Physical Chemistry Course Research Articles

Recommendations for Improving End-User Programming Education: A Case Study with Undergraduate Chemistry Students.

Programming is widespread in multiple domains and is being integrated into various discipline-specific university courses where, like students in a typical introductory computing course, students from other disciplines face challenges with learning to program. We offer a case study in which we study undergraduate students majoring in either chemistry or biochemistry as they learn programming in a physical chemistry course sequence. Using surveys and think-aloud sessions with students, we conducted a thematic content analysis to explain the challenges they face in this endeavor. We found that students struggled to transfer their programming knowledge to new representations and problems, and they did not have strategies in place for solving problems with programming. These facts combine to lower students' confidence in their programming abilities, making it less likely that they will reach for computing to help solve domain-specific problems. We recommend that students in end-user programming contexts be explicitly taught the skills of abstraction, decomposition, and metacognitive awareness as they pertain to programming.

A Computer Laboratory for the Calculation of the Heat Capacity of a Peptide Unfolding Transition

ABSTRACT We present the implementation of a computer simulation laboratory for the calculation of the heat capacity of the folding-unfolding pseudo phase transition of a polyalanine Ala30 α-helix, using molecular dynamics simulations. Unlike conventional calorimetry experiments, which provide a macroscopic interpretation of the heat capacity, the computer laboratory additionally offers a molecular perspective of the energy exchange processes that lead to the peak of the heat capacity at the phase transition, as well as the statistical mechanical interpretation of the phase transition. The exercise is targeted toward 1st- or 2nd-year students of biophysics in the context of an undergraduate physical chemistry course. We use a graphical web interface to overcome the steep learning barriers associated with command line interactions in commonly used molecular dynamics protocols. The web interface (VIKING) also handles communication with computing hardware in the background, so that students with limited or no programming experience can launch and analyze the simulations easily. A collaboration between the VIKING support team and responsible teachers is required to set up VIKING. We also present a solution in which simulations can be launched on students’ own computers, if some command line knowledge can be expected. The laboratory can also be repurposed for students of various backgrounds (physics, chemistry, biology, or engineering) and scholastic levels (undergraduate or graduate).

Development of Teaching Materials Based on Contextual Teaching Learning (CTL) in Physical Chemistry Courses

This research aims to produce teaching materials for the Physical Chemistry course that are based on the Contextual Teaching and Learning (CTL) approach that is valid, practical and effective. This research is included in the type of development research that adopts the 4D Model, which has been modified by the researcher from four steps to three research steps. The analysis was carried out in two stages, namely problem analysis and needs analysis. The validity of teaching materials involves material experts, media experts and language experts. The practicality of teaching materials is assessed by filling out a questionnaire by users of teaching materials, namely lecturers and students. The product was tested on students of the Chemistry Education Study Program at Muhammadiyah University, Pontianak. Based on the analysis of student needs, it was found that students need learning resources for Physical Chemistry courses that are based on the Contextual Teaching and Learning (CTL) approach which can support skills in relating the material studied to everyday life. The techniques used are observation, interviews, validation questionnaires and student response questionnaires. The results obtained were that the validity of the material aspect was 98.75%, the media was 87.33%, and the language was 98.00%, which fell into very valid criteria. Practicality based on the student response questionnaire score in individual trials was 95.8% and in small group trials was 89.6%, which is very practical criteria. The effectiveness value obtained on average was 0.67 in individual trials which were in the high criteria and 0.82 in small group trials in the very high criteria.

Student success and experience in a flipped, senior physical chemistry course spanning before and after the COVID-19 pandemic

A flipped classroom is typically one where some of the instruction occurs asynchronously prior to the scheduled synchronous meeting between students and the instructor. Since 2000, they have gained substantial popularity especially in STEM fields where they have been shown to have increased exam scores and reduce the number of students who fail. In the university setting, many of these studies have been performed in lower division courses. Very few studies have been conducted in senior physical chemistry courses resulting in very little data being collected on this instructional technique at this level. The purpose of this study is to assess student outcomes when flipped classroom techniques are implemented in a senior physical chemistry course. In our flipped classroom, students were expected to watch lecture videos and complete preparation exercises created by the authors prior to coming to class. Then in class, a just in time teaching model was employed prior to students working in groups to complete activities created by the authors. Seven quizzes were performed individually and in groups while three midterms and a cumulative final exam were performed individually. Grade, student opinion questionnaires and survey data collected over seven semesters from Fall 2017 to Spring 2022 will be presented. Our findings indicate that there was only one semester out of seven where the average GPA of the students was significantly higher than the control class which was taught in a traditional lecture style. According to student surveys, the students focused on the importance of the preparation questions and dismissed the importance of completing activity/homework problems given that preparation activities were assigned credit while homework was not. Given that the in-class activities/homework questions resembled the material in assessments like quizzes, midterms and final exams, while preparation questions were scaffolded formative problems meant to introduce students to the concepts to be studied during the synchronous lecture, an important link between course concepts and material on summative assessments was not made. Future changes to address this issue will be discussed as well as how COVID-19 affected students during the pandemic as well as flipped classroom instruction.

Using feedback loops from computational simulations as resources for sensemaking: a case study from physical chemistry

Sensemaking is an important way of learning and engaging in science. Research has shown that sensemaking activities, such as questioning, hypothesizing, and model building, are pivotal in developing critical thinking and problem-solving skills in science education. This paper investigates the role of computational simulations in facilitating sensemaking in chemistry education, specifically examining how these simulations can sustain the sensemaking process. Through a detailed case study in a physical chemistry course, we explore the interplay between students' real-world experiences, theoretical knowledge, and computational simulations. This analysis reveals that computational simulations, by providing interactive and visual representations of chemical phenomena, can create a conducive environment for sensemaking, where students actively engage in exploring and resolving conceptual uncertainties. Based on these results, we argue that computational tools, when effectively integrated into educational settings, can facilitate sensemaking in science education.

Design and Implementation of Ideological and Political Education in the Physical Chemistry Course at Traditional Chinese Medicine Universities: A Case Study of the Phase Diagram of Water

Design and Implementation of Ideological and Political Education in the Physical Chemistry Course at Traditional Chinese Medicine Universities: A Case Study of the Phase Diagram of Water

Reform and Practice of Physical Chemistry Course Based on Enhanced Process Assessment and Evaluation

Reform and Practice of Physical Chemistry Course Based on Enhanced Process Assessment and Evaluation

Maximizing advantages and minimizing misinterpretation risks when using analogies in the presentation of chemistry concepts: a design challenge

AbstractAnalogies are frequently used in chemistry education (and science education in general), above all when introducing a new concept or when a concept is perceived as too abstract by the teacher or by the learners. On the one hand, analogies can offer functioning opportunities for clarifications; on the other hand, they may risk engendering misinterpretations or misconceptions, because the terms of a given analogy may be perceived differently by the teacher and by the student, or may be too farfetched to have a clarifying role. In order to maximize the benefits and minimize the risks, the design of analogies needs to entail careful attention both to the nature of the analogy and to its ‘matching’ to the nature of the concept to which it refers. This involves vigilant analysis of all the details and of their implications, and the parallel design of a viable way to guide the student through the terms of the analogy; such guidance is actually meant to become an explanation component. The paper considers concrete examples from the author’s direct experience with general chemistry and physical chemistry courses, and analyses both the design of the details of the selected analogies and the corresponding guidance pathways. It also discusses related issues like the importance of limiting the resort to analogies to the cases where they can actually have a significant impact on students’ understanding, and the opportunity of replacing them with molecular models whenever feasible, as a model’s nature is closer to the mental images that it is desirable to promote through students’ perceptions. Comparisons of the types of guidance needed for analogies, for general-type visualization, and for visualization through models are also included. The take-home message reiterates the considerations on the nature of analogies as something to be designed, on the teacher’s active role in the design, and on the possibility of including students in the design process, when the concepts and corresponding analogies are suitable for such inclusion.

Elevating Beyond the Content: The Integration of Mindfulness and Gratitude in the Chemistry Classroom

There are many factors that can negatively impact student learning, including stress which impacts memory and overall well-being. A potential tool for educators to reduce stress and improve well-being is to use contemplative practices in the classroom, such as mindfulness and gratitude. In this Activity, we integrated voluntary daily mindfulness and gratitude practices into nine general and physical chemistry courses. Student perception data were collected through anonymous and voluntary course evaluations. Qualitative analysis of student responses identified themes of stress reduction, well-being enhancement, and attention span improvement inside and outside of the classroom. Quantatitive data analysis revealed that students perceived a learning benefit, enjoyed the practices, and recommend their contiued use in the classroom. This preliminary data suggests that students perceived the mindfulness and gratitude practices as being beneficial to their personal and academic lives. Future studies with control groups are required to quantify the impact on learning by incorporating mindfulness and gratitude practices in chemistry classrooms.

Physical Chemistry in Context: Using Quantum Mechanics to Understand the Greenhouse Effect

The concepts taught in an undergraduate physical chemistry course are directly related to the molecular processes governing climate change, yet the connections between quantum mechanical molecular properties and global warming are rarely made explicit. To improve student knowledge about climate change, we developed a three-part activity that computationally and experimentally explores blackbody radiation, the greenhouse effect, and the relationship between IR absorption properties and global warming potentials for the anthropogenic greenhouse gases defined in the Paris Agreement. The activities addressed the traditional learning objectives of a quantum-focused physical chemistry course by exploring topics such as the quantized nature of energy in Planck’s Law, the selection rules for rovibrational transitions, and discrepancies between theoretical models and observed experimental results. However, our approach was unique in that each concept was addressed within the context of the atmospheric phenomena related to climate change. A previously published climate science survey instrument was administered pre- and postactivity to assess student learning gains. The average percent of correct responses on this survey increased from 44% to 68% as a result of completing the activities.

Exploration and Practice on the Virtual Teaching and Research Section for Physical Chemistry Course in Normal Colleges

Exploration and Practice on the Virtual Teaching and Research Section for Physical Chemistry Course in Normal Colleges

Teaching Designing about the Liquid-Gas Phase Transition in Physical Chemistry Course

Teaching Designing about the Liquid-Gas Phase Transition in Physical Chemistry Course

Chemistry students’ conceptual difficulties and problem solving behavior in chemical kinetics, as a component of an introductory physical chemistry course

Abstract The identification of undergraduate chemistry students’ conceptual difficulties and common mistakes with basic concepts and problems in chemical kinetics provided the aim for this study, which involved 2nd-year/4th semester students who had passed the chemical kinetics component of a physical chemistry course. The study involved the analysis, evaluation and interpretation of students’ answers to the final examination in chemical kinetics. Three achievement groups, for the various topics, were identified: Group A, high achievement (mean ≈ 85%): (a) the steps in a chain-reaction mechanism, (b) integrated 1st- and 2nd-order rate laws; and (c) the Lindemann–Hinshelwood mechanism. Group B, intermediate achievement (mean ≈ 74%): (a) half-life, (b) instantaneous rate and the extent of reaction variable (ξ), (c) the Michaelis–Menten mechanism, and (d) theoretical rate law not asking for a final formula. Group C, low achievement (mean ≈ 54%): (a) experimental rate law and the reaction rate constant on the basis of an experimental-data table, (b) extracting the theoretical rate law, and (c) the Arrhenius equation. Students’ errors and misconceptions have also been identified. Successful students tended to respond well to straightforward questions on the theory of the subject, but had difficulties when solving problems. It is essential that teachers understand the potential of their students, especially possible misconceptions they may hold, and the teaching approaches that may contribute to overcoming the student difficulties. Problems in chemical kinetics can be very demanding both in terms of algebraic manipulations and conceptually. Teaching should focus on problem solving, with the emphasis on students themselves trying to solve the problems.

Adaptation of Physical Chemistry Course in COVID-19 Period: Reflections on Peer Instruction and Team-Based Learning

The COVID-19 pandemic has highlighted the importance of incorporating distance learning for long periods. However, few studies have addressed strategies to overcome the limitations caused by the lockdown. In this study, we report an active learning experience on the topic of chemical kinetics, using two flipped class approaches, team-based learning (TBL) and peer instruction (PI). These methodologies have been adapted to remote learning for undergraduate students from chemistry and engineering courses. Materials (video class and bibliography) were made available, as part of the preparation for the activities. TBL and PI groups performed the active learning activity (ALA), which consisted of graphic problems about kinetics of simple order reactions. An individual post-test was applied to assess the students’ performance 2 weeks after ALA. In addition, students answered a questionnaire addressing their perceptions of ALA. The methodologies did not show significant differences in students’ performances. Both enabled the acquisition of soft skills. Participants of both methodologies agree that traditional in-person classes could be partially or totally replaced by ALA, corresponding to 59.6% and 9.8%, respectively. PI participants presented a better perception of their learning than TBL students did. Thus, the use of technological tools in a recontextualized way, such as the adaptation of TBL and PI to a virtual environment, proved to be very promising for the Physical Chemistry course and an opportunity to implement a methodology that places students at the center of the teaching–learning process. The active learning activities proposed in this study can integrate distance learning, even after the pandemic context.

Investigation on Enhancing Students' Learning Positivity in the Course of Physical Chemistry

Physical chemistry is the main course of chemistry and chemical industry majors, and it is in the connecting position of the curriculum system. According to the characteristics of physical chemistry course, this paper tried to investigate on enhancing students' learning positivity through employing interactive teaching methods, building the overall framework of physical chemistry course, using multimedia to assist in teaching, and connecting theory with experiment and practice. On this basis, inspire students' thinking, develop students' innovation ability, enhance learning positivity, and then improve the quality of teaching. Keywords: course of physical chemistry, learning positivity, teaching quality DOI: 10.7176/JEP/13-15-05 Publication date: May 31 st 2022

Understanding the electrochemical sensors’ figures of merit using a H2O2 sensitive, low-cost ferrite powder first generation electrode

The development of electrochemical sensors capable of quantifying either chemical, biological, or environmental parameters of interest endorses both the increased academic and educational relevance of electrochemistry. As a result, understanding quantitative electrochemical sensing characterization and performance analysis through analytical figures of merit stands as a curricular requirement from both a theoretical and methodological standpoint as it involves the development of several skills which are highly transferable into further electrochemical education and professional practices. On the other hand, due to popular fields of applications such as non-invasive wearable electrochemical sensors for monitoring electrolytes in sweat on high-performance athletes, students are well-aware of its potential, increasing their willingness to partake in electrochemical activities. Addressing the aforementioned, the experience described herein is divided into two main sections. Firstly, a theoretical introduction regarding electrochemical sensors and electrochemical performance validation techniques known as electroanalytical figures of merit are proposed. Secondly, a hands-on experience using a H2O2sensitive ferrite powder working electrode is carried out by performing voltammetric and chronoamperometric techniques so that students develop a basic understanding of the redox processes occurring at the working electrode surface and obtain analytical performance parameters that allow conclusions to be drawn regarding the ferrite powder sensing capabilities towards H2O2 reduction. As for implementation requirements, the proposed four-hour laboratory protocol is suitable for graduate/upper-level undergraduate physical or analytical chemistry courses and, due to its length, is recommended to be conducted in groups of two to three students.

Synergistic Teaching Methodology for Theoretical and Experimental Courses in Physical Chemistry

Synergistic Teaching Methodology for Theoretical and Experimental Courses in Physical Chemistry

Exploration and Practice of Course Ideology and Politics of Physical Chemistry Course at Applied Universities

Exploration and Practice of Course Ideology and Politics of Physical Chemistry Course at Applied Universities

Competence-Oriented Hybrid Teaching Assessment System in a Physical Chemistry Course

Competence-Oriented Hybrid Teaching Assessment System in a Physical Chemistry Course

Literacy Level of Students in Chemistry Education Department on Thermochemistry

This study aims to identify the chemical literacy level of students on Physical Chemistry course, especially in Thermochemisty. Chemical literacy is a major goal in chemistry education recently. The measuring of chemical literacy level in this study used a chemical literacy instrument developed based on Shwartz, et.al framework. The instrument measure students' chemical literacy skills at each level. There are 4 levels of literacy that are measured, namely nominal literacy (level 1), functional literacy (level 2), structural literacy (level 3) and multi-dimensional literacy (level 4). The objects in this study were 14 first year students of Billfath University who took Physical Chemistry course. The data were collected after student got the Thermochemistry subject. The measurement results show that 14.29% of students reach level 3, 71.42% of students reach level 2 and 14.29% of students reach level 1. These results indicate that there is no student that able to reach the highest level 4. Overall, the chemical literacy level of first year students in the Physical Chemistry course is classified as low level. These results allow further development in learning to increase students' chemical literacy level.