Physical chemistry may be a quintessential example of a multidisciplinary subfield for the study of chemistry. Although the extent to which mathematics and physics play a role in the theoretical and quantitative expression of chemistry has varied over the 100 years of the Journal, the symbiosis has always been present and the resulting collaborations, fruitful. This editorial introduces a virtual issue that tracks the development and current state of the teaching and learning of physical chemistry as expressed in a curated set of articles from the Journal, celebrating 100 years of publishing educational innovation in chemistry education. The virtual issue can be found here: https://pubs.acs.org/page/jceda8/vi/JCE100yr-pchem.

The Journal of Chemical Education announces a call for papers for an upcoming virtual special issue on studies about the emerging applications of generative artificial intelligence (AI). Predictions abound about the expected impacts of this new technology, and as increasing numbers of chemistry educators consider ways to incorporate it in their classrooms, the need for scholarly investigations grows. The virtual special issue will collect reports on such work and seek to establish early baselines of understanding the potential presented by tools such as ChatGPT and others. The timing for the collection’s release is designed to gather information by August 2024 to help instructors contemplating use of these tools by the start of the 2024–2025 academic year in North America.

The reduction of nitroarenes to anilines is a key transformation with real-life context, central to the preparation of many important fine chemicals. The importance of this transformation has led to its inclusion in not only university organic chemistry courses but also preuniversity, especially in Europe. A variety of reagent combinations have been developed to achieve this reduction, each with its own merits; we report herein comparison of the most common methods and what and how this transformation is taught to students. Reviewing preuniversity syllabi and a variety of textbooks, we reveal a misalignment between what is taught and the conditions most commonly used in research. Palladium-catalyzed hydrogenation and iron/ammonium chloride are the most popular reaction choices in the literature, yet these methods are often not mentioned, with other, less general, methods being taught, e.g., tin/concentrated hydrochloric acid, zinc/acid, and lithium aluminum hydride. Where multiple methods are taught, the rationale for inclusion of these is often not presented, particularly considering functional group compatibility, ease of purification, safety, or sustainability. Considering the textbooks reviewed, the mechanisms involved in the reduction are generally not discussed. We argue that, despite the perceived complexity of the reaction, coverage of the sequential nature of the reduction is important in aiding students’ understanding of this reaction, e.g., to account for the formation of various intermediates and/or byproducts. We present suggestions to enable educators to discuss the processes involved in this important transformation, drawing parallels with the presentation of other frequently taught reaction pathways.

In our previous work, we piloted a specifications grading system in an organic chemistry laboratory course with 37 students. Our current work describes the scale up of that specifications grading system to a course with over 1,000 students. Strategies used for keeping the system manageable and mitigating the time commitment required to do so are described. We found that the time necessary to grade student work and manage the specifications grading implementation of the course was not any greater than for the previous, points-based course, that grade-related interactions were more positive, and that student letter grades increased. Despite the increase in the final letter grades, we encountered some resistance to the grading system from students and graduate teaching assistants. Here, we explore their concerns and address the difficulty of alternative grading methods in overcoming habituation to traditional points-based grading systems. Future work is needed to evaluate student and graduate teaching assistant buy-in, to assess potential improvement in student work, and to address questions regarding equity in specifications grading systems.

In 1996, the Chemistry Department at Norwich University converted its two-semester General Chemistry course from a traditional lecture to a Process Oriented Guided Inquiry Learning (POGIL) classroom. The change to POGIL teaching in Norwich General Chemistry classes was brought about by a steady decline in student performance, as demonstrated by final course grades during the mid-1990s. This study statistically analyzed the final grades of 2,481 General Chemistry I and II students from 1982 to 2017. The results of the statistical analysis demonstrate a significant increase in the average GPA across both General Chemistry I and II following the implementation of POGIL at Norwich University. This study indicates that active teaching and learning strategies are successful with Norwich University general chemistry students.

Despite the demonstrated learning benefits of peer evaluation, fears of teachers about its low reliability may restrict its use. In this study, the validity of peer assessment, in terms of agreement with the ratings of the teacher, has been tested in an organic chemistry course. The students were organized into small groups and commissioned to produce a screencast video on a molecule. Both students and teachers assessed the screencasts on five different dimensions. The internal consistency of the rating scale was confirmed. Comparing both data sets revealed fair correlations in all cases but statistically significant differences in four dimensions. The grades awarded by peers were lower than those granted by the teacher, which contradicts most of the results found in the literature. Statistically significant differences (p < 0.05) are compatible with the good agreement as reported by the Intraclass Correlation Coefficient and vice versa. Further research is necessary to elucidate the effect of diverse variables on the raters’ agreement, improving the validity of peer evaluation.

Engaging undergraduate students in authentic research is a powerful pedagogical tool for undergraduate education. The key to maximizing the benefit of research experiences is a proper mentoring relationship. Here, we present the findings of international chemistry and biology undergraduate research experiences studied via a critical qualitative methodology to understand the cross-cultural mentoring relationship. This study demonstrates that mentors and students came into a mentoring relationship with different sets of normative infrastructures, which entail their assumptions about the purposes, values, and beliefs of undergraduate research. Their normative infrastructures came from their cultural backgrounds and prior scientific training. Positive experiences of participants are attributed to the inherent characteristics of students, mentors, or the program as well as aligned settings. On the other hand, negative experiences are associated with misaligned settings. We propose that understanding mentoring relationships may uncover new ideas to improve mentors’ and students’ experiences within undergraduate scientific research.

During the time of the COVID-19 pandemic, online teaching was implemented by teachers in almost all education areas, and various technological tools were also employed to improve teachers’ online teaching effectiveness. Based on this, the current qualitative case study aims to explore chemistry teachers’ experience during online teaching in Malaysian secondary schools according to the data collected by interviewing five teachers. The findings show that student-centered teaching strategies, such as project-based and game-based pedagogy, may be well implemented in online environments by teachers, especially during the pandemic session. In addition, educational changes caused by the pandemic have provided new development opportunities for teachers’ teaching, in which teachers ponder how to better use the existing high-tech tools to serve their teaching practice and improve their students’ engagement and learning enthusiasm. Discussions and recommendations for future researchers are also provided at the end of the research.

Language, and thus scientific language, is essential for chemistry teaching and learning. To be able to successfully teach the scientific language of chemistry, the Chemish, (prospective) chemistry teachers need to possess pedagogical scientific language knowledge (PSLK). Thus, teacher preparation needs to focus explicitly on Chemish and its teaching and learning. Therefore, this paper presents and discusses a case study on the development of a seminar unit to foster pre-service chemistry teachers’ PSLK. In concrete, this includes (i) sensitizing pre-service chemistry teachers regarding Chemish, (ii) providing pre-service chemistry teachers with knowledge about Chemish and methods and tools to teach Chemish, and (iii) letting them develop their own teaching activities. The seminar unit’s development follows the model of participatory action research in university teacher teaching. This paper presents the first cycle for piloting the seminar unit within an obligatory chemistry education course with eight pre-service chemistry teachers. The focus is put on the course of the seminar unit as well as the results of the first evaluation cycle using a mixed methods design. The evaluation reveals that pre-service chemistry teachers’ pedagogical scientific language knowledge developed focusing on the three named components. In the meaning of a cyclical development, results are discussed and suggestions for further changes are made.

Studies concerning peer-led team learning (PLTL) have shown cognitive and affective benefits to both students and peer leaders, and PLTL has been shown to be effective in diverse environments. However, some studies suggest that not all students may fully engage in group work. Given this need for leaders in STEM and chemistry specifically to create inclusive environments, we conducted a mixed-methods study to explore the impact of leading PLTL sessions on peer leaders’ perceptions of inclusive practices and skills and students’ perceptions of the leader’s inclusion skills. Via surveys, responses were collected from new and experienced (returning) chemistry peer leaders (N = 39) across two time points (fall of 2020 and spring of 2021). Leaders reported moderate to high levels of confidence in most of the 18 inclusion-oriented items. Leader responses from a free-response question on inclusion-skill development (N = 28) were coded into three categories: Collaboration, Environment, and Group-awareness. Data from peer leaders were compared with responses from a PLTL participant feedback survey (N = 206), which corroborated the skills leaders reported cultivating in practice; i.e., (1) students reported observing leaders’ practicing collaboration and environment inclusivity skills and (2) students agreed to strongly agree that leaders created a safe, comfortable environment and encouraged participation from all group members. Overall, our PLTL program cultivates leaders who strive to create inclusive groups, and students largely support this notion; this study adds to the literature on small-group inclusion and peer-leader training.

Mindset theory describes a context-dependent belief system on the degree that intelligence can change with effort. Students’ chemistry mindsets may predict students’ behavioral responses to challenges they experience within a chemistry course. This study was designed to investigate whether challenges mediate the relationship between chemistry mindset and academic performance. 745 first-semester general chemistry students participated in the study. The students were surveyed on their mindset at the beginning and challenges they experienced through the end of the semester. Factor analyses were performed to characterize commonalities in students’ perception of challenges, and structural equation modeling was used to examine whether challenges mediate the relationship between chemistry mindset and academic performance. To gain more insight, students reporting fixed and growth mindsets were compared regarding challenges and how challenges relate to their final grades. Analysis of data revealed that challenges can be perceived in concert with others, which resulted in three fundamental challenges: individual challenges, teaching-related challenges, and chemistry-related challenges. Chemistry-related challenges mediated the relationship between mindset and academic performance. Further, students reporting a growth mindset and earning a grade of C+ or lower rated the three fundamental challenges as relatively high. These challenges may explain why some students who report a growth mindset can earn a low grade. Among students reporting a fixed mindset earning a grade of C+ or lower, only chemistry-related challenges were rated highly. Understanding the nature of challenges and their role in success provides potential opportunities to modify instruction to support all students’ success in chemistry.

Course-based undergraduate research experiences (CUREs) are being increasingly implemented to broaden the opportunities for undergraduate students to engage in authentic research across STEM disciplines including chemistry. The present review synthesizes the literature on chemistry CUREs, encompassing 68 articles published between 2016 and 2022 that describe CURE implementation or present research findings related to chemistry CUREs. The reviewed articles present CUREs implemented across different types of institutions (including baccalaureate, masters-granting, and doctoral institutions), with varying lengths (from three-week modules to multisemester course sequences), representing the major chemistry subdisciplines (including analytical, biochemistry, inorganic, physical, and organic), and targeting both lower- and upper-division undergraduate students. This review provides an overview of the variations in reported CUREs, including the different ways instructors may implement the major CURE components of discovery, relevance, collaboration, iteration, and science practices. Additionally, the review synthesizes the reported methods for evaluating the impact of CUREs, strategies for adapting CUREs to different settings, and existing research specifically related to chemistry CUREs. With a focus on describing the varying possibilities of CURE implementation, this article provides a resource for instructors seeking to develop or adapt a CURE for their courses

This paper presents teachers’ perspectives and experiences with the implementation of formative assessment (FA) into chemistry lessons at the secondary school level through Formative Assessment Classroom Techniques (FACTs). The research had a qualitative character and was based on semistructured interviews focused on: the definition and previous use of FA, implementation experience, and teachers’ beliefs, attitudes, and abilities. The research describes five cases─chemistry teachers participating in a professional development program. The 2 year-long training was focused on the theory of FA, practical exercises, and extended support during in-school FACTs implementation. The results showed that using FACTs during secondary school chemistry lessons emphasizes students’ strengths and weaknesses, encourages them to perform truthful self-assessments, and engages them. Moreover, using FACTs opens new areas for parents’ involvement in the assessment and learning process that can be especially valuable for students with special educational needs. The main challenges cited by teachers were time management, policy support, and the need for further assistance during FACTs implementation.

A student-led mathematics bootcamp has been designed and implemented to help foster community building, improve confidence in mathematical skills, and provide mathematical resources for incoming physical chemistry doctoral students. The bootcamp is held immediately before the start of the first semester of graduate school and uses an active learning approach to review and practice undergraduate-level mathematics problems over 5 days in small student groups. This work includes the development and presentation of a new, publicly available mathematics curriculum for the bootcamp on select mathematics topics, including calculus, linear algebra, functions, differential equations, statistics, and coding in Python, aiming at improving students’ confidence and learning experiences in graduate quantum mechanics and statistical physics courses. Surveys before and after the bootcamp showed an increase in students’ confidence in problem-solving in key mathematical areas and social aspects of peer-led group learning. Qualitative and quantitative analyses demonstrate that the bootcamp reduced prior inequities in students’ confidence metrics based on gender and mathematical background.

Organic chemistry is notorious for being difficult to learn. Herein we describe a two-pronged approach to engage students in the ability to afford successful knowledge building. We have drawn on focus group interviews with students to show that the approach is appreciated by the students. The two prongs comprise peer learning in small groups and the use of knowledge stratification. This stratification is achieved via the epistemic assessment framework and distinguishes between different kinds of knowledge that are operational in teaching chemistry. Formal assessments can be visually categorized with the EAF allowing students to judge their progress. In the small group tutorials, self-assessment of their contribution to the final submission also supports reflection on their own understanding.

An introductory experimental course to teach and assess basic organic synthesis and identification skills has been designed. The first work of this course, which is based on the well-known hydrazone formation reaction of benzaldehydes with Brady’s reagent, is presented. The designed experiment has many advantages and perfectly matches the goal of teaching rookie chemists. At the same time, the work allows one to fasten such primary laboratory skills as a measurement of the mass of a solid substance; measurement of the volume of a liquid; the use of a laboratory apparatus for filtration under reduced pressure; making calculations of yield neatness and accuracy in doing the work; the ability of students to make and record qualitative observations. Apart from teaching, the work emphasizes the quantitative assessment of students’ skills and the development of a clear and easy-to-use grading scale including all basic quality parameters of a reaction product. Additionally, a comprehensive analysis of how students’ mistakes contribute to the products’ yield and purity as well as the time required for the accomplishment of the experiment was performed. The proper design of the experiment and precise quality control of the product help to answer the question, “What have the students done wrong while performing the work?”.

Industrial drug discovery teams encompass scientists from multiple specialties and require participants to communicate effectively across disciplinary boundaries. In this paper, we present an undergraduate or graduate classroom simulation of this environment. Over a series of five workshops, student teams of mixed scientific backgrounds perform five iterations of the chemistry cycle of small molecule drug discovery. Students analyze physicochemical, structural, and (fictional) assay data and use these to design new compounds for testing. Simulated assay results are returned to students who use the information in the design of subsequent compounds. After workshop 5, each team selects a single lead compound, supported by a potential synthetic route, a portfolio of assay data, and logical scientific decision-making. Our exercise provides students with opportunities for hands-on student-responsive data handing, team-building, and technical knowledge acquisition─all within an industrially relevant scientific scenario.

Green chemistry and chemical safety complement each other in reducing adverse health and safety outcomes. However, it is imperative to train students of advanced synthetic chemistry, beyond reaction mechanisms, to proactively connect complex experiments with hazard analysis, risk minimization, and planetary sustainability. Virtual experiments provide an opportunity for students to critically reinvent the way organic synthetic chemistry is practiced and become stakeholders in designing their own green chemistry experiments. We present a novel project-based learning (PBL) experience where students designed their own, multistep, green chemistry experiment using the virtual platform Beyond Labz, supported with primary literature. The designed experiments capitalized on the safe, energy, and resource nonintensive nature of the virtual platform to inspect chemical variations that would traditionally be hazardous or inaccessible within a physical undergraduate laboratory. Students worked collaboratively in guided groups to synthesize a designated product, combining literature-based procedures and structural analysis through thin layer chromatography (TLC), Fourier transform infrared (FTIR) and nuclear magnetic resonance (NMR) spectroscopies. They estimated reagent amounts, calculated atom economy, E-factor, and the process mass intensity of the reactions, and used safety data sheets to assess the inherent hazards of the reactions to recommend modifications, substitutions, or greener alternatives. Students also developed critical scientific communication skills by presenting their designed green experiments in a virtual presentation and individual technical reports. Student survey data indicated that designing their own green synthetic experiments was effective in cultivating a keen awareness of laboratory safety, chemical waste and their impacts and also in inspiring students to become stakeholders in sustainable chemical design and decision making.

This article describes a laboratory course designed for nonmajors with a focus on food chemistry. The course can be delivered in a traditional format or in a fully remote, asynchronous format. The course is designed for students to develop an understanding of how chemists view the world and how chemists generate knowledge. Food chemistry was selected as the topic because it taps into the popularity of food and cooking in the larger culture, the topic directly connects to the lives of students, and reagents and materials can be safely used and disposed of at home. Although food and cooking are themes throughout the course, it is not a cooking course; students use food as a medium for scientific exploration. This course has been taught three times during summer terms in 2019, 2020, and 2021 and has been well-received by students. The course’s focus on learning the process of doing science rather than content knowledge allows for course assessments to focus on whether students are learning the scientific method (i.e., posing and testing a hypothesis, identifying sources of error, determining uncertainty, analyzing results, etc.).

The synthesis of a [2]rotaxane through three- or five-component coupling reactions has been adapted to an organic chemistry experiment for upper-division students. The experimental procedure addresses the search for the most favorable reaction conditions for the synthesis of the interlocked compound, which is obtained in a yield of up to 71%. Moreover, the interlocked nature of the rotaxane is proven by NMR spectroscopy. The content of the sessions has been designed on the basis of a proactive methodology whereby upper-division undergraduate students have a dynamic role. The laboratory experience not only introduces students to the chemistry of the mechanical bond but also reinforces their previous knowledge of basic organic laboratory procedures and their skills with structural elucidation techniques such as NMR and FT-IR spectroscopies. The experiment has been designed in such a customizable way that both experimental procedures and laboratory material can be adapted to a wide range of undergraduate course curricula.

Surface chemistry is a challenging realm for most students because of its abstract nature and numerous associated mathematical equations. Herein we report a set of dedicated sequential inquiry-based learning (IBL) activities enriched with virtual laboratory learning and hands-on instructions. The activities were intended to help students grasp abstract concepts and understand the mathematical equations related to surface chemistry. The activities included two methods for measuring surface tension: the capillary rise method and the drop weight method. In addition, students were guided to observe the adsorption phenomenon and critical micelle concentration (CMC). The activities were implemented in a second-year pharmaceutical chemistry course for pharmacy undergraduate students. Feedback from the students indicated that the activities could nurture their interest in the topics. Moreover, we have proven that hybridizing virtual learning and hands-on learning in IBL is viable and could offer positive effects on students’ learning. We advocate the use of virtual laboratories to support IBL activities in the postpandemic era.

It is generally accepted that if a course or curricular transformation is to be implemented with fidelity, the users must understand how and why the transformation is different from their current practices and which aspects of the transformation are essential to achieving comparable student learning outcomes. In this article, we provide a detailed description of how our research team used the Fidelity of Implementation (FOI) framework during a week-long workshop to identify five critical components of the transformed general chemistry curriculum Chemistry, Life, the Universe and Everything (CLUE): progressions of ideas, causal mechanistic reasoning, scientific practices, formative feedback and reflection, and the opportunity to explore without penalty. These components are connected through the curricular activity system, which are described in detail along with an explanation of how these components could be used for further propagation.

OrgoPrep, a summer preparatory program integrating multiple active-learning elements (i.e., interactive videos with problem-solving and feedback, synchronous peer-led instruction, and collaborative work), was previously shown to improve academic outcomes in organic chemistry for all students. The present study examined how OrgoPrep differentially impacted students belonging to historically marginalized groups, including those identifying as women, Black, Hispanic, or first-generation as well as those classified as low-income. As a result of multifaceted systemic barriers, these students receive lower grades and leave STEM at higher rates compared to their peers, highlighting the need for equity-focused educational interventions. Drawing upon Quantitative Critical Race Theory, educational debts in organic chemistry owed by society were calculated for each marginalized group. As a result of participating in OrgoPrep, educational debts in GPA points were reduced or mitigated for nearly all marginalized groups, with the largest benefits seen in Black students. Disproportionately larger mitigative impacts on attrition─measured via drop, failure, and withdrawal (DFW) rates─were detected for nearly all marginalized groups. Specifically, debts in the DFW rate were reduced for women and low-income students and eliminated for Black and Hispanic students. These findings demonstrate that OrgoPrep can appreciably reduce educational debts due to racism and sexism with a mixed impact on debts due to classism. Similar supplementary programs may play a key role in mitigating the effects of racism, sexism, and classism in the STEM pipeline.

The main purpose of this study was to describe the development and use of a flowchart for preservice chemistry teachers’ problem solving on the First Law of Thermodynamics. Twenty-seven undergraduate preservice chemistry teachers attending a Physical Chemistry course participated in this study. The responses of the participants to the set of test problems associated with the reversible isothermal, isochoric, isobaric, adiabatic, and cyclic processes, with and without the flowchart, and the views of the participants about the flowchart were used as data sources. The results showed that the flowchart developed in this study could influence the ability of preservice chemistry teachers to solve the problems associated with the First Law of Thermodynamics and decrease the errors while solving these problems. Moreover, it was found that almost all of the participants were successful in correctly solving the problems related to reversible isothermal and isochoric processes with the flowchart. The views of the participants about the flowchart indicated that using the flowchart is an effective way to solve the problems.

Based on four types of laboratory safety questions (chemical, biological, physical, and medical), a cross-sectional survey of students at Kunming University of Science and Technology (China) was carried out to determine the awareness of laboratory safety among university students. The survey was completed by 335 students in total, with a response rate of 95.71%. GHS pictograms, attitudes toward lab safety, practices for lab safety, and emergency equipment and procedures were all covered in the survey. The survey’s findings showed that 63.58% of students did not have an excellent awareness of laboratory safety. With mean scores of 2.56 and 2.20, respectively, the student’s ability to identify GHS pictograms and laboratory emergencies was poor. In addition, close to 5% of students maintained a negative attitude toward laboratory safety, and a small number of students (1.79–6.27%) reported never having complied with any of the measures in the questionnaire regarding laboratory safety practices. Comparative analysis revealed statistically significant relationships between different majors, whether they had experienced laboratory safety training and some survey questions (p < 0.05), and further identified factors and odds ratio values (5.382–8.037) that influence students’ awareness of laboratory safety. Based on the results of the research, specific recommendations for instructors, university administrators, and the government are also given to improve university students’ awareness of laboratory safety.

Chemistry is increasingly data centric and the undergraduate curriculum needs to adjust to keep up. To address this, we created the Air Quality Activity, a new first-year undergraduate activity where students use Microsoft Excel to analyze a unique subset of atmospheric ozone (O3) and nitrogen dioxide (NO2) measurements from the Canadian National Air Pollution Surveillance (NAPS) program. Through this activity students develop their numeracy, graphicacy, and proficiency with Excel. Moreover, students are equipped with a foundational approach to data analysis they can leverage throughout their studies. To make this activity possible, we developed an open-source webbook detailing pertinent Excel operations for first-year students, and an interactive web-app for the generation, distribution, and exploration of NAPS data. Students were excited by the analysis of real-world chemical phenomena in comparison to traditional first-year lab exercises and appreciated their acquired Excel skills. The Air Quality Activity is readily adaptable for both virtual and in-person implementation, entirely open-source, and readily deployable at any institution wishing to teach data analysis in a chemistry context.

Embedding Course-based Undergraduate Research Experiences (CUREs) into chemistry curricula has become a best practice due to the overwhelming evidence that these experiences deepen students’ content comprehension, improve students’ problem-solving skills, and increase retention within the major. For these reasons, faculty are often encouraged to develop CUREs for their courses, which typically take a substantial amount of effort and administrative/financial support. To justify these efforts, one of the most cited benefits of CURE development for faculty specifically is that they can pilot research projects and publish data produced during CUREs in scientific publications. However, there is less evidence in the literature that these benefits commonly occur. Based on direct upper-level, interdisciplinary CURE development experience and a national survey of faculty across institution types, it is clear that translating CURE data into publishable science is quite challenging due to several common barriers. Barriers identified include the need for follow up data that must be generated by either the faculty or a research student, the lack of reproducibility of data generated by novice students, and the lack of faculty time to write the manuscripts. Additionally, institution type (private vs public non-PhD granting; non-PhD granting vs PhD granting), faculty rank, and CURE level (lower vs upper-level courses), among other factors, impacted the likelihood of publication of CURE data. Based on these results and experiences, best practices for maximizing positive outcomes for both students and faculty with regard to CURE design and implementation have been developed.

An exciting recent development in chemistry has been the ability to control nanoparticle crystal morphology or shape. Nanoparticles of different shapes present different crystal surfaces (or facets) with respect to the surrounding environment. Synthetic control over nanoparticle morphology has enabled the study of the influence of surface facets on the catalytic properties of nanoparticles. Here, these recent advances are leveraged as a theme to introduce and review the use of Miller indices to describe crystal planes, facets, and directions of growth of metal nanoparticles. Inexpensive paper and 3D printed models of metal nanoparticle cubes, rhombic dodecahedra, and octahedra bound by the low-index lattice planes of the face-centered cubic crystal structure are included. Nanoparticle shape control provides an accessible introduction to materials chemistry topics for students at all levels.

The current study describes preliminary findings from the Xavier University of Louisiana Mobile Outreach for Laboratory Enrichment (XULA-MOLE) project, which is a collaboration between Xavier University of Louisiana (XULA), a Historically Black and Catholic University, and participating 9th–12th grade classrooms in the central New Orleans area with a historically underserved student population. The project described here is geared toward providing laboratory enrichment to enhance student learning and impact student career interest in STEM fields, especially in classrooms with a much-needed “hands-on” laboratory experience which is unavailable due to a lack of resources. In this case study, we will present and discuss the inquiry-based laboratory modules for the topic area of acids and bases. These modules were created with careful thought and revision by XULA undergraduate STEM students. The experimental modules were based on the curriculum that participating teachers were discussing in the high-school classroom during the semester. The active-learning efforts were carried out during 6 weeks of the semester to provide a sustained and impactful resource for the participating classrooms. Since both groups of students (XULA-MOLE students and the high school students) were from underrepresented groups there was a strong sense of shared interest and dynamic near-peer mentorship. The project outcomes were measured using both formative and summative assessments indicative of preliminary successes in impacting career interests and increasing the content knowledge of participating high-school students.

Laboratory automation and data science are valuable new skills for all chemists, but most pedagogical activities involving automation to date have focused on upper-level coursework. Herein, we describe a combined computational and experimental lab suitable for a first-year undergraduate general chemistry course, in which these topics are introduced in the context of determination of the solubility equilibrium constant of lead iodide. Students analyze their data using logistic regression analysis, which has a physical interpretation in terms of the solubility equilibrium expression and its stoichiometric coefficients. In addition to laboratory automation, data visualization, and data fitting skills, students also practice core laboratory skills such as the preparation of stock solutions using a volumetric flask and the use of micropipets. To keep the lab affordable, we demonstrate the use of a low-cost 3D-printed liquid dispensing robot to perform the automated experiment in addition to a commercial liquid-handling robot. Example pre- and post-lab computational notebooks are provided in both Mathematica and Python programming languages.

In spring 2020, the chemical education community faced an abrupt transition from in-person to online classes, which also necessitated online assessments. Building upon an existing three-semester study (F17, S19, and F19) using Rasch modeling and classical testing theory to improve in-person multiple choice exams, this study investigates the impact of online exams (F20, F21, and F22) on assessment quality and student performance in an undergraduate General Chemistry II class. The Cronbach’s alpha and fraction of very good/good questions were found to dramatically increase across the first two semesters (F17 and S19) and then largely plateaued for subsequent exams, regardless of in-person or online test administration. Through the use of linking questions (i.e., repeated questions from semester to semester) and equating procedures, the results indicated that (1) there was not an obvious or uniform increase or decrease in the exam quality or student performance when switching from in-person to online exams and (2) there was no evidence for an increased prevalence of cheating in the unproctored online exam relative to the prior in-person exams. While this data set is not sufficient to make any universal claims, this case study’s outcomes suggest that concerns about increased cheating on unproctored online exams are not inherently founded.

Faculty members in STEM report numerous motivators and barriers to adopting evidence-based instructional practices (EBIPs), yet the degree to which these factors are associated with EBIP adoption in postsecondary chemistry courses is unclear. The role of departmental climate around teaching in driving or hindering EBIP adoption is particularly unresolved. This study investigates, via a national survey of chemistry faculty members (n = 983), the degree to which departmental climate around teaching and various other factors are associated with EBIP adoption in postsecondary chemistry courses. Measures of departmental climate around teaching were obtained using a modified version of the Departmental Climate around Teaching (DCaT) instrument. Results from multilevel regression analyses suggest that a climate of continuous improvement in which chemistry faculty members perceive departmental policies, practices, and expectations as reflecting a commitment to the continuous improvement of teaching is conducive to EBIP adoption. At the same time, a climate of continuous teaching evaluation and performance feedback may not be conducive to such adoption. Results from psychometric evaluation of the DCaT suggest that a consensus view of climate may not exist in most chemistry departments, potentially due to a lack of clear policies, practices and expectations surrounding teaching; however, associations involving individual-level measures of climate suggest that such consensus may not be necessary for instructional innovation. Several other contextual, personal, and teacher thinking factors were also associated with EBIP adoption. Results point toward productive avenues through which department leaders, chemistry education scholars, and pedagogical developers and disseminators can promote instructional reform.

The “maker” movement is gaining widespread attention, especially in the field of laboratory education. Here we have built a low-cost, “do-it-yourself”, open-source thermal conductivity cell detector (TCD) for chemical laboratory analysis, which is assembled from thermal conductivity gas sensor elements and 3D-printed flow cell parts based on a Raspberry Pi Pico microcontroller. An ADS1115 digital-to-analog converter (with 16-bit acquisition resolution) is used to acquire the electrical signal from the thermal conductivity sensor response via a Wheatstone bridge. The device is programmed to acquire data based on the open-source Thonny Micro Python IDE software via I2C communication. Temperature programming analysis (TPA) is an important technique to characterize heterogeneous catalysts; therefore, we apply the assembled TCD to characterize the reduction properties of commercial Cu/ZnO/Al2O3 catalysts. The hydrogen temperature-programmed reduction (H2-TPR) profile of the commercial Cu/ZnO/Al2O3 catalyst shows a broad peak in the range of 150–250 °C with a peak position at 213 °C, which is consistent with previous reports. The total amount of hydrogen consumed by the commercial catalyst during H2-TPR is 10.7 mmol/gcat, which can be calculated from the calibrated H2 vol % TCD signal result and the peak area of the H2-TPR profile. The results show that the fabricated TCD detector exhibits excellent performance during the testing process and is capable of meeting research-grade applications. In summary, students will learn a wide range of skills in a hands-on learning environment of a chemistry laboratory course.

The most important problem for high-quality and effective education in a university is the creation of a set of competencies that reflect the results of the development of educational programs. The purpose of the study is to address the most important problem in achieving high-quality and effective education at a university, which is the development of a set of competencies reflecting the results of educational program development. The state educational standards for the educational program and the rules for drawing up the educational program were studied, and a review of the research of scientists on this problem and the work programs of various teachers of organic chemistry were conducted. The methods employed to determine the initial level of establishment of special and professional competencies among students of the educational programs 6B01515 “Chemistry” and 6B01516 “Chemistry-Biology” are specifically designed for the discipline of Organic Chemistry. These methods were implemented in practice at the Department of Biology, Geography, and Chemistry of the Institute of Natural Sciences, Korkyt Ata Kyzylorda University. Furthermore, pedagogical methods, tools, and technologies were utilized during practical application in the context of the discipline of Organic Chemistry to foster competency development among students. In conclusion, changes in the motivation of practicing students to study the discipline, working with a syllabus prepared by a teacher for study, the results of achieving the planned learning outcomes at lectures, in laboratory work, and the effectiveness and results of planning independent work of students by the research hypothesis were proved.

The article is devoted to the preparation of future chemistry teachers for their motivational influence on pupils. It analyses the experience of the course Means of Motivation in Chemistry Teaching, which is designed as an elective course in the undergraduate preparation of future chemistry teachers at our university. It looks closely at the analysis of student projects that focus on chemistry, showing preparation and implementation, and that are part of the course.

To enhance students’ learning and help them understand the whole picture of the field of inorganic chemistry, an inorganic laboratory technique course was designed that uses scaffolded, inquiry-based lab experiments and project-based learning. The scaffolded, inquiry-based laboratories taught in the first 8 weeks of the course helped students better understand the aim of each lab and how to apply each lab technique to a bigger research project. The laboratory experiments also included opportunities for cooperative and collaborative learning through student group work and feedback. To further develop students’ independent research skills, we implemented project-based learning in the second part of the course (last 4 weeks), in which students develop a research proposal based on independent literature research and the laboratory techniques they learned from the course. Pilot data suggest that the course helped improve students’ interest in inorganic chemistry, science self-efficacy, and science identity. Additionally, students reported that both the scaffolded, inquiry-based laboratories and the project-based learning module enhanced their problem-solving and critical thinking skills.

This paper uses the questionnaire to evaluate the current status of laboratory safety perceptions, willingness, and efforts of first-year undergraduates at the School of Chemistry and Chemical Engineering, Tianjin University of Technology. The survey includes a sample size of 360 undergraduates covering four chemistry-related majors. The instrument reliability and validity are also tested. The results show that most of the students have a more positive laboratory safety perception and efforts. However, the laboratory safety willingness is relatively weak. In addition, there is a significant difference in gender, majors, and source regions. And laboratory safety efforts have significant correlation with safety perceptions and safety willingness. These results provide data for the improvement of laboratory safety education and management.

Amidst ongoing attempts to enhance green chemistry education in the chemical sciences curriculum, the teaching of analytical methods, such as spectroscopy, still largely lacks grounding in the principles of green chemistry. In an attempt to embed this context to spectroscopy education, this article describes the development, delivery, and evaluation of a course module designed to teach spectroscopic methods within the context of pollution analysis. Using the Integrated Course Design framework, a course section that intertwines fundamental spectroscopy knowledge with the application to pollution analysis was developed. Following the design and delivery of diverse teaching and learning activities, the analysis of student feedback revealed a high degree of satisfaction with the course. Some reservations around digital learning resources and group work activities present scope for improvement. This paper also describes the use of a multifold student assessment model developed on the basis of spaced repetition learning.

Previous educational articles on microfluidic technology mainly focused on continuous microfluidics, so we set up an undergraduate laboratory experiment to introduce droplet microfluidics to students. Students can understand the concept of microfluidic channels and the principles of droplet microfluidics, prepare polydimethylsiloxane (PDMS) devices and split-flow strategy, explore the controllable preparation and monodispersity of chitosan (CS) microspheres, and gain a more comprehensive understanding of microfluidic technology. The experiment has the advantages of easy operation and a short cycle, and it is suitable as an undergraduate experiment.

In chemistry, a eutectic mixture refers to a mixture of two or more components at which the lowest possible freezing point is observed. This phenomenon is covered in a wide range of curricula such as physics, chemistry, chemical engineering, and pharmacy to various depths. Despite the significance of this phenomenon in pharmaceutical compounding and formulation, standard pharmacy curricula provide only limited coverage of the eutectic mixture and the theoretical aspects associated with its phase diagram. A practical session on a eutectic mixture should augment the theoretical pedagogical component and enable a more profound understanding. Despite the existence of educational publications that discuss this phenomenon from a chemical perspective, there is currently no reported experimental laboratory specifically focused on the eutectic phenomenon and its implications in the field of pharmacy. In this study, we employ camphor and menthol as pharmaceutical active ingredients that illustrate a robust eutectic phenomenon within practical temperature ranges. Moreover, we utilize the eutectic phenomenon and the resulting liquefaction effect upon mixing camphor and menthol to prepare semisolid pharmaceutical dosage forms (gels and rubs), demonstrating to students the impact of this phenomenon in drug compounding and formulation.

The Clemmensen reduction is a common example of a reaction demonstrating the deoxygenation of carbonyl groups, which is a topic that has been widely studied in the field of organic chemistry. The use of trimethylchlorosilane, as a substitute for concentrated hydrochloric acid, allows for the reduction of carbonyl groups. The Clemmensen reduction experiment is performed by undergraduates for project-based learning. As a part of this program, students evaluate the influence of active functional groups, electron-donating and electron-withdrawing groups, steric hindrance, and other factors on the modified Clemmensen reduction using different reaction substrates. This lab activity aims to show the effectiveness of teaching organic chemistry laboratory methodologies to undergraduate students and serves as a tool for the final evaluation of practical knowledge using experiments. Project-based learning not only effectively improves the experimental ability of organic chemistry students but also has great importance in the development of interpersonal skills, including teamwork and innovative thinking. This helps to achieve the integration of applied-project-based learning and organic chemistry experimental teaching objectives.

Investigating and understanding novel antibacterial agents is a necessary task as there is a constant increase in the number of multidrug-resistant bacterial species. The use of nanotechnology to combat drug-resistant bacteria is an important research area. The laboratory experiment described herein demonstrates that changes in the nanostructure of a material lead to significantly different antibacterial efficacies. Silver has been known to be an effective antibacterial agent throughout history, but its therapeutic uses are limited when present as either the bulk material or cations in solution. Silver nanoparticles (AgNPs) and DNA-templated silver nanoclusters (DNA-AgNCs) are both nanostructured silver materials that show vastly different antibacterial activities when incubated with E. coli in liquid culture. This work aims to provide students with hands-on experience in the synthesis and characterization of nanomaterials and basic microbiology skills; moreover, it is applicable to undergraduate and graduate curricula.

The dangers of organic dye pollutants and environmental pollution improvement through photocatalytic degradation are important courses in applied chemistry programs in universities. Zinc oxide (ZnO)-based nanomaterials are potent catalytic agents against organic dyes, but few experiments are available for students to understand their role and mechanism in class. Herein, we designed a comprehensive experiment across 24 class hours for undergraduates to investigate the photodegradation of colored organic dyes, including methylene blue, methyl orange, methyl violet, rhodamine B, basic fuchsin, and thymolphthalein, by a nanocomposite composed of ZnO-coated graphene oxide (ZnO/GO). This nanomaterial was prepared using a facile heating reflux method within 1 h. Scanning electron microscopy, Fourier transform infrared spectroscopy, and X-ray diffraction were introduced to students to characterize the synthesized products. Students could observe the time- and dose-dependent degradation as well as the reusability of ZnO/GO. Additionally, the addition of t-butanol, benzoquinone, and triethanolamine, scavengers of hydroxyl radical (•OH), superoxide anion (•O2–), and hole (h+), respectively, to the degradation system allowed them to master the underlying catalytic mechanism of ZnO/GO. This experiment improves students’ understanding of the photocatalytic effect of ZnO nanomaterials and stimulates them to engage in the field of applied chemistry and thus is worth recommending to undergraduates.

Fluorescence analysis is an important technology, which can obtain the concentration of target analytes through comparing the fluorescence intensity change of a fluorescent sensor. Generally, the fluorescence intensity is measured by a fluorometer. However, many undergraduates have no chance to operate such an expensive instrument. Besides, the students cannot see the fluorescence of the obscured samples during the fluorometer-based detection process. Herein, a flexible experiment for fluorescence analysis was designed using a smartphone for recording fluorescence photographs and the software, Photoshop or ImageJ, for measuring the fluorescence intensity. The change in fluorescence intensity can be directly observed by naked eyes and be quantitatively measured by Photoshop or ImageJ. RhBN, with a simple synthetic process, was chosen as a ClO– sensor, whose fluorescence emission significantly increased in the presence of ClO– because of the strongly enlarged conjugated system. The experimental course designed in this article overcame the requirement of an expensive fluorometer and provided an interesting and simple approach for educating undergraduates about fluorescence analysis and fluorescent sensors.

The electrolysis of water to produce hydrogen is a critical step in many green chemistry processes. The key to the efficiency of water electrolysis is the synthesis of an appropriate electrocatalyst. Three-dimensional (3D) printing is an increasingly important part of many industrial processes. In this study, we propose an efficient laboratory experiment to synthesize a 3D-printed, hydrophilic, conductive, and monolithic electrocatalyst for the hydrogen evolution reaction (HER). Students learn to assemble an electrochemical cell, conduct electrodeposition, and evaluate HERs on both a 3D-printed electrode and traditional nickel foam. In this experiment, students learn to understand fundamental electrochemical principles and test techniques, including cyclic voltammetry and linear-sweep voltammetry, and analyze the relation between the catalytic performance and electrocatalyst compositions. This study also broadens the utilization of 3D printing in catalysis, energy production, organic chemistry, and chemical reaction engineering courses by leveraging the unique properties of 3D-printed materials.

Structure–activity relationships are foundational concepts in biochemistry and drug design. Despite their importance, it can be difficult to create and execute laboratory activities that allow students to directly observe the interactions between small-molecule drugs and their biomolecular targets. Here, we report an activity that investigates the binding of well-known platinum drugs to short, double-stranded DNA hairpin structures. Students chose multiple Pt drugs to investigate, along with one or more different experimental conditions, performed the Pt–DNA binding reactions, and then characterized the samples by denaturing polyacrylamide gel electrophoresis. Then, they rationalized their gel data on the basis of the structures of the Pt drugs and of double-stranded DNA. In addition to experimentally observing Pt–DNA interactions, students used molecular visualization software to identify other drug interactions with nucleic acids using structures obtained from the Protein Data Bank to determine their mode of binding. The activity was performed by upper-level undergraduate biochemistry students over 3 weeks and uses inexpensive equipment commonly found in any standard undergraduate biochemistry teaching laboratory. It affords an excellent opportunity for students to manipulate and characterize macromolecular structures and directly connect these experimental observations to important concepts in drug chemistry, bioinorganic chemistry, and chemical biology.

The chemistry of 4d and 4f metals was investigated at the undergraduate level in an effort to incorporate f-element chemistry in the curriculum. This was accomplished through microwave-assisted synthesis of 1,10-phenanthroline (phen) coordination compounds [Eu(phen)3](PF6)3 and [Ru(phen)3](PF6)2, and embedding the coordination compounds in polystyrene (PS) beads. Through a combination of 1-D/2-D spectroscopic techniques, the metal-phen coordination compounds in solution and in the solid state were probed. It was validated that the strong interaction between the phen ligand and Ru2+ is due to the diffuse nature of the 4d orbitals. The interaction resulted in a low energy MLCT band, which provides opportunities for excitation at lower energies using 4d metals. In contrast, the phen ligand and core Eu3+ 4f orbitals exhibited a weak interaction. This was supported by variable-temperature NMR (VT-NMR) measurements, which revealed relatively well-separated proton resonances with minimal differences in chemical shifts for the phen ligand at 25 °C and the [Eu(phen)3](PF6)3 compound at −42 °C, indicating a weak Eu–N interaction. The weak interaction resulted in the formation of an aqua-containing complex in solution evidenced by emission lifetime measurements. Despite the weak interaction, selective excitation (via ligand π–π* versus direct f–f) of the Eu3+ compound allowed for color tuning, leading to the generation of a cool white light. Electron probe microanalysis (EPMA) of the metal-embedded PS beads indicated relatively monodispersed distribution of the metal complexes in the polymer.

This report presents an interdisciplinary approach used in undergraduate laboratory classes to bridge the gap between scientific advances, engineering efforts, and practical applications in daily life. The field of biointegrated electronics is highlighted as an excellent opportunity for building interdisciplinary learning models, leveraging expertise from multiple research areas. Wearable glucose sensors are presented as a promising application that requires knowledge of chemistry, materials science, electrical engineering, and mechanical engineering. The laboratory experiment module provides students with hands-on experience in designing, fabricating, integrating, and testing wearable glucose sensors. This lab class serves as an example of how interdisciplinary research can be integrated into undergraduate education and offers values, skills, and experiences for future careers.

Hands-on experiences in analytical chemistry laboratories are essential to improve students’ technical skills on handling analytical glassware and instruments, but the coronavirus pandemic in 2020–2021 disrupted such learning activities. Thus, alternative remote activities are required to supplement practical skills. In this work, a new portable experiment to determine the concentration of Fe(III) by digital image colorimetry with curcumin paper is described. This experiment utilized complexation between Fe(III) and curcumin on a paper substrate, which changed from yellow to red-orange. Then, the RGB intensity changes, obtained using smartphones/devices, were plotted against the Fe(III) standard concentration to construct an external standard calibration curve for determining Fe(III) in unknown solutions. Using students’ own smartphone/device enhanced their interest, and the portable small-scale experiment kit enabled a remote hands-on experience at their residence (Lab@Home). The experiment had been implemented both in Lab@Home and in-person formats for three semesters with 591 second-year students majoring in chemistry and other sciences, showing a satisfactory self-evaluated outcome (4.27 from 5) and post-test score (81.5%). The proposed experiment is a showcase to introduce modern analytical chemistry through smartphone/device and digital image colorimetry, while enhancing students’ skills and interests in analytical chemistry laboratory.

Gold nanoparticles (AuNPs) are textbook model systems to introduce Nanomaterials and Nanotechnology to students and laypersons. AuNPs are also suitable materials to raise awareness about the Green Chemistry principles. The unique optical and catalytic properties of nanosized gold make it ideal to timely develop hands-on experiments for nanomaterial synthesis requiring only few chemicals and simple equipment, such as a UV–vis spectrophotometer. While the Turkevich–Frens synthesis has been a preferred model system to date due to its simplicity, it still requires access to specific equipment and chemicals, e.g., to heat up the solution at relatively high temperature of ca. 100 °C. Various room temperature syntheses have been reported but suffer from relatively poor size control and/or the need for relatively harmful chemicals such as NaBH4. In contrast, room temperature and surfactant-free syntheses that only require HAuCl4, water, an alcohol, such as ethanol, ethylene glycol, or glycerol, and a base at relatively low concentration (<10 mM) are presented and their benefits to develop hands-on experiments are highlighted. The concepts that these simple syntheses can convey cover topics as broad as Nanotechnology, planning experimental screening of multiple variables, collaborative and open data science, or Green Chemistry.

Herein, we present a program implemented in Python that utilizes a simple complete-search algorithm to determine the geometry of a lanthanide–substrate (LS) complex. The program serves as a practical project in a programming course for chemistry students, specifically aimed at illustrating fundamental concepts such as decision-making, repetition, functions, lists, and file reading. The project challenges students to determine the position of a lanthanide ion in an LS complex by utilizing NMR titration experimental data obtained from the interaction between menthol and Eu(fod)3. Through the development of an algorithm and the creation of a Python program, students are tasked with calculating the optimal Eu position that correlates best with the experimental data. The primary objective of this project is to enhance students’ understanding of Python’s basic concepts, syntax, and problem-solving skills, fostering their growth in the field of chemistry programming.

This paper outlines the design of an interactive simulation of Stokes’ law, which is used frequently in the study of particle sedimentation and flotation. The software application includes dynamic visualizations and statistical outputs. Descriptions of how the simulation can be used in a teaching context are provided. The application and its source code are made freely available for inspection and modification by educators and students. As a “translucent box”, the inner workings of the application are exposed to the interested user. It is suggested that the approach outlined can serve as a sustainable model for the development and preservation of software for science education.

pH determination and acid–base titrations are essential experiments performed by high school and university undergraduate students alike throughout their chemistry education. While these experiments often rely on conventional pH meters for quantification and pH test strips or indicators for qualitative assessments, we demonstrated herein that a smartphone-based pH determination technique, performing digital image analysis, particularly the determination of either the dominant wavelength or the RGB intensities, could readily replace all but one conventional pH meter in a classroom setting. Using an in-house developed smartphone-based pH reading application (app), students were able to determine the pH and perform titrations using pH strips and universal indicators, producing results matching those determined with a standard pH meter. The app and its “variants” are available for download (https://tinyurl.com/2dashjyk and https://tinyurl.com/4d73wnxt), and no prior knowledge of coding or programing was required from the students. All that was needed was an Android 11 phone or tablet with an Internet connection. Moreover, the students and instructors’ reactions to the mobile app alike were very positive and showcased the need and interest for such inexpensive technology, which allows for the running of an entire class for pH determination of multiple real-life samples or acid/base titration without using standard pH meters.

Potential energy diagrams have been central tools for chemistry teaching and research for over 50 years. We present an application, EveRplot, which is accessible by web browser (including mobile devices) and can be used to create energy versus reaction coordinate plots quickly and easily. Through three case studies, we illustrate the use of the application for both teaching and research. In addition, we provide a handout that outlines how the application may be used in the context of a class on physical organic chemistry.

This report offers technical guidance and encouragement for any instructor or department looking to produce valuable, high-quality Lightboard teaching videos under space and budget constraints. Lightboards were introduced in a chemical education setting around 2015 as a presentation setup that allowed the presenter to speak face-to-face to their audience while interacting with their drawings and annotations in real time. Early reports identified their primary value in providing supplemental videos. With today’s increased emphasis on out-of-class video content to supplement in-class active learning, along with a generation of students more accustomed than ever to learning on screens, Lightboards have incredible potential. An update is needed to help guide instructors on the implementation of Lightboard videos and to assess their benefits. A summary of the materials and technology required for optimizing Lightboard video content is offered along with detailed step-by-step instructions for easy adoption and accessibility for instructors. Survey data on student perspectives toward these Lightboard productions support the value of this technology, with 74% of our students finding the newly produced Lightboard video more or significantly more engaging than the previous, traditional video formats.

By organizing an extracurricular seminar, based on the analysis of the intermolecular dispersion action in normal alkanes, a new topological index (named “Intermolecular Interaction Index (IMI)”) was proposed to express the intermolecular dispersion force. The IMI has an excellent linear relationship with the boiling point (Tb) of normal alkanes containing carbon atoms C2–C40 (standard error only 0.87 K). For Tb of branched alkane isomers, only the addition of a parameter ΔAOEI (“average odd–even index difference”) is needed to establish the correlation equation. The seminar activity promotes students’ ability for molecular structure–property reasoning and provides students with a preliminary understanding of the molecular graph, topological index, and principle of development of quantitative structure–property relationship (QSPR) models.

Valence shell electron pair repulsion theory (VSEPR) as explained in most textbooks predicts that substituents bonded to a central atom in AXnEzc species (A = main-group central atom, X = substituent, E = lone pair on central atom, c = charge) will change their X–A–X angles to bend away from the lone pairs. Exceptions have appeared in the literature, commonly arising from steric repulsions between very large substituents and less commonly from electronic factors such as multiple bonding and bond polarization. We have conducted extensive computational studies of hypercoordinate main-group molecules and ions AXnEzc and AOmXnEzc, where X = halide, and found that VSEPR-based predictions of such bending for those species containing heavier halides are likely incorrect. Indeed, despite the fact that cases where X = F usually conform to the prediction, we find that IOF4–/XeOF4 and IO2F2–/XeO2F2 should not. Calculations of the electron localization function indicate that the root cause of the difference is the migration of lone pairs closer to the central atom. We recommend that presentation of VSEPR in general chemistry and inorganic chemistry textbooks be revisited and provide suggested language incorporating this phenomenon.

A survey of Oregon State University Department of Chemistry personnel revealed that few of the faculty and graduate student respondents (only 6.7% and 8.3%, respectively) reported knowing the location of the automated external defibrillator (AED) nearest their workspace. Furthermore, a minority of both faculty and graduate student respondents indicated they felt confident they could use an AED if need be. The benefits of AED use during a cardiac arrest are discussed as well as steps being taken within the Department of Chemistry to increase AED awareness and competency with respect to chemistry teaching laboratories and beyond.

Here, we present a laboratory activity in which the students work on an analysis of a questioned document that was written with one out of five possible pens. As a forensics study, the activity applied chemistry and analytical chemistry tools to solve the case. The students were able to apply polarity and solubility concepts to select and discard some pens. They also learned the basics of fluorescence and the possibilities of using it to detect falsifications. Then, they were able to set up the detection conditions for the HPLC-UV analysis by studying the absorbance behavior of the blue dyes. Finally, the students identified the pen used to write the suicide note and partially characterized the composition of the ink. This multipurpose activity perfectly suits subjects involving analytical techniques and forensics for students with basic knowledge of chemistry that are studying instrumental techniques for the first time.

A cornerstone activity in undergraduate organic laboratories revolves around students running instrumental analysis on their products and interpreting their spectra. They are left to link the theory they have learned in lecture to practical spectral interpretation. Students often memorize benchmark interpretations of peaks, such as the broad alcohol absorbance in infrared spectroscopy (IR). However, students often do not correlate the absorbance frequency to the actual vibrational mode. Given more nuanced spectra to interpret, like the difference between a hydrogen and a deuterium on an alcohol, students often miss the differences between the spectra. The GAMESS computational software package accessed through the Web interface ChemCompute is successfully used by students here to generate IR spectra of different isotopically labeled alcohols. This Web-based portal provides multiple benefits to the students: (1) The computational software is accessible through any browser on most common operating systems (including Chromebooks), (2) generating IR spectra for multiple products allows students to predict differences in spectra to compare to their actual IR data reinforcing prediction in the scientific method, and (3) the software links the differences in isotopes to structural vibrational modes visualized in the software allowing students to link theory to practice in spectral interpretation.

Novice chemists often struggle with the highly visual nature of some chemistry topics. To make visually demanding concepts, such as isomerism and stereochemistry, more accessible to students, chemistry instructors have long recommended the use of molecular model kits as visual aids. However, studies pertaining to student model usage have shown that students are unlikely to spontaneously use molecular models to solve problems, even though it was shown that students that actively manipulated the models are more likely to correctly complete visually demanding organic chemistry tasks. Here we report an activity that engages students in molecular model usage while exploring structural isomerism. The activity consists of three sections and is designed to be completed after students have been introduced to structural isomerism. We chose to implement the activity during the first laboratory session after the content introduction. The activity takes approximately 35 min to complete, regardless of virtual or in-person administration. Postactivity surveys from two academic quarters showed that over 70% of students indicated that the modeling tool improved their 3D perception of molecules. However, a smaller percentage of students indicated that they would use the modeling tool as a supplement to their normal study habits.

Success in general chemistry requires active engagement with course material. COVID-19 accelerated the move to online courses, creating a crucial need for engaging course activities. The Mysterious Compound chemistry game was designed to engage undergraduate students in introductory chemistry concepts while allowing the instructor and students to assess students’ confidence in course concepts. When comparing pre- and postsurveys, there were significant differences (p < 0.001) in students’ confidence levels on all the topics included. Positive and negative feedback was elicited and analyzed through student surveys. This game is an easy-to-implement engagement tool due to its versatile online format and adaptable design.

Understanding organic reaction mechanisms can be a challenging task for many undergraduate students, particularly those who are nonchemistry majors, despite the fact that organic chemistry is a mandatory course for numerous science and engineering undergraduate programs. The selectivity of a reaction is largely determined by the distribution and deviation of electron clouds. Nonetheless, the traditional Lewis structure proves inadequate in clearly conveying the distinctions and correlations among sigma bonds, lone pair electrons, and pi bonds. Therefore, a precise and thorough scientific analysis of the structure of organic compounds is of great significance. In light of this, we propose a pioneering method for representing chemical bonds, which not only provides a more lucid portrayal of electron cloud deviation in molecules but also offers a more intuitive depiction of compound structure and reaction mechanisms. According to the proposed novel Lewis structure, we re-explained the mechanism of organic chemical reactions in class. This paper introduces and gives examples according to the types of reactions, including nucleophilic substitution reaction, nucleophilic addition reaction, and electrophilic addition reaction, etc. After class, we conducted a questionnaire survey on the classroom experience and new understanding of reaction. By collecting the results of college students (N = 300) of different majors (N = 5), we found that our method could significantly improved their understanding of reaction mechanisms (90%), help them transfer knowledge (82%), and improve learning efficiency (69%).

At its simplest, paint pouring is the mixing of paints with lower density and viscosity liquids and then pouring them onto a surface for an aesthetic artifact. Using active art as a teaching tool, middle school students were engaged in a paint pouring activity to study the influence of the interdisciplinary combination of chemistry and art topics on student understanding of density, viscosity, and creativity. It is accepted that hands-on activities increase the understanding of complex topics because students are able to apply these topics to real-world applications. Survey analysis (N = 124) of a pre- and post-event survey with 14 Likert scale questions broken into the following categories: density, science and creativity, viscosity, and art. The pre- and post-surveys included three multiple-choice questions indicating that student’s understanding of the importance of density and viscosity in art increased after completing the activity. Of the 14 Likert scale questions, 11 showed an increased self-reported understanding of the scientific concepts and enthusiasm for art after engaging in the paint pouring exercise. Three responses did not increase, as the students already wanted to complete a paint pour and recognized paint pouring as an art activity. It was also observed that, after completing the exercise, students were receptive to how science and art can be integrated. Correct student responses to the multiple choice all increased in the post-survey, providing evidence for the self-reported increased student understanding of density and viscosity.

The paper describes guidelines for the planning, organization, and implementation of virtual activities within a metaverse environment, aiming to familiarize students with key concepts related to hard and soft acids and bases (HSAB) theory. The guidelines are based on experience gained during an online lesson given in January of 2022 for 188 incoming freshmen at a large Korean university during a week-long science program. The proposed lesson involves three parts: 1) a lecture describing HSAB theory, which was conducted on Zoom; 2) a group work activity in which students demonstrate their understanding of the lecture concepts within a metaverse designed on the Gather.Town platform; 3) a pairwork activity within the same metaverse in which students team up to describe the properties and interactions of acids and bases through the creation and presentation of a poster. In end-of-program evaluations, many students rated their experiences with social learning in the metaverse as their favorite component of the week-long program, and the instructors who administered the lesson indicated that the poster presentations that the students gave demonstrated a firm grasp of HSAB theory. The present lesson may be useful to practitioners who wish to teach concepts related to HSAB theory in a metaverse, such as Gather.Town.

This review describes a computational chemistry exercise aimed at enhancing the understanding of upper-division undergraduates in organic chemistry and physical chemistry regarding the structures and aromaticities of cyclobutadiene and cyclooctatetraene. This exercise exposes students to chemical problems that require computational methods as a necessary supplement to chemical intuition, emphasizing the importance of computational work in contemporary chemistry. Specifically, students learn about topics such as building models, geometry optimization, vibrational frequency analysis, and nucleus-independent chemical shift calculations. The exercise effectively improves students’ comprehension of the relationship between molecular structure and electronic properties as well as the Hückel and Baird rules of aromaticity and the concept of aromaticity/antiaromaticity/nonaromaticity.

Tofu, a traditional Chinese food, is now popular worldwide. However, few people notice the chemistry that is involved in its production. To shed light on this, we have designed a simple demonstration for lower-level undergraduates in organic chemistry or biochemistry courses to help them understand the chemistry principles that underlie the curdling step in tofu processing. Raw soymilk is relatively stable without heating, even with the addition of coagulants. However, heat treatment denatures the soy proteins in soymilk, which makes them more amenable to coagulation. This coagulation is further promoted with salt coagulants, such as calcium gluconate, zinc gluconate, and calcium lactate. Acid coagulants such as white vinegar or grape, orange, and lemon juice can also induce coagulation due to their acidic properties. Based on our results and on previous reports, we illustrate the curdling mechanism in this work. This demonstration can also be used as an at-home experiment during lab closure situations, such as a pandemic, and can arouse students’ curiosity about the coagulation of other food proteins and the process of making alternative tofu.

Poinsettia (Euphorbia pulcherrima) contains anthocyanins that dissolve in water and exhibit color changes due to changing pH. This property makes the poinsettia extract a useful acid–base indicator for pH demonstrations. When combined with common household materials, this experiment can be used as an alternative low-cost tool in teaching acid–base chemistry and organic chemistry.

Herein, two simulated electrochemistry experiments, namely, the (i) electrochemical series, using an electronic half-cell module, and (ii) citrus fruit battery series are demonstrated for undergraduate chemistry students. The demonstration can be performed for in-person and remote students by connecting the electronic half-cell module to a computer. Remote students can participate in the demonstration on the Internet and interact with the instructor and other students. This experiment does not require the use of metal and metal ion solutions for the construction of citrus fruit batteries and electrochemical series. Therefore, this demonstration is environmentally green, because no chemical waste is produced at the end of the demonstration.