Chemistry Majors Research Articles

Interdisciplinary Project-Based Learning of Fine Chemical Technology for Applied Chemistry Majors: Preparation of High Cationic Degree Cotton-Based Adsorbent

Interdisciplinary Project-Based Learning of Fine Chemical Technology for Applied Chemistry Majors: Preparation of High Cationic Degree Cotton-Based Adsorbent

Exploration and practice of ideological and political education in instrumental analysis courses: a case study on chromatography course teaching

Instrumental analysis is an important professional course for many chemistry majors. Its teaching content is rich, diverse and is closely related to daily life. Moreover, this course contains a large number of ideological and political resources. This study investigates chromatography technology in instrumental analysis as an example, focusing on aspects such as chromatography knowledge, solution preparation, standard operations, and guided experiments, to deeply explore the elements of ideological and political education and organically integrate them into the teaching of instrumental analysis courses. Academic teaching of professional knowledge increases the diversity and richness of the teaching content and enhances the innovative skills of the students. In addition, this teaching method can inspire students to establish life goals and great ideals, with the aim of ultimately cultivating moral people.

Single-cell total-RNA profiling unveils regulatory hubs of transcription factors

Recent development of RNA velocity uses master equations to establish the kinetics of the life cycle of RNAs from unspliced RNA to spliced RNA (i.e., mature RNA) to degradation. To feed this kinetic analysis, simultaneous measurement of unspliced RNA and spliced RNA in single cells is greatly desired. However, the majority of single-cell RNA-seq chemistry primarily captures mature RNA species to measure gene expressions. Here, we develop a one-step total-RNA chemistry-based single-cell RNA-seq method: snapTotal-seq. We benchmark this method with multiple single-cell RNA-seq assays in their performance in kinetic analysis of cell cycle by RNA velocity. Next, with LASSO regression between transcription factors, we identify the critical regulatory hubs mediating the cell cycle dynamics. We also apply snapTotal-seq to profile the oncogene-induced senescence and identify the key regulatory hubs governing the entry of senescence. Furthermore, from the comparative analysis of unspliced RNA and spliced RNA, we identify a significant portion of genes whose expression changes occur in spliced RNA but not to the same degree in unspliced RNA, indicating these gene expression changes are mainly controlled by post-transcriptional regulation. Overall, we demonstrate that snapTotal-seq can provide enriched information about gene regulation, especially during the transition between cell states.

Understanding Perceptions of Undergraduate Students on Academic Plagiarism

Plagiarism, as a type of academic misconduct, is a significant issue in higher education institutions and is described as the spreading of moral panic in academics. Prompted by concerns with the frequency of plagiarism, this investigation examined undergraduate students' perceptions of academic misconduct, forms of plagiarism, and the underlying causes of plagiarism among first- and second-year biology and chemistry majors at the University of Guyana, Turkeyen campus in 2018. The paper also presents students’ recommendations on how to best address the issue in the program. Although the findings of this study cannot be generalised, it was found that more than 90% of students who participated were acquainted with the interpretation of the terms academic misconduct and plagiarism but still plagiarized. Interestingly, the most prevalent form of plagiarism was found to be substituting the author's words with synonyms while maintaining the overall organization and meaning of the original work, and the most common cause of plagiarism was determined to be heavy assessment workload. According to this survey, students favoured penalties over grade loss when it came to avoiding plagiarism. Ultimately, the results reveal how conscious students are of academic integrity and strategies that could lower the quantity of plagiarism cases at the institution.

Impact of Hazardous Chemical Compounds on the Reproductive System Reported in Sanitary Products

Abstract: A particular group of routine essentials, feminine hygiene items, might expose women to plasticizers and antimicrobial agents. The entire world produces and uses a vast amount of chemicals, some of which may be harmful to reproductive health. The majority of chemicals and work environments have not been investigated for their potential to harm reproductive systems up to this point. The Republic of Korea and other recently industrialized nations have accumulated chemicals and other toxicants quickly, endangering well-being, especially their reproductive systems. (UTC) Women frequently utilize feminine hygiene products (FHPs) as personal care products. ( 2 )According to a broad review, sanitary pads have an impact on endometriosis, vaginal microflora, and vulvar or vaginal skin. Female health has also been found to be impacted by social contexts, such as the use of hygiene products or puberty education. (temp) Chemicals that are dangerous now or in the future are included in the category of sanitary products. Infertility, ovarian cancer, skin rashes, and skin darkening are just a few of the problems that can arise from using sanitary products that contain hazardous chemicals and harm the reproductive system. menstrual cycle imbalance. Sanitary products contain a variety of substances, including VOC, furans, phthalates, bisphenols, and dioxin. Jppd Diapers and sanitary pads are composed of synthetic plastic materials, which may leak when being used. In the present study, the quantities of phthalates (DBP, DEHP, DEP, and BBP) and volatile organic compounds (VOCs) (methylene chloride, toluene, and xylene) in sanitary pads and diapers were measured.

An Exploratory Investigation of Organic Chemicals Detected in Baby Teeth: Differences in Children with and without Autism.

Autism spectrum disorder (ASD) is a behaviorally defined neurodevelopmental disorder characterized by deficits in language, communication, and social function with an estimated prevalence rate of between 1 in 30 and 44 U.S. births. Gene/environment (G × E) interactions are widely regarded as the most probable explanation for idiopathic ASD, especially because some genes are selectively targeted by various environmental xenobiotics. Because deciduous teeth are a likely biomarker of in utero exposure, the present study investigated if the quantity of chemicals found in deciduous teeth differs between children with and without ASD. Twenty-two deciduous teeth from children with ASD and 20 teeth from typically developed children were prepared and analyzed using THE Two-Dimensional Gas Chromatography Time-of-Flight Mass Spectrometer (GC × GC-TOF MS) with ChromaTOF version 23H2 software and Agilent 7890 gas chromatograph. The autism sample had significantly more chemicals in their teeth than the typical developing sample (99.4 vs. 80.7, respectively) (p < 0.0001). The majority of chemicals were identified as phthalates, plasticizers, pesticides, preservatives, or intermediary solvents used in the production of fragranced personal care or cleaning products or flavoring agents in foods. The known toxic analytes reported in this study are likely biomarkers of developmental exposure. Why there were greater concentrations of toxic chemicals in the teeth that came from children with ASD is unclear. A further understanding of the cavalcade of multiple biological system interactions (Interactome) could help with future efforts to reduce risks. Notwithstanding, the avoidance of pesticides, plastics, and scented personal care products may be warranted under the precautionary principle rule.

Spreadsheet-based application integrated with Virtual reality for teaching economic and environmental assessment of subsurface gasification and combustion for hydrogen production

Herein we developed an education game based on a spreadsheet- activity and virtual reality (VR) for teaching the fundamentals of gasification and combustion. The game could be used as a valuable resource to motivate students at the undergraduate and senior high school level to consider economic and environmental assessment including sustainability concerns as they design a hypothetical chemical product or process. The proposed game is intended to be incorporated into any sustainability course design or chemical engineering course. The game is suitable for both chemistry majors and non-chemistry majors as it introduces fundamental energy changes in chemical reactions and design principles. Additionally, the game can be adapted for high school outreach activities. The game is freely available and encourages students to think critically while considering several factors in making key industrial decisions about a product or process. Factors considered include the water availability, socioeconomic impact, environmental impact, and proximity of technological location to infrastructures. The game is designed to raise awareness about hydrogen as an energy carrier, including its economic aspects and its wide range of industrial applications. It could also be used as a means of recruiting students into chemical sciences and engineering degree programs.

Recognising a beacon of teaching and learning leadership in Australian chemistry

This Highlight article considers key contributions made by Professor Brian Yates to the Australian chemistry academic community in recognition of his seminal leadership that led to the establishment of the Chemistry Threshold Learning Outcomes (CTLOs) as national assessment standards. These CTLOs currently underpin the Royal Australian Chemical Institute (RACI) process of the professional accreditation of chemistry majors in Australian tertiary institutions and, hence, provide benchmarks of learning in our discipline. Examples of contemporary assessment approaches in chemistry are presented to inform academics who are seeking to assess learning outcomes beyond threshold standards and to inspire future innovative assessment approaches.

Research on the Path of Teaching Reform of Chemistry Major in Agricultural and Forestry Colleges and Universities by Integrating Curriculum Civics in the Network Information Age

Abstract In the information age, the ideological and political education of college students has become an important task of higher education. Based on the Word2vec model and the improved TF-IDF algorithm, this paper constructs a text analysis method to analyze the distribution of ideological and political elements in chemistry textbooks taught in colleges and universities. Taking the text of chemistry teaching materials of an agricultural and forestry university as an example, the constructed model is used to mine the distribution of the ideological and political elements and the integration of the ideological and political elements in the chemistry teaching materials of colleges and universities is counted. On this basis, a teaching reform path for integrating Civics and Politics in chemistry courses is proposed, and it is being applied to the freshman class of chemistry majors at an agricultural and forestry university. The effectiveness of integrating Civics into the chemistry program was assessed by comparing the chemistry scores and Civics literacy levels of sample students before and after the teaching practice. 74.3% of the students had a high degree of acceptance of the integration of civics into the chemistry curriculum. The chemistry grades and the level of Civic and Political Literacy of the students in the classes with teaching reform were significantly improved, and the overall scores were 4.26 points and 5.7% higher than those of the control classes respectively. The pedagogical reform path of the curriculum Civics integrated into Chemistry has a significant effect on students’ civics literacy level.

Exploring factors within an introductory course that influence students’ perception of chemistry

A large number of students across the globe each year enroll in general chemistry courses as an academic requirement to obtain their degree. Although many take chemistry courses, it is not a subject sought out by many as a potential career. In some instances, chemistry hinders students from achieving their career goals. A plethora of chemical education research has focused on improving student attitude, self-efficacy, and motivation to enhance academic performance and retention in chemistry. However, only a few reports focus on the factors that affect student perception and self-efficacy towards chemistry. These factors are important as they can help us implement targeted interventions to improve perceptions and self-efficacy as we seek to increase diversity in STEM fields. In this research study, the most influential factors that affect a student's perception of chemistry are uncovered, and whether these factors are related to gender identity, letter grade, or pursuit of chemistry as a career. For our study population, the course instructor and course structure are the two most influential factors in a student's perception of chemistry. In addition, academically low-achieving students (i.e., students who earned Cs or lower in a course) are more likely to list the course structure as an influential factor, and high-achieving students (i.e., students who earned Bs or higher in a course) are more likely to select the course instructor as an influential factor. The majority (66%) of students who selected the course instructor as an influential factor believed that they would perform well in future chemistry courses, while 47% of those who selected the course structure had the same belief in their future chemistry performance. Overall, less than 11% of the study population (51 of 447 students) were interested in pursuing chemistry as a career after completing CHEM 1. However, the answer to increasing the number of chemistry majors could be held within course design and teaching pedagogy. This research study seeks to highlight the relationship between gender and letter grade with factors that influence perception of chemistry, and we hope the results can guide instructors as they consider course structure and teaching pedagogy.

Specialized Experimental Design for Chemistry Majors in the Context of “Dual Carbon”: Taking the Assembly and Performance Evaluation of Zinc-Air Fuel Batteries as an Example

Specialized Experimental Design for Chemistry Majors in the Context of “Dual Carbon”: Taking the Assembly and Performance Evaluation of Zinc-Air Fuel Batteries as an Example

DEVELOPING AN OUTCOME-BASED LEARNING CURRICULUM IN ESP

The aim of this research is to develop an outcome-based ESP curriculum for undergraduate chemistry and biology majors utilising the CBL paradigm. The current study aims to explore the effective application of an ESP curriculum linked with outcome-based learning methodologies in scientific education. A mixed-methods design was employed, consisting of a case study scenario in a higher education institution for chemistry and biology students as well as a Likert scale questionnaire to assess their perception of the alignment between the case study activity and learning outcomes. Finally, a factor analysis was conducted to gain insights into the correlation between the case study activity and skill-based outcomes and identify areas where case studies may be particularly effective in promoting ESP learning. The findings suggest that the inclusion of subject-specific scenarios in the ESP curriculum, particularly through case study-based learning, is crucial for chemistry and biology students. Finally, the study recommends that the ESP curriculum for science students should be designed in alignment with outcome-based learning approaches, where case study-based learning is considered an effective approach to acquiring academic and professional skills.

Electrochemistry in the Teaching Laboratory to Synthesize and Evaluate Catalysts for Water Oxidation and Reduction

Electrochemical analysis is an important skill to teach in chemistry curricula because it is a critical tool in current high-impact chemical research. Electrochemistry enables researchers to analyze a variety of systems extending from molecules to materials that encompass research themes ranging from clean energy to substrate activation in biological systems. Specifically, it can reveal information about catalytic efficiency, the role of catalysts, and the nature of chemical reduction and oxidation (redox) processes. Researchers working in the area of catalysis rely heavily on electrochemistry, using it to identify effective catalysts and to optimize reaction conditions. This talk with describe a laboratory experiment designed for undergraduate chemistry majors. The laboratory experiment begins with an introductory tutorial to electrochemistry by guiding students through the use of several electrochemical techniques using the ferricyanide/ferrocyanide redox couple as a model system. The techniques covered in the tutorial include cyclic voltammetry, differential pulse voltammetry, Tafel analysis, and bulk electrolysis. The protocol then applies these techniques to electrocatalysis by identifying and characterizing catalysts for hydrogen and oxygen generation in the water electrolysis reaction. Electrochemical methods are connected to current chemical research by focusing on catalysis in the context of renewable energy, which is a current societal and curricular imperative. The entire laboratory protocol is suitable for upper-level physical, analytical or inorganic chemistry. Figure 1

Specifications Grading Is an Effective Approach to Teaching Biochemistry.

Specifications grading is a relatively recent approach to assessing student learning. In this approach, students make progress toward completion of a course by demonstrating mastery of specific skills or material. The assessment tools are short, frequent exercises that can be attempted multiple times until mastered. This contrasts with the traditional, exam-based assessment of student learning. There are multiple benefits to the specifications grading-based strategy, including reduced test anxiety, better knowledge retention, and increased flexibility. In this study, specifications grading was implemented into an upper-level biochemistry course at a private, liberal arts university. The student cohort consisted almost exclusively of junior and senior biochemistry, biology, and chemistry majors. Students earned points for demonstrating mastery on each of 12 short quizzes in addition to points earned from laboratory exercises and on the cumulative final exam. Student attitudes were assessed using three surveys that were administered at the beginning, middle, and end of the course. The survey results indicated that the students had overall favorable opinions of the specifications grading approach and its use in this course. A comparison of student performance on the quizzes to their performance on the final exam showed that the students learned and retained the course material. Combining the survey and performance data, we demonstrated that the students' perceptions of their learning correlated well with their performances on the specifications grading tools. Together, these results indicated that specifications grading is an effective approach to assessing student learning and to maintaining student enthusiasm in an upper-level biochemistry course.

A Cost-Effective Microfluidic Device to Teach the Principles of Electrophoresis and Electroosmosis.

Electrophoresis is integral to analytical and biochemistry experiences in undergraduate education; however, fundamental principles of the method are often taught in upper-level laboratories through hands-on experiences. A laboratory activity is reported that teaches the concepts of electrophoretic mobility and electroosmotic flow. A single reuseable instrument, called a mini-E, costs 37 USD and consists of a DC power supply, a voltmeter, platinum electrodes, and a chip cast in polydimethylsiloxane. This activity uses common reagents costing only 0.02 USD per student. Experiments are devised that allow students to investigate the properties of electrophoretic flow and electroosmotic flow by separating the two commonly used food dyeing agents Brilliant Blue FCF and Allura Red AC in vinegar and in a solution of ammonium hydroxide. A dark-purple mixture of these dyes is separated into red and blue bands that are easily visualized. The migration order of the dyes differs when the separation is performed under conditions of reversed polarity and suppressed electroosmotic flow (vinegar) compared to conditions of normal polarity and active electroosmotic flow (ammonium hydroxide). When delivered to chemistry majors, students had a significant gain in their ability to apply the concepts of electroosmosis and electrophoresis to predict analyte migration. Although this activity targets upper-level chemistry content, it can also be adapted for other laboratory experiences.

Development of Undergraduate Teaching Laboratories in the Analysis of Maple Syrup Antioxidants and Phenolics

To address the perpetual need for STEM education resources that foster an interest in scientific research, promote a positive public perception of science, and create an appreciation for the relevance of scientific data in decision-making, we developed a modular set of undergraduate laboratory exercises influenced by ongoing basic research towards elucidating the chemical composition of pure maple syrups. Maple syrup has garnered attention in the chemical literature due to the abundance of phenolic and antioxidant compounds that impart both flavor and therapeutic potential. These experiments feature liquid-liquid extraction techniques and instrumental analysis using Gas Chromatography-Mass Spectrometry (GC-MS) as well as UV-visible spectroscopy. These lab modules can be adapted to different levels of technical rigor for use in courses designed for chemistry majors as well as those designed as introductory courses for nonmajors. Two versions of these exercises were implemented in the spring of 2023: one in a majors-level sophomore organic chemistry, and another in a 100-level food chemistry course. Learning outcomes were specified and survey data was collected from students to assess the ability of the exercises to facilitate student learning.

The role of the editor

When I graduated from college in 1985 with majors in chemistry and English, I had no idea that writing about chemistry was a job. But after failing to find work in book publishing, I came across a classified ad in the New York Times for a reporter at Chemical Marketing Reporter , a trade paper. I got the job and proceeded to work there for 13 years, rising to the role of editor in chief (EIC). It turned out I wasn’t comfortable being the face of the magazine, and when a business reporter position opened at the American Chemical Society , I took it. I’ve been thinking a lot lately about the EIC job of a chemistry magazine. One reason, of course, is that I find myself again in that role, as interim EIC of C&EN. Another reason is that at the ACS Spring 2023 meeting in Indianapolis March 26–30,

Reactions

WOMEN IN SCIENCE Reactions ShareShare onFacebookTwitterWechatLinked InRedditEmail C&EN, 2023, 101 (11), p 3April 3, 2023Cite this:C&EN 101, 11, 3Letters to the editorShyamala RajenderThank you, Shyamala Rajender. Having been an undergraduate at Cornell University, class of 1967, with a group of 15 female chemistry majors, I had no idea that women were discriminated against in chemistry when I arrived at the Massachusetts Institute of Technology. In general we were treated well, but I learned that we were the first women in chemistry to be allowed to be classroom and lab teaching fellows. All of a sudden I realized that I had never had any female chemistry professors! I looked around, and few universities had even one female chemistry faculty member. Later, when applying for jobs, I was asked to promise not to get pregnant.So thank you, Dr. Rajender. Your case against the University of Minnesota had to be one of the first to detail and fight against discrimination against women in an academic science department. You are my heroine.Georgia WeinsteinLexington, MassachusettsCardiovascular disease and Alzheimer’s diseaseI was struck by the analogy between cholesterol/cardiovascular disease (CVD) and amyloid-β/Alzheimer’s disease in the excellent article in the March 13 issue of C&EN (page 20). The analogy is probably more apt than the rest of the article suggests. In the 1970s and ’80s, most people thought cholesterol caused CVD. While it is true that drugs that manipulate cholesterol have had some positive effects, it is now clear that inflammation may play a causal role in CVD. The plaques on arteries form after the inflammation, and there are multiple causes for this. Actual causes include bacteria in the bloodstream, insulin, tobacco, and stress hormones. The limited success with Alzheimer’s drugs, even when they reduce plaques in the brain, is interpreted by some researchers in the field as evidence there is an underlying cause of Alzheimer’s disease that has not yet been discovered. That idea was missing from this otherwise informative article.David E. HendersonHanover, New Hampshire CorrectionFeb. 20/27, 2023, page 40: The Newscripts article on Parafilm has an incorrect name for the current manufacturer of the material. It is Amcor, not Bemis Manufacturing Company.

Interdisciplinary Undergraduate Laboratory for an Integrated Chemistry/Biology Program: Synthesis of Silver Nanoparticles (AgNPs)-Cellulose Composite Materials with Antimicrobial Activity.

This laboratory exercise integrates chemistry and biology concepts to give third/fourth-year undergraduate students an opportunity to apply knowledge from different subject areas to address a real-world biomedical issue such as pathogen inhibition using composite materials. It involves the preparation of a bacteria-derived cellulosic biopolymer through microbial cultivation, impregnation of the bacterial cellulose (BC) with silver nanoparticles (AgNPs), followed by the analysis of the materials and the antimicrobial properties of the biomaterial-AgNPs composites. The methods are relatively simple and use inexpensive chemicals. A Tollens type approach is adopted to produce silver nanoparticles-bacterial cellulose (AgNPs-BC) composites by the reduction of [Ag(NH3)2]+ complex embedded in the cellulose matrix. The samples were dried by two different methods: freeze-drying or vacuum-drying. The dried AgNPs-BC films were evaluated for antimicrobial properties against a test organism, in this example, Pseudomonas aeruginosa, a Gram-negative biosafety containment level 2 (BSL 2) bacterium, using an agar diffusion test. For additional flexibility and customization, options for dividing the chemistry/biology content of this laboratory into smaller units with an emphasis on characterization techniques of nanomaterials for chemistry majors are also discussed.

A Comprehensive Chemical Experiment: Preparation and Performance Analysis of Self-Healing Oxidized Sodium Alginate-Carboxymethyl Chitosan Hydrogels

Through cutting-edge scientific research, an innovative comprehensive chemical experiment has been developed for polymer or chemistry majors: A self-healing oxidized sodium alginate-carboxymethyl chitosan hydrogel (OSA-CMCS) with self-healing properties was synthesized based on dynamic imine bonds. In this study, sodium alginate was oxidized with sodium periodate as an oxidant, and a self-healing OSA-CMCS hydrogel was prepared by reaction with Schiff base of carboxymethyl chitosan. The experimental procedures include the operation of chemical experiments, analysis of instruments, spectral analysis, etc., covering the content of chemistry courses in a comprehensive manner, stimulating students’ interest in scientific research. It provides a solid foundation for undergraduate graduation projects, scientific research training projects, and the development of future scientific research.