Topics In Chemistry Research Articles

Buckybowl-Based Fullerene Receptors.

Buckybowls, bowl-shaped polyaromatic hydrocarbons, have received intensive interest owing to their multifaceted potentials in supramolecular chemistry and materials science. Buckybowls possess unique chemical and physical properties associated with their concave and convex faces. In view of the shape complementarity, which is one of the key factors for host-guest assembly, buckybowls are ideal receptors for fullerenes. In fact, the host-guest assembly between buckybowls and fullerenes is one of the most active topics in buckybowls chemistry, and the resulting supramolecular materials show promising applications in optoelectronics, biomaterials, and so forth. In this tutorial review, we present an overview for the progress on fullerene receptors based on buckybowls over the last decade.

Agency Building with Early Research Exposure: A Study of an Undergraduate Science Education Exposure Program

Undergraduate research exposure provides students with opportunities to positively perceive their association with their scientific discipline through agentic experiences, and thereby fostering their disciplinary identity building. In the present study, we explore students’ experiences of participating in an undergraduate level research exposure camp in Chemistry discipline. The camp is organized under a national level nurture initiative for undergraduate science and engineering students in India. It is a two-week long residential camp in which students are engaged in lectures on theoretical topics in chemistry, problem solving sessions, long laboratory exercises, abstract writing session, and students’ seminars. The camp also serves as a first step to select a small cohort of students based on their performance in the different activities during the camp for extended research projects opportunities. We apply the critical science agency framework to examine students’ experiences during the camp, and how understand how students connect their prior experiences and future career related choices with their camp experiences. The qualitative analysis describes students’ accounts of the emergence of agentic personalities at the entry, during, and beyond the camp. We noted instances in which students’ decisions and subsequent actions of applying to and attending the camp surfaced, and through students’ narration interpreted how some of these were markers of critical science agency. Based on authors’ understanding, this is the first, and one of the few studies conducted using critical science agency framework with science undergraduate students about their early research experiences. The study provides insights about potential programmatic features for similar undergraduate research camps in India as well as on a global platform.

The Effect Of Using Kahoot Media On Chemistry Material On Student Interest And Learning Outcomes

The purpose of this study was to determine the effect of using kahoot media on chemistry material on interest and learning outcomes. This study used a quantitative quasi-experimental approach with a pretest and posttest control group design research design. The study population was class X IPA learners consisting of 5 classes totalling 154 people and the sample in the study of class X IPA totalling 30 people as an experimental class and 30 people as a control class. The data collection techniques used were questionnaires and questions. The research shows that there are differences in learning outcomes before and after treatment. Before the t-test was carried out, the normality and homogeneity tests were first carried out and the data was found to be normally distributed and homogeneous. The results of hypothesis testing using the t-test with a significance value of 0.000 means that the sig value <0.05. So that H0 is rejected and H1 is accepted. So it can be concluded that there is an effect of Kahoot users as learning media on learning interest and learning outcomes of learners in chemistry material and there is a correlation between interest and learning outcomes in chemistry subjects.

THE EFFECT OF MAKING ATOMIC MODELS ON THE INTEREST IN LEARNING CHEMISTRY OF CLASS X STUDENTS AT PRAWIRA MARTA HIGH SCHOOL

Chemistry subjects are often considered difficult and boring because of their abstract nature. There are various learning methods that can be applied by teachers to increase students' interest in learning Chemistry. One of them is an experiment to make Atomic Model props using rubber balls. This article is compiled based on the results of Classroom Action Research which was carried out in two stages, namely Cycle I and Cycle II with the aim of increasing interest in learning Chemistry in grade X students at Prawira Marta High School in the even semester of the 2023/2024 school year. In each cycle, there are several stages, namely planning, implementation, observation, and reflection. The instruments used are observation sheets and questionnaires where the data source used is the primary data source. The results of the study were processed from data collection in Cycle I and Cycle II and analyzed descriptively to determine the achievement of learning interest indicators. The percentage of comparison of Cycle I and Cycle II data shows an increase in interest in learning Chemistry on all set indicators. On the indicators of feeling happy, high enthusiasm, and special attention showed an increase of 10.5%. Meanwhile, the full contribution indicator increased by 5.3%. It can be concluded that making an Atomic Model can increase the interest in learning Chemistry of grade X students at Prawira Marta High School.

Informative Utility Value Intervention: Assignments Designed to Promote Students’ Personal Connections With Chemistry Topics Based on Their Career Goals

Informative Utility Value Intervention: Assignments Designed to Promote Students’ Personal Connections With Chemistry Topics Based on Their Career Goals

One-pot synthesis of Ir subnanosized clusters supported on MWW nanosheets as effective catalysts for C-C bond hydrogenolysis

The rational design synthesis of metal catalysts with high dispersion and ordered structure is a challenging subject in materials chemistry and heterogeneous catalysis. In this study, we report one-pot synthesis of Ir subnanosized particles supported on MWW nanosheets and their application in hydrogenolysis of decalin. Here, it has been found that C-C bond cleavage occurs via a synergistic carbocation and carbene mechanism on Ir-containing catalysts, and via carbocation in the case of solid acids. The combination of optimal acidic and metallic site characteristics in the subnanosized Ir supported on MWW nanosheets Pill_Ir-ZN_150 sample contributes to the high activity of the final catalysts. We expect that these Ir catalytic systems will open up more opportunities for hydrogenolysis of naphthenics to high-value products.

Examining the utilization of web-based discussion tools in teaching and learning organic chemistry in selected Rwandan secondary schools

In recent years, the teaching and learning of organic chemistry have frequently faced challenges due to limited student engagement and participation. Consequently, there is a growing demand for innovative teaching methods to tackle these issues. In this context, web-based discussions have emerged as a hopeful approach to enhance students' engagement and foster critical thinking skills. Therefore, the present study investigated the level of adoption of web-based discussion tools in teaching organic chemistry in Rwandan secondary schools for addressing the challenge of limited student engagement and participation. A quantitative research approach relying on a survey questionnaire was used to collect data from 133 secondary school chemistry teachers in Kamonyi and Gasabo districts. The findings indicate that 78 % of teachers do not use web-based discussion tools, while 22 % have integrated these tools into their teaching. The preferred platforms among users include WhatsApp groups, Google Docs, and Google Classroom. Additionally, the study highlights key organic chemistry topics such as alkanes, polymers, polymerization, and alcohol that can be effectively taught through these tools. Statistical analysis using ANCOVA did not show significant differences in the use of web-based discussion tools based on factors like school location, teachers’ age, school ownership, and teaching experience, with p-values of 0.817, 0.234, 0.380, and 0.051, respectively. However, the borderline significance related to teaching experience (p = 0.051) suggests a potential trend. A significant difference was observed in terms of gender, with male teachers more likely to use these tools (p = 0.015). The study offers valuable insights into the factors influencing the adoption of web-based discussion tools in Rwanda, offering useful guidance for educators and curriculum developers to create more engaging and inclusive chemistry lessons.

Cell Experiment Equipment by Using Ashes as Electrolytes

This article presents information about an experiment on how to create simple galvanic cell experiment equipment by using waste ash from burning as electrolytes, a copper plate as a cathode, and a zinc plate as an anode. The main purpose is to create a set of experimental equipment for teaching physics under the title of electrochemistry, to examine the possibility of generating electricity from ash, to study the change of the mixture ratio between the ashes and water that affects the open circuit voltage (OCV), to compare the value of the open circuit voltage from the sedimentation ashes electrolyte and non-sedimentation ashes electrolyte, and to study the pH value of the ash’s electrolyte within two hours. The research revealed that it can create five sets of galvanic cells by using different quantities of ashes, and it was found that the ashes from burning can generate electricity. The same type of ash with a different quantity will give almost the same OCV values, and changing the mixture ratio between ash and water will not affect the OCV values, which found that the mixing ratio between water and dry ash to become an electrolyte must use a minimum mixing ratio of water equal to ash or use a ratio of water more than ash to mix together. The results of measuring the value of OCV over a period of 2 hours found that the average value is almost constant, equal to 0.7 V. Here, we found that if the ash is allowed to settle, the value of OCV will decrease slightly, and if the ash is not allowed to settle, the value of OCV is constantly unchanged. It was also found that the pH value of the ash in each galvanic cell during the period of 2 hours was the same, with an average high alkalinity of about 13. This shows that alkaline electrolytes can generate electricity and have almost constant electricity. These five devices can be applied as a teaching tool for the Physics and Chemistry subject in the title of electrochemistry for students at the secondary school level and bachelor’s students because of an easy way to fabricate galvanic cells. The materials used are cheap and easy to find. It can also be used to study the characteristics of electrical conductivity in ash’s electrolyte and the characteristics of ash’s electrolyte.

Integration of interactive computer simulations in teaching and learning chemical reaction: Students’ performance and concept retention

This current study presented the effects of interactive computer simulations on students' performance and concept retention in the unit of chemical reactions. Purposive sampling was used to select four schools with 320 students, in Kayonza district Rwanda. The Achievement test on chemical reactions was developed, validated, and checked for reliability. The participating students were in grade 8. The collected data was analyzed in MS Excel and SPSS. The independent sample t-tests were computed to compare the groups and reveal the effectiveness of interactive computer simulations. After the intervention, the experimental groups’ post-test means achievement scores of (8.67) were higher than that of the control groups (6.69). The difference between the two mean scores was statistically significant: t (318) = 6.3, p= .000. The experimental group also had higher mean post-retention-test scores of (M = 8.07, α = .29) than that of the control group (M =5.58, α = .19) which was statistically significant at t (318) = 7.28, p = .000. Therefore, it is concluded that interactive computer simulations enhance students’ performance and improve their concept retention. The study recommends that simulations should be used to supplement the teaching and learning of chemistry and other science subjects in general.

Investigating the Effects of Practice Time on Student Achievement Considering Variations in Demographics across Various Chemistry Topics

This study examined the relationship between the time students spend on practice problems and their performance on exams in various chemistry topics, considering their demographics. The researchers divided 91 general chemistry students into three groups based on the time allotted for solving intervention questions: Minimum, Average, and Maximum. The results showed that the Minimum and Average time groups benefited almost equally, but the performance of the Maximum time group declined. This suggests that, while additional practice is beneficial, there could be an optimal amount of time that students should spend on each question. Spending too much time on a single question can lead to mental and emotional fatigue, resulting in a decline in performance. Additionally, the researchers noted variations in performance across different chemistry topics and student groups, and they examined the relationship between student demographics and their problem-solving performances. The study provides recommendations for educators, testing services, and online homework systems to improve the effectiveness of chemistry instruction, highlighting the importance of finding the right balance between practice time and student engagement, and suggesting that a uniform approach to practice problems may not be ideal for every student.

Development of Critical Thinking in Chemistry Teaching

The critical thinking is an important part of education supported by the Czech curriculum documents, and its importance is now being discussed in the context of the development of artificial intelligence. In the teaching of (not only) chemistry, the critical thinking can be purposefully developed through appropriate activities. The article presents three comprehensive teaching tasks for chemistry education that have the potential to develop critical thinking: Genetically Modified Crops (a task using the problem-based learning and analysis of information sources), Nuclear Energy and Spent Nuclear Fuel Management (a task focused on critical reading of text, reasoning and working with artificial intelligence) and Reaction Kinetics (research-oriented laboratory work enhanced with elements of graph and data interpretation and reasoning). Building critical thinking skills in chemistry is essential for understanding abstract concepts and acquiring skills that enable students to approach chemistry topics responsibly and knowledgeably in everyday life. Full text English translation is available in the on-line version.

플립러닝 수업이 지식공유태도와 학습성과에 미치는 영향: 학습참여의 조절효과 중심으로

Objectives The purpose of this study is to apply flipped learning to general chemistry subjects and to examine the effect of knowledge sharing attitude and learning participation on the effect of flipped learning class on learning outcomes. Methods For this purpose, 110 students in the first to fourth grade who participated in the flipped learning class of applied chemistry major at K University in Busan were randomly sampled and selected. Using the final 98 copies, mediated regression analysis and hierarchical regression analysis were conducted using SPSS 29.0 program to analyze the mediating effect and the moderating effect. Results Flipped learning class had a positive effect on learning outcomes, and knowledge sharing attitude proved to have a partial mediating effect between flipped learning class and learning outcomes. The hierarchical regression analysis confirmed the moderating effect of learning participation between knowledge sharing attitude and learning outcome. Conclusions In the process of improving learning outcomes in the flipped learning class, students' attitudes of sharing knowledge and cooperating with each other are important, and students' active participation in learning strengthens learning outcomes by raising positive awareness of knowledge sharing. However, when learning participation was high, the negative effect on knowledge sharing weakened the effect of knowledge sharing attitude on learning outcomes. In order to maximize the effect of flipped learning, when learners have positive emotions through interaction between professors and colleagues, they can lead to active behavior in learning participation and promote knowledge sharing attitude.

Welcome to 310 Environmental Working Group! A Group Project That Places Students in the Role of Consultants Helping Businesses Choose the Most Climate Friendly Fluorinated Gas.

The Montreal Protocol is an international treaty that controls substances that deplete the ozone layer. Through the control of halogenated gases, it has been one of the most successful climate legislations to date. This success is driven by the interplay between chemical regulation and smart chemical design, demonstrating the positive impact chemistry can have on the world. This Article describes a group project that includes four assignments, a group presentation, and a writing task where students take on the role of consultants to assess the environmental friendliness of two fluorinated gases. Through the assignments students determine the global warming potential of two chemicals and pair this assessment with an evaluation of their potential to produce persistent products, such as trifluoroacetic acid, via atmospheric oxidation. Students worked together to take these, sometimes conflicting, pieces of evidence to make a final recommendation to their client as to the most "environmentally friendly" option in a mock Board of Directors meeting and then individually through a written recommendation. The project effectively addressed the learning goals of a third-year environmental chemistry class and was well received by students as a means of contextualizing the course material and providing students with a clear peer network in the class. This project is an effective application of fundamental chemistry topics (e.g., spectroscopy and the relationship between structure and reactivity) within a real-world context that emphasizes the ability of chemistry to have a positive impact on important environmental issues such as climate.

Empowering Chemistry Education: Leveraging Technology to Elevate Academic Achievement at Kajaji Senior High School, Sene District, Bono East Region

This research work compares alternative methodologies; educational technology (projector media) and the traditional method of delivery, to improve upon students’ academic performance in chemistry among students of science students of Kajaji senior high school. Research questions and null hypotheses were formulated to serve as guide for this study. Form two science students were used for this study by convenience sampling and were placed into experimental and control groups. The study made use of standardized achievement test items from some selected topics in chemistry. Quasi-experimental non-randomised design involving pre-test and post-test was employed for the purpose of this study. The test scores obtained were analysed using t-test. The result obtained in this study showed that one of the null hypotheses formulated and tested at 95% level of significance was rejected. The findings revealed that the use of projector media in teaching was a more effective way of improving student’s performance in the teaching and learning of chemistry as compared to the conventional method.

How students taking introductory biology experience the chemistry content.

Student experiences learning chemistry have been well studied in chemistry courses but less so in biology courses. Chemistry concepts are foundational to introductory biology courses, and student experiences learning chemistry concepts may impact their overall course experiences and subsequent student outcomes. In this study, we asked undergraduate students enrolled in introductory biology courses at a public R1 institution an open-response question asking how their experiences learning chemistry topics affected their identities as biologists. We used thematic analysis to identify common ideas in their responses. We found that while almost half of student respondents cited learning chemistry as having positive impacts on their experiences learning biology, students who struggled with chemistry topics were significantly more likely to have negative experiences learning biology. We also found significant relationships between prior chemistry preparation, student background, and the likelihood of students struggling with chemistry and negative experiences learning biology. These findings emphasize the impact of learning specific content on student psychosocial metrics and suggest areas for biology educators to focus on to support learning and alleviate student stress in introductory biology.

Pengembangan Media Pembelajaran Video Animasi Pada Materi Larutan Penyangga Terintegrsi Nilai Islam

This research was instigated by the lack of animation video learning media that integrated Buffer Solution lesson with Islamic values. This research aimed at developing animation video learning media on Islamic values and knowing validity and practicality levels. It was Research and Development (R&D) with 4-D (Define, Design, Develop, and Disseminate) model which is limited to the Develop stage. This research was administered at State Senior High School 12 Pekanbaru. The object of this research was animation video learning media on Islamic values integrated Buffer Solution lesson. The subjects were material experts, media experts, Islamic integration experts, Chemistry subject teachers, the twelfth-grade students of MIPA 1. This research produced three animation video soft files with a duration of 13 minutes 05 seconds and a file size of 27,78 MB on the first video; 24 minutes 45 seconds and a file size 44,03 MB on the second video; and 11 minutes 53 seconds and a file size of 24.37 MB on the third video. The percentages of validation result were 95% by material experts with very valid criterion, 92.86% by media experts with very valid criterion, and 90% by Islamic integration experts with very valid criterion. The percentage of practicality test result by Chemistry subject teachers was 94.74% with very practical criterion, and the percentage of student response test result was 92.36% with very good criterion.

Biocatalytic Synthesis of Nitrile-Bearing All-Carbon Quaternary Stereocenters.

The synthesis of all-carbon quaternary stereocenters containing nitriles is a very important and challenging subject in organic chemistry. We used a biocatalytic approach under mild conditions to obtain new derivatives of these scaffolds by oxidation of catechols by Myceliophthora thermophila laccase (Novozym 51003) to afford o-quinones and 1,4-addition of a series of carbon nucleophiles containing tertiary alkyle nitriles to these intermediates. Using this approach, α-cyano carbonyls bearing a quaternary stereocenter were also prepared. Finally, the yields for the prepared compounds were 72-94%.

Self-Healing Materials for Bioelectronic Devices.

Though the history of self-healing materials stretches far back to the mid-20th century, it is only in recent years where such unique classes of materials have begun to find use in bioelectronics-itself a burgeoning area of research. Inspired by the natural ability of biological tissue to self-repair, self-healing materials play a multifaceted role in the context of soft, wireless bioelectronic systems, in that they can not only serve as a protective outer shell or substrate for the internal electronic circuitry-analogous to the mechanical barrier that skin provides for the human body-but also, and most importantly, act as an active sensing safeguard against mechanical damage to preserve device functionality and enhance overall durability. This perspective presents the historical overview, general design principles, recent developments, and future outlook of self-healing materials for bioelectronic devices, which integrates topics in many research disciplines-from materials science and chemistry to electronics and bioengineering-together.

I am Black and I am a girl‐child, can I still be a scientist?

AbstractAs the world becomes increasingly rooted in all forms of inequities, so does the need to fight its causatives. This study is concerned with ensuring that science education serves to reinforce gender equity against traditional narratives. We explored the potency of culturo‐techno‐contextual approach (CTCA) in leveling the playing field while promoting meaningful learning of chemistry among male and female students. Two separate quasi‐experimental studies were conducted on two perceived difficult topics in chemistry—nuclear chemistry and electrochemistry using senior secondary school two (equivalent of grade 11 in the United States system) students (NStudy 1 = 221, NStudy 2 = 141). In each study, the experimental groups were taught using CTCA, while the control groups were taught with lecture method. The research design was explanatory and sequential with a quasi‐experimental framework. The nuclear chemistry achievement test and the electrochemistry achievement test that were used to collect data had a reliability coefficient of 0.83 and 0.76, respectively. Analysis of covariance was used to analyze the quantitative data, while the qualitative data used a thematic approach. The studies found no significant difference in the achievement (post‐posttest) of the male and female students. Within the study limits, we concluded that CTCA is a viable tool for bridging the gender difference in chemistry learning.

EFFECT OF TEACHERS INSTRUCTIONAL STRATEGIES ON STUDENTS MOTIVATION IN CHEMISTRY SUBJECT IN RWANDAN PUBLIC SECONDARY SCHOOLS, A CASE OF NYANZA DISTRICT

This study aimed to investigate the effect of teachers instructional strategies on students motivation in chemistry subject in Rwandan public secondary schools in Nyanza district-Rwanda. The study targeted a total of 816 students, 20 teachers, 6 head teachers which makes a target population of 842 participants from which the sample of 271 respondents encompassing students, teachers and head teachers was sampled. Simple random sampling was used to sample students while purposive sampling was used to sample teachers and head teachers. The sample size was determined using Slovins formula. Questionnaires were used to collect data and they were analyzed IBM SPSS. The relationship between teachers instructional strategies and students motivation was established with the help of Karl Pearsons correlation. According to the study results derived from a questionnaire given to students revealed that 119 (85.1 %) reported feeling more interested because of seeing a PowerPoint presentation, and while 224 (87.8%) claimed that using illustrative examples by teachers helped them maintain focus while they were learning. Interestingly, 166 (65.1%) said that their performance has improved because of their instructors instructional tactics, 231 (90.6%) stressed that their teachers do not support collaborative teaching. For teachers who manage to use variety of instructional strategies, students interest was increased therefore the relationship between teachers use of instructional strategies and students motivation was significant (p < 0.05, r = .798). The findings are useful to enhance instructions delivery by teachers. Headteachers should conduct instructional supervision to coach and support teachers to use a variety of instructional strategies.