chemistry topics: resonance structures, hybridization and moleculer shape, molecular orbitals, acid-base chemistry, limiting reagents, and more. Substantial benefits, such as decreasing student anxiety and doubling student self-efficacy, were observed for students who completed OrgoPrep. These students also significantly outperformed their peers who did not participate in the program, despite having no statistical difference in prior chemistry abilities-OrgoPrep students had a 3-fold decrease in failing grades and a 2-fold increase in A grades. Overall, OrgoPrep successfully serves as a bridge between general and organic chemistry, while facilitating knowledge transfer and enhancing student self-efficacy.

关键词： Chemistry Education Research Organic Chemistry Distance learning/Self Instruction internet/web-based learning Multimedia-based learning Collaborative/Cooperative learning Student-Centered learning

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