General Chemistry Research Articles

Content Analysis of Chemistry Textbooks in the Chapter on Thermochemistry

This study aimed to analyze the aspects of the general chemistry textbook in the chapter on thermochemistry. We reviewed three general chemistry textbooks commonly used in basic chemistry courses. This study used a qualitative approach by content analysis. The focus of this study was the thermochemistry chapter because this topic was considered to be difficult by students. Data analysis was carried out descriptively by combining similar data within the chemical literacy framework. The analysis results indicated that the three textbooks fulfilled most of the chemical content knowledge indicators, except for chemistry as an experimental discipline. The textbooks provided insights that chemistry can be used to explain phenomena in everyday life, to make decisions and participate in social debates on chemistry-related issues, and to understand the relationship between innovations in chemistry and sociological processes. The textbooks also presented knowledge that can encourage the enhancement of high-order learning skills, particularly in the review problems section.
 Keywords: chemistry, textbook, thermochemistry

Predictors of Student Success in College-Level General Chemistry

Success in college-level general chemistry is important because it is a required course for many different STEM majors and student success in early STEM classes correlates with retention of students in STEM. Identifying factors associated with success and failure can give educators a better understanding of the warning signs to look out for in struggling students. This paper compares factors and behaviors with final grades in general chemistry courses at Binghamton University, including adjectives selected from a word bank (“valued,” “supported,” etc.), resources used, and opinion on group work as it relates to learning. Correlations were found between student adjective selection and final grade, resource use and final grade, and perspective on group work and final grade.

Examining Educational Debts in Student Preparation for General Chemistry

Examining Educational Debts in Student Preparation for General Chemistry

Misconceptions of Intermolecular Forces in General Chemistry Courses

The misconception is the most topic in chemistry learning that is important to analyze. There are many advantages for lecturers and students to know about misconceptions. This research aims to describe misconceptions in general chemistry courses, especially intermolecular forces (IMFs) topic. The two-tier multiple-choice tests have played an important role in helping researchers determine students’ level of understanding and in identifying specific misconceptions. The project used a convenience sample of 88 students (76 female and 12 male) chemistry education program that studied IMFs as participants. Misconception knew from the test’s second tier, which is the student’s reason for the answer. Surprisingly, 29 misconceptions were acquired from the test about IMFs concepts. This needs to be a special concern for lecturers of basic chemistry courses in order to evaluate the learning process that has been carried out. Students misconceptions in basic chemistry courses will have an impact on organic chemistry courses because the concept of intermolecular forces will be studied in depth in organic chemistry courses. The success of students in organic chemistry courses is highly dependent on the initial knowledge of students, especially in basic chemistry courses

The pKa Values of Water in Water: A Long-Standing, Tiresome, yet Soon Forgotten Issue?

The pKa values of water and the hydrogen ion (proton) in water are 14 and 0, respectively. Yet, many textbooks of general, organic, and, to a lesser extent, inorganic chemistry provide the incorrect values 15.74 and -1.74, respectively. This column briefly introduces the long-standing issue of these two different pairs of values, the consequences it bears when teaching general chemistry, and expresses the hope that it may be solved soon.

A Mixed Methods Study Exploring Students’ Open-Ended Responses about Course Inclusivity in General Chemistry 1

A Mixed Methods Study Exploring Students’ Open-Ended Responses about Course Inclusivity in General Chemistry 1

Leveraging undergraduate learning assistants when implementing new laboratory curricula

At University of California, Irvine, a large-enrollment research university, undergraduate chemistry courses for non-chemistry majors were delivered remotely during the 2020–2021 academic year, with a return to in-person instruction planned for January 2022. Because this return to in-person instruction coincided with the transition of second-year students from general chemistry to organic chemistry laboratory courses, the instructional staff recognized a need for remedial laboratory curricula for students with no prior in-person laboratory experience. Simultaneously, we desired to implement undergraduate Learning Assistants (LAs) in non-chemistry major organic chemistry laboratories for the first time at our university. In this paper, we describe our approach for leveraging undergraduate LAs to (1) test new laboratory curricula and (2) address feelings of comfort and safety for students with no prior in-person laboratory experience. Benefits of our LA program perceived by students include increased laboratory efficiency and improved student learning from near-peer instructors; benefits perceived by LAs include the development of professional skills and teamwork with graduate student teaching assistants. We provide an outline of resources and strategies to enable instructors to simultaneously implement undergraduate LAs and new laboratory curricula.

Thermal stratification and meromixis in four dilute temperate zone lakes

Abstract. Four adjacent lakes (Arco, Budd, Deming, and Josephine) within Itasca State Park in Minnesota, USA, are reported to be meromictic in the scientific literature. However, seasonally persistent chemoclines have never been documented. We collected seasonal profiles of temperature and specific conductance and placed temperature sensor chains in two lakes for ∼1 year to explore whether these lakes remain stratified through seasonal mixing events and what factors contribute to their stability. The results indicate that all lakes are predominantly thermally stratified and are prone to mixing in isothermal periods during spring and fall. Despite brief, semi-annual erosion of thermal stratification, Deming Lake showed no signs of complete mixing from 2006–2009 and 2019–2022 and is likely meromictic. However, the other lakes are not convincingly meromictic. Geochemical data indicate that water in Budd Lake, which contains the most water, is predominantly sourced from precipitation. The water in the other three lakes is of the calcium–magnesium–bicarbonate type, reflecting a source of water that has interacted with the deglaciated landscape. δ18OH2O and δ2HH2O measurements indicate the lakes are supplied by precipitation modified by evaporation. Josephine, Arco, and Deming lakes sit in a valley with likely permeable sediments and may be hydrologically connected through wetlands and recharged with shallow groundwater, as no streams are present. The water residence time in meromictic Deming Lake is short (100 d), yet it maintains a large reservoir of dissolved iron, indicating that shallow groundwater may be an additional source of water and dissolved ions. All four lakes develop subsurface chlorophyll maxima layers during the summer. All lakes also develop subsurface oxygen maxima that may result from oxygen trapping in the spring by rapidly developed summer thermoclines. Documenting the mixing status and general chemistry of these lakes enhances their utility and accessibility for future biogeochemical studies, which is important as lake stratification and anoxia are becoming more prevalent due to changes in climate and land use.

Analysis of Climate Change in General Chemistry Textbooks

Analysis of Climate Change in General Chemistry Textbooks

The Impact of Emotions on Students’ Learning in a General, Organic, and Biological Chemistry Course

The Impact of Emotions on Students’ Learning in a General, Organic, and Biological Chemistry Course

Student Perceptions of Meaningful Learning in Online and Hybrid (Hands-on/Online) Laboratories at a Large Urban University in General and Organic Chemistry

Student Perceptions of Meaningful Learning in Online and Hybrid (Hands-on/Online) Laboratories at a Large Urban University in General and Organic Chemistry

Development of Chemistry Lecture Sets for Reducing Logical Fallacy in Arguing

Objective: This study aims to develop a lecture set designed to reduce the occurrence of logical fallacies by training students' argumentation skills. Method: The lecture sets were developed to refer to the stages of the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Validity was validated by three validators on student activity sheets and argumentative ability assessment sheets. The validity of the test results was obtained based on the mode of calculation and the percentage of agreement between validators. Results: The lecture sets are structured by containing six types of logical fallacies, namely relative privation, blind authority fallacy, hasty generalization, questionable cause fallacy, reification fallacy, and non sequitur, and includes general chemistry lecture material, namely stoichiometry, atomic structure, periodicity of elements, chemical bonds, the concentration of the solution, the equilibrium of ions in the solution, and the colligative properties of the solution. The chemistry lecture sets for reducing logical fallacies in arguing has been declared valid by the validator. Novelty: The results of this study can be used as a reference by teachers, lecturers, or other researchers who wish to study more about logical fallacies.

Живот, посветен на науката. 100 години от рождението на проф. д.х.н. Елена Киркова

In this article we'll present the life path, the teaching and scientific work of the outstanding Bulgarian scientist in the field of inorganic chemistry Prof. Dr. Elena Kirkova. A brief review of her now classic textbooks on general and inorganic chemistry, her main achievements in the field of crystallization and co-crystallization processes, her contribution to linking education with scientific research and their application in practice is made.

Metal–Organic Frameworks in General Chemistry Laboratory: Toward the Development of Students’ Scientific Identities

Metal–Organic Frameworks in General Chemistry Laboratory: Toward the Development of Students’ Scientific Identities

How to assess water quality change in temperate headwater catchments of western Europe under climate change: examples and perspectives

Climate change effects on water quality are related directly and indirectly to the water cycle and human activities. We present examples of these effects using a retrospective analysis across European catchments according to three objectives: (i) identification of extreme or anomalous values in climatic and chemical variables at multiple time scales, (ii) assessment of variability in seasonal and inter-annual chemical cycles, and (iii) identification of a general water chemistry response to the North Atlantic Oscillation. From these examples, we highlight four challenges for research on the relationships between climate and water quality: (i) developing functional typologies of chemical elements, (ii) performing multi-temporal and multi-spatial analysis by aggregating data into water-cycle periods, (iii) decoupling effects of climate conditions and human activities by testing hypotheses using parsimonious models, and (iv) incorporating water quality and aquatic ecosystem health into integrated models. Water quality integrates current and past (legacy) conditions, flow pathways, and biogeochemical reactivity, which themselves depend on the climate. As our results highlight, water quantity and quality need to be studied together.

Bridging the Worlds of Art and Science

Integrating theoretical concepts into practical applications is crucial, especially in specialized fields like art conservation science. Bridging this gap between chemistry pedagogy and practical application is essential in developing students' skills in applicable contexts. This article aims to introduce a novel pedagogical methodology for enhancing learning in chemistry. This strategic assignment focuses on conserving cultural heritage artifacts, emphasizing the practical application of chemistry concepts. The article seeks to explore the potential benefits of this approach and provide insights into how to implement such assignments in general chemistry courses. The assignment requires students to select and analyze artwork of cultural significance while applying central chemistry concepts from the course curriculum to the conservation process. The students will then prepare written reports following a pre-established template. The student reports will serve as a valuable educational resource for future students. This approach creates a conducive environment for immersive learning by showcasing the practical application of course concepts within art conservation science. From the assignment, students demonstrated a nuanced understanding of chemistry's integral role in preserving cultural heritage, acknowledging the interplay between environmental conditions, material properties, and their impact on artifact longevity. They appreciated the necessity of chemical analysis in determining artifact composition, guiding the development of tailored conservation methodologies. Notably, students recognized the value of these preservation efforts in maintaining historical authenticity, serving as educational tools, and bolstering cultural pride.

Computer Quiz Games in General Chemistry for Engineering Majors in an English as a Second Language Environment

Computer Quiz Games in General Chemistry for Engineering Majors in an English as a Second Language Environment

АНАЛИТИКА ПАРАМЕТРОВ САЛИВАРНОГО СТАТУСА СТУДЕНТОВ-КУРИЛЬЩИКОВ ПРИ ИСПОЛЬЗОВАНИИ СПРЕЯ С МУКОПРОТЕКТОРОМ

Subject. The subject of this study is the salivary status in the patients.
 Objectives. The objective is to identify specifics of data analytics of the salivary status in student smokers effected by using a mucoptorotective dental spray. 
 Methodology. The study is made by the Ural State Medical University Department of Preventive Dentistry and Propedeutics of Dental Disease, the Ural State Medical University Department of General Chemistry, the Ural Federal University Department of Control Systems Modeling. The objects of the study are unstimulated mixed saliva and a mucoptorotective spray that helps to protect the oral mucosa against inflammations, facilitates penetration across epithelial membranes, acts as a controlled multifunctional drug delivery system for parodontium tissues. The two study groups were formed from 20 volunteers in the age of 20 to 24 years old (4 women and 36 men, the average age was 22,35 years old): the first (main) group consisted of smoking patients, the second (reference) group consisted of non-smokers. The clinical assessment of the oral cavity of patients included: analysis of complaints, analysis of anamnesis, examination, evaluation of the hygiene index (OHI, Greene, Vermillion, 1964), dental caries severity index (using DMFT and DMFS indices), the state of gingival inflammation, PMA index (Parma). Unstimulated mixed saliva was studied, the quantitative analysis of the secretion was made by analyzing color, transparency, presence of inclusions, pH value, the functional activity of minor salivary glands. The statistical analysis of results was made using a PC with Microsoft Excel 2007 software program; the statistical significance was assessed using Student’s t-distribution by Statistica 6.0 software package.
 Conclusions. Given the reduction of objective values of index assessment of oral health status used as indicators of changes in oral health, the study of the data analytics of salivary status in student smokers in the course of using a mucoptorotective spray revealed the harmful effects of tobacco on salivary composition and parameters. The findings prove smoking-related oral homeostatic disruption promoting development and progression of dental diseases of the hard tissues, parodontium, oral mucosa. Application of the dental spray with titanium glycerosolvate aquacomplex is proved to be an effective way to prevent development and progression of such diseases.

Oral Examinations of Structure and Function in General and Organic Chemistry Courses

Oral Examinations of Structure and Function in General and Organic Chemistry Courses

Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?

BackgroundUndergraduate STEM instructors want to help students learn and retain knowledge for their future courses and careers. One promising evidence-based technique that is thought to increase long-term memory is spaced retrieval practice, or repeated testing over time. The beneficial effect of spacing has repeatedly been demonstrated in the laboratory as well as in undergraduate mathematics courses, but its generalizability across diverse STEM courses is unknown. We investigated the effect of spaced retrieval practice in nine introductory STEM courses. Retrieval practice opportunities were embedded in bi-weekly quizzes, either massed on a single quiz or spaced over multiple quizzes. Student performance on practice opportunities and a criterial test at the end of each course were examined as a function of massed or spaced practice. We also conducted a single-paper meta-analysis on criterial test scores to assess the generalizability of the effectiveness of spaced retrieval practice across introductory STEM courses.ResultsSignificant positive effects of spacing on the criterial test were found in only two courses (Calculus I for Engineers and Chemistry for Health Professionals), although small positive effect sizes were observed in two other courses (General Chemistry and Diversity of Life). Meta-analyses revealed a significant spacing effect when all courses were included, but not when calculus was excluded. The generalizability of the spacing effect across STEM courses therefore remains unclear.ConclusionsAlthough we could not clearly determine the generalizability of the benefits of spacing in STEM courses, our findings indicate that spaced retrieval practice could be a low-cost method of improving student performance in at least some STEM courses. More work is needed to determine when, how, and for whom spaced retrieval practice is most beneficial. The effect of spacing in classroom settings may depend on some design features such as the nature of retrieval practice activities (multiple-choice versus short answer) and/or feedback settings, as well as student actions (e.g., whether they look at feedback or study outside of practice opportunities). The evidence is promising, and further pragmatic research is encouraged.