Undergraduate Chemistry Students Research Articles

Water Quality Characterization Using ASTM Methods in an Undergraduate Advanced Instrumental Analysis Laboratory Course

Water analysis is an excellent interdisciplinary topic for project-based learning. An undergraduate course was designed to engage the senior undergraduate chemistry students in a real-life experience. In this course, students developed methodologies based on published American Society for Testing and Materials (ASTM) methods for the measurement of fluoride, phenols, and metals in real water samples. The procedures were utilized to analyze target analytes in real water samples from various sources, such as seawater, sewage water, swimming pool water, tap water, and drinking water in the eastern province of the Kingdom of Saudi Arabia (KSA). These areas are profoundly affected by urbanization. The students analyzed the samples by employing a portable total dissolved solids (TDS) meter, a pH/ion-selective electrode (ISE) benchtop meter, an inductively coupled plasma–optical emission spectrometry (ICP-OES), and a gas chromatography–flame ionization detector (GC-FID). The ASTM methods allowed the students to gather research-level data and study regional environmental issues. The students prepared and presented their results at the departmental conference. Through the water analysis project, students acquired field and laboratory research skills, performed a quantitative analysis of data sets, developed collaborative interactions, as well as utilized their writing and communication skills. The exposure of students to these research tools provided them with experience in dealing with the limitations of trace level analysis in real samples. The outcome of this study provided the students with an overview of how their theoretical knowledge was connected to the country’s limited water sources and pollution problems.

Introducing Catalysis to Undergraduate Chemistry Students: Testing a Ru–NHC Complex in the Selective Dehydrogenative Coupling of Hydrosilanes and Alcohols

This work describes a complete laboratory experiment that involves the synthesis of a ruthenium complex [Ru(p-cym)(NHC)Cl2] (NHC = N-heterocyclic carbene) and its use as a catalyst for the coupling of hydrosilanes and alcohols. The hydrogen gas produced in the reaction is measured using an inverted buret to trap the gas which allows student to monitor the evolution of the reaction. The complete experience constitutes an opportunity to focus on experimental skills and fundamental concepts in organometallic chemistry and catalysis.

William "Bill" Joseph Whelan, D.Sc., FRS November 14, 1924 to June 5, 2021.

William "Bill" Joseph Whelan, D.Sc., FRS November 14, 1924 to June 5, 2021.

Development and psychometric analysis of an inventory of fundamental concepts for understanding organic reaction mechanisms

Abstract The fundamental concepts for organic reaction mechanisms inventory (FC-ORMI) is a multiple-choice instrument designed to assess students’ conception of fundamental concepts for understanding organic reaction mechanisms. The concepts were identified from open-ended interviews and a national survey of organic chemistry instructors reported in a previous study. This manuscript describes the development of the inventory items related to these identified concepts and the psychometric analysis of the instrument. In the developmental stage, open-ended questions were administered to first-semester organic chemistry students (N = 138), and open-ended interviews were conducted with students (N = 22) from the same pool to gain insight into their thought processes. The answers revealed alternate conceptions which were used to formulate distractors for the inventory. A pilot version and a beta version of the inventory were administered to 105 and 359 first-semester organic chemistry students, respectively. From these administrations, the 26-item alpha version was developed and administered to first-semester undergraduate organic chemistry students (N = 753). Psychometric analysis was conducted at the item and test level using Classical Test Theory and Rasch analysis. The results indicate that the items on the FC-ORMI function well to reveal students’ alternate conceptions. The instrument meets the acceptable standards of validity and reliability for concept inventories.

Bringing Light to Science Undergraduate Students: A Successful Laboratory Experiment Illustrating the Principles and Applications of Bioluminescence

Although many laboratory experiments are available to illustrate spectrophotometric or fluorometric methods, few of them introduce the use of luminometry to students. Bioluminescence, a subtype of chemiluminescence, is produced when an enzyme-catalyzed chemical reaction gives rise to light emission. Despite the advantages of bioluminescent methods, including sensitivity and specificity, and their increasing use in experimental sciences and biomedical laboratories, their presence in courses is almost nonexistent. The luciferase-catalyzed enzymatic reaction has generated a myriad of practical applications, including those derived from the measurement of the ATP consumed in the reaction. In particular, the measurement of ATP levels in drinking or stored waters directly correlates with their bacteria content, facilitating the development of rapid methods for detecting bacterial contamination. This avoids the long waiting time associated with traditional microbiological methods, based on the growth of the microorganisms in a suitable culture medium. Over the past two years at the University of Malaga, we have implemented a new laboratory experiment for undergraduate chemistry and biochemistry students. In this experiment, students detected bacterial contamination in water by quantifying ATP with the luciferase-catalyzed reaction. The experiment was successfully implemented in two different formats, either as a full project developed by students throughout the entire duration of the academic course, or as a short protocol, carried out in a single laboratory session. Between them, a whole range of intermediate options could be arranged by educators to suit their course requirements and the learning objectives to be achieved by students.

Introducing Atomic Structure to First-Year Undergraduate Chemistry Students with an Immersive Virtual Reality Experience

The present technology report is aimed at demonstrating how the implementation of VR chemistry simulations of atomic structure enhances learning among students. MEL Chemistry VR lessons were incorporated into the classroom for 43 first-year undergraduate ITMO University students. The visualization techniques provided the learners with two important opportunities: (1) connecting the macroscopic and tangible component of chemistry with the submicroscopic component (the real world and the world of molecules) and (2) connecting the submicroscopic component of chemistry with the representational one (atomic structure and orbital diagrams). The results show that implementation of the VR experience into the atomic structure laboratory enhances the learning experience of the students.

Atividades experimentais investigativas e a habilidade de elaborar hipóteses na formação inicial de professores

Neste trabalho buscamos identificar as contribuições das atividades experimentais investigativas para o desenvolvimento da habilidade científica de projetar um experimento para testar uma hipótese durante a formação inicial de discentes de Licenciatura em Física e em Química. Realizamos uma pesquisa qualitativa com 20 participantes de cursos de uma Universidade Federal no Norte do Brasil. Por intermédio de uma oficina com experimentação investigativa no laboratório, os discentes elaboraram suas hipóteses e realizaram os experimentos para testá-las. Os dados foram coletados por meio de atividades escritas realizadas e entrevistas, as quais foram analisadas, respectivamente, por rubricas e pela Análise Textual Discursiva. Constatamos que as atividades experimentais investigativas são uma alternativa promissora para desenvolver a habilidade de elaborar hipótese, porém a pesquisa mostra que essa habilidade necessita ser trabalhada em atividades com maior tempo de duração.

ACS offers online course on chemical safety

The American Chemical Society Office of Safety Programs is offering an online course on chemical safety that’s free to the public. The target audience is undergraduate chemistry students who have c...

A produção sobre divulgação científica na formação inicial de professores de Química

Este trabalho tem como objetivo investigar a produção acadêmica com a temática divulgação científica (DC) na formação de licenciandos em Química, analisando os objetivos destes ao usar a DC, vantagens, limitações e lacunas sobre a temática e as perspectivas assumidas. A pesquisa é descritiva exploratória e teve como banco de dados a Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), no período de 2010 a 2020. A seleção dos trabalhos se deu em duas etapas, leitura do título e resumo, e para os selecionados, foi realizada leitura na íntegra e análise descritiva. Os trabalhos desenvolvem a ideia de que a DC é um recurso que pode contribuir em diferentes aspectos na formação do professor e favorecer uma visão mais adequada sobre o processo de produção do conhecimento científico. Consideramos que a DC apresenta potencialidades para o ensino de Química e ao ser inserido em sala de aula favorece uma visão mais adequada sobre processo de produção da ciência. Realçamos a necessidade de mais trabalhos que que investigam a DC no ensino de Química.

Phytochemical Analysis and Determination of the Chemical Composition of Larvicidal Extracts of Black Pepper (Piper nigrum L.) Waste: An Undergraduate Chemistry Experiment

A laboratory experiment was developed to introduce undergraduate chemistry students to the chemical characterization of agroindustrial waste extracts by gas chromatography–mass spectrometry (GC–MS). The students prepared hexane and dichloromethane extracts from black pepper (Piper nigrum L.) waste. GC–MS analysis revealed the possible presence of sesquiterpenes and piperine, compounds commonly found in P. nigrum fruits. During postlab discussion, the students were encouraged to search for information about the biological properties of the putatively identified compounds. Most students found that piperine shows larvicidal activity. Thus, an experiment was conducted by a postgraduate research group to investigate the larvicidal potential of P. nigrum waste extracts. From the results, the students concluded that the hexane extract had higher larvicidal activity than the dichloromethane extract. We also provided students with the opportunity to identify piperine using (+)-APCI FT-ICR MS spectra. The proposed experiment helped students to learn and practice GC–MS and stimulated them to search the scientific literature for solutions to environmental problems.

The analysis of content teaching materials: identification of potential for developing systems thinking skills in coordination chemistry

The purpose of this study is to analyze the content of the coordination chemistry teaching materials used by lecturers in chemistry undergraduate students education program at one of Islamic University in Cirebon. It should has a potential for the development of students’ systems thinking skills. The data used in form of teaching materials compiled by a team of lecturers and digital textbooks that consist of complex coordination compound matter. This study uses the Model of Educational Reconstruction (MER) limited to only phase one namely content structure analysis. Then the qualitative content analysis (QCA) of the Mayring model has been applied. The first stage of MER content analysis is carried out namely clarifying the conception of the material from scientists. The result of the qualitative contents analysis of coordination chemistry teaching materials used by the lecturers meet the criteria of indicators to develop students’ system thinking skills. The structure of the contents of this teaching material showed that in each part of the key concepts represent the ability to identify, organize, map the concepts involved in coordination compound bonds and analyze, predict the structure of coordination compounds. It has been found that 88.89% of teaching material has potential to develop all indicator of student’s system thinking. The result showed that the content of coordination chemistry teaching materials has an influence in developing students’ systems thinking skills.

Chemistry in Our Community: Strategies and Logistics Implemented to Provide Hands-On Activities to K–12 Students, Teachers, and Families

Service learning is a community-based educational approach where college students are connected to academic content through active participation in planned community experiences. Therefore, service learning is the form of civic engagement that we have used to connect Chemistry undergraduate students with K–12 students, teachers, and parents in our community. We have developed several outreach programs and hands-on experiences to use the knowledge and skills learned in Chemistry courses and laboratories to motivate more precollege students toward a positive attitude about Chemistry and science courses in general. Undergraduate students from the Department of Chemistry at California State University, Stanislaus have worked on several hands-on activities with fifth–eighth grade students at university laboratories and with second–fourth grade students at elementary school classrooms. Undergraduate students have learned to simplify difficult Chemistry concepts for the general audience, while they have encouraged young students to develop a positive attitude toward science and the pursuit of higher education in the STEM fields. In addition, undergraduate students involved in these activities are more motivated to succeed in their own academic career. This article explains how we have accomplished the development of Chemistry outreach activities and how undergraduate students are involved in the preparation of these events.

Measuring Changes in Undergraduate Chemistry Students’ Reasoning with Reaction Coordinate Diagrams: A Longitudinal, Multi-institution Study

The Reaction Coordinate Diagram Inventory (RCDI) was developed to measure chemistry students’ thinking and confidence when interpreting the kinetic and thermodynamic information encoded within reaction coordinate diagrams (RCDs). The RCDI was designed based upon analyses of qualitative data collected in semi-structured interviews with general chemistry students or organic chemistry students to ensure all items and distractors were grounded in students’ ideas and reasoning. A longitudinal, multi-institution research study was conducted using the RCDI to measure changes in undergraduate chemistry students’ reasoning with RCDs, and their confidence in doing so, at three points in time: (1) end of second-semester general chemistry, (2) beginning of first-semester organic chemistry, and (3) end of first-semester organic chemistry. The three institutions participating in this longitudinal study taught organic chemistry using either a traditional functional group curriculum or a mechanisms approach. Findings include evidence that individual students performed significantly better with significantly higher confidence as they progressed through courses, but that some RCD misconceptions, such as incorrectly assuming reaction progress indicates a time unit, are persistent throughout. Although two of the institutions taught organic chemistry using a mechanisms curriculum and one institution used the traditional functional group approach, no evidence exists of significant differences among students’ RCDI total score and average confidence across institutions.

Seizing the opportunity: Collaborative creation of academic integrity and information literacy LMS modules for undergraduate Chemistry

With the recent mass shift to an online environment in the university context and increases in course sizes, the need for online learning management system (LMS) content from departments, libraries, and writing services is at an all-time high. In particular, integrated course content is needed that addresses academic integrity and information literacy skills holistically.To ensure that a large number of first-year students would become aware of the resources and services available to them for research, writing, and academic integrity, a partnership between librarians, faculty, and writing support services has produced a series of scaffolded online learning opportunities for first-year undergraduate Chemistry students in their course LMS. The topics collaboratively identified to support students include: academic honesty and integrity, scientific writing, peer review, finding sources, reading academic chemistry articles, and citing using the American Chemical Society citation style.This column will describe and analyze the program development and implementation, make connections to resource development and promotion, and conclude with the limitations and next steps for growth. The developed materials have evolved over the years, and it is hoped that by sharing our experiences, others can see opportunities for online course content development through academic library partnerships.

Chemistry Laboratory Safety Signs Awareness Among Undergraduate Students in Rivers State

Chemistry laboratory instructions do not only provide students with practical experiences but also teaches students on hazardous materials/chemicals as well as laboratory safety signs so as to prevent or minimize harm in the laboratory. Consequently, the purpose of this research study was to investigate Rivers undergraduate students’ awareness level of safety signs in Chemistry laboratory. To this end, three research questions and two hypotheses guided the study. The study adopted analytic descriptive survey design. A total of 60 year three undergraduate students studying Chemistry Education (B.Sc. Ed) and Pure Chemistry (B.Sc.) were randomly drawn from three universities namely; University of Port Harcourt (Uniport), Rivers State University (RSU) and Ignatius Ajuru University of Education (IAUE) with each university contributing 20 students. A well validated and researchers constructed test instrument, titled, Chemistry Laboratory Test on Safety Signs (CLTSS) which had an internal reliability index of 0.94 via Cronbach Alpha was used for data collection in the study. The relevant data collected were subjected to simple percentages, mean, standard deviation, t-test and analysis of variance (One-way ANOVA) as statistical tools. The results of the study revealed that majority of the students misunderstood the definition of chemical hazards. In addition, they experienced confusion in matching chemicals commonly found in Chemistry laboratory (i.e., sodium hydroxide) and the meaning of chemical safety sign. An indication that students’ awareness level of safety signs is low. A second finding of the study showed that there is a difference in the awareness level of safety signs between Chemistry Education (B.Sc. Ed) students and their pure Chemistry (B.Sc.) counterpart, however, the difference was not significant statistically. Also, the finding showed that the awareness levels of safety signs among undergraduate Chemistry students are not significantly dependent on institutional types. Based on the findings of the study and the fact that the findings from this study provide basic information for teaching and learning, it was recommended among others that, lecturers in the course of teaching should promote students’ awareness of the proper handling, storage and disposal of hazardous materials/chemicals vis-à-vis their safety signs.

A Choose-Your-Own-Adventure-Style Virtual Lab Activity

Especially in the wake of the recent COVID-19 pandemic, which has caused universities across the globe to suspend in-person classes, online alternatives for laboratory activities are needed. Here, we report a choose-your-own-adventure (CYOA)-style activity, in which undergraduate general chemistry students influence the observed outcome of a prerecorded electrochemistry lab experiment. During the activity, students decide how to build an electrochemical cell by varying experimental parameters including electrode charge, power source voltage, and salt addition. We show evidence that students’ understanding of electrochemistry concepts improved after completing the CYOA-style activity. We propose that CYOA-style activities strike a good balance between the demand for instructor time and student opportunity to develop laboratory decision-making skills. We suggest the use of CYOA-style activities as a better alternative to simply having students watch prerecorded videos of laboratory experiments when a traditional in-laboratory activity is impossible.

Future medicinal chemists experience flow chemistry: optimization by experimental design of the limiting synthetic step to the antifungal drug econazole nitrate

A practical experience to showcase the potential of flow technology in the synthesis optimization of drugs has been developed and carried out by fourth year undergraduate students in Pharmaceutical Chemistry and Technology (CTF) at the University of Perugia. In particular, we present an experiment aimed at optimizing the monobromination reaction of 2′,4′-dichloroacetophenone, the limiting step to the synthesis of the antifungal drug econazole nitrate. Throughout the experiment, the students learn how to integrate flow chemistry and experimental design to expedite experimental screening and reaction optimization. Moreover, the students have the possibility to exploit the use of automation to improve data generation and reduce human intervention in repetitive, expensive or hazardous experiments.

Explanation of Substituent Effects on the Enolization of β-Diketones and β-Ketoesters

This article highlights some of the challenges in explaining simple substituent effects on keto–enol equilibria, particularly to an undergraduate audience. Quantum-chemical calculations were performed to identify the role of intramolecular hydrogen bonding, inductive effects due to electron-withdrawing groups, and cross-conjugation on the enolization of β-diketones and β-ketoesters. These insights could be applied by an instructor in order to enrich undergraduate chemistry students’ understanding of this fundamental reaction.

Evaluation of the students’ understanding of models in science (SUMS) for use in undergraduate chemistry

As chemistry education, and science education more broadly, have shifted to emphasize realistic scientific practices as an important component of education, a number of researchers have used the Students’ Understanding of Models in Science (SUMS) instrument to assess students’ knowledge about scientific models and modelling. SUMS has also been used in a number of studies to assess the efficacy of models- and modelling-focused curricular interventions on students’ epistemic knowledge of models and modelling in several contexts. In this study, we examine the functioning of the SUMS instrument in an introductory university-level chemistry context and present evidence regarding the validity of data produced using SUMS in this context. Data collected from university chemistry students were used to examine students’ response patterns. We also present results from factor analyses, which were used to investigate the internal structure of the SUMS. The results suggest that SUMS cannot be used to support claims about undergraduate chemistry students’ epistemic knowledge of scientific models and modelling.

A comparative study of Blended learning versus Conventional learning in higher education on the academic achievement of undergraduate students in the general chemistry course

The main goal of this study was to examine the impact of blended learning on the academic achievement of undergraduate students in the general chemistry (CHE101) course. The participants' learners of the study were (326) learners, who were randomly split into two groups, one of which taught by using blended learning (empirical group A, n = 163) and the other which with taught by using the conventional method (control group B, n = 163). To accomplish the objectives of the study, the researchers prepared the study tool, which is an achievement test, after confirming its validity and reliability. Data analyses showed that there is a statistically significant difference among the mean scores of learners in the two study groups on the achievement test, for the benefit of empirical group learners, who taught through blended learning. Moreover, the results revealed that achievement varied according to the College of the learners in the empirical group (in favor of those students of Pharmacy and Health Sciences College). However, there is no statistically significant difference in students according to the students’ gender variable and, according to the Academic year variable. The study recommended that blended learning be used more widely to cover different sectors of education.