ConfChem Conference Research Articles

ConfChem Conference on Mathematics in Undergraduate Chemistry Instruction: The Chem-Math Project

From 2005 to 2010, I conducted 80 min recitations for ∼20% of the general chemistry population who were identified and placed as underprepared or at-risk in the first semester, or who elected it as their assigned “group-learning experience” in the second semester. Action-research was used to determine the extent of mathematics remediation needed, the effectiveness of pedagogical techniques used, and the increase in students’ skills and confidence in course success as a result of our work together. Data for analysis included recorded student dialogue and individual interviews, survey data, students’ work on paper, and photos of group work on white-boards. This report summarizes paper 6 of the 8 invited papers to the ConfChem online conference on Mathematics in Undergraduate Chemistry Instruction, held from October 23 to November 27, 2017, and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE).

ConfChem Conference on Mathematics in Undergraduate Chemistry Instruction: Building Student Confidence with Chemistry Computation

I work in a liberal arts college as a chemistry professor. Not educated in the United States, I have been welcomed into my adopted culture by being given the opportunity to teach that has allowed me to learn about a system I knew little about beforehand. At the college level, chemistry can be portrayed as applied algebra. In my experience, a mastery of algebra rather than just a competence is needed for students to thrive in their learning of chemistry; anything less creates a barrier. The extent of this barrier appears to be exacerbated by the following factors: the lack of continuity of the offering of high school algebra and chemistry prior to entering college, the increased emphasis of attaining confidence at the cost of learning content at high school, and the numbers of students attaining access to college who do not know how to study. This paper looks at attempts to redevelop the robustness of students’ chemistry read-only memory (ROM): their ability to identify and apply appropriate computational methods to solve problems without much thinking or hesitation. With the confidence of a reliable ROM, students are better able to learn chemistry at college. This communication summarizes one of the invited papers to the ConfChem online conference on Mathematics in Undergraduate Chemistry Instruction, held from October 23 to November 27, 2017, and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE).

ConfChem Conference on Mathematics in Undergraduate Chemistry Instruction: Estimation—An Empowering Skill for Students in Chemistry and Chemical Engineering

Today’s students have always used calculators to compute answers to problems, and as a result, they have a poor sense of the expected size of a physical quantity and cannot tell if their computed value is realistic or unrealistic. Students place great faith in the correctness of calculators, but they fail to acknowledge their mistakes in typing numerical values or in entering mathematical operations. These factors together not only contribute to poorer grades on exams and problem sets in their coursework, but also lead to embarrassing mistakes on group projects and in the professional workplace. The anodyne to this is a workshop approach to developing estimation skills. This report summarizes paper 1 of the 8 invited papers to the ConfChem online conference held from October 23 to November 27, 2017, and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE).

ConfChem Conference on Mathematics in Undergraduate Chemistry Instruction: Impact of Quick Review of Math Concepts

This communication summarizes one of the invited papers to the ConfChem online conference on Mathematics in Undergraduate Chemistry Instruction, held from October 23 to November 27, 2017, and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE). Math proficiency is a vital skill for mastering concepts in general chemistry courses. In this paper, the author discusses simple yet powerful pedagogical intervention implemented in general chemistry courses to assist students with math content. A quick review of math concepts essential for solving chemistry problems was explored. Math reviews included discussions on topics such as rearranging equations and exponents. One major challenge in general chemistry courses is the improper use of calculators. Proper use of parentheses and various function keys on the calculator was presented. Problem solving is an important skill acquired during these courses. Students learned how to read a problem, identify the given content, and then solve the ...

ConfChem Conference on Mathematics in Undergraduate Chemistry Instruction: Applied Mathematics for Chemistry Majors

To succeed in physical chemistry courses, students need competence with a significant amount of mathematics, including ordinary and partial differential equations and linear operators. This can present a barrier to student success because many of these topics are not taught in the traditional prerequisite calculus sequence. Through a collaboration of the Departments of Chemistry and Mathematics, Colorado State University has developed and implemented a two-semester sequence of courses, Applied Mathematics for Chemists, aimed specifically at providing students with the mathematical tools necessary for success in physical chemistry. This report summarizes one of the invited papers to the ConfChem online conference on Mathematics in Undergraduate Chemistry Instruction, held from October 23 to November 27, 2017, and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE).

ConfChem Conference on Mathematics in Undergraduate Chemistry Instruction: Addressing Math Deficits with Cognitive Science

During the past decade, cognitive scientists have reached a consensus that when solving problems in mathematics and the physical sciences, the brain must rely almost entirely on the application of facts and algorithms that have previously been overlearned (thoroughly memorized). Since 1990, however, K–12 math standards in most U.S. states assumed that, with access to calculators and computers, memorization in math could be de-emphasized. As a result, many current students have extensive deficits in math that is prerequisite for chemistry. Evidence indicates, however, that if math fundamentals are moved into memory just before they are needed in chemistry, student success improves substantially. This report summarizes one of the invited papers to the ConfChem online conference on Mathematics in Undergraduate Chemistry Instruction, held from October 23 to November 27, 2017, and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE). The entire paper and discussion are provided in the Supporting Information.

ConfChem Conference on Mathematics in Undergraduate Chemistry Instruction: Introduction to the Fall 2017 ConfChem

Student success in both general chemistry and upper-level chemistry courses requires the application of previously learned skills for carrying out calculations in exercises and problem solving. Students with weaknesses in mathematics often struggle in their chemistry courses. The Fall 2017 ConfChem conference, Mathematics in Undergraduate Chemistry Instruction, was held from October 26 through November 27, 2017, and contained eight papers that discussed a variety of approaches developed by instructors to facilitate student success with using mathematics in their chemistry courses. This report provides an introduction to the ConfChem 2017 conference and invites readers to participate in future discussions about how chemistry faculty members can empower student success with the mathematical skills needed for their chemistry courses.

ConfChem Conference on Mathematics in Undergraduate Chemistry Instruction: Strengthening Students’ Math Fluencies through Calculator-Free Chemistry Calculations

In our previous study of students in second-semester general chemistry classes at the University of Minnesota, higher scores on a calculator-free math assessment, administered at the start of the semester, were found to correlate with higher grades in this course, despite the use of calculators during exams. The present paper describes some methods subsequently used to enhance students’ math fluency through solving numerical problems using pencil-and-paper math, without the use of a calculator. When doing such problems in class, the instructor can efficiently interleave reminders of basic algebraic methods to simplify expressions, to work with common and natural logs, and to estimate results to one or two significant figures. Multiple-choice exams incorporating problems of this type, in which calculators were not allowed, were also administered. Examples of such problems and their pencil-and-paper solution methods are presented in the areas of chemical equilibrium, acid–base reactions, buffers, and titrat...

ConfChem Conference on Mathematics in Undergraduate Chemistry Instruction: MUST-Know Pilot Study—Math Preparation Study from Texas

This report summarizes one of the invited papers to the ConfChem online conference on Mathematics in Undergraduate Chemistry Instruction, held from October 23 to November 27, 2017, and hosted by the ACS DivCHED Committee on Computers in Chemical Education (CCCE). Combining data collected by a team of nine instructors from six Texas institutions for an IRB-approved investigation, this research correlated the arithmetic skills of first-year general chemistry students (n = 2127) to final course grades. The validated, highly reliable (KR-21 = 0.821) instrument, named the Math-Up Skills Test (MUST), evaluated the following topics using 16 questions: multiplication, division, fractions, scientific notation, exponential notation, logarithms, square roots, and balancing chemical equations. The MUST was given twice to each student: first without the use of a calculator followed by a similar, modified version with the use of a calculator. Outcomes suggest that general chemistry students’ arithmetic skills are more ...

ConfChem Conference on Select 2016 BCCE Presentations: Changing Roles for Changing Times—Social Media and the Evolution of the Supplemental Instructor

This Communication summarizes one of the invited papers to the Select 2016 BCCE Presentations ACS CHED Committee on Computers in Chemical Education online ConfChem held from October 30 to November 22, 2016. The supplemental instruction (SI) model has come a long way from being a peer-assisted study sessions geared toward improving student retention and success. Students now have 24/7 access to handouts, professional tutoring by an SI leader, and group collaboration outlets; several of these services are offered via social media sites. How well these outlets are incorporated into the classroom is now a key component of what makes an SI session successful. With the advent of these innovations, the limits to what the SI leader can provide to their students are far fewer. Some of these innovations include (but are not limited to): video lectures, practice exams, and promotion of group collaboration among students. Through the use of platforms including Facebook, Twitter, Piapp, and Slack, the SI session can b...

ConfChem Conference on Select 2016 BCCE Presentations: Putting Your Own Personal Twist on a Flipped Organic Classroom and Selling the Idea to Students

This paper presents gradual implementation of active learning approaches in an organic chemistry classroom based on student feedback and strategies for getting students on-board with this new approach. Active learning techniques discussed include videos, online quizzes, reading assignments, and classroom activities. Preliminary findings indicate a significant increase in American Chemical Society standardized exam scores after implementation of select active learning techniques. This Communication summarizes one of the invited papers to the Select 2016 BCCE Presentations ACS CHED Committee on Computers in Chemical Education online ConfChem held from October 30 to November 22, 2016.

ConfChem Conference on Select 2016 BCCE Presentations: Specifications Grading in the Flipped Organic Classroom

Specifications Grading is a system of course-long student assessment based on the division of learning objectives into clearly defined skill tests or assignments. Each skill is evaluated at a mastery level, with opportunities for students to learn from their mistakes and then be re-evaluated for skill tests, or resubmit assignments. Specifications Grading was adapted into a previously flipped, first-semester organic chemistry course, with generally positive feedback from both the professor and the students. This Communication summarizes one of the invited papers to the Select 2016 BCCE Presentations ACS CHED Committee on Computers in Chemical Education online ConfChem held from October 30 to November 22, 2016.

ConfChem Conference on Select 2016 BCCE Presentations: Radical Awakenings—A New Teaching Paradigm Using Social Media

This Communication summarizes one of the invited papers to the Select 2016 BCCE Presentations ACS CHED Committee on Computers in Chemical Education online ConfChem held from October 30 to November 22, 2016. The ConfChem paper (included within Supporting Information) focuses on the results of one instructor’s incorporation of social media into her classroom and her teaching life as both a communication tool and a method for building a community of learners among students. The instructor implemented multivariate statistical analyses to determine the correlational relationship between students’ social media usage and their performance shown by their earned grade on a 40-question final exam similar to the ACS Exams Institute First Semester General Chemistry exam. Initial findings indicated no statistically significant change in pass rate or persistence between models in introductory General Chemistry I classes; however, the potential for a significant difference between models exists in next level (General Ch...

ConfChem Conference on Select 2016 BCCE Presentations: Tracking Student Use of Web-Based Resources for Chemical Education

This paper presents the technical infrastructure required to track student use of web-based resources in an introductory chemistry course, the design of a student dashboard, and the results from analyzing student web-based resource use. Students were tracked as they interacted with online homework problems and high quality course content videos. These videos were developed using funds from the National Science Foundation. We found that students did not use the online video resources as much as expected. If students do not use web-based resources, practitioners and researchers need to (i) track and analyze student use, (ii) implement strategies to increase student use, and (iii) only invest in resources students will use. This Communication summarizes one of the invited papers to the Select 2016 BCCE Presentations ACS CHED Committee on Computers in Chemical Education online ConfChem held from October 30 to November 22, 2016.

ConfChem Conference on Select 2016 BCCE Presentations: Twentieth Year of the OLCC

The ACS CHED Committee on Computers in Chemical Education (CCCE) ran the first intercollegiate OnLine Chemistry Course (OLCC) on Environmental and Industrial Chemistry in 1996, and is offering the seventh OLCC on Cheminformatics and Public Compound Databases: An Introduction to Big Data in Chemistry in 2017. This Communication summarizes the past, present, and future of OLCCs, which evolved out of the online ConfChem conferences that the CCCE has run since 1993. OLCCs actually pioneered the use of HTML papers before ConfChem did, as well as enabled discussions centered on different sections of a paper. OLCCs are technically hybrid courses involving local faculty facilitators who meet face-to-face with students and online guest lecturers who are experts in the topic of the OLCC. These not only allow schools to offer courses on topics they may not normally be able to offer, but open up the opportunity for collaborative teaching and learning across multiple institutions, both academic and nonacademic. This C...

ConfChem Conference on Select 2016 BCCE Presentations: Introduction

One of the challenges associated with attending a BCCE (Biennial Conference in Chemical Education) is choosing which talks to attend, because there are often concurrent talks in different symposia in which participants are interested. These conflicts between multiple interests are especially challenging for members of the CCCE (Committee on Computers in Chemical Education) who organize symposia and workshops. Thus, the responsibility of presiding in talks of their own symposium precludes them from attending other symposia that interest them. This year, members of the CCCE organized four different symposia during the BCCE. Organizers of three of these symposia each invited two or three authors to present papers related to the use of computers in chemical education in a follow-up online ConfChem Conference. This approach allows participants who could not attend these talks to interact with authors, and also allows members of the broader chemical education community who could not attend the BCCE to benefit f...

Preface: Science, disarmament and diplomacy in chemical education: the example of the organisation for the prohibition of chemical weapons – The Spring 2016 Confchem

Abstract In May and June of 2016 the Organisation for the Prohibition of Chemical Weapons (OPCW), IUPAC and the ACS CHED Committee on Computers in Chemical Education (CCCE) collaboratively ran an online conference hosted with the online ConfChem conference system on “Science, Disarmament and Diplomacy in Chemical Education.” This ConfChem Online Conference was designed to highlight the work of the OPCW and the important contribution of scientists and educators to achieving its goals, the science that underpins the Chemical Weapons Convention, and how scientific and technological advances will help to better implement the Convention in the future. The OPCW is the implementing body for Chemical Weapons Convention, an international disarmament treaty banning chemical weapons. The organisation is now approaching the 20th anniversary of the entry into force of the Chemical Weapons Convention in 1997. Twenty years that have seen the destruction of more than 67 000 metric ton of the world’s declared military stockpiles of chemical weapons and a Nobel Peace Prize in 2013. With 192 States Parties (the governments that have agreed to uphold the norms and obligations required by the treaty), the Chemical Weapons Convention is the most widely subscribed disarmament treaty in history. Despite the aforementioned successes, the OPCW is not widely recognized outside disarmament-focused diplomatic circles. This is in spite of the fact that the science of chemistry played a critical role in informing the negotiations that lead to the signing of the Chemical Weapons Convention, and underpinning the articles of implementation. Science represents an important dimension in international disarmament policy and diplomacy, requiring that organizations like the OPCW interact with the scientific communities – especially in the field of chemistry. In order to achieve its goals in the future, the OPCW will need to reach out to new stakeholders and strengthen its ties with its existing partners. To this end, the OPCW has been placing increasing priority on education and engagement to raise awareness of its work and the contributions both from and to science in chemical disarmament. The objective of this internationally open access ConfChem online conference was to bring forth educational material that could usefully introduce chemistry educators and students to the nexus of science and multilateral diplomacy in chemical disarmament. To this end, we introduce the seven papers of the ConfChem and their authors. We hope you enjoy this collection of papers at the intersection of science and international disarmament policy. A collection that looks to stimulate interest in the role of scientists and educators, especially chemists in making the world a safer place.

ConfChem Conference on Interactive Visualizations for Chemistry Teaching and Learning: Accessibility for PhET Interactive Simulations—Progress, Challenges, and Potential

The PhET Interactive Simulations project has engaged in a new initiative to develop inclusive features for the suite of PhET simulations. These features are designed to increase the accessibility of the simulations for students and teachers, with and without disabilities. This communication summarizes one of the invited papers to the Interactive Visualizations for Chemistry Teaching and Learning ACS CHED Committee on Computers in Chemical Education online ConfChem held from May 8 to June 4, 2015. The resulting discussion brought up ideas regarding the blending of 3D models with simulations, and the potential benefits and areas of research for sonification within simulations.

ConfChem Conference on Interactive Visualizations for Chemistry Teaching and Learning: The Cutting Edge—Educational Innovation, Disability Law, and Civil Rights

This communication summarizes one of the invited papers to the Interactive Visualizations for Chemistry Teaching and Learning ACS CHED Committee on Computers in Chemical Education online ConfChem held from May 8 to June 4, 2015. Mr. Paul Grossman, Chief Regional Attorney (retired), Office of Civil Rights, United States Department of Education, succinctly places the development of American disability rights protections and principles within the broader context of race, sex, and national origin civil rights laws in the United States. Starting with the Emancipation Proclamation and ending with the revolutionary changes in education heralded by technology, Mr. Grossman’s guide provides a background to understanding the modern evolution of disability law and how it relates to accessibility in education. The resulting discussion included resources for learning about how to make education technology accessible, the use of screen readers for reading chemistry content, how to design interactive simulations with ac...

ConfChem Conference on Interactive Visualizations for Chemistry Teaching and Learning: Learning by Being—Playing Particles in the MeParticle–WeMatter Simulation

MeParticle–WeMatter is a participatory simulation in which students play the role of particles to learn about the structure and properties of matter. The students navigate their particle in a multiparticle environment, as they are pulled or pushed by Lennard-Jones forces. We show how the student control of the particles resembles a random heating algorithm and describe a quasi-experimental setup to study how participating as particles in this environment contributes to learning. This communication summarizes one of the invited papers to the ConfChem online conference Interactive Visualizations for Chemistry Teaching and Learning, held from May 8 to June 4, 2015 and hosted by the American Chemical Society Division of Chemical Education Committee on Computers in Chemical Education.