General Chemistry Laboratory Course Research Articles

Development and Implementation of a Research-Preparative General Chemistry Laboratory Course: Chemistry of Beverages

Development and Implementation of a Research-Preparative General Chemistry Laboratory Course: Chemistry of Beverages

What's in a word? Student beliefs and understanding about green chemistry

For the past decade, the College of Chemistry at UC Berkeley has iteratively redesigned general chemistry laboratory courses to introduce students to green chemistry concepts, while simultaneously using green chemistry as a relevant context to learn chemistry. To investigate the effectiveness of this curriculum we developed approaches to investigate student understanding of green chemistry. We adapted a constructivist educational framework to iteratively design fixed and free response items appropriate for large enrollment courses that probe student knowledge of green chemistry concepts and practices. Two free response items were designed to probe students’ ability to define green chemistry and make green chemistry decisions in the context of a case study. A set of fixed response items were designed to probe particular aspects of green chemistry knowledge that were included in the course. Together, we used these items to characterize (1) changes in student understanding of green chemistry and (2) how prior “green” knowledge impacts student learning of new green chemistry principles in the general chemistry laboratory course. Analysis of student responses indicated that, on average, students demonstrated increased green chemistry understanding after completing this green chemistry aligned laboratory course. Students were able to integrate more normative green chemistry principles in their answers and began to indicate awareness of complex interconnected systems. Because the items focused on assessing student knowledge of green chemistry, rather than their self-assessment of knowledge, they provided valuable insight regarding students’ prior green chemistry knowledge that will be used to develop future versions of the curriculum.

The impact of co-design-based formative assessment practices on preservice science teachers’ understanding of chemical concepts in a general chemistry laboratory course

Recently, scholars have suggested a co-design collaboration with instructors and students to effectively implement formative assessment (FA) practices because it ensures a high-quality design that considers users’ needs, values, and goals in a specific learning context. This study examines the effect of co-designed FA practices, in which preservice science teachers (PSTs) are co-designers of FA practices, on promoting their conceptual understanding of chemistry topics in a first-year undergraduate chemistry laboratory course. Sixteen randomly selected PSTs participated in the study for two consecutive semesters. At the end of the first semester, a co-design of the FA practices was developed collaboratively with the PSTs upon the approach of conjecture mapping. Then, the second semester was devoted to examining the impact of the co-design-based FA environment on overcoming the PSTs’ alternative conceptions regarding selected four chemistry laboratory topics: thermochemistry, chemical kinetics, chemical equilibrium, acids and bases. This study employed a conversion mixed research design. To evaluate the co-design-based FA practices, PSTs’ alternative conceptions were identified through pre- and post-laboratory concept maps. The results obtained from both qualitative and quantitative data analyses showed that implementing the co-designed FA practices had a significant impact on overcoming most of the alternative conceptions held by the PSTs in all topics of laboratory investigations. This study strongly implies the inclusion of undergraduate students as active co-participants of the iterative reasoning process of the FA design to promote their understanding of chemical concepts in laboratory courses.

A Guided-Inquiry Activity for Introducing Students to Figures from Primary Scientific Literature

Reading and understanding scientific literature is an essential skill for any scientist to learn. While students’ scientific literacy can be improved by reading research articles, an article’s technical language and structure can hinder students’ understanding of the scientific material. Furthermore, many students struggle with interpreting graphs and other models of data commonly found in scientific literature. To introduce students to scientific literature and promote improved understanding of data and graphs, we developed a guided-inquiry activity adapted from a research article on snow chemistry and implemented it in a general chemistry laboratory course. Here, we describe how we adapted figures from the primary literature source and developed questions to scaffold the guided-inquiry activity. Results from semi-structured qualitative interviews suggest that students learn about snow chemistry processes and engage in scientific practices, including data analysis and interpretation, through this activity. This activity is applicable in other introductory science courses as educators can adapt most scientific articles into a guided-inquiry activity.

A Specifications-Graded, Sports Drink-Themed General Chemistry Laboratory Course Using an Argument-Driven Inquiry Approach

This paper describes the creation of a theme-based first quarter, of a two quarter sequence, general chemistry laboratory course following an argument driven inquiry format and employing specifications grading. The course contains four, two-week projects investigating the chemistry of a popular sports drink. The sugar content, dye concentration, buffering capacity, and the kinetics of dye decomposition are investigated for various flavors of Gatorade. Specifications grading is used to foster teamwork and to provide an opportunity for revision and resubmission of student work. A modified LCAS survey measured student perception of course content.

Navigating the interlanguage space: Chinese international students’ perceptions of a virtual chemistry laboratory course

The unforeseen shift to virtual learning during the COVID-19 pandemic required instructors and students to face unprecedented learning challenges. Under these circumstances, Chinese international students who intended to come to the U.S. to begin their studies were required to remotely access their courses while still residing in China, which included a general chemistry laboratory course. Research suggests that English language learners (ELL) face a substantial language barrier in science-based courses as they must simultaneously be proficient in English as well as in the discipline-specific academic language; however, little is understood about how ELLs navigate these challenges in the context of a virtual chemistry laboratory course. This study examined the perceptions of Chinese international students about their learning as well as the tools/strategies they used to navigate the language barrier in the virtual laboratory course. Results suggest that although the participants perceived the virtual laboratory space as a safe and low-pressured environment to run experiments, they experienced difficulties in comprehending procedures adequately which potentially hindered them from developing a deeper understanding of the experiments. The types of strategies and tools that students used to navigate between their first language, the English language, and the academic language associated with chemistry mainly supported surface level learning. These findings underscore the need to identify and develop more sophisticated instructional strategies that help students navigate interlanguage spaces and reach higher levels of learning.

The Design and Implementation of an Interdisciplinary CURE as an Alternative Option for the General Chemistry Laboratory Course

The Design and Implementation of an Interdisciplinary CURE as an Alternative Option for the General Chemistry Laboratory Course

Challenges Encountered and Students’ Reactions to Practices Utilized in a General Chemistry Laboratory Course During the COVID-19 Pandemic

The unforeseen COVID-19 pandemic forced educational institutions to shift to a remote or distance-learning mode. As a result, classes were offered online, and this shift in teaching modality presented great challenges, especially in teaching laboratory courses. While several options are available, we evaluated the use of (i) videos of lab demonstrations, (ii) Microsoft PowerPoint slides with voice-over recordings that were prepared to guide students further in the particular procedure of the experiment, and (iii) kitchen-based experiments that students could perform at home for our General Chemistry I laboratory course that was offered in an asynchronous modality during the Summer session. The students were surveyed for feedback, comments, and reactions to the use of these different practices. On the basis of student comments, it was found that the videos were beneficial to illustrate important aspects of each experiment, with some students commenting that it made them feel as if they were actually performing the experiments themselves. The kitchen-based experiments, on the other hand, allowed students to experience performing hands-on experiments and helped them observe and relate to concepts (such as classifying matter, making physical measurements, employing units and significant figures, preparing solutions, calculating moles and molarity, and employing separation techniques) that were discussed in the lecture portion of the course.

The Effect of Using Social Networks in The Inquiry-Based General Chemistry Laboratory Course

The aim of this research is to examine the effect of social network environment supported use of inquiry-based activities developed for the general chemistry laboratory course. Throughout the research, Attitude Towards General Chemistry Laboratory Scale and Science Process Skills Perception Scale were used as quantitative data gathering means and applied to students before and after the implementation. Eighty-three pre-service science teachers participated in this study. Study group was chosen from first graders who take "General Chemistry Laboratory" course with criterion sampling method that is one of the purposive sampling methods. Laboratory activities which were developed in terms of Science Process Skills (SPS) were used for Experimental Group 1 and these activities were also supported by social network and were applied for group Experimental Group 2, for group Control Group the Laboratory activities in curriculum textbooks that are weak in terms of SPS were applied. The effects on students' attitudes towards general chemistry lab and their perception of SPS were studied for all three groups. As a result of the research, it has been determined that the inquiry-based learning approach positively affects the Science Teaching students' perceptions of SPS but has no positive or negative effect on their attitudes towards the general chemistry laboratory. Moreover, it turned out that social network support positively contributed to students' attitudes towards the laboratory. When designing and implementing the activities included in the Science Education curriculum, it is important to consider all valuable teaching technologies, including internet and social networking sites. In case of an effective injury from these, efficiency in education and training can also increase positively.

Effectiveness of inquiry‐based science laboratories for improving teamwork and problem‐solving skills and attitudes

AbstractBased on quantitative survey data collected from an inquiry‐based general chemistry laboratory course, the current study used marginal models to evaluate changes in students' teamwork and problem‐solving skills, attitudes to teamwork, and willingness to explore new issues before and after the course. The results suggest that introductory‐level inquiry‐based laboratory courses may not influence all students in the same way. By the end of the course, novice learners with a lower team‐based problem‐solving starting point reported greater learning growth than more experienced learners. As a result, the gap between novice learners' teamwork and problem‐solving skills and attitudes and those of more experienced learners narrowed. However, the results also suggest that, by the end of the course, more experienced learners had developed negative attitudes to teamwork and problem‐solving. In addition, deeper learning was found to be associated with improvements in team‐based problem‐solving for both novice and more experienced learners. Deep learning levels were related to both the magnitude and direction of attitude change, particularly for more experienced learners. These findings suggest that offering introductory‐level inquiry‐based laboratory courses is beneficial to narrow achievement gaps. In order to empower students of all experience levels, a differentiated instruction method should be adopted to accommodate students' varied needs.

Investigation of Pre-service Science Teachers' Attitudes towards Laboratory Skills and Chemistry Laboratory Anxieties According to Selected Variables

The aim of this study was to determine the attitudes towards laboratory skills and chemistry laboratory anxieties of pre-service science teachers who were currently registered to general chemistry laboratory course and who had taken this course previously. To evaluate candidates’ attitudes and anxieties in line with this purpose, they were examined in terms of gender, year of study, and the type of high school. The sample of the study consisted of 202 candidates studying in the 1st, 3rd, and 4th years of the Science Education Department of a state university in Ankara. A survey research model was used, and the Attitude Scale towards Laboratory Skills and the Chemistry Laboratory Anxiety Scale were applied. It was determined that candidates’ attitudes were generally scored as “agree” and their anxieties were generally scored as “disagree” in terms of average scores. It was also determined that there was a statistically significant difference in the attitudes and anxieties in terms of gender in favor of males. It was determined that there was no statistically significant difference between attitudes and anxieties in terms of year of study and type of high school. A moderate, negatively significant correlation was found between the average attitude and anxiety scores.

Beyond the Textbook: Introducing Undergraduates to Practical Electrochemistry

Electrochemistry is broad and interdisciplinary by nature and as such has become a powerful tool in science, technology, engineering, math, and medical (STEMM) fields ranging from energy storage to biotechnology. However, traditional undergraduate chemistry education does not offer students the opportunity to create direct connections between topics learned in a lecture course and applications beyond the examples depicted in textbooks. Here, we offer a framework that introduces learners to hands-on cyclic voltammetry in a general chemistry laboratory course setting or in outreach activities. In 2–4 h, learners practice electrode care, data acquisition, and the pattern recognition needed for discerning reversible, quasireversible, and irreversible solution-phase redox events.

Proof of Concept for a Thin-Layer Chromatography Digital Badge Assignment Within a Laboratory Practical Exam for a Nonchemistry Majors’ Organic Chemistry Lab

Digital badges are credentials earned via a digital presentation to demonstrate the mastery of a technique. They have been utilized in General Chemistry laboratory courses as an assessment tool and to document students’ development of a skill. A digital badge assignment was developed for thin layer chromatography (TLC) and integrated into a laboratory practical exam in a large-enrollment Organic Chemistry laboratory course for science majors. The students filmed themselves carrying out the TLC technique while explaining why specific steps were taken. After completing the filming, they applied the TLC technique off-camera to identify an unknown. Detailed directions, filming prompts, and rubrics are provided for this digital badge. The assignment was updated on the basis of the results from quantitative and qualitative data collected from around 800 students and a dozen GTAs. This data was also analyzed to explore the affordances and challenges of implementing a badge within a laboratory practical. Data included students’ pre- and post-perceptions of their knowledge, experience, and confidence, scores on the laboratory practical and written final exam, and student and GTA responses to short-answer survey questions. The most helpful resources for the badge were the directions, filming prompts, and rubrics, while the challenges included filming oneself, time limits, and uploading videos to the learning management system (LMS). Overall, we believe the challenges students faced with the digital badge assignment were outweighed by the positive cognitive, psychomotor, and affective learning outcomes resulting from coupling a digital badge assignment with the identification of an unknown as complementary components of a required laboratory practical.

Nitrophenol Violet as a New Tool for Studying of Kinetics of Reactions in Solutions

This experimental lab set is for students taking college chemistry courses. It includes four laboratory works and completely illustrates the important parts of chemical kinetics, namely the determination of the rate constant and the determination of the factors influencing its value. They can be used in a laboratory set for a physical chemistry laboratory course, or separately, using only one or two of the four laboratory exercises for general, colloid, and organic chemistry laboratory courses, as well as biological and industrial catalysis. The experiment forms an understanding of the possibilities of controlling the reaction rate and an understanding of intermolecular interactions in solutions. The classical effects of the rate constant are considered, such as the effects of salt and solvent, as well as micellar catalysis. The main focus is on the following factors: increasing polarity of the medium or ionic strength decelerates the reactions between Dyez+ and HO– and accelerates that of Dyez– with HO–; solubilization of reagents by micelles of cationic, nonionic, and zwitterionic surfactants accelerates the reactions between Dyez+ and HO– and decelerates the reaction of Dyez– with HO–; anionic micelles decelerate both of them. Interest in micellar effects is due to both theoretical application in the study of reaction mechanisms, structure and dynamics of nanosized aggregates in solution, and practical application, for example, in organic synthesis, in industry. Quantitative data processing was carried out according to the Bronsted–Bjerrum and Scatchard equations, as well as linear dependences of solvation energies. The experiment also provides students with practical experience in using the spectrophotometer, as well as graphical and numerical analysis of the data obtained. A new anionic triphenylmethine dye 3,3′-dinitrophenolsulfonephthalein (nitrophenol violet, NPV) was proposed for the study of chemical kinetics. NPV reacts with alkali faster than anionic dyes such as bromophenol blue and phenolphthalein. This property of NPV reduces laboratory practice time.

Computational Chemistry Activities with Avogadro and ORCA

Computational chemistry modeling activities that took place as part of a course in physical chemistry are described. The main software tools used by the students were Avogadro and ORCA, which are freely available on the Internet for academic use. Avogadro is molecular visualization software, which can be used not only to prepare input files for a range of computational chemistry software but also to visualize output files from them. ORCA is an ab initio quantum chemistry program containing modern electronic structure methods, such as density functional theory, many-body perturbation, coupled cluster, multireference methods, and semiempirical quantum chemistry methods. Four introductory level computational chemistry activities are described for use in general chemistry and physical chemistry laboratory courses and all are suitable for virtual learning environments. Details of our implementation and the educational value of this work are discussed. In addition, a Student Assessment of their Learning Gains (SALG) survey was conducted after the implementation and the results are reported.

Synchronous Online-Delivery: A Novel Approach to Online Lab Instruction

The forced move to online learning in the arrival and persistence of the COVID-19 pandemic underscored the present lack of models for fully online general chemistry laboratory courses. While there exist a fair number of simulation platforms, video libraries, and one-off virtual experiments, a lack of complete general chemistry lab online courses necessitated the development of such an experience. By leveraging freely available simulations and videos, we were able to design two synchronous online delivery lab courses in the summer of 2020. Herein, the courses are described with accompanying analysis probing student perceptions of their experiences.

An Undergraduate Experiment to Investigate Air Pollutants Created from Lightning

Chemistry of the environment has been a long-standing and important area of scientific research. Atmospheric chemistry is of particular interest in society due to the impact that rising levels of pollutants are having on the climate. It is well-known that combustion processes create CO and NOx, which leads to the creation of other pollutants, such as ozone and CO2. There are natural processes, such as lightning, that also create a significant amount of pollutant gases. The purpose of this guided and open inquiry laboratory experiment is to provide an opportunity for students to investigate how lightning may produce pollutant gases in the atmosphere. In the guided inquiry experiment, a sealed IR gas cell containing air is exposed to a spark or corona discharge created by an Oudin coil to mimic lightning. IR spectroscopy is used to monitor the reaction progress and identify new species made after exposure to the electrical discharge. Based on the results, students draw conclusions about what types of gases are created in the two different discharge processes and how lightning may contribute to atmospheric pollutants. Students move on to the open inquiry to further investigate aspects of atmospheric gases, where they develop their own hypothesis and methods based on one of the provided suggestions, such as the effect of spark and corona discharge on pure oxygen, nitrogen, or carbon dioxide gases, the kinetics of ozone creation and decay, and the temperature dependence of NO2 dimerization. Although designed for an honors general chemistry course, this experiment can be adapted for second-semester general chemistry, environmental chemistry, analytical, and physical chemistry laboratory courses. Results from these experiments are presented, and the relevant atmospheric chemical processes are discussed. The impact of this experiment on perceived gains in knowledge, the value of inclusion in the curriculum, and the design of the experiment were assessed, and the results are discussed.

Simple Approach to Incorporating Experimental Design into a General Chemistry Lab

In an idealized General Chemistry Laboratory curriculum, students would hone their experimental design ability with practice encouraged by laboratory exercises designed to be open-ended. However, traditional General Chemistry Laboratory courses often lack opportunities for students to design their own experiments, instead opting to provide students with predetermined protocols. In addition, introducing guided inquiry into a General Chemistry Laboratory is logistically challenging, often prohibiting implementation. Here, we present a method for converting a traditional “cookbook-style” laboratory curriculum into one that is more open-ended with opportunities for students to practice experimental design skills. Our approach involves developing clear learning objectives, evaluating the existing curriculum for alignment to those objectives and providing opportunities for incorporating experimental design, and revising existing protocols. These revisions adopted a two week model, following up a traditional cookbook-style exercise focused on teaching students a given technique with a second week where students designed their own experiments to answer an instructor-provided question situated in a real-world context. This design provided sufficient structure for students to learn basic chemistry laboratory techniques while also creating the opportunity for practicing science process skills such as experimental design. Students in a pilot group experiencing this revised curriculum reported greater increases in their confidence with experimental design than peers in the traditional curriculum. We propose that this model could be adopted by other institutions as a meaningful step toward fully open-ended laboratory courses while avoiding many of the associated challenges.

Exploring Emission and Absorption Spectroscopy in the First-Year General Chemistry Laboratory

In the first-year general chemistry laboratory course, instrumental data collection involving sample quantification has often been limited to absorption spectroscopy due to the inaccessibility of emission techniques suitable for large enrollments and novice users. In this laboratory experiment, students explore the complementary techniques of emission and absorption spectroscopy, in which sample quantification respectively occurs via the measurement of light emitted or absorbed by the sample. Calibration curves are constructed for both techniques. Eschewing atomic absorption spectroscopy (AAS) and inductively coupled plasma atomic emission spectroscopy (ICP-AES), instrumentation not typically available for large general chemistry courses, quantitative data is instead collected using a series of carefully implemented flame tests. Students perform flame tests on alkali, alkaline earth, and transition metal compounds using the emitted light to gain a thorough understanding of emission spectroscopy. In Week 1, students are introduced to emission spectroscopy through the identification of unknown components in air, lamps, and contaminated soil samples. In Week 2, students carry out quantitative emission and absorption characterization of Na and Cu solutions, comparing the two techniques through experimental observations and analyzed results. Calibration curves with high linear regressions (r2 > 0.992) are prepared and used to determine the concentrations of provided reference samples, with averaged student data resulting in reasonably low percent errors (<12% for Na emission, <11% for Cu emission, and <2% for Cu absorption) when compared to the known concentrations. Students then compare experimental flame emission results to provided ICP data to gain experience with a sensitive, quantitative emission technique.

Adoption of online multimedia resources in a general chemistry laboratory course context: A case study

Pre-laboratory practices and online pre-laboratory resources have been implemented in laboratory courses through various instructional approaches. This study seeks to elicit information about how online multimedia resources are embraced and used in the course system and which factors might affect the adoption of the resources in this context. This research was designed as a case study in order to explore the enablers and barriers of online multimedia resource adoption and associated problems in the system through two resources developed in video and simulation formats. Interviews, observations, and documents were applied so as to provide a detailed perspective of the course and the phenomenon. The findings of the study revealed that the multimedia components of the resources attracted the students’ interest and engagement, and affected the users’ preparation routines; however, attitude toward the course and resources, lack of policy practices and support, quality of the resources, problems in classroom practices, and administration were found to be prominent issues that challenged the adoption of online resources. The study offers suggestions concerning how to adopt the online resources into laboratory courses, and insights about the implications of online resources and their different multimedia features are also presented.