A Cost-Effective Microfluidic Device to Teach the Principles of Electrophoresis and Electroosmosis

Electrophoresis is integral to analytical and biochemistry experiences in undergraduate education; however, fundamental principles of the method are often taught in upper-level laboratories through hands-on experiences. A laboratory activity is reported that teaches the concepts of electrophoretic mobility and electroosmotic flow. A single reuseable instrument, called a mini-E, costs 37 USD and consists of a DC power supply, a voltmeter, platinum electrodes, and a chip cast in polydimethylsiloxane. This activity uses common reagents costing only 0.02 USD per student. Experiments are devised that allow students to investigate the properties of electrophoretic flow and electroosmotic flow by separating the two commonly used food dyeing agents Brilliant Blue FCF and Allura Red AC in vinegar and in a solution of ammonium hydroxide. A dark-purple mixture of these dyes is separated into red and blue bands that are easily visualized. The migration order of the dyes differs when the separation is performed under conditions of reversed polarity and suppressed electroosmotic flow (vinegar) compared to conditions of normal polarity and active electroosmotic flow (ammonium hydroxide). When delivered to chemistry majors, students had a significant gain in their ability to apply the concepts of electroosmosis and electrophoresis to predict analyte migration. Although this activity targets upper-level chemistry content, it can also be adapted for other laboratory experiences.

A Day in the Life: Characterization of Doctoral Bench Research in Synthetic Chemistry Using Phenomenological Case Studies

Despite decades of reform efforts, STEM education continues to face calls for improvement, especially regarding the teaching laboratory. Establishing an empirical understanding of the types of hands-on, psychomotor skills that students need to learn to succeed in downstream careers could help ensure laboratory courses are promoting authentic learning. Therefore, this paper reports phenomenological grounded theory case studies characterizing the nature of benchwork in synthetic organic chemistry graduate research. Through first-person video data and retrospective interviews, the results illustrate how organic chemistry students use psychomotor skills to conduct doctoral research and where they acquired those skills. By understanding the role that psychomotor skills play in authentic benchwork and the role that teaching laboratories play in the development of those skills, chemical educators could revolutionize undergraduate laboratory experiences by enabling evidence-based incorporation of the psychomotor component into laboratory learning objectives.

Himic Anhydride: A Retro Diels-Alder Reaction for the Organic Laboratory and an Accompanying NMR Study

The thermal equilibration of himic anhydride [IUPAC (2-endo,3-endo)-bicyclo[2.2.1]hept-5-ene-2,3-dicarboxylic acid anhydride] to (2-exo,3-exo)-bicyclo[2.2.1]hept-5-ene-2,3-dicarboxylic acid anhydride and subsequent recrystallization of the exo-product can be performed as a standard undergraduate laboratory experiment requiring minimal equipment. The interpretation of the ¹H NMR spectra for these norbornene carboxylic anhydride molecules promotes an appreciation of constrained ring systems and factors that affect chemical shifts and coupling constants.

Measuring and Reducing Chemical Spills by Students: A Randomized Controlled Trial of Providing Feedback

The ability to handle chemicals safely is a key aspect of the learning development of students studying chemistry; however, there have been no previously reported investigations of the quantity of chemicals spilled by students during lab experiments. Therefore, the first part of this article reports the assessment of the volume of chemicals spilled by year 1 undergraduate chemistry students (n = 64) at a U.K. university during an existing chemical analysis practical designed to develop volumetric handling skills. The experiment was carried out on paper liners, allowing the areas of students' spills to be visible and quantified using calibrated spill volumes of liquid to determine the resultant spill area. The volume spilled by the student group was ca. 1.2% of that handled; however, the amount spilled by individual students ranged widely, from ca. 0.02% to ca. 10% of the volume handled. A feedback tool has been developed to allow laboratory demonstrators to rapidly quantify chemical spillage by individual students. This tool also provides the demonstrators with a framework to communicate the potential safety significance of the volume of chemical a student has spilled. A randomized controlled trial (RCT) was carried out to examine the effect of providing feedback to students on their chemical spillage during a subsequent experiment. From a cohort of 185 year 1 undergraduate students, 150 consented to be randomized (81%), and data was collected for 144 students (96% of those randomized). A Hodges-Lehmann estimator for the median change in volume spilled during the second experiment due to providing feedback on spillage during first experiment was a 50% decrease in volume spilled (95% confidence range: 0 to 80% decrease, Mann-Whitney U test p = 0.05). The RCT was a waiting list trial, with all student receiving feedback either during or after the RCT, with blinded assessment by the demonstrators assessing volume spilled for the RCT.

Implementing a Practical, Bachelor's-Level Design-Based Learning Course To Improve Chemistry Students' Scientific Dissemination Skills

This work presents an outline for a full-quartile design-based learning laboratory-based course suitable for final year Bachelor's students. The course has been run for 5 years in the department of Chemical Engineering and Chemistry. The course attempts to provide a complete laboratory experience for its students, including an authentic research project, experience in writing a research paper with realistic limitations of both space and time, and giving of a presentation appropriate for a scientific conference, finally culminating with a written exam, where the questions are based on the written reports and oral presentations of the other students, making the students also course "teachers". This article will discuss both the successful aspects of the course and point out the areas that still need improvement and provides enough information as to allow the transfer of the methodology to other educational curricula.