Chemistry Content Research Articles

A system mapping activity to visualize lithium’s interconnectedness to societal and environmental aspects of the green energy transition

Abstract Lithium’s role in the global green energy transition provides an engaging context to visualize the interconnectedness of chemistry to seismic shifts taking place in society. Lithium has seen a dramatic increase in utilization, but given lithium’s current low rates of recyclability, this development is exacerbating the e-waste problem. Equally important, we posit that lithium extraction, from either brine or ore, and the associated impacts on the environment and local communities should not be so easily decoupled from the shift in human behaviors causing its demand. Presented here is a mapping activity that was trialed in professional learning workshops organized in New Zealand for secondary/high school chemistry teachers. In their mapping activity response, the teachers were able to connect typical school chemistry content (batteries, chemical processes) with environmental (planetary systems) and social, economic, and ethical considerations (useful products, unintended consequences, inequity in access to water) of the ongoing electrification of society. The teachers indicated a positive intention to utilize the activity, or one similar with a different chemical process or product, in their own classrooms. A school-ready version of the activity is provided in the supplementary information, which was revised based on feedback from the teachers attending the workshops.

Magma recharge in persistently active basaltic–andesite systems and its geohazards implications: the case of Villarrica volcano, Chile

We report whole-rock chemistry, mineral chemistry, and volatile content from Villarrica volcano’s major recent paroxysms and background activity. Composition of the volcanic products are basalt to basaltic andesite with whole-rock SiO2 content between 50 and 56 wt%, and a mineralogy dominated by olivine (Fo71-80), clinopyroxene (Mg# ~ 50) and plagioclase (An60–80). Volatile contents in melt inclusions are up to 1.5 wt% H2O, 500 ppm CO2, 1230 ppm sulfur and 580 ppm chlorine. Regardless of the type of activity, there are no substantial variations in whole-rock composition or the volatile content when the activity switches from background activity to a major paroxysm, strongly suggesting that this shift does not just depend on the arrival of new magma in the shallow magmatic system. Geothermobarometry constrains crystallization of the major mineral phases at various depths between 3 and 12.7 km, suggesting that degassing of a volatile-rich recharge magma occurs deeper than 12 km, producing efficient mixing throughout the whole system, and sustaining the lava lake activity in Villarrica’s summit crater. The occurrence of a permanent lava lake also suggests that the magma recharge must be close to continuous and therefore sudden changes between background and paroxysmal volcanic activity are likely controlled by relatively small changes in the rate of recharge and/or the volatile release rate in the magmatic system. This has important implications for the understanding of eruption triggers and the forecasting of volcanic eruptions.Graphical abstract

Bioactive Glasses Modulate Anticancer Activity and Other Polyphenol-Related Properties of Polyphenol-Loaded PCL/Bioactive Glass Composites.

In this work, bioactive glass (BG) particles obtained by three different methods (melt-quenching, sol-gel, and sol-gel-EISA) were used as modifiers of polyphenol-loaded PCL-based composites. The composites were loaded with polyphenolic compounds (PPh) extracted from sage (Salvia officinalis L.). It was hypothesized that BG particles, due to their different textural properties (porosity, surface area) and surface chemistry (content of silanol groups), would act as an agent to control the release of polyphenols from PCL/BG composite films and other significant properties associated with and affected by the presence of PPh. The polyphenols improved the hydrophilicity, apatite-forming ability, and mechanical properties of the composites and provided antioxidant and anticancer activity. As the BG particles had different polyphenol-binding capacities, they modulated the kinetics of polyphenol release from the composites and the aforementioned properties to a great extent. Importantly, the PPh-loaded materials exhibited multifaceted and selective anticancer activity, including ROS-mediated cell cycle arrest and apoptosis of osteosarcoma (OS) cells (Saos-2) via Cdk2-, GADD45G-, and caspase-3/7-dependent pathways. The materials showed a cytotoxic and antiproliferative effect on cancerous osteoblasts but not on normal human osteoblasts. These results suggest that the composites have great potential as biomaterials for treating bone defects, particularly following surgical removal of OS tumors.

Does the Future Need for Batteries Present New Demands for Electrochemistry Content in General Chemistry?

Does the Future Need for Batteries Present New Demands for Electrochemistry Content in General Chemistry?

A Digital Instructional Book: A Tool For Improving Students' Learning Outcomes on the Redox Reaction

The rapid development of information and communication technology demands the production of digital products. This study aims to produce a digital instructional book based on Balinese local cultures to enhance the learning outcomes of high school students. The development of this book used the ADDIE model. The analysis phase included an analysis of the chemistry curriculum, teachers’ and students’ opinions about digital books, digital learning, and Balinese local cultures related to the chemistry content. The design phase included creating a framework and preparing a digital instructional book based on Balinese local cultures. The development phase included validation by content, language, and media experts. The implementation phase included testing the practicality and effectiveness of the book. The evaluation phase was carried out at all phases of the ADDIE model. The characteristics of this book were that it was made in a digital form and integrated with local Balinese cultures. It met the criteria of being a very valid category based on content, language, and media aspects. It also met a practical and effective category to improve students’ learning outcomes. It is very useful to enhance chemistry learning outcomes in the era of the Industrial Revolution 4.0.

Environmental Education Programmes: A Case Study of Slovenia

Environmental chemistry plays a vital role in the assessment of chemical pollution of the environment and thus contributes to the protection of ecosystems and human health. For this reason, it is important to provide future generations with the necessary knowledge and skills in environmental chemistry. The overall aim of this study was to assess the state of environmental chemistry education in Slovenia in 2023 by providing an overview of Slovenian study programmes in environmental science and identifying the significance of chemistry for secondary, short-cycle higher vocational, and higher education (including bachelor’s, master’s, and PhD studies). A total of 46 study programmes offering environmental science were identified, with wide variability in their chemistry content at different levels of education. This study provides valuable information on environmental chemistry education programmes in Slovenia to students and scientists interested or engaged in environmental science.

Assessing 15-year-olds’ Understanding of Chemical Concepts in the Context of the Lithosphere and Pedosphere

The aim of this study was to determine the understanding of environmental chemistry content related to lithosphere and pedosphere, such as soil and soil types, soil horizons, rock and rock types, weathering, minerals, coal, and soil erosion, and to investigate misconceptions among 9th grade lower secondary school students. 503 students (254 male and 249 female) from 14 different primary schools and 8 different regions of Slovenia participated in this study. A three-tier achievement test (with 10 three-tier tasks to identify misconceptions) was used to collect the data. The results how that the Slovenian students’ knowledge of the lithosphere and pedosphere is adequate. On average, students achieved 55.6% of all possible points. The lowest level of knowledge was found for the topic of soil formation. The number of misconceptions on this topic is low and does not exceed 30% for any task. The highest number of misconceptions was found for the topic of soil formation and pollution.

Personal development of gifted students in chemistry education

Relevance. The level of innovative development of the state depends on the achievements of Kazakh scientists in the field of natural sciences. The question of ensuring the quality training of gifted students and allowing them to express their scientific and research potential in the field of chemistry is gaining relevance. Purpose. The purpose of the study was to reveal the specifics of the activity and personality formation of gifted children in regular classes during the study of chemistry. Methodology. The methods of analysis, synthesis, comparison, generalization, and deduction were used. Results. As a result, the priority role of such personal qualities as independence and discipline among gifted students in the process of learning chemistry in general educational institutions was revealed. It was established that the level of their chemical giftedness affects their activity during the performance of additional and complex educational tasks. Attention was paid to the peculiarities of the interaction between the gifted student and the teacher, based on which it was stated that it is based on interactive approaches and tools. It has been established that an important role is played by providing students with appropriate conditions for conducting laboratory work in chemistry as well as for the child�s investigation of problems related to teaching the content of chemistry. Conclusions. It was noted that gifted students can memorize educational material faster and interpret complex chemical concepts. It was established that for the high-quality organization of the educational process with gifted children, it is expedient for chemistry teachers to constantly improve their knowledge level to attract more creative and innovative pedagogical tools. The results obtained in the study should be used in the process of developing educational and methodological materials for improving the competence of chemistry teachers to qualitatively meet the academic and educational needs of gifted students. Keywords: natural sciences; additional classes; pedagogical competence; increased interest in classes; high school

Developing Student Heuristic Characterizations to Help Them “Bond” with Organic Chemistry

The volume of content and abstract nature of organic chemistry is challenging and potentially intimidating for students. I describe a strategy for facilitating student development of heuristic tools for engaging with the subject. By using experimental and researched data on carbon, oxygen, nitrogen, and hydrogen, the bulk chemical elements of organic chemistry, my students were encouraged to develop a “character reference” for each. The heuristics of characterization enabled them to relate more easily and engage more creatively with the work, including when working with complex organic molecules later on. I used this approach when teaching carbohydrates, alcohols, fats and proteins to 12- to 14-year-old students.

The homemade soap production: a millenary pratice that stimulates technological innovation among students

The process of producing homemade soap using leftover oils from frying makes possible the teaching-learning process of various contents of Chemistry, articulating the theory and practical through experimentation. The aim of this work is present the technological product created by a student and their workgroup during a project with the theme of the production of fragrant homemade soap. The soap mixer was developed within the scope of research developed in a professional master’s degree, during a qualitative intervention research, carried out in the first grade of the New High School of the State Education Network in the state of Espírito Santo, Brazil. This intervention had a Project-Based Learning (PBL) which teaching methodology, focused on Science, Technology, Society and Environment (STSE – CTSA in Portuguese) Although soap production is common, the need for assistance in the soap mixing process encouraged the development of a technological product, developed from a recyclable and low-cost materials. This action demonstrates that the problematic proposition by PBL focusing on STSE provided a favorable scenario for the development of skills set in students, additionally this demonstrates that innovation can emerge from routine activities, and can contribute to the efficiency of production processes. Furthermore, the use of recyclable materials in the manufacturing process of the soap whisk reinforces the commitment to sustainability and economy.

Culturally Relevant STEM (CReST): An Integrated Support Curriculum for High School Chemistry and World History

Convergence education, driven by compelling or complex socio-scientific problems, is an approach to bring cultural relevance into secondary STEM education. National trends show the need to increase the STEM workforce by leveraging educational research and innovative practices within the secondary level to increase student interest prior to graduating high school. We introduced CReST (Culturally Relevant STEM) in a US high school pilot study. Student participants included 276 Chemistry students and 19 World History I students. The study also engaged four (4) high school teachers in chemistry and social studies with the challenge of cultural heritage conservation through the lens of the (physicochemical) life cycle of mural paintings in Europe. Teachers were provided with (1) professional development; (2) a digital curriculum; and (3) modular kits for hands-on learning. The research focused qualitatively on the experiences from the teacher and students as well as quantitatively to assess whether there was an increase in student academic performance. We found a statistically significant gain with respect to Chemistry (4.0%) and World History (13.4%) content. Students and teachers responded with overwhelming positivity in individual and focus-group interviews. This amplifies the further need of convergent educational approaches in high school STEM education to enhance engagement and increase student learning.

Using Simulations and Screencasts in Online Preclass Activities to Support Student Building of Mental Models

As online learning and flipped classes become more important in chemistry instruction, the development of learning materials that can be used to support students’ independent learning of conceptual chemistry content is critical. This paper summarizes the key findings from an eight-year investigation of effective practices for using simulations in preclass introductions to core chemistry concepts with a focus on supporting students’ development of particulate-level models. Student learning gains for six core chemistry concepts were compared for students’ independent use of a simulation using scaffolded instructions versus students’ viewing a screencast of instructors modeling the use of the simulation to answer a series of questions. Though both approaches resulted in student learning gains and provided a solid foundation for subsequent instruction, the screencast approach provided additional benefits. These included avoiding potential simulation limitations and the ability to add instructional content to support student learning. Additionally, studying many iterations of assignments for several different topics yielded an assignment design framework that provides guidelines for instructors looking to create or use simulation-based preclass activities in the classroom to support student learning.

Tiktok As an Alternative Learning Media for the Z Generation: Phenomenology Research

The phenomenological method is being used in this qualitative research. Students at Universitas Negeri Manado used the TikTok program frequently while learning chemistry, according to data analysis employing paradigm interpretation. From the first to the third year, fifteen UNIMA Chemistry students participated in the study and served as informants to collect data. The research's primary and secondary data were gathered through in-person interviews and direct observation. The believability, transferability, dependability, and confirmability of the data were examined for quality. Data reduction, data display, and the process of drawing conclusions/verifying those conclusions were all steps in the processing of the data that Miles and Hubernan pioneered. Researchers came to the following conclusions based on their research: 1) Since the outbreak, TikTok has quickly surpassed YouTube, WhatsApp, and Zoom Meeting in terms of usage, becoming the most popular app; 2) TikTok content, which was previously only for entertainment, has migrated to learning media, including chemistry learning; 3) chemistry content in the form of videos based on experiments or practicums is able to hold students' attention; and 5) the TikTok application can be used as a media alternative in learning that is suitable for Gen Z students.

Hydrochemical and isotopic studies providing a new functional model for the coastal aquifers in Douala Coastal Sedimentary Basin (DCSB)/Cameroon

A new conceptual model of the hydrogeological systems in Cameroon's Douala Coastal Sedimentary Basin (DCSB) was constructed. The model is based upon the basin's known geology, plus data from recent field campaigns that allowed the collection of rainwater and groundwater samples for analyses of stable isotopes (δ2H, δ18O, δ13C), radiogenic isotopes (3H, 14C), and water chemistry. Aquifer characteristics that were thereby deciphered include recharge, isotopic distributions, residence times, and mixing processes. Rainfall samples (mean δ18O = −2.0 ‰; mean δ2H = −6.80 ‰; weighted mean = −2.4 ‰ δ18O, −9.85 ‰ δ2H) scatter along two distinct lines, thus indicating that local rainfall events undergo processes during convective events, variability in humidity, amount effects, and seasonal variations. Stable isotope values of river water samples are close to the weighted mean of local precipitation, with some downstream enrichment. The Quaternary/Mio-Pliocene superficial aquifer system (depth < 70 m) and the intermediate Oligocene/Upper Eocene aquifer system (depth: 70 to 200 m) exhibit evidence of similar fractionation processes through an enrichment gradient of δ-values. The enrichment is more pronounced at the top of the superficial aquifer, which is very exposed to direct rainfall water infiltration, evaporation, and amount effects. The depth profiles of δ-values coupled to water chemistry and tritium contents, evidence leakage between (i) the superficial system's Quaternary alluvium sands and Mio-Pliocene sands; and (ii) the superficial and intermediate systems. Thus, the aquifers that contain modern, post nuclear groundwater are characterized by flow exchanges and direct recharge from rainfall events. In contrast, the Upper Eocene system has depleted δ-values and lower bicarbonate contents, suggesting not only that this system was recharged by rapid infiltration (with limited effect of evaporation), but that this recharge occurred during a cooler time in the past. The residence times (computed from 14C dates) indicate uncorrected ages ranging from hundreds to thousands of years.

Complex Validation of Weather Research and Forecasting—Chemistry Modelling of Atmospheric CO2 in the Coastal Cities of the Gulf of Finland

The increase of the CO2 content in the atmosphere caused by anthropogenic emissions from the territories of large cities (~70%) is the critical factor in determining the accuracy of emission estimations. Advanced experiment-based methods of anthropogenic CO2 emission estimation are based on the solution of an inverse problem, using accurate measurements of CO2 content and numerical models of atmospheric transport and chemistry. The accuracy of such models decreases the errors of the emission estimations. The aim of the current study is to adapt numerical weather prediction and atmospheric chemistry model WRF-Chem and validate its capability to simulate atmospheric CO2 for the territories of the two large coastal cities of the Gulf of Finland—St. Petersburg (Russia) and Helsinki (Finland). The research has demonstrated that the WRF-Chem model is able to simulate annual variation, as well as the mean seasonal and diurnal variations of the near-surface CO2 mixing ratio, in Helsinki, at a high spatial resolution (2 km). Correlation between the modelled and measured CO2 mixing ratio is relatively high, at ~0.73, with a mean difference and its standard deviation of 0.15 ± 0.04 and 1.7%, respectively. The differences between the WRF-Chem data and the measurements might be caused by errors in the modelling of atmospheric transport and in a priori CO2 emissions and biogenic fluxes. The WRF-Chem model simulates well the column-averaged CO2 mixing ratio (XCO2) in St. Petersburg (January 2019–March 2020), with a correlation of ~0.95 relative to ground-based spectroscopic measurements by the IR–Fourier spectrometer Bruker EM27/SUN. The error of the XCO2 modelling constitutes ~0.3%, and most likely is related to inaccuracies in chemical boundary conditions and a priori anthropogenic CO2 emissions. The XCO2 time series in St. Petersburg by the WRF-Chem model fits well with global CAMS reanalysis and CarbonTracker-modelled data (the differences are less than ~1%). However, due to much higher spatial resolution (2 vs. over 100 km), the WRF-Chem data are in the best agreement with the ground-based remote measurements of XCO2. According to the study, the modelling errors of XCO2 in St. Petersburg during the whole simulated period are sufficiently minimal to fit the requirement of “Error ≤ 0.2%” in 60% of cases. This requirement should be satisfied to evaluate properly the anthropogenic CO2 emissions of St. Petersburg on a city-scale.

An Analytical Study of Visual Illustrations in ‎Chemistry Textbooks for the Basic Stage in ‎Jordan in Light of Educational Standards

Abstract: The purpose of this study was to determine the ‎percentage of visual illustrations in elementary chemistry ‎textbooks that meet educational standards and the degree to ‎which they vary by grade level (ninth and tenth). To achieve the ‎objectives of the study, an analysis form was designed to ‎analyze the pictures, graphics, tables, and charts. It consisted of ‎‎20 criteria distributed over five domains: realism; accuracy, ‎clarity, and color; related to objectives and content; size and ‎density; and consideration for learners. The results indicated ‎that the general average of the percentage of verification of ‎educational standards for the illustrations as a whole in the ‎chemistry textbook for the ninth grade was 94.1%, with a high ‎degree, and the standards ranged between 79% and 100%.. In ‎the tenth grade textbook, the general average of the percentage ‎of verification of educational standards for the illustrations as a ‎whole was 92.8 percent with a high degree, and the standards ‎ranged between 76% and 100%..The percentages of domains ‎that have been verified in the two textbooks are ordered as ‎follows: The domains of realism, association with aims, size ‎and density, accuracy, clarity, and color, and finally the domain ‎of learner consideration, all with high degrees.The results also ‎revealed that there was no statistically significant difference in ‎the percentage of verification of the educational standards for ‎the visual illustrations as a whole between the ninth and tenth ‎grade textbooks. At the level of domains, there were significant ‎differences between the two textbooks in the field of ‎consideration for learners in favor of the ninth grade textbook. ‎However, there were significant differences in five criteria at the ‎level of standards. Three criteria were in favor of the ninth ‎grade, namely: (the title fits with the illustration, is linked to the ‎learner's previous experiences, and gives the learner positive ‎attitudes), and two criteria were in favor of the tenth grade, ‎namely: (achieving all aims related to the concept, the ‎illustration's density of concepts and information is ‎appropriate).‎ ‎(Keywords: Chemistry Textbooks, Content Analysis, ‎Educational Standards, Illustrations, Ninth and Tenth Grades)‎

An Extended Calibration of the Olivine–Spinel Aluminum Exchange Thermometer: Application to the Melting Conditions and Mantle Lithologies of Large Igneous Provinces

Abstract The application of the olivine–spinel aluminum exchange thermometer to natural samples is limited by the restricted experimental data set on which it was calibrated. Here, we present a new data set of 46 high-temperature crystallization experiments and 21 reanalyzed published experiments, which we used to extend the calibration to higher and lower temperatures. The final calibration data set spans a range of conditions relevant to crustal and upper mantle processes: 1174–1606°C, 0.1–1350 MPa, QFM − 2.5 to QFM + 7.2 (oxygen fugacity, fO2, reported in log units relative to the quartz–fayalite–magnetite buffer, QFM), and 0–7.4 wt % H2Omelt. We propose three new models. The first is thermodynamically self-consistent, based on spinel Fe, Mg, Al, and Cr compositions and Al exchange between olivine and spinel. The second and third are empirical models that consider fewer elemental exchanges: the second uses only Al exchange and spinel compositions, whereas the third considers olivine–spinel Al and Cr exchange. All models include the modest effect of pressure on olivine-spinel equilibrium chemistry, whereas fO2 and water content have negligible effects. In general, as fewer elements are considered in the olivine–spinel exchange, the fit to experimental data worsens. Conversely, the associated decrease in model complexity improves their robustness against systematic errors when applied to natural crystal pairs: the thermodynamic model may underestimate crystallization temperatures in natural samples due to spinel subsolidus re-equilibration, whereas the empirical models (independent of Fe and Mg in spinel) are less sensitive to re-equilibration but yield temperatures with larger uncertainties. We applied a statistical test to select the most appropriate model for application to natural samples. When applied to lavas from mid-ocean ridges, Iceland, Skye, Emeishan, Etendeka, and Tortugal, our new temperature estimates are 30–100°C lower than previously proposed. The lower temperature estimates cause a lower mantle melting temperature and significant impacts on the mantle lithology constraints.

Effect of Electrolyte Chemistry and Sulfur Content in Li||Sulfurized Polyacrylonitrile (SPAN) Batteries.

Sulfurized polyacrylonitrile (SPAN) is considered as a high-value cathode material, which leverages the high energy of S redox while mitigating the negative externalities that limit elemental S cycling. As such, the sulfur content in Li-SPAN batteries plays a critical role. In this work, we demonstrate that high-S loading SPAN cathodes, where the PAN backbone approaches the saturation point without signs of elemental S, are highly dependent on the electrolyte chemistry for long-term reversibility. Specifically, we find that a localized-high-concentration electrolyte (LHCE) further enhances the reversible capacity and cycling stability of SPAN cathode with optimized S content relative to a carbonate control, largely due to the formation of a compatible interphase. With this LHCE as the electrolyte and 43% sulfur ratio of SPAN as the cathode, a full cell applying N/P ratio = 1.82, a cathode loading of 6 mAh cm-2 (9.2 mg cm-2), and an electrolyte loading of 7 μL mg-1 SPAN can be cycled for 100 cycles with 433 mAh g-1 retained capacity and retains much of this reversibility even at 60 °C. This work reveals the molecular origin of optimized sulfur ratio in SPAN cathodes while providing guidance in electrolyte design for Li||SPAN cells with high capacity and cyclability.

Context-based learning in flipped middle school chemistry class

ABSTRACT The study implements and investigates an innovative learning approach that incorporates Flipped Classroom (FC) methodologies and electronic assessment (e-assessment) in Context-Based Learning (CBL) in chemistry among middle school students. The study incorporated mixed methods strategies and (a) examined learners’ attitudes toward and perceptions of CBL in a hybrid environment in learning chemistry by using a structured, open-ended questionnaire; (b) examined learners’ awareness of the relevance of chemistry concepts and content to real-life and real-world situations by using a learning diary to examine activities initiated by the learners themselves; and (c) examined the correlation between learners’ achievements on online tasks and their achievements on a final written test. The findings revealed the students’ positive attitudes toward CBL in a hybrid environment using FC strategy. In addition, learning chemistry in a context-based approach helped learners see that the curriculum is relevant to phenomena that they encounter in real life and the real world. Furthermore, a strong correlation emerged between the learners’ achievements on the online assignments and their achievements on a conventional written test. This study adds knowledge about attitudes toward a context-based FC approach with e-assessments among middle school students, a population that has been the topic of very little exploration.

ChatGPT Generated Content and Similarity Index in Chemistry†.

This study aims to verify similarity index of ChatGPT generated content in chemistry. Twenty subsubjects of chemistry based on controlled vocabulary tools, such as Dewey Decimal Classification, Sears List, and LCSH have been considered. The similarity index has been checked using iThenticate, Urkund, and Turnitin. Surprisingly, the matching percentage is relatively low.