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Results of a Three-Year Survey on the Implementation of Research Data Management and the Electronic laboratory Notebook (ELN) Chemotion in an Advanced Inorganic Lab Course

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JOURNAL OF CHEMICAL EDUCATION 2023年第11期100卷 4287-4297页

作者： Fink, Fabian Hoffmann, Alexander Herres-Pawlis, Sonja Rhein Westfal TH Aachen Inst Inorgan Chem D-52074 Aachen Germany

As ongoing digitalization accelerates the execution of experiments and the documentation and storage of the corresponding data substantially, appropriate research data management (RDM) is a necessity to enable sustainable research at all. Consequently, a rethinking is currently taking place in academia. This process becomes visible by the utilization of electronic laboratory notebooks (ELNs) for documentation, the publication of research data in repositories, or the publishers' requirement for authors to provide a data availability statement. Despite the growing awareness of RDM in academia, the integration of the topic into curricula of chemistry studies is, if at all, in its infancy. As an initial example of incorporating RDM into curricula, an ELN was implemented in an advanced inorganic lab course for upper-division undergraduate students three years ago, supported by learning materials on RDM in general. A survey among the students helped, first, tracking the implementation of the ELN and the integration of RDM and, second, improving teaching materials and concepts. The three-year follow-up shows a growing awareness of RDM and higher acceptance toward ELNs among the students. The survey results highlight the need for and progress in teaching RDM in an early stage of chemistry studies already. Moreover, the possibility to integrate the topic here as a hands-on experience is a facile method for fast integration into teaching without changing the complete curricula.

关键词： Upper-Division Undergraduate Chemoinformatics Curriculum Inorganic Chemistry Hands-on Learning Internet/Web-Based Learning laboratory computing/interfacing Standards National/State

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Teaching Softness of Polymer Microgels Employing Atomic Force Microscopy

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JOURNAL OF CHEMICAL EDUCATION 2025年第5期102卷 2013-2019页

作者： Schulte, M. Friederike Schog, Simon Bochenek, Steffen Kratzenberg, Timon Schroeder, Michael Richtering, Walter Rhein Westfal TH Aachen Inst Phys Chem D-52056 Aachen Germany

Studying the properties of soft nanoparticles exposes students to emerging trends in materials science, fosters interdisciplinary knowledge, and prepares them for their own contributions in both academic and industrial settings. We developed a laboratory atomic force microscopy (AFM) experiment using poly-N-isopropylacrylamide (PNIPAM) microgels and investigated single nanogels as well as monolayers by AFM and quantitative image analysis. The experiments show how soft nanogels are deformed at interfaces, and the students learn to quantify the deformation by quantitative analysis of height and phase images. The deformation is related to a core-corona type of cross-linker distribution inside the microgel. Further experiments address the structure of microgel monolayers and demonstrate structural transitions from a hexagonal phase of microgels in corona-corona contact toward a different regime at higher interfacial concentrations, in which microgels form a second hexagonal phase in core-core contact. A quantitative analysis of height images provides the distribution of nearest-neighbor distances. The students use dip-coating to prepare the samples and learn how to correlate AFM experiments in the dry state, i.e., at the solid/air interface after evaporation of the solvent, with properties of the microgel in bulk solution and at the water/air interface.

关键词： Audience: Upper-Division Undergraduate Domain: PolymerChemistry Interdisciplinary/Multidisciplinary Pedagogy: Hands-On Learning/Manipulatives Topic: laboratoryEquipment/Apparatus laboratory computing/interfacing Materials Science Physical Properties

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A Case Study of the East Palestine, Ohio Train Derailment Disaster for Upper-Level Undergraduate Analytical Chemistry Courses

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JOURNAL OF CHEMICAL EDUCATION 2024年第12期101卷 5297-5305页

作者： Dickson-Karn, Nicole M. Ohio State Univ Columbus OH 43210 USA

The East Palestine, Ohio train disaster of February 2023 resulted from the derailment of dozens of train cars which leaked toxic chemicals, caught fire, and threatened the area with an explosion as a result of the possibility of polymerization of vinyl chloride. To mitigate the possibility of explosion, vinyl chloride was vented and burned from five train cars, resulting in a cloud of black smoke that could be seen and smelled for miles. An interrupted case study assignment based on the initial environmental and health concerns and data collected from air, water, and soil in the days following the disaster has been designed and implemented in an instrumental analysis laboratory course. While case studies are used frequently in business, medicine, and law, fewer case studies are found in the literature in the field of chemistry. Student work and survey data have been collected and analyzed, and findings suggest that this case study is effective at developing students' problem-solving and critical thinking skills as well as fostering their ability to communicate scientific findings to nonscientists. Topics such as sampling, limit of detection, and instrumental methods are emphasized in the assignment. Student feedback suggests that the assignment allows students to better understand how analytical chemistry can be used in the real world, and students are highly responsive to the use of a real-world example for understanding analytical chemistry.

关键词： Upper-division undergraduate analyticalchemistry laboratory instruction collaborative/cooperativelearning communication/writing inquiry based/discoverylearning problem-solving/decision making applicationsof chemistry laboratory computing/interfacing environmental chemistry

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FlowAR: A Mixed Reality Program to Introduce Continuous Flow Concepts

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JOURNAL OF CHEMICAL EDUCATION 2024年第5期101卷 1865-1874页

作者： Chen, Max Li, Yichen Shrestha, Hilson Rakotondravony, Noelle Teixeira, Andrew Harrison, Lane Dempski, Robert E. Worcester Polytech Inst Interact Media & Game Dev Program Worcester MA 01609 USA Worcester Polytech Inst Dept Comp Sci Worcester MA 01609 USA Worcester Polytech Inst Dept Chem & Biochem Interact Media & Game Dev Program Worcester MA 01520 USA

Industrial and academic laboratories are undergoing a paradigm shift in process technology from batch to modular flow. Implementation of modular flow processes can enable more efficient operation with superior throughput, scalability, and safety factors owing to superior transport and reaction kinetics. However, both fine chemical and pharmaceutical industries have historically run exclusively batch processes, highlighting a substantive knowledge gap in industrial workforce training in designing and building modular flow systems. To address this gap in knowledge, we developed an augmented reality (AR) program, FlowAR, that aims to teach users how to build modular flow packed bed reactors. FlowAR is a voice-activated program in which users assemble physical objects to build the modular flow reactor that are observed in the FlowAR program with accompanying narration of each step. To compare the learning experience and effectiveness of FlowAR when compared to traditional assembly methods, 34 participants were randomly assigned to AR (experimental) and non-AR (control, i.e., written instructions) conditions to learn and assemble a flow chemistry packed bed column. We obtained pre- and post-questionnaires from the participants with quantitative and qualitative questions on their learning experience. Inspection of the data from our assessments revealed that users in the experimental condition recall the procedure and parts at a higher level when compared to the control condition. In addition, FlowAR resulted in more content clarity and a much more enjoyable and effective experience compared to the control conditions. This provides evidence that voice-activated AR programs can be used to enable students to better assemble complex instruments in an asynchronous format.

关键词： Upper-Division Undergraduate laboratory Instruction Computer-Based Learning Inquiry-Based/Discovery Learning laboratory computing/interfacing laboratory Equipment/Apparatus Augmented Reality (AR) Hands-Free AR MicrosoftHoloLens 2

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Structures Frozen in Time: Application of Basic Cryogenic Electron Microscopy in an Undergraduate Lab

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JOURNAL OF CHEMICAL EDUCATION 2023年第11期100卷 4423-4429页

作者： Soong, Ronald Fiddes, Lindsey Pellizzari, Jacob Downey, Katelyn Bastawrous, Monica Adamo, Antonio Simpson, Andre Luk, Vivienne Univ Toronto Temerty Fac Med Toronto ON M5S 1A8 Canada Univ Toronto Scarborough Toronto M1C 1A4 ON Canada Univ Toronto Mississauga Mississauga ON L5L 1C6 Canada

Cryogenic electron microscopy (cryo-EM) is a powerful technique capable of characterizing large protein complexes that are otherwise impossible to characterize using traditional crystallography methods. Cryo-EM has played a pivotal role in our understanding of the structure-function relationship of the spike proteins on the COVID-19 viral capsule, allowing for the rapid development of therapeutics and vaccines in our quest to end the COVID-19 pandemic. The relevance of cryo-EM to this global event advocates for its incorporation into undergraduate chemistry curricula. In fact, highlighting the importance and applicability of a technique to students allows for a better retention of knowledge. Therefore, in this laboratory exercise, we introduce the concepts and application of cryo-EM as a structural characterization tool in an upper-year undergraduate class. Furthermore, with the aid of three-dimensional (3D) printing, the concepts of tomography are introduced, allowing students to understand the construction of a 3D model from a collection of 2D images through cryo-EM. According to student responses, this lab module was well-received, and the 3D-printed model indeed added to their learning experience. While cryo-EM is a specialized technique that may not be available to some educational institutions, those with access should consider its incorporation into their curriculum, thereby exposing students to a breadth of structural characterization techniques that broaden their learning experience.

关键词： Upper-Year Undergraduate/General laboratory Equipment/Apparatus Analytical Chemistry Collaborative/Cooperative Learning laboratory computing/interfacing

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Probing the Determinability of Meaningful Rate Constant Values in Solvent-Ligand Exchange Reactions in Metal Carbonyl Complexes

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JOURNAL OF CHEMICAL EDUCATION 2022年第2期99卷 1140-1145页

作者： Cortes-Figueroa, Jose E. Univ Puerto Rico Dept Chem Organometall Chem Res Lab Mayaguez PR 00681 USA

This communication describes an activity where upper-level chemistry students explore the determinability of rate constant values without concentration dependences (k(true)) related to a solvent-ligand exchange in a transition metal carbonyl complex. By performing a series of multivariable linear regression (MVLR) analyses of experimentally determined rate constant values (k(obsd)), students, in general, were able to grasp the notion that none of the values of the k(true) involved in the described kinetics scenario can be determined individually or collectively with reasonable accuracy due to the existence of linear correlations between the independent variables (solvent concentrations). Moreover, in this inquiry-based activity, coins were used as manipulatives to show the proof of concept that MVLR can still provide reliable individual k(true) values when the correlation between the independent variables is removed.

关键词： Upper-Division Undergraduate Analogies/Transfer Hands-On Learning/Manipulatives Inquiry-Based/Discovery Learning Chemometrics laboratory computing/interfacing Kinetics Mechanisms of Reactions Rate Law

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Modernizing the Speed of Sound in a Spherical Resonator Experiment

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JOURNAL OF CHEMICAL EDUCATION 2022年第3期99卷 1468-1472页

作者： Killian, Benjamin J. Singletary, Steven Univ North Carolina Pembroke Dept Chem & Phys Pembroke NC 28372 USA

We present a modernization of the undergraduate physical chemistry laboratory experiment for determining the speed of sound in various gases from resonant frequencies in a spherical resonator. The resonator (schematic IR = 7.5 cm) is constructed by 3D printing with eco-friendly poly(lactic acid), a commercially viable alternative to traditional construction methods. We provide a schematic stereolithographic CAD file for printing the cavity and Octave (or MATLAB) code for the fast Fourier transform of time-based signals to the frequency domain. Student results for argon, air, carbon dioxide, and R-134A refrigerant show excellent agreement with published values, with less than +/- 0.2% error in most cases. This module provides an introduction to and practical example of the use of 3D printing technology and fast Fourier transform algorithms in the undergraduate chemistry lab.

关键词： Upper-Division Undergraduate Physical Chemistry Hands-On Learning/Manipulatives Fourier Transform Techniques Heat Capacity laboratory computing/interfacing laboratory Equipment/Apparatus Thermodynamics

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From Passive Observers to Active Participants: Using Interactive Remote Demonstrations to Increase Student Involvement in Online Chemistry Instruction

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JOURNAL OF CHEMICAL EDUCATION 2021年第3期98卷 843-849页

作者： Zuidema, Daniel R. Zuidema, Robert H. Grand Rapids Christian High Sch Grand Rapids MI 49506 USA Covenant Coll Dept Chem Lookout Mt GA 30750 USA

The remote screen control feature in Zoom was used to remotely control instrumentation during an online summer chemistry enrichment session for high school students. This feature was used to draw students into actively participating in chemistry demonstrations where instrumentation was used to gather and analyze data. It can be a challenge to keep students engaged while they are learning in an online environment. Due to being physically absent from the classroom and distant from the teacher, a sense of disconnectedness can be present. We aimed to combat this sense by drawing students into activities by giving several students during any given lesson a chance to interact with the instructor and with each other while remotely controlling digital sensors. Students were surveyed at the conclusion of the summer session and expressed very positive reactions to this technique of enhancing student involvement.

关键词： High School/Introductory Chemistry First-Year Undergraduate/General Demonstrations laboratory Instruction Computer-Based Learning Distance Learning/Self Instruction laboratory computing/interfacing

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Learning Reaction Kinetics through Sustainable Chemistry of Herbicides: A Case Study of Preservice Chemistry Teachers' Perceptions of Problem-Based Technology Enhanced Learning

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JOURNAL OF CHEMICAL EDUCATION 2021年第5期98卷 1571-1582页

作者： Caceres-Jensen, Lizethly Rodriguez-Becerra, Jorge Jorquera-Moreno, Barbara Escudey, Mauricio Druker-Ibanez, Sofia Hernandez-Ramos, Jose Diaz-Arce, Tatiana Pernaa, Johannes Aksela, Maija Univ Metropolitana Ciencias Educ Fac Basic Sci Phys & Analyt Chem Lab PachemLab Dept ChemDoctorate Educ Program Santiago 7760197 Chile Univ Santiago Chile Fac Quim & Biol Lab Quim Mat Santiago 8320000 Chile CEDENNA Ctr Dev Nanosci & Nanotechnol Santiago 9170124 Chile Univ Metropolitana Ciencias Educ Fac Philosophy & Educ Dept Special Educ Santiago 7760197 Chile Univ Helsinki Fac Sci Dept Chem Unit Chem Teacher Educ Helsinki 00014 Finland

Teaching the fundamentals of chemical kinetics on the college level is challenging to teachers and students alike due to its abstract nature of concepts and limited connection with real context applications. This study consisted of two phases starting with designing a chemistry education for the sustainable development-based learning environment of reaction kinetics, followed by a case study in which students' perceptions toward learning chemistry by solving a real environmental problem using digital resources, spreadsheets, and an active learning environment, were explored. First, we designed a Socio-Scientific Environmental Chemistry module centered on the sorption kinetic processes of herbicides in volcanic ash derived soils (VADS) and their potential to pollute groundwater. The objective of the learning module was to contribute to the development of sustainability skills, to promote learning of contextualized chemistry knowledge, and to develop scientific skills. This module employs spreadsheets as computational tools in chemistry to model real sorption kinetic data of herbicides in VADS. The learning module was designed for one section of two Analytical Chemistry courses and one Physical Chemistry course of an undergraduate chemistry teacher-training program. After the design phase, the learning module was implemented in each course, and students' perceptions were gathered using the focus group technique. The sample was of 22 students distributed into three focus groups. The data collected were analyzed and categorized through qualitative content analysis using the Technological Pedagogical Science Knowledge (TPASK) framework. On the basis of our findings, the students acquired contextualized chemistry knowledge and develop skills and knowledge related to using digital resources and spreadsheets in a scientific context. Besides, the preservice chemistry teachers' knowledge of pedagogy allowed them to develop some elements of their pedagogical science knowledge

关键词： First-Year Undergraduate Analytical Chemistry Physical Chemistry Environmental Chemistry Collaborative/Cooperative Learning Problem Solving/Decision Making Agricultural Chemistry Applications of Chemistry Kinetics laboratory computing/interfacing

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Titrate over the Internet: An Open-Source Remote-Control Titration Unit for All Students

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JOURNAL OF CHEMICAL EDUCATION 2021年第3期98卷 1037-1042页

作者： Soong, Ronald Jenne, Amy Lysak, Daniel H. Biswas, Rajshree Ghosh Adamo, Antonio Kim, Kris S. Simpson, Andre Univ Toronto Scarborough Dept Phys & Environm Sci Toronto ON M1C 1A4 Canada

Due to the COVID-19 pandemic, social distancing restrictions are in place in most public settings, and the undergraduate laboratory is no exception. In order to accommodate social distancing requirements, many laboratory exercises are being redeployed in an online format, which deprives students of experiential learning opportunities in a real laboratory setting. To bridge this experiential learning gap for online laboratory exercises, an open-source remote titration unit was created. This remote titration unit is based on a simple Raspberry Pi architecture equipped with a webcam and a servo (a small motor allowing fine control of angular position), allowing students to control the titration unit over the Internet with visual feedback of approximately a 0.5 s delay. Understanding that titrations are taught across all levels of chemistry, from high school to the postsecondary level, they are considered fundamental laboratory methods in analytical chemistry. In fact, titrations are the first analytical chemistry technique introduced to students, and the method holds a significant place in the chemistry curriculum. In response to the recent emphasis on virtual lab platforms due to COVID-19, the chemistry laboratory will need to evolve accordingly. The remote-control titration unit described here is an exemplar, showing that elements of experiential learning can be retained for online laboratory activities, and allows for the possibility of distanced learning that includes a meaningful laboratory component.

关键词： First-Year Undergraduate/General laboratory Equipment/Apparatus Analytical Chemistry Collaborative/Cooperative Learning laboratory computing/interfacing

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