1
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Urbina A, Sridhara H, Scholtz A, Armani AM. Synthesis and Characterization of Superparamagnetic Iron Oxide Nanoparticles: A Series of Laboratory Experiments. J Chem Educ 2024; 101:2039-2044. [PMID: 38764938 PMCID: PMC11097384 DOI: 10.1021/acs.jchemed.3c00996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/27/2023] [Revised: 02/10/2024] [Accepted: 03/28/2024] [Indexed: 05/21/2024]
Abstract
The following laboratory procedure provides students with hands-on experience in nanomaterial chemistry and characterization. This three-day protocol is easy to follow for undergraduates with basic chemistry or materials science backgrounds and is suitable for inclusion in upper-division courses in inorganic chemistry or materials science. Students use air-free chemistry procedures to synthesize and separate iron oxide magnetic nanoparticles and subsequently modify the nanoparticle surface by using a chemical stripping agent. The morphology and chemical composition of the nanoparticles are characterized using electron microscopy and dynamic light scattering measurements. Additionally, magnetic characterization of the particles is performed using an inexpensive open-source (3D-printed) magnetophotometer. Possible modifications to the synthesis procedure, including the incorporation of dopants to modify the magnetic response and alternative characterization techniques, are discussed. The three-day synthesis, purification, and characterization laboratory will prepare students with crucial skills for advanced technology industries such as semiconductor manufacturing, nanomedicine, and green chemistry.
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Affiliation(s)
- Armando
D. Urbina
- Mork
Family Department of Chemical Engineering and Materials Science, University of Southern California, Los Angeles, California 90089, United States
| | - Hari Sridhara
- Mork
Family Department of Chemical Engineering and Materials Science, University of Southern California, Los Angeles, California 90089, United States
| | - Alexis Scholtz
- Alfred
E. Mann Department of Biomedical Engineering, University of Southern California, Los Angeles, California 90089, United States
| | - Andrea M. Armani
- Mork
Family Department of Chemical Engineering and Materials Science, University of Southern California, Los Angeles, California 90089, United States
- Alfred
E. Mann Department of Biomedical Engineering, University of Southern California, Los Angeles, California 90089, United States
- Ellison
Institute of Technology, Los Angeles, California 90064, United States
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2
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Benjamín-Rivera J, Otero MP, Tinoco AD. Reinforcing Protein Biochemistry: A Two-Week Experiment Studying Iron(III) Binding by the Transferrin Protein through Stoichiometric Determination, Stability Analysis, and Visualization of the Binding Site. J Chem Educ 2024; 101:1656-1664. [PMID: 38654892 PMCID: PMC11033862 DOI: 10.1021/acs.jchemed.3c01016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/04/2023] [Revised: 02/29/2024] [Accepted: 03/01/2024] [Indexed: 04/26/2024]
Abstract
The two-week protein biochemistry experience described herein focuses on reinforcing key biochemical concepts and achieving significant learning domain accomplishments for students (Content Knowledge, Logical Mathematical Reasoning, Visualization, Information Literacy, and Knowledge Integration) and valuable teaching opportunities for instructors. The experience encompasses an exploration of the transport protein serum transferrin as an important regulator of Fe(III) biochemistry and incorporates techniques to assess protein-metal stoichiometry and protein stability and to perform molecular visualization. Students gain practical experience in utilizing spectrophotometric analysis for constructing stoichiometric curves, in performing urea-PAGE, and in applying the PyMOL program to evaluate metal coordination at a protein binding site and the associated protein structural change. The learning and teaching accomplishments provide valuable skills that can be extended into research and translated to other teaching formats.
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Affiliation(s)
- Josué
A. Benjamín-Rivera
- Department
of Chemistry, University of Puerto Rico, Río Piedras Campus, Río Piedras, Puerto Rico 00931, United States
| | - Mariela Pérez Otero
- Department
of Biology, University of Puerto Rico, Río Piedras Campus, Río Piedras, Puerto Rico 00931, United States
| | - Arthur D. Tinoco
- Department
of Chemistry, University of Puerto Rico, Río Piedras Campus, Río Piedras, Puerto Rico 00931, United States
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3
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Patel A, Arik M, Sarkar A. An Undergraduate Laboratory Module Integrating Organic Chemistry and Polymer Science. J Chem Educ 2024; 101:1686-1695. [PMID: 38617818 PMCID: PMC11008100 DOI: 10.1021/acs.jchemed.3c01194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/19/2023] [Revised: 03/10/2024] [Accepted: 03/12/2024] [Indexed: 04/16/2024]
Abstract
Polymer science is receiving wider acceptance in the organic chemistry community; thus, it is imperative to include it in the undergraduate organic chemistry curriculum. Despite the ever-increasing popularity of the topic of polymer chemistry in undergraduate curricula, a comprehensive laboratory experiment module describing a polypeptide synthesis by ring-opening polymerization of N-carboxyanhydride (NCA ROP) and a homopolymer synthesis by activators-regenerated by electron-transfer for atom transfer radical polymerization (ARGET ATRP) has yet to be proposed. Herein, we report a semester-long, ten week undergraduate laboratory module focusing on the synthesis and analytical characterization of polyalanine and polystyrene for an advanced organic chemistry class. Students received hands-on-experiences in synthesizing polymers followed by their characterization via proton nuclear magnetic resonance (1H NMR) spectroscopy, electrospray ionization-mass spectrometry (ESI-MS), gel permeation chromatography (GPC), thermogravimetry (TGA), differential scanning calorimetry (DSC), and transmission electron microscopy (TEM), which are not well-presented in the typical organic chemistry curricula. These engaging hands-on lessons in the newly designed laboratory module not only increase students' interests in an interdisciplinary environment of organic chemistry and polymer science but also cultivate their research interests and communication skills and promote critical thinking.
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Affiliation(s)
- Arya Patel
- Department of Chemistry &
Biochemistry, Montclair State University, Montclair, New Jersey 07043, United States
| | - Michael Arik
- Department of Chemistry &
Biochemistry, Montclair State University, Montclair, New Jersey 07043, United States
| | - Amrita Sarkar
- Department of Chemistry &
Biochemistry, Montclair State University, Montclair, New Jersey 07043, United States
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4
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Griffin A, Smith N, Robertson M, Nunez B, McCraw J, Chen H, Qiang Z. Research Experiences via Integrating Simulations and Experiments (REVISE): A Model Collaborative Research Project for Undergraduate Students in CO 2 Sorbent Design. J Chem Educ 2024; 101:1096-1105. [PMID: 38495615 PMCID: PMC10938636 DOI: 10.1021/acs.jchemed.3c01153] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Revised: 02/04/2024] [Accepted: 02/09/2024] [Indexed: 03/19/2024]
Abstract
Undergraduate research experiences are an instrumental component of student development, increasing conceptual understanding, promoting inquiry-based learning, and guiding potential career aspirations. Moving one step further, as research continues to become more interdisciplinary, there exists potential to accelerate student growth by granting additional perspectives through collaborative research. This study demonstrates the utilization of a model collaborative research project, specifically investigating the development of sorbent technologies for efficient CO2 capture, which is an important research area for improving environmental sustainability. A model CO2 sorbent system of heteroatom-doped porous carbon is utilized to enable students to gain knowledge of adsorption processes, through combined experimental and computational investigations and learnings. A particular emphasis is placed on creating interdisciplinary learning experiences, exemplified by using density functional theory (DFT) to understand molecular interactions between doped carbon surfaces and CO2 molecules as well as explain underlying physical mechanisms that govern experimental results. The experimental observations about CO2 sorption performance of doped ordered mesoporous carbons (OMCs) can be correlated with simulation results, which can explain how the presence of heteroatom functional groups impact the ability of porous carbon to selectively adsorb CO2 molecules. Through an inquiry-focused approach, students were observed to couple interdisciplinary results to construct holistic explanations, while developing skills in independent research and scientific communications. This collaborative research project allows students to obtain a deeper understanding of sustainability challenges, cultivate confidence in independent research, prepare for future career paths, and most importantly, be exposed to strategies employing interdisciplinary research approaches to address scientific challenges.
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Affiliation(s)
- Anthony Griffin
- School
of Polymer Science and Engineering, The
University of Southern Mississippi, 118 College Drive, #5050, Hattiesburg, Mississippi 39406, United States
| | - Neziah Smith
- Department
of Science, Copiah-Lincoln Community College
Natchez Campus, 11 Co-Lin
Circle, Natchez, Mississippi 39120, United States
| | - Mark Robertson
- School
of Polymer Science and Engineering, The
University of Southern Mississippi, 118 College Drive, #5050, Hattiesburg, Mississippi 39406, United States
| | - Bianca Nunez
- Department
of Chemistry and Department of Physics and Astronomy, The University of Texas Rio Grande Valley, 1201 W. University Drive, Edinburg, Texas 78539, United States
| | - Jacob McCraw
- School
of Science and Engineering, Jones County
Junior College, 900 S. Court Street, Ellisville, Mississippi 39437, United States
| | - Haoyuan Chen
- Department
of Chemistry and Department of Physics and Astronomy, The University of Texas Rio Grande Valley, 1201 W. University Drive, Edinburg, Texas 78539, United States
| | - Zhe Qiang
- School
of Polymer Science and Engineering, The
University of Southern Mississippi, 118 College Drive, #5050, Hattiesburg, Mississippi 39406, United States
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5
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Wommack A, Holloway AB, Stallings KA, Lundin PM. Scaling the Process Chemistry of a COVID-19 Antiviral Pharmaceutical Down for a Multistep Synthesis Experiment in the Undergraduate Teaching Laboratory. J Chem Educ 2024; 101:1211-1217. [PMID: 38495616 PMCID: PMC10938635 DOI: 10.1021/acs.jchemed.3c00999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Revised: 01/11/2024] [Accepted: 01/16/2024] [Indexed: 03/19/2024]
Abstract
Molnupiravir is an orally bioavailable direct acting antiviral agent that received emergency use authorization in late 2021 from the FDA for the treatment of patients with mild, moderate, or severe COVID-19. This prodrug is metabolized into a ribonucleoside that is incorporated into the viral RNA during replication. Its tautomerization between cytidine- and uridine-like forms ultimately causes multiple irreversible errors in the genetic code of the virus, which prevents successful viral replication. There are multiple process chemistry routes for molnupiravir synthesis published in the literature that attempt to maximize synthetic yield while minimizing cost and waste, which are goals similar to those of an implementable educational laboratory experiment for the teaching laboratory. We have developed a multiweek laboratory module for undergraduate students in which students conduct a multistep synthesis of molnupiravir. Specifically, our Organic Chemistry II Laboratory students performed the final two steps of molnupiravir synthesis using procedures derived directly from the published process chemistry literature. We utilized this opportunity to introduce students to reading and interpreting these primary experimental sources. Students obtained authentic characterization data via high pressure liquid chromatography (HPLC) and nuclear magnetic resonance (NMR) spectroscopy to assess the conversion and purity of their products at each synthetic step. We report our in-lab activities and student generated data as well as suggestions for how this laboratory experiment could be tailored to meet similar learning objectives in other courses, such as medicinal chemistry or capstone laboratory courses, and as a function of available instrumentation.
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Affiliation(s)
- Andrew
J. Wommack
- Department
of Chemistry, High Point University, High Point, North Carolina 27268, United States
- Cambrex, High Point, North Carolina 27265, United States
| | - Aaliyah B. Holloway
- Department
of Chemistry, High Point University, High Point, North Carolina 27268, United States
| | - Kaitlyn A. Stallings
- Department
of Chemistry, High Point University, High Point, North Carolina 27268, United States
| | - Pamela M. Lundin
- Department
of Chemistry, High Point University, High Point, North Carolina 27268, United States
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6
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Rowe L. Comparing Learning Outcomes and Student and Instructor Perceptions of a Simultaneous Online versus In-Person Biochemistry Laboratory Course. J Chem Educ 2024; 101:882-891. [PMID: 38495613 PMCID: PMC10938634 DOI: 10.1021/acs.jchemed.3c00571] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/14/2023] [Revised: 01/12/2024] [Accepted: 01/16/2024] [Indexed: 03/19/2024]
Abstract
This article compares the learning outcomes and student perceptions of a one semester undergraduate biochemistry laboratory course that was taught using either a fully online or a fully in-person teaching modality. The semester long biochemistry laboratory mimicked the work sequence a researcher would encounter when transforming a plasmid containing a gene for a recombinant protein (superfolder green fluorescent protein, sf-GFP) and then purifying, identifying, and characterizing that protein. The two modalities of the course were completed in the same semester, by the same instructor, in which students self-selected into which modality they preferred at the beginning of the semester. Students in the in-person section reported enjoying the laboratory course more than the online cohort of students and found it to be less time-consuming. Additionally, a survey of biochemistry laboratory instructors from across the United States, who had experience teaching both online and in-person biochemistry laboratories, indicated that the majority of instructors that responded to the survey preferred the in-person modality: believing them to be more effective and engaging for the students, more enjoyable, and less time-consuming for the instructor. Statistical analysis of formative and summative assessments indicated no significant difference in non-hands-on student learning objective and learning goal scores between the two groups, but the small number of students and instructors in this study limits the generalizability of these results.
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Affiliation(s)
- Laura Rowe
- Department of Chemistry, Eastern
Kentucky University, Richmond, Kentucky 40475, United States
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7
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Andrews S, Paul P, Chaari A. A cord of four strands: Perspective of pre-medical and medical students on combined teaching modalities in undergraduate biochemistry. Biochem Mol Biol Educ 2024; 52:82-92. [PMID: 37792403 DOI: 10.1002/bmb.21791] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Revised: 08/14/2023] [Accepted: 09/22/2023] [Indexed: 10/05/2023]
Abstract
Despite being a traditional coursework for pre-medical and medical students around the globe, biochemistry education suffers from a lack of positive appreciation due to the nature of the subject combined with deficiency of teaching modalities. A first semester biochemistry course was designed to include four different teaching modalities: lectures, recitations, case studies, and student presentations. A multi-item, anonymous, and voluntary questionnaire was distributed to students who had just completed the course and to those who had taken it the previous year. The questionnaire asked students to evaluate the course and how the different modalities affected their learning. These questionnaires took place in a two-year period between 2020 and 2021. Eighty-six (46%) of 186 total students responded. The vast majority of respondents agreed with the use of multimodal teaching techniques with respect to its impact on overall preparedness for future coursework, understanding, and enjoyability. Lectures and recitations were found to be the most useful in information retention and learning, although the same were found to be less enjoyable than other modalities. Although case studies and presentations were found to be enjoyable, most students ranked them low in terms of information retention and were the most voted to be removed from the course. There was general agreement between premedical and medical students' perception on the usefulness of the multimodal teaching techniques with respect to medical biochemistry modules and standardized exams. The agreement between cohorts suggests the premedical students accurately evaluated the usefulness of the course for the following year and validates the usefulness of the premedical student surveys. Use of multiple modalities in biochemistry education can be of substantial benefit in engaging and preparing students for further education.
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Affiliation(s)
- Simeon Andrews
- Premedical Education Division, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Pradipta Paul
- Premedical Education Division, Weill Cornell Medicine-Qatar, Doha, Qatar
| | - Ali Chaari
- Premedical Education Division, Weill Cornell Medicine-Qatar, Doha, Qatar
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8
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Todorov J, McCarty GS, Sombers LA. Exploring Electrochemistry: A Hydrogen Peroxide Sensor Based on a Screen-Printed Carbon Electrode Modified with Prussian Blue. J Chem Educ 2023; 100:4853-4859. [PMID: 38106547 PMCID: PMC10720612 DOI: 10.1021/acs.jchemed.3c00844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 10/12/2023] [Accepted: 10/16/2023] [Indexed: 12/19/2023]
Abstract
There is an increasing need for fundamental electrochemistry concepts to be taught in the undergraduate curriculum, given the broad applicability of electrochemical technologies in addressing a wide range of global issues from critical energy shortages to real-time medical diagnostics. However, many electrochemical concepts are often taught in disparate laboratory experiments, spread out through the curriculum, which can be intimidating to students (and instructors). This experiment, which has been tested and optimized in the undergraduate classroom over multiple semesters, covers a wide range of electrochemistry topics in realizing the construction of a hydrogen peroxide (H2O2) sensor that is based on Prussian blue electrochemistry. The experiment introduces the fundamentals of cyclic voltammetry by prompting students to distinguish faradaic and capacitive components of voltammograms and to investigate their relationship with scan rate as per electrochemical theory. Students also evaluate electrocatalysis through electrodeposition of a thin film of Prussian blue on the sensor surface and the effects of this modification on electron transfer and sensor performance. Finally, students combine amperometric measurements with the method of standard additions to determine H2O2 concentrations in an unknown sample. Overall, this experiment offers an integrated and cohesive experience that connects many important electroanalytical concepts that are often taught individually into one 3 h, hands-on laboratory experiment that requires minimal resources.
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Affiliation(s)
- Jovica Todorov
- Department
of Chemistry, Comparative Medicine Institute, North Carolina
State University, Raleigh, North Carolina 27695, United States
| | - Gregory S. McCarty
- Department
of Chemistry, Comparative Medicine Institute, North Carolina
State University, Raleigh, North Carolina 27695, United States
| | - Leslie A. Sombers
- Department
of Chemistry, Comparative Medicine Institute, North Carolina
State University, Raleigh, North Carolina 27695, United States
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9
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Khan MA, Harrison TG, Wajrak M, Grimshaw M, Schofield KG, Trew AJ, Johal K, Morgan J, Shallcross KL, Sewry JD, Davies-Coleman MT, Shallcross DE. Flipping the Thinking on Equality, Diversity, and Inclusion. Why EDI Is Essential for the Development and Progression of the Chemical Sciences: A Case Study Approach. J Chem Educ 2023; 100:4279-4286. [PMID: 38028751 PMCID: PMC10653219 DOI: 10.1021/acs.jchemed.3c00364] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/25/2023] [Revised: 09/22/2023] [Indexed: 12/01/2023]
Abstract
All learners have a contribution to make to the development of the Chemical Sciences, be that in novel ways to teach, and their perspectives and contexts, but also in research, both in chemical education and the wider Chemical Sciences. Through four case studies, this paper explores interactions with diverse groups and how this has altered perspectives on both teaching and research. The case studies include work with visually impaired adults, a project bringing together First Peoples in Australia with academics to explore old ways (traditional science) and new ways (modern approaches), primary (elementary) school perspectives on teaching science, and a project in South Africa to connect university and township communities. Not only do these case studies demonstrate the immense value these diverse groups bring to our understanding about how to learn, but they also bring new perspectives on how to view and solve chemical problems.
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Affiliation(s)
- M. Anwar
H. Khan
- School
of Chemistry, Cantock’s Close, University
of Bristol, Bristol BS8 1TS, United
Kingdom
| | - Timothy G. Harrison
- School
of Chemistry, Cantock’s Close, University
of Bristol, Bristol BS8 1TS, United
Kingdom
| | - Magdalena Wajrak
- School
of Science, 270 Joondalup Drive, Edith Cowan
University, Perth, WA 6027, Australia
| | - Michele Grimshaw
- Primary
Science Teaching Trust, 12 Whiteladies Road, Bristol BS8 1PD, United Kingdom
| | - Kathy G. Schofield
- Primary
Science Teaching Trust, 12 Whiteladies Road, Bristol BS8 1PD, United Kingdom
| | - Alison J. Trew
- Primary
Science Teaching Trust, 12 Whiteladies Road, Bristol BS8 1PD, United Kingdom
| | - Kulvinder Johal
- Primary
Science Teaching Trust, 12 Whiteladies Road, Bristol BS8 1PD, United Kingdom
| | - Jeannette Morgan
- Primary
Science Teaching Trust, 12 Whiteladies Road, Bristol BS8 1PD, United Kingdom
| | - Karen. L. Shallcross
- School
of Chemistry, Cantock’s Close, University
of Bristol, Bristol BS8 1TS, United
Kingdom
| | - Joyce D. Sewry
- Department
of Chemistry, Rhodes University, Makhanda 6139, South Africa
| | - Michael T. Davies-Coleman
- Department
of Chemistry, Robert Sobukwe Drive, University
of Western Cape, Bellville 7535, South Africa
| | - Dudley E. Shallcross
- School
of Chemistry, Cantock’s Close, University
of Bristol, Bristol BS8 1TS, United
Kingdom
- Department
of Chemistry, Robert Sobukwe Drive, University
of Western Cape, Bellville 7535, South Africa
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10
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Zhang Z, Gautam A, Lim SM, Hilty C. Analysis of Large Data Sets in a Physical Chemistry Laboratory NMR Experiment Using Python. J Chem Educ 2023; 100:4109-4113. [PMID: 38357475 PMCID: PMC10862468 DOI: 10.1021/acs.jchemed.3c00586] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/17/2023] [Revised: 09/01/2023] [Indexed: 02/16/2024]
Abstract
We describe an update to an experiment demonstrating low-field NMR spectroscopy in the undergraduate physical chemistry laboratory. A Python-based data processing and analysis protocol is developed for this experiment. The Python language is used in fillable worksheets in the notebook software JupyterLab, providing an interactive means for students to work with the measured data step by step. The protocol teaches methods for the analysis of large data sets in science or engineering, a topic that is absent from traditional chemistry curricula. Python is among the most widely used modern tools for data analysis. In addition, its open-source nature reduces the barriers for adoption in an educational laboratory.
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Affiliation(s)
- Zefan Zhang
- Department of Chemistry, Texas A&M University, 3255 TAMU, College Station, Texas 77843, United States
| | - Anshul Gautam
- Department of Chemistry, Texas A&M University, 3255 TAMU, College Station, Texas 77843, United States
| | - Soon-Mi Lim
- Department of Chemistry, Texas A&M University, 3255 TAMU, College Station, Texas 77843, United States
| | - Christian Hilty
- Department of Chemistry, Texas A&M University, 3255 TAMU, College Station, Texas 77843, United States
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11
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Bone J, Jenkins JL. Understanding Polymer Electrodeposition and Conducting Polymer Modified Electrodes Using Electrochemistry, Spectroscopy, and Scanning Probe Microscopy. J Chem Educ 2023; 100:4062-4071. [PMID: 37840821 PMCID: PMC10571039 DOI: 10.1021/acs.jchemed.3c00656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/05/2023] [Revised: 08/27/2023] [Indexed: 10/17/2023]
Abstract
Conducting polymers are critically important materials in organic electronic platforms relevant to sustainability (organic photovoltaics and organic light-emitting diodes) and wearable electronics (organic electrochemical transistors). However, most chemistry students do not receive formal training in the fundamental properties and extensive characterization of these fascinating materials. Described here are four scaffolded learning modules adapted from the primary literature and designed to build the fundamental understanding and practical skills necessary for productive contribution to emerging research in the field of conducting polymers and conducting polymer modified electrodes (CPMEs). These activities were performed by first-year chemistry graduate students and have been used in the lab to orient and equip new student researchers with the electrochemical, spectroscopic, and spectroelectrochemical skillsets central to working in CPMEs. First year master's students and undergraduate student researchers worked individually to complete data collection, analysis, and interpretation over three 4 h periods with additional time for sample preparation and imaging. Alternatively, one or more of these modules can be adapted and performed by pairs or groups of three over two 4 h lab periods as part of an undergraduate course such as instrumental analysis, polymers, and macromolecules, or as a capstone experience; instructions for these and other modifications are as described herein. If lab equipment and/or available time are limiting factors, sufficient sample data are provided for use as dry laboratories. Through completion of these modules, student researchers learn how to build chemically rational explanations for the electrochemical and spectroscopic signals, to collectively examine data from multiple complementary characterization techniques, and to extract enabling structure-property relationships, all while coming to see themselves as researchers and members of a worldwide scientific community.
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Affiliation(s)
- Jessica
M. Bone
- Department of Chemistry, Eastern Kentucky University, Richmond, Kentucky 40475, United States
| | - Judith L. Jenkins
- Department of Chemistry, Eastern Kentucky University, Richmond, Kentucky 40475, United States
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12
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Chu C, Dewey JL, Zheng W. An Inorganic Chemistry Laboratory Technique Course using Scaffolded, Inquiry-Based Laboratories and Project-Based Learning. J Chem Educ 2023; 100:3500-3508. [PMID: 37720518 PMCID: PMC10501116 DOI: 10.1021/acs.jchemed.3c00547] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Revised: 07/18/2023] [Indexed: 09/19/2023]
Abstract
To enhance students' learning and help them understand the whole picture of the field of inorganic chemistry, an inorganic laboratory technique course was designed that uses scaffolded, inquiry-based lab experiments and project-based learning. The scaffolded, inquiry-based laboratories taught in the first 8 weeks of the course helped students better understand the aim of each lab and how to apply each lab technique to a bigger research project. The laboratory experiments also included opportunities for cooperative and collaborative learning through student group work and feedback. To further develop students' independent research skills, we implemented project-based learning in the second part of the course (last 4 weeks), in which students develop a research proposal based on independent literature research and the laboratory techniques they learned from the course. Pilot data suggest that the course helped improve students' interest in inorganic chemistry, science self-efficacy, and science identity. Additionally, students reported that both the scaffolded, inquiry-based laboratories and the project-based learning module enhanced their problem-solving and critical thinking skills.
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Affiliation(s)
- Chun Chu
- Department
of Chemistry, Syracuse University, Syracuse, New York 13244, United States
| | - Jessica L. Dewey
- Duke
Learning Innovation, Duke University, Durham, North
Carolina 27708, United States
| | - Weiwei Zheng
- Department
of Chemistry, Syracuse University, Syracuse, New York 13244, United States
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13
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Saura-Sanmartin A, Lopez-Sanchez J, Lopez-Leonardo C, Pastor A, Berna J. Exploring the Chemistry of the Mechanical Bond: Synthesis of a [2]Rotaxane through Multicomponent Reactions. J Chem Educ 2023; 100:3355-3363. [PMID: 37720524 PMCID: PMC10501439 DOI: 10.1021/acs.jchemed.3c00163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 07/10/2023] [Indexed: 09/19/2023]
Abstract
The synthesis of a [2]rotaxane through three- or five-component coupling reactions has been adapted to an organic chemistry experiment for upper-division students. The experimental procedure addresses the search for the most favorable reaction conditions for the synthesis of the interlocked compound, which is obtained in a yield of up to 71%. Moreover, the interlocked nature of the rotaxane is proven by NMR spectroscopy. The content of the sessions has been designed on the basis of a proactive methodology whereby upper-division undergraduate students have a dynamic role. The laboratory experience not only introduces students to the chemistry of the mechanical bond but also reinforces their previous knowledge of basic organic laboratory procedures and their skills with structural elucidation techniques such as NMR and FT-IR spectroscopies. The experiment has been designed in such a customizable way that both experimental procedures and laboratory material can be adapted to a wide range of undergraduate course curricula.
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Affiliation(s)
- Adrian Saura-Sanmartin
- Departamento de Química
Orgánica, Facultad de Química, Regional Campus of International
Excellence “Campus Mare Nostrum”, Universidad de Murcia, E-30100 Murcia, Spain
| | - Jorge Lopez-Sanchez
- Departamento de Química
Orgánica, Facultad de Química, Regional Campus of International
Excellence “Campus Mare Nostrum”, Universidad de Murcia, E-30100 Murcia, Spain
| | - Carmen Lopez-Leonardo
- Departamento de Química
Orgánica, Facultad de Química, Regional Campus of International
Excellence “Campus Mare Nostrum”, Universidad de Murcia, E-30100 Murcia, Spain
| | - Aurelia Pastor
- Departamento de Química
Orgánica, Facultad de Química, Regional Campus of International
Excellence “Campus Mare Nostrum”, Universidad de Murcia, E-30100 Murcia, Spain
| | - Jose Berna
- Departamento de Química
Orgánica, Facultad de Química, Regional Campus of International
Excellence “Campus Mare Nostrum”, Universidad de Murcia, E-30100 Murcia, Spain
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14
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Wolfe AL, Steed PR. Generating Publishable Data from Course-Based Undergraduate Research Experiences in Chemistry. J Chem Educ 2023; 100:3419-3424. [PMID: 37720522 PMCID: PMC10501119 DOI: 10.1021/acs.jchemed.3c00354] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 07/21/2023] [Indexed: 09/19/2023]
Abstract
Embedding Course-based Undergraduate Research Experiences (CUREs) into chemistry curricula has become a best practice due to the overwhelming evidence that these experiences deepen students' content comprehension, improve students' problem-solving skills, and increase retention within the major. For these reasons, faculty are often encouraged to develop CUREs for their courses, which typically take a substantial amount of effort and administrative/financial support. To justify these efforts, one of the most cited benefits of CURE development for faculty specifically is that they can pilot research projects and publish data produced during CUREs in scientific publications. However, there is less evidence in the literature that these benefits commonly occur. Based on direct upper-level, interdisciplinary CURE development experience and a national survey of faculty across institution types, it is clear that translating CURE data into publishable science is quite challenging due to several common barriers. Barriers identified include the need for follow up data that must be generated by either the faculty or a research student, the lack of reproducibility of data generated by novice students, and the lack of faculty time to write the manuscripts. Additionally, institution type (private vs public non-PhD granting; non-PhD granting vs PhD granting), faculty rank, and CURE level (lower vs upper-level courses), among other factors, impacted the likelihood of publication of CURE data. Based on these results and experiences, best practices for maximizing positive outcomes for both students and faculty with regard to CURE design and implementation have been developed.
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Affiliation(s)
- Amanda L. Wolfe
- Department of Chemistry and
Biochemistry, University of North Carolina
Asheville, Asheville, North Carolina 28804, United States
| | - P. Ryan Steed
- Department of Chemistry and
Biochemistry, University of North Carolina
Asheville, Asheville, North Carolina 28804, United States
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15
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Light K, Brooks J, Choi YS. Manipulative-based Activity Using Pop Beads for Demonstration of Sanger Sequencing. J Chem Educ 2023; 100:3138-3143. [PMID: 37577455 PMCID: PMC10414030 DOI: 10.1021/acs.jchemed.3c00177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2023] [Revised: 06/28/2023] [Indexed: 08/15/2023]
Abstract
Sanger sequencing, also known as dideoxy sequencing, is a widely used method for DNA sequencing, particularly for cloned plasmids and clinical samples. This technique requires a combination of essential biochemistry skills, such as a chain-termination reaction, gel electrophoresis, and fluorescence detection. Unfortunately, there is a lack of activities that replicate the Sanger sequencing process for students to learn and practice these skills. To address this issue, a manipulative-based Sanger sequencing activity was developed that incorporates colorful pop beads to demonstrate a chain-termination reaction, separation of products, and fluorescence detection. The beads represent deoxynucleotides and dideoxynucleotides, allowing for a visual representation of DNA fragment generation. This kinesthetic learning activity offers a high visual impact for students, aiding in their understanding of the Sanger sequencing process, and can also be used to illustrate polymerase chain reaction (PCR)-based techniques.
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Affiliation(s)
- Kylie Light
- School of Natural Sciences, Black Hills State University, Spearfish, South Dakota 57799, United States
| | - Jordan Brooks
- School of Natural Sciences, Black Hills State University, Spearfish, South Dakota 57799, United States
| | - Yun-Seok Choi
- School of Natural Sciences, Black Hills State University, Spearfish, South Dakota 57799, United States
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16
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Millard JT, Peck RF, Beachy TM, Hepburn VL. Fermentation Gone Wild: A Biochemistry Laboratory Experiment. J Chem Educ 2023; 100:3076-3080. [PMID: 37577454 PMCID: PMC10413941 DOI: 10.1021/acs.jchemed.3c00499] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Revised: 07/11/2023] [Indexed: 08/15/2023]
Abstract
An experiment for the upper-level biochemistry laboratory is described in which students isolate a wild yeast from environmental sources and characterize the strain for its potential in the brewing industry. In addition to providing valuable experience in important biochemical techniques, this study also illustrates key principles of bioprospecting, the search for new biological sources with potential commercial or scientific value. By foraging for yeast in the wild, students explore the microbial diversity of their local environment and potentially find untapped sources of yeast that produce novel flavors and aromas. Overall, students engage with hands-on experience in bioprospecting, allowing them to appreciate the value of exploring biological diversity and its potential applications in the brewing industry.
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Affiliation(s)
- Julie T. Millard
- Departments
of Chemistry and Biology, Colby College, Waterville, Maine 04901, United States
| | - Ronald F. Peck
- Departments
of Chemistry and Biology, Colby College, Waterville, Maine 04901, United States
| | - Tina M. Beachy
- Departments
of Chemistry and Biology, Colby College, Waterville, Maine 04901, United States
| | - Victoria L. Hepburn
- Departments
of Chemistry and Biology, Colby College, Waterville, Maine 04901, United States
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17
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Shaffer T, Herrada CU, Walker AM, Casto-Boggess LD, Holland LA, Johnson TR, Jones ME, Elshamy YS. A Cost-Effective Microfluidic Device to Teach the Principles of Electrophoresis and Electroosmosis. J Chem Educ 2023; 100:2782-2788. [PMID: 37455796 PMCID: PMC10339723 DOI: 10.1021/acs.jchemed.2c01028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Revised: 05/26/2023] [Indexed: 07/18/2023]
Abstract
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.
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Affiliation(s)
- Tyler
A. Shaffer
- C.
Eugene Bennett Department of Chemistry, West Virginia University, Morgantown, West Virginia 26505, United States
| | - Carlos U. Herrada
- Department
of Chemistry, St. Norbert College, De Pere, Wisconsin 54115, United States
| | - Avery M. Walker
- C.
Eugene Bennett Department of Chemistry, West Virginia University, Morgantown, West Virginia 26505, United States
| | - Laura D. Casto-Boggess
- C.
Eugene Bennett Department of Chemistry, West Virginia University, Morgantown, West Virginia 26505, United States
| | - Lisa A. Holland
- C.
Eugene Bennett Department of Chemistry, West Virginia University, Morgantown, West Virginia 26505, United States
| | - Timothy R. Johnson
- C.
Eugene Bennett Department of Chemistry, West Virginia University, Morgantown, West Virginia 26505, United States
| | - Megan E. Jones
- C.
Eugene Bennett Department of Chemistry, West Virginia University, Morgantown, West Virginia 26505, United States
| | - Yousef S. Elshamy
- C.
Eugene Bennett Department of Chemistry, West Virginia University, Morgantown, West Virginia 26505, United States
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18
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Zhang W, Liu R, Shi Y, Xing H, Zhang J. Hybrid Model Teaching in the Postepidemic Period: From Nucleic Acid to Antigen for the Fluorescence Analysis of SARS-CoV-2. J Chem Educ 2023; 100:2339-2346. [PMID: 37552782 PMCID: PMC10184538 DOI: 10.1021/acs.jchemed.2c00868] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 04/08/2023] [Indexed: 08/10/2023]
Abstract
Owing to the global spread of the coronavirus disease 2019 (COVID-19), education has shifted to distance online learning, whereas some face-to-face courses have been resumed with the improvement of the outbreak prevention and management situation, including a laboratory course for senior undergraduate students in chemical biology. Here, we present an innovative chemical biology experiment covering COVID-19 topics, which was created for third-year undergraduates. The basic principles of two nucleic-acid- and antigen-based diagnostic techniques for SARS-CoV-2 are demonstrated in detail. These experiments are designed to provide students with comprehensive knowledge of COVID-19 and related diagnoses in daily life. Crucially, the biosafety of this experimental manipulation was ensured by using artificial nucleic acids and recombinant protein. Furthermore, an interactive hybrid online-facing teaching model was designed to cover the key mechanism regarding PCR and serological tests of COVID-19. Finally, a satisfactory evaluation was obtained through a questionnaire, and simultaneously, reasonable improvements to the course design were suggested. The proposed curriculum provides all the necessary information for other instructors to create new courses supported by research.
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Affiliation(s)
- Wenxian Zhang
- State Key Laboratory of Analytical Chemistry for Life
Science, School of Chemistry and Chemical Engineering, Chemistry and Biomedicine
Innovation Center (ChemBIC), Nanjing University, Nanjing
210023, China
| | - Ran Liu
- State Key Laboratory of Analytical Chemistry for Life
Science, School of Chemistry and Chemical Engineering, Chemistry and Biomedicine
Innovation Center (ChemBIC), Nanjing University, Nanjing
210023, China
| | - Yang Shi
- State Key Laboratory of Analytical Chemistry for Life
Science, School of Chemistry and Chemical Engineering, Chemistry and Biomedicine
Innovation Center (ChemBIC), Nanjing University, Nanjing
210023, China
| | - Hang Xing
- Institute of Chemical Biology and Nanomedicine, State
Key Laboratory of Chemo/Biosensing and Chemometrics, Hunan Provincial Key Laboratory of
Biomacromolecular Chemical Biology, College of Chemistry and Chemical Engineering,
Hunan University, Changsha 410082,
China
| | - Jingjing Zhang
- State Key Laboratory of Analytical Chemistry for Life
Science, School of Chemistry and Chemical Engineering, Chemistry and Biomedicine
Innovation Center (ChemBIC), Nanjing University, Nanjing
210023, China
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19
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Regan A, O’Donoghue J, Poree C, Dunne PW. Introducing Materials Science: Experimenting with Magnetic Nanomaterials in the Undergraduate Chemistry Laboratory. J Chem Educ 2023; 100:2387-2393. [PMID: 37334055 PMCID: PMC10269328 DOI: 10.1021/acs.jchemed.3c00121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Revised: 04/18/2023] [Indexed: 06/20/2023]
Abstract
Materials science research has expanded significantly in recent years; a multidisciplinary field, home to an ever-growing number of chemists. However, our general chemistry degree courses have not changed to reflect the rise in interest in this topic. In this paper, we propose a laboratory experiment for the undergraduate chemistry practical course, which may serve as a hands-on introduction to this field. The experiment involves the synthesis and characterization of magnetic materials via commonly employed techniques in materials science. Students begin by producing three metal ferrite spinels using a sol-gel combustion synthesis. They must then characterize the differing magnetic properties across their three samples using a magnetic susceptibility balance. In the second part of the experiment, students must create a ferrofluid via coprecipitation, from which they may observe the phenomenon of "spiking" in response to an external magnet. Additional data such as X-ray diffraction (XRD) patterns and transmission electron microscopy (TEM) images corresponding to these materials are also provided, and students are tasked with the interpretation of these data in their writeup report. Upon completion, students should gain a new-found understanding of materials science and its fundamental overlap with chemistry.
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Affiliation(s)
- Annie Regan
- School
of Chemistry, Trinity College Dublin, College Green, Dublin D02 PN40, Ireland
- CDT
ACM, AMBER, Trinity College Dublin, College Green, Dublin D02 PN40, Ireland
| | - John O’Donoghue
- School
of Chemistry, Trinity College Dublin, College Green, Dublin D02 PN40, Ireland
| | - Carl Poree
- School
of Chemistry, Trinity College Dublin, College Green, Dublin D02 PN40, Ireland
| | - Peter W. Dunne
- School
of Chemistry, Trinity College Dublin, College Green, Dublin D02 PN40, Ireland
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20
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Guo Y, Lee D. Differential Usage of Learning Management Systems in Chemistry Courses in the Time after COVID-19. J Chem Educ 2023; 100:2033-2038. [PMID: 37186519 PMCID: PMC10173450 DOI: 10.1021/acs.jchemed.2c00850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 03/12/2023] [Indexed: 05/17/2023]
Abstract
Learning management systems play a crucial role in addressing pedagogical challenges imposed by the COVID-19 pandemic. The solutions provided by the learning management systems (LMS) facilitated online instructions and helped form a community of learning and support. With the rapid increased usage during the pandemic and the return to face-to-face post-pandemic, an in-depth analysis on lasting changes in students' engagement and the instructors' use of the systems during and after the pandemic is needed. This study aims at providing the analysis results on the differential usage of the learning management systems in a chronological time frame and on a course-level-specific aspect. Analysis conducted on the LMS usage data of chemistry courses between Fall 2019 and Fall 2021 suggests unique patterns, depending on the course levels. The extent of students' interaction with peers and course materials varied for different course levels. The degree of usage of learning management systems by instructors also depended on the course levels. Instructors in lower-level courses (1000 and 2000 level courses) continued to use learning management systems extensively after the pandemic, while instructors in upper-level courses (3000 and 4000 level courses) rebounded to their pre-pandemic level of usage after resuming face-to-face instructions.
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Affiliation(s)
- Ying Guo
- Department
of Chemistry, School of Science and Technology, Georgia Gwinnett College, 1000 University Center Lane, Lawrenceville, Georgia 30043, United States
| | - Daniel Lee
- STEM
Academy, George Walton Comprehensive High School, 1590 Bill Murdock Road, Marietta, Georgia 30062, United States
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21
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Wilbourn E, Alrimaly S, Williams H, Hurst J, McGovern GP, Anderson TA, Hiranuma N. Integrated Science Teaching in Atmospheric Ice Nucleation Research: Immersion Freezing Experiments. J Chem Educ 2023; 100:1511-1522. [PMID: 37067867 PMCID: PMC10100551 DOI: 10.1021/acs.jchemed.2c01060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/30/2022] [Revised: 02/22/2023] [Indexed: 06/19/2023]
Abstract
This paper introduces hands-on curricular modules integrated with research in atmospheric ice nucleation, which is an important phenomenon potentially influencing global climate change. The primary goal of this work is to promote meaningful laboratory exercises to enhance the competence of students in the fields of science, technology, engineering, and math (STEM) by applying an appropriate methodology to laboratory ice nucleation measurements. To achieve this goal, three laboratory modules were developed with 18 STEM interns and tested by 28 students in a classroom setting. Students were trained to experimentally simulate atmospheric ice nucleation and cloud droplet freezing. For practical training, this work utilized a simple freezing assay device called the West Texas Cryogenic Refrigerator Applied to Freezing Test (WT-CRAFT) system. More specifically, students were provided with hands-on lessons to calibrate WT-CRAFT with deionized water and apply analytical techniques to understand the physicochemical properties of bulk water and droplet freezing. All procedures to implement the developed modules were typewritten during this process, and shareable read-ahead exploration materials were developed and compiled as a curricular product. Additionally, students conducted complementary analyses to identify possible catalysts of heterogeneous freezing in the water. The water analyses included: pH, conductivity, surface tension, and electron microscopy-energy-dispersive X-ray spectroscopy. During the data and image analysis process, students learned how to analyze droplet freezing spectra as a function of temperature, screen and interpret the data, perform uncertainty analyses, and estimate ice nucleation efficiency using computer programs. Based on the formal program assessment of learning outcomes and direct (yet deidentified) student feedback, we broadly achieved our goals to (1) improve their problem-solving skills by combining multidisciplinary science and math skills and (2) disseminate data and results with variability and uncertainty. The developed modules can be applied at any institute to advance undergraduate and graduate curricula in environmental science.
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Affiliation(s)
- Elise
K. Wilbourn
- Department
of Life, Earth, and Environmental Sciences, West Texas A&M University, Canyon, Texas 79016, United States
| | - Sarah Alrimaly
- Department
of Life, Earth, and Environmental Sciences, West Texas A&M University, Canyon, Texas 79016, United States
| | - Holly Williams
- Department
of Life, Earth, and Environmental Sciences, West Texas A&M University, Canyon, Texas 79016, United States
| | - Jacob Hurst
- Department
of Chemistry and Physics, West Texas A&M
University, Canyon, Texas 79016, United
States
| | - Gregory P. McGovern
- Department
of Chemistry and Physics, West Texas A&M
University, Canyon, Texas 79016, United
States
| | - Todd A. Anderson
- Department
of Environmental Toxicology, Texas Tech
University, Lubbock, Texas 79416, United States
| | - Naruki Hiranuma
- Department
of Life, Earth, and Environmental Sciences, West Texas A&M University, Canyon, Texas 79016, United States
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22
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Danjou PE, Bouhsina S, Billet S, Cazier-Dennin F. Large Interactive Touchscreens as an Opportunity for Synchronous Hybrid Teaching during the COVID-19 Pandemic and Beyond. J Chem Educ 2023; 100:1149-1154. [PMID: 37552785 PMCID: PMC9924080 DOI: 10.1021/acs.jchemed.2c00833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Revised: 01/23/2023] [Indexed: 08/10/2023]
Abstract
The year 2020 will be remembered as the year of COVID-19 and its subsequent lockdowns. The time to return to face-to-face teaching has arrived, but the shadow of the disease still hangs over teachers, students, and society. Disruption in teaching can still occur for students, or even teachers, if they are either diagnosed as COVID-19 positive or as a contact case and forced to self-isolate. In order to limit the impact of self-isolation on learning, synchronous hybrid teaching (i.e., teaching face to face to students in a classroom and to students online at the same time) was successfully implemented owing to the combination of video conference software and a large interactive touchscreen. The setup presented in this paper allows courses to be broadcast to students at home (i.e., voice, visual pedagogic support, and, more interestingly, indications handwritten by the teacher) as well as simultaneously teaching to students in the classroom face-to-face. It also allows self-isolated teachers to teach tutorials from their home to students in the classroom. This paper focuses on the use of large interactive touchscreens for synchronous hybrid teaching and its evaluation by students using a questionnaire. The key findings of this study are that students prefer synchronous hybrid teaching rather than missing a course and that synchronous hybrid teaching should only be used in case of absolute necessity.
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Affiliation(s)
- Pierre-Edouard Danjou
- Département de Chimie,
Université du Littoral Côte d′Opale, 220
Avenue de l′université, 59140 Dunkerque, France
- Unité de Chimie Environnementale et
Interactions sur le Vivant, UR 4492, Université du Littoral
Côte d′Opale, 145 Avenue Maurice Schumann, MREI 1, 59140
Dunkerque, France
| | - Saâd Bouhsina
- Département de Chimie,
Université du Littoral Côte d′Opale, 220
Avenue de l′université, 59140 Dunkerque, France
- Unité de Chimie Environnementale et
Interactions sur le Vivant, UR 4492, Université du Littoral
Côte d′Opale, 145 Avenue Maurice Schumann, MREI 1, 59140
Dunkerque, France
| | - Sylvain Billet
- Département de Chimie,
Université du Littoral Côte d′Opale, 220
Avenue de l′université, 59140 Dunkerque, France
- Unité de Chimie Environnementale et
Interactions sur le Vivant, UR 4492, Université du Littoral
Côte d′Opale, 145 Avenue Maurice Schumann, MREI 1, 59140
Dunkerque, France
| | - Francine Cazier-Dennin
- Département de Chimie,
Université du Littoral Côte d′Opale, 220
Avenue de l′université, 59140 Dunkerque, France
- Unité de Chimie Environnementale et
Interactions sur le Vivant, UR 4492, Université du Littoral
Côte d′Opale, 145 Avenue Maurice Schumann, MREI 1, 59140
Dunkerque, France
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23
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Kelley EW. A Day in the Life: Characterization of Doctoral Bench Research in Synthetic Chemistry Using Phenomenological Case Studies. J Chem Educ 2023; 100:442-458. [PMID: 36812103 PMCID: PMC9933917 DOI: 10.1021/acs.jchemed.2c00809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Revised: 10/11/2022] [Indexed: 06/18/2023]
Abstract
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.
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24
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Egambaram O, Hilton K, Leigh J, Richardson R, Sarju J, Slater A, Turner B. The Future of Laboratory Chemistry Learning and Teaching Must be Accessible. J Chem Educ 2022; 99:3814-3821. [PMID: 36530179 PMCID: PMC9753582 DOI: 10.1021/acs.jchemed.2c00328] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Revised: 10/03/2022] [Indexed: 06/17/2023]
Abstract
This commentary is a call to make the future of chemistry laboratories accessible and inclusive. We draw from research and lived experience to put forward a list of recommendations for laboratory-based teaching. Our authorial team includes undergraduate and postgraduate chemistry students, graduate teaching assistants, teaching-focused and traditional research and teaching academics, and a Diversity Equality Inclusion (DEI/EDI) academic expert. We all have lived experiences of disability, chronic illness, neurodivergence, and other marginalizations related to race, religion, sexuality, or other characteristics. We believe that laboratory-based chemistry learning environments, teaching, assessment, and resources should be accessible to all students and staff.
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Affiliation(s)
- Orielia Egambaram
- Department
of Chemistry, University of Kent, Canterbury, Kent CT2 7NZ, U.K.
| | - Kira Hilton
- Department
of Chemistry, University of Kent, Canterbury, Kent CT2 7NZ, U.K.
| | - Jennifer Leigh
- School
of Social Policy, and Social Science Research, University of Kent, Canterbury, Kent CT2 7NZ, U.K.
| | - Robert Richardson
- Department
of Chemistry and Materials Innovation Factory, University of Liverpool, Liverpool L69 7ZD, U.K.
- International
Younger Chemists Network, https://www.iycnglobal.com
| | - Julia Sarju
- Department
of Chemistry, University of York, Heslington, North Yorkshire YO10 5DD, U.K.
| | - Anna Slater
- Department
of Chemistry and Materials Innovation Factory, University of Liverpool, Liverpool L69 7ZD, U.K.
| | - Bethan Turner
- Department
of Chemistry and Materials Innovation Factory, University of Liverpool, Liverpool L69 7ZD, U.K.
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25
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M. Baldwin O, Conrad-Marut LH, Beutner GL, Vosburg DA. Facile Amide Bond Formation with TCFH-NMI in an Organic Laboratory Course. J Chem Educ 2022; 99:3747-3751. [PMID: 36398314 PMCID: PMC9661732 DOI: 10.1021/acs.jchemed.2c00760] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 09/12/2022] [Indexed: 06/16/2023]
Abstract
A new undergraduate organic laboratory experiment has been developed for amide bond formation between biorenewable 2-furoic acid and either of two substituted piperazines to prepare medicinally relevant amide products using a procedure with industrial significance. The reactions proceeded smoothly under ambient conditions using the combination of N,N,N',N'-tetramethylchloroformamidinium hexafluorophosphate (TCFH) and N-methylimidazole (NMI) in a minimal volume of acetonitrile with a direct crystallization upon addition of water. Students successfully collected their product by filtration and then characterized it by NMR (1H, 13C, COSY, DEPT-135, HSQC), IR, MS, and melting point. Students also explored the reaction mechanism and compared green chemistry aspects of their procedure with literature routes. A virtual version of the experiment was adapted for remote instruction.
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Affiliation(s)
- Oliver
W. M. Baldwin
- Department
of Chemistry, Harvey Mudd College, 301 Platt Boulevard, Claremont, California 91711, United States
| | - Linden H. Conrad-Marut
- Department
of Chemistry, Harvey Mudd College, 301 Platt Boulevard, Claremont, California 91711, United States
| | - Gregory L. Beutner
- Chemical
and Synthetic Development, Bristol Myers
Squibb, One Squibb Drive, New Brunswick, New Jersey 08903, United States
| | - David A. Vosburg
- Department
of Chemistry, Harvey Mudd College, 301 Platt Boulevard, Claremont, California 91711, United States
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26
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Karayilan M, McDonald SM, Bahnick AJ, Godwin KM, Chan YM, Becker ML. Reassessing Undergraduate Polymer Chemistry Laboratory Experiments for Virtual Learning Environments. J Chem Educ 2022; 99:1877-1889. [PMID: 37552781 PMCID: PMC9004287 DOI: 10.1021/acs.jchemed.1c01259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Revised: 03/04/2022] [Indexed: 05/06/2023]
Abstract
Chemistry laboratory experiments are invaluable to students' acquisition of necessary synthetic, analytical, and instrumental skills during their undergraduate studies. However, the COVID-19 pandemic rendered face-to-face (f2f), in-person teaching laboratory experiences impossible from late 2019-2020 and forced educators to rapidly develop new solutions to deliver chemistry laboratory education remotely. Unfortunately, achieving learning and teaching objectives to the same caliber of in-person experiments is very difficult through distance learning. To overcome these hurdles, educators have generated many virtual and remote learning options for not only foundational chemistry courses but also laboratory experiments. Although the pandemic challenged high-level chemistry education, it has also created an opportunity for both students and educators to be more cognizant of virtual learning opportunities and their potential benefits within chemistry curriculum. Irrespective of COVID-19, virtual learning techniques, especially virtual lab experiments, can complement f2f laboratories and offer a cost-efficient, safe, and environmentally sustainable alternative to their in-person counterparts. Implementation of virtual and distance learning techniques-including kitchen chemistry and at-home laboratories, prerecorded videos, live-stream video conferencing, digital lab environment, virtual and augmented reality, and others-can provide a wide-ranging venue to teach chemistry laboratories effectively and encourage diversity and inclusivity in the field. Despite their relevance to real-world applications and potential to expand upon fundamental chemical principles, polymer lab experiments are underrepresented in the virtual platform. Polymer chemistry education can help prepare students for industrial and academic positions. The impacts of polymers in our daily life can also promote students' interests in science and scientific research. Hence, the translation of polymer lab experiments into virtual settings improves the accessibility of polymer chemistry education. Herein, we assess polymer experiments in the emergence of virtual learning environments and provide suggestions for further incorporation of effective polymer teaching and learning techniques into virtual settings.
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Affiliation(s)
- Metin Karayilan
- Department of Chemistry, Duke
University, Durham, North Carolina 27708, United
States
| | - Samantha M. McDonald
- Department of Chemistry, Duke
University, Durham, North Carolina 27708, United
States
| | - Alexander J. Bahnick
- Department of Chemistry, Duke
University, Durham, North Carolina 27708, United
States
| | - Kacey M. Godwin
- Department of Chemistry, Duke
University, Durham, North Carolina 27708, United
States
| | - Yin Mei Chan
- Department of Chemistry, Duke
University, Durham, North Carolina 27708, United
States
| | - Matthew L. Becker
- Department of Chemistry, Duke
University, Durham, North Carolina 27708, United
States
- Thomas Lord Department of Mechanical Engineering and
Materials Science, Duke University, Durham, North Carolina
27708, United States
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27
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Jensen A, Brown N, Kosacki N, Spacek S, Bradley A, Katz D, Jimenez JL, de Gouw J. Teaching Instrumental Analysis during the Pandemic: Application of Handheld CO 2 Monitors to Explore COVID-19 Transmission Risks. J Chem Educ 2022; 99:1794-1801. [PMID: 35431325 PMCID: PMC9003892 DOI: 10.1021/acs.jchemed.1c01154] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Revised: 02/09/2022] [Indexed: 06/14/2023]
Abstract
The COVID-19 pandemic has posed a challenge for maintaining an engaging learning environment while using remote laboratory formats. In this work, we describe a Student Choice Project (SCP) in an undergraduate instrumental analysis course that was adapted for remote learning without sacrificing research-based learning goals. We discuss the implementation and assessment of this SCP, selected student results, and student feedback. Students were provided handheld carbon dioxide monitors and charged with designing and implementing an investigation centered on COVID-19 airborne transmission. The real-time monitors provided experience with a new analytical tool that demanded considerations and analysis not common to other methods discussed in the course. Students were motivated by the ability to design their own projects and by the real-world implications of their findings. They performed well for all assessments, reported a positive experience, and recommended these monitors be added to the typical repertoire of instrumentation for the course.
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Affiliation(s)
- Andrew Jensen
- Department
of Chemistry and Cooperative Institute for Research in Environmental
Sciences, University of Colorado, Boulder, Colorado 80309, United States
| | - Niamh Brown
- Department
of Chemistry and Cooperative Institute for Research in Environmental
Sciences, University of Colorado, Boulder, Colorado 80309, United States
- Department
of Chemistry, Massachusetts Institute of
Technology, Cambridge, Massachusetts 02139, United States
| | - Nathalie Kosacki
- Department
of Chemistry and Cooperative Institute for Research in Environmental
Sciences, University of Colorado, Boulder, Colorado 80309, United States
| | - Sara Spacek
- Department
of Chemistry and Cooperative Institute for Research in Environmental
Sciences, University of Colorado, Boulder, Colorado 80309, United States
| | - Alexander Bradley
- Department
of Chemistry and Cooperative Institute for Research in Environmental
Sciences, University of Colorado, Boulder, Colorado 80309, United States
| | - Daniel Katz
- Department
of Chemistry and Cooperative Institute for Research in Environmental
Sciences, University of Colorado, Boulder, Colorado 80309, United States
| | - Jose L. Jimenez
- Department
of Chemistry and Cooperative Institute for Research in Environmental
Sciences, University of Colorado, Boulder, Colorado 80309, United States
| | - Joost de Gouw
- Department
of Chemistry and Cooperative Institute for Research in Environmental
Sciences, University of Colorado, Boulder, Colorado 80309, United States
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28
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Giancaspro J, Scollan P, Rosario J, Miller E, Braziel S, Lee S. Structural determination of model phospholipid membranes by Raman spectroscopy: Laboratory experiment. Biochem Mol Biol Educ 2022; 50:181-192. [PMID: 35050536 DOI: 10.1002/bmb.21603] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2020] [Revised: 11/21/2021] [Accepted: 01/07/2022] [Indexed: 06/14/2023]
Abstract
In an upper-division interdisciplinary laboratory experiment, students use Raman spectroscopy to highlight how the overall structure and conformational order of lipid bilayers can be influenced by their individual phospholipid composition. Students prepare a supported lipid bilayer, as a model cell membrane, by spreading liposomes made of various phospholipids on a solid support. The characterization of phospholipid bilayers, a major component of cellular membranes, can advance our fundamental understanding of important biological phenomena, with significant implications in various fields including drug delivery and development. We use Raman spectroscopy as an analytical tool to investigate the structural and packing properties of model cell membranes. The spectral frequency, intensity, and line-width of lipid Raman bands are extremely sensitive to structural alterations. This experimental module effectively exposes students to the fundamentals of Raman spectroscopy and teaches students the importance of interdisciplinary education as they integrate concepts from chemical structure, molecular interactions, and analytical spectroscopic techniques to gain a more holistic understanding of biological membrane properties.
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Affiliation(s)
- Joseph Giancaspro
- Department of Chemistry and Biochemistry, Iona College, New Rochelle, New York, USA
| | - Patrick Scollan
- Department of Chemistry and Biochemistry, Iona College, New Rochelle, New York, USA
| | - Juan Rosario
- Department of Chemistry and Biochemistry, Iona College, New Rochelle, New York, USA
| | - Elizabeth Miller
- Department of Chemistry and Biochemistry, Iona College, New Rochelle, New York, USA
| | - Samuel Braziel
- Department of Chemistry and Biochemistry, Iona College, New Rochelle, New York, USA
| | - Sunghee Lee
- Department of Chemistry and Biochemistry, Iona College, New Rochelle, New York, USA
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29
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Vargas-Oviedo D, Morantes SJ, Diaz-Báez D. Human Salivary α-Amylase and Starch Digestion: A Simple and Inexpensive At-Home Laboratory Experience in Times of the COVID-19 Pandemic. J Chem Educ 2021; 98:3975-3983. [PMID: 37556287 PMCID: PMC8577362 DOI: 10.1021/acs.jchemed.1c00046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/16/2021] [Revised: 10/12/2021] [Indexed: 08/11/2023]
Abstract
The first case of coronavirus disease 2019 in Colombia was detected on March 6, 2020. Subsequently, schools, colleges, and universities were closed on March 26, which forced a massive migration to virtual education and impacted laboratory-based teaching courses. The teaching of biochemistry requires an experimental component that virtual laboratories cannot emulate. To address this concern, the article describes an at-home biochemistry laboratory experience that explores the hydrolysis of starch by α-amylase as a function of enzyme concentration, reaction time, and pH. The general success of the experience was assessed through the quality of information submitted through laboratory reports and feedback from students. A total of 19 laboratory reports were reviewed, and 50 students were surveyed. The analysis indicated that approximately 90% of students expressed favorable opinions about the experience. They understood the objective of the practice, identified the function of each material, and explained the relationship between the obtained results and concepts of enzyme activity presented in theoretical classes. Finally, the study concluded that the at-home laboratory experience is inexpensive and easy to perform outside the traditional laboratory. Furthermore, it enables a genuine practical experience with observations, data collection, analysis, and discussion of results, which meets the expectations for pharmaceutical chemistry students at the Universidad El Bosque in Bogotá, Colombia.
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Affiliation(s)
- Diana Vargas-Oviedo
- Semillero de Investigación en
Aplicaciones de Productos Orgánicos Sintéticos-PRONASI,
Grupo de Investigación en
Química Aplicada-INQA, Programa Química
Farmacéutica, Departamento de Química, Facultad de
Ciencias, Universidad El Bosque. Av.
Carrera 9 #131 A-02, Bogotá D.C. 110121,
Colombia
| | - Sandra Johanna Morantes
- Semillero de Investigación en
Aplicaciones de Productos Orgánicos Sintéticos-PRONASI,
Grupo de Investigación en
Química Aplicada-INQA, Programa Química
Farmacéutica, Departamento de Química, Facultad de
Ciencias, Universidad El Bosque. Av.
Carrera 9 #131 A-02, Bogotá D.C. 110121,
Colombia
| | - David Diaz-Báez
- Unidad de Investigación
Básica Oral-UIBO, Facultad de Odontología,
Universidad El Bosque, Av. Carrera 9
#131 A-02, Bogotá D.C. 110121,
Colombia
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30
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Khouri NG, Fontana M, Dias ILR, Maciel MRW, Maciel Filho R, Mariano AP. Chemical Engineering Teaching in COVID-19 Times: Successfully Adapting a Capstone Design Course to a Remote Format. J Chem Educ 2021; 98:3794-3803. [PMID: 37556275 PMCID: PMC8577365 DOI: 10.1021/acs.jchemed.1c00445] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/17/2021] [Revised: 09/19/2021] [Indexed: 08/11/2023]
Abstract
The coronavirus COVID-19 pandemic required educational institutions to adapt face-to-face to remote teaching. This study reports the experience in the first semester of 2020 for a Chemical Engineering Capstone Design Course at the University of Campinas in Brazil. In this course, senior year students develop a group project, in which they simulate a chemical plant and evaluate its technoeconomic feasibility. In 2020, the groups were proposed to design a process to replace diesel fuel from the bus fleet in Campinas city with renewable fuel DME. Because of the pandemic, several adaptations were needed: the theoretical classes became asynchronous, group meetings were online, a commercial simulator was replaced by an open access one, and the schedule was extended by 2 weeks. Despite that, the students had a great performance, comparable to face-to-face. To assess student satisfaction, a questionnaire was used. The course met the expectations of most of the students who also recommended keeping it in the remote format or merging it with face-to-face teaching. Therefore, these changes made it possible to apply new teaching dynamics and tools that could be used in the future to improve the course quality.
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Affiliation(s)
| | | | | | - Maria R. W. Maciel
- Department of Process and Product Development, School of Chemical
Engineering, University of Campinas, Av. Albert Einstein, 500,
13083-852, Campinas, São Paulo, Brazil
| | - Rubens Maciel Filho
- Department of Process and Product Development, School of Chemical
Engineering, University of Campinas, Av. Albert Einstein, 500,
13083-852, Campinas, São Paulo, Brazil
| | - Adriano P. Mariano
- Department of Process and Product Development, School of Chemical
Engineering, University of Campinas, Av. Albert Einstein, 500,
13083-852, Campinas, São Paulo, Brazil
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31
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Ramos-de-la-Peña AM, Mercado-Valenzo OM, Clorio-Carrillo JA, López-Incio JD, Monroy-Borrego AG, Marrero-Bretado MM, González-Valdez J, Aguilar O. Sodium carbonate versus borate buffer for lactase quenching, laboratory work. Biochem Mol Biol Educ 2021; 49:935-941. [PMID: 34406692 DOI: 10.1002/bmb.21567] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2020] [Revised: 06/29/2021] [Accepted: 08/04/2021] [Indexed: 06/13/2023]
Abstract
A laboratory exercise for undergraduate advanced students of enzymology and biocatalysis is presented. Since enzyme assays can be quenched or continuous, this experiment compares the performance of two quenching agents for lactase, in a continuous setup. Enzymatic activity of β-galactosidase (Aspergillus oryzae) was determined based on the release of 4-nitrophenol from 4-nitrophenyl β-D-galactopyranoside using a microplate reader. Sodium carbonate and borate buffer were tested as quenching agents, and experimental control was the unstopped assay. Based on released 4-nitrophenol, enzyme activity, and rate constant k, the students could assess the performance of each termination agent. The experiment promotes disciplinary and transversal competencies, including research-based learning, critical thinking, and introduce the students to high-throughput techniques that are common in the research and development environment.
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Affiliation(s)
| | | | | | | | | | | | - José González-Valdez
- School of Engineering and Science, Tecnologico de Monterrey, Monterrey, Nuevo Leon, Mexico
| | - Oscar Aguilar
- School of Engineering and Science, Tecnologico de Monterrey, Monterrey, Nuevo Leon, Mexico
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32
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Zheng SL, Campbell MG. Teaching space-group diagrams to chemistry students through a peer-tutoring approach. Acta Crystallogr E Crystallogr Commun 2021; 77:864-866. [PMID: 34584750 PMCID: PMC8423007 DOI: 10.1107/s2056989021008744] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/31/2021] [Accepted: 08/20/2021] [Indexed: 11/10/2022]
Abstract
Peer tutoring is a teaching strategy that offers a creative way of getting students more involved and accountable for their own learning in college-level chemistry courses. The authors have found that the 'Symmetry and Space Group Tutorial' [Jasinski & Foxman (2007). Symmetry and Space Group Tutorial, V1.55. http://people.brandeis.edu/~foxman1/teaching/indexpr.html] lends itself well to a peer-tutoring approach in a crystallography course for chemistry students. This in-class activity provides an opportunity for students to learn space-group diagrams, understand basic symmetry concepts, organize what they have learned, and explain it to their peers, which leads to a deeper overall understanding of the subject. We report on our experience in planning peer tutoring, advise on best practices, and demonstrate the positive impact on student learning and engagement.
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Affiliation(s)
- Shao-Liang Zheng
- Department of Chemistry and Chemical Biology, Harvard University, 12 Oxford Street, Cambridge, MA, 02138, USA
| | - Michael G Campbell
- Department of Chemistry, Barnard College, 3009 Broadway, New York, 10027, USA
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33
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Zapata F, López-Fernández A, Ortega-Ojeda F, Quintanilla G, García-Ruiz C, Montalvo G. Introducing ATR-FTIR Spectroscopy through Analysis of Acetaminophen Drugs: Practical Lessons for Interdisciplinary and Progressive Learning for Undergraduate Students. J Chem Educ 2021; 98:2675-2686. [PMID: 35281766 PMCID: PMC8908246 DOI: 10.1021/acs.jchemed.0c01231] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Revised: 05/19/2021] [Indexed: 05/10/2023]
Abstract
Infrared (IR) spectroscopy is a vibrational spectroscopic technique useful in chemical, pharmaceutical, and forensic sciences. It is essential to identify chemicals for reasons spanning from scientific research and academic practices to quality control in companies. However, in some university degrees, graduate students do not get the proficiency to optimize the experimental parameters to obtain the best IR spectra; to correlate the IR spectral bands with the molecular vibrations (chemical elucidation); to have some criteria for any substance identification (especially relevant in quality control to recognize counterfeit); and to apply chemometrics for comparing, visualizing, and classifying the IR spectra. This work presents an experimental laboratory practice for an introductory teaching of the IR instrumental conditions in the identification of substances based on visual spectra comparison and statistical analysis and matching. Then, the selected IR conditions are applied to different commercial drugs, in the solid state or in solution, mostly composed of acetaminophen. Finally, the students apply chemometrics analysis to the IR data. This practice was designed for the training in a chemistry subject for undergraduate students of the chemistry, pharmacy, or forensics degrees, among others related to science, medical, food, or technological sciences.
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Affiliation(s)
- Félix Zapata
- Department
of Analytical Chemistry, Physical Chemistry, and Chemical
Engineering, Department of Physics and Mathematics, University Institute of Research
in Police Sciences (IUICP), and Department of Organic Chemistry and Inorganic
Chemistry, University of Alcalá, Ctra. Madrid-Barcelona km 33.6, 28871 Alcalá de Henares, Madrid, Spain
| | - Adrián López-Fernández
- Department
of Analytical Chemistry, Physical Chemistry, and Chemical
Engineering, Department of Physics and Mathematics, University Institute of Research
in Police Sciences (IUICP), and Department of Organic Chemistry and Inorganic
Chemistry, University of Alcalá, Ctra. Madrid-Barcelona km 33.6, 28871 Alcalá de Henares, Madrid, Spain
| | - Fernando Ortega-Ojeda
- Department
of Analytical Chemistry, Physical Chemistry, and Chemical
Engineering, Department of Physics and Mathematics, University Institute of Research
in Police Sciences (IUICP), and Department of Organic Chemistry and Inorganic
Chemistry, University of Alcalá, Ctra. Madrid-Barcelona km 33.6, 28871 Alcalá de Henares, Madrid, Spain
| | - Gloria Quintanilla
- Department
of Analytical Chemistry, Physical Chemistry, and Chemical
Engineering, Department of Physics and Mathematics, University Institute of Research
in Police Sciences (IUICP), and Department of Organic Chemistry and Inorganic
Chemistry, University of Alcalá, Ctra. Madrid-Barcelona km 33.6, 28871 Alcalá de Henares, Madrid, Spain
| | - Carmen García-Ruiz
- Department
of Analytical Chemistry, Physical Chemistry, and Chemical
Engineering, Department of Physics and Mathematics, University Institute of Research
in Police Sciences (IUICP), and Department of Organic Chemistry and Inorganic
Chemistry, University of Alcalá, Ctra. Madrid-Barcelona km 33.6, 28871 Alcalá de Henares, Madrid, Spain
| | - Gemma Montalvo
- Department
of Analytical Chemistry, Physical Chemistry, and Chemical
Engineering, Department of Physics and Mathematics, University Institute of Research
in Police Sciences (IUICP), and Department of Organic Chemistry and Inorganic
Chemistry, University of Alcalá, Ctra. Madrid-Barcelona km 33.6, 28871 Alcalá de Henares, Madrid, Spain
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34
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Kelley EW. LAB Theory, HLAB Pedagogy, and Review of Laboratory Learning in Chemistry during the COVID-19 Pandemic. J Chem Educ 2021; 98:2496-2517. [PMID: 37556258 PMCID: PMC8291136 DOI: 10.1021/acs.jchemed.1c00457] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/20/2021] [Revised: 06/14/2021] [Indexed: 05/03/2023]
Abstract
The role and efficacy of the laboratory in chemical education have recently been a subject of renewed discussion as researchers are called upon to address the question of whether laboratory education lives up to expectations. The COVID-19 pandemic, which forced most of the global student population to temporarily adopt remote learning, offers an unparalleled case study to investigate types of outcomes resulting from a variety of adjustments made to laboratory education. This scoping review article focuses on the reports of laboratory learning in chemistry and closely related disciplines during COVID-19 to analyze the types of adjustments made to laboratory curricula and the immediate effect of these adjustments on students. The aggregated findings suggest that a lack of hands-on laboratory experience was detrimental to certain types of learning and engagement but that other types of learning were successfully achieved remotely. For researchers, departments, and university administrators, the differentiation in these findings could help inform the ongoing discussion about the future of laboratory education. For instructors and student support staff, the findings indicate potential areas of deficiency and strength for the COVID-19 student cohort going forward. Finally, a laboratory learning theory and pedagogy are proposed to guide the use of the laboratory in chemical education and potentially in other laboratory-based sciences as well.
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Affiliation(s)
- Elizabeth W. Kelley
- Laboratory Schools, University of
Chicago, 1362 East 59th Street, Chicago, Illinois 60637, United
States
- Chemistry Department, University of
Chicago, 5735 South Ellis Avenue, Chicago, Illinois 60637, United
States
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35
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Weißl M, Kraft G, Innerlohinger J, Nypelö T, Spirk S. Chemical Engineering Laboratory Projects in Student Teams in Real Life and Transformed Online: Viscose Fiber Spinning and Characterization. J Chem Educ 2021; 98:1776-1782. [PMID: 34083841 PMCID: PMC8161680 DOI: 10.1021/acs.jchemed.8b00790] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Revised: 03/03/2021] [Indexed: 05/19/2023]
Abstract
Chemical engineering education comprises a complexity of technical skills that include learning processes that are currently relevant in industry. Despite being a rather old industrial process, the manufacturing of viscose fibers still accounts for the major fraction of all human-made cellulosic fibers worldwide. Here we describe a laboratory setup to introduce chemistry and engineering students into the principles of cellulose fiber spinning according to the viscose process. The setup for fiber spinning is kept simplistic and allows the experiments to be performed without professional spinning equipment. However, all of the steps are performed analogously to the industrial process. The professional setting in process and chemical engineering involves work on projects and in teams. Hence, we have incorporated the fiber spinning laboratory experiment in the context of working in teams on projects. We will also present our experience on transferring a real-life laboratory experiment online, as this is required at times that online education is preferred over real-life teaching.
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Affiliation(s)
- Michael Weißl
- Institute
of Bioproducts and Paper Technology, Graz
University of Technology, Inffeldgasse 23, 8010 Graz, Austria
| | - Gregor Kraft
- Lenzing
AG, Werkstrasse 2, 4860 Lenzing, Austria
| | | | - Tiina Nypelö
- Department
of Chemistry and Chemical Engineering and Wallenberg Wood Science
Center, Chalmers University of Technology, SE-412 96 Gothenburg, Sweden
| | - Stefan Spirk
- Institute
of Bioproducts and Paper Technology, Graz
University of Technology, Inffeldgasse 23, 8010 Graz, Austria
- E-mail:
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36
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Sharma K, Fizet KJ, Montgomery KR, Smeltzer NA, Sikorski MH, Brown KG, Beyke BJ, Burkhart RC, Lynn AN, Grandinetti G. A simple colorimetric experiment using mammalian cell culture to study metabolism. Biochem Mol Biol Educ 2021; 49:271-277. [PMID: 32942341 DOI: 10.1002/bmb.21457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2020] [Revised: 08/07/2020] [Accepted: 09/02/2020] [Indexed: 06/11/2023]
Abstract
The goal of this laboratory exercise is to give upper-level undergraduate students an introduction to sterile technique in mammalian cell culture and metabolism. The experiment can be completed within a 3-h lab period and can be performed either in conjunction with other biochemistry/metabolism experiments or used as a stand-alone experiment. In this experiment, students are tasked with relating the acidification of cell culture medium to metabolism in order to elucidate the mechanism of action for a compound. Students can relate their experimental results to topics covered on glycolysis and oxidative phosphorylation in upper-level biochemistry classes as well as gain valuable experience relating metabolism to drug discovery.
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Affiliation(s)
- Kanika Sharma
- NCI RAS Initiative, Cancer Research Technology Program, Frederick National Laboratory for Cancer Research, Frederick, Maryland, USA
| | - Kiel J Fizet
- Department of Chemistry, Muskingum University, New Concord, Ohio, USA
| | | | - Nathan A Smeltzer
- Department of Chemistry, Muskingum University, New Concord, Ohio, USA
| | | | - Kennedy G Brown
- Department of Chemistry, Muskingum University, New Concord, Ohio, USA
| | - Brandon J Beyke
- Department of Biology, Muskingum University, New Concord, Ohio, USA
| | - Ryan C Burkhart
- Department of Chemistry, Muskingum University, New Concord, Ohio, USA
| | - Abigail N Lynn
- Department of Biology, Muskingum University, New Concord, Ohio, USA
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37
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Kim S, Bucholtz EC, Briney K, Cornell AP, Cuadros J, Fulfer KD, Gupta T, Hepler-Smith E, Johnston DH, Lang AS, Larsen D, Li Y, McEwen LR, Morsch LA, Muzyka JL, Belford RE. Teaching Cheminformatics through a Collaborative Intercollegiate Online Chemistry Course (OLCC). J Chem Educ 2021; 98:416-425. [PMID: 33762777 PMCID: PMC7976600 DOI: 10.1021/acs.jchemed.0c01035] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/03/2020] [Revised: 10/21/2020] [Indexed: 06/12/2023]
Abstract
While cheminformatics skills necessary for dealing with an ever-increasing amount of chemical information are considered important for students pursuing STEM careers in the age of big data, many schools do not offer a cheminformatics course or alternative training opportunities. This paper presents the Cheminformatics Online Chemistry Course (OLCC), which is organized and run by the Committee on Computers in Chemical Education (CCCE) of the American Chemical Society (ACS)'s Division of Chemical Education (CHED). The Cheminformatics OLCC is a highly collaborative teaching project involving instructors at multiple schools who teamed up with external chemical information experts recruited across sectors, including government and industry. From 2015 to 2019, three Cheminformatics OLCCs were offered. In each program, the instructors at participating schools would meet face-to-face with the students of a class, while external content experts engaged through online discussions across campuses with both the instructors and students. All the material created in the course has been made available at the open education repositories of LibreTexts and CCCE Web sites for other institutions to adapt to their future needs.
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Affiliation(s)
- Sunghwan Kim
- National
Center for Biotechnology Information, National Library of Medicine, National Institutes of Health, Bethesda, Maryland 20894, United States
| | - Ehren C. Bucholtz
- Department
of Basic Sciences, University of Health
Sciences and Pharmacy in St. Louis, St. Louis, Missouri 63110, United States
| | - Kristin Briney
- Sherman Fairchild
Library, California Institute of Technology, Pasadena, California 91125, United States
| | - Andrew P. Cornell
- Department
of Chemistry, University of Arkansas at
Little Rock, Little
Rock, Arkansas 72022, United States
| | - Jordi Cuadros
- Department
of Quantitative Methods, IQS Universitat
Ramon Llull, Barcelona, 08017, Spain
| | - Kristen D. Fulfer
- Department
of Chemistry, Centre College, Danville, Kentucky 40422, United States
| | - Tanya Gupta
- Department
of Chemistry & Biochemistry, South Dakota
State University, Brookings, South Dakota 57007, United States
| | - Evan Hepler-Smith
- Department
of History, Duke University, Durham, North Carolina 27708, United States
| | - Dean H. Johnston
- Department
of Chemistry, Otterbein University, Westerville, Ohio 43081, United States
| | - Andrew S.I.D. Lang
- Department
of Computing & Mathematics, Oral Roberts
University, Tulsa, Oklahoma 74171, United States
| | - Delmar Larsen
- Department
of Chemistry, University of California-Davis, Davis, California 95616, United States
| | - Ye Li
- MIT
Libraries, Massachusetts Institute of Technology, Cambridge, Massachusetts 02139, United States
| | - Leah R. McEwen
- Physical
Sciences Library, Cornell University, Ithaca, New York 14853, United States
| | - Layne A. Morsch
- Department
of Chemistry, University of Illinois Springfield, Springfield, Illinois 62703, United States
| | - Jennifer L. Muzyka
- Department
of Chemistry, Centre College, Danville, Kentucky 40422, United States
| | - Robert E. Belford
- Department
of Chemistry, University of Arkansas at
Little Rock, Little
Rock, Arkansas 72022, United States
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38
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Kvittingen L, Sjursnes BJ. Demonstrating Basic Properties and Application of Polarimetry Using a Self-Constructed Polarimeter. J Chem Educ 2020; 97:2196-2202. [PMID: 32905174 PMCID: PMC7467646 DOI: 10.1021/acs.jchemed.9b00763] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/15/2019] [Revised: 06/14/2020] [Indexed: 06/11/2023]
Abstract
An easily constructed and inexpensive polarimeter with an optical rotation angle resolution of about 0.5° is presented. It is made from small pieces of polarizing film, 2 LEDs, a protractor, and a few wires, all held in place with plastic interlocking toy bricks, such as Lego bricks. The instrument was used to demonstrate the optical rotation of plane polarized light as a function of concentration, path length, temperature, and wavelength, and to determine enantiomeric excess in solutions of arabinose, the amount of limonene in citrus ski wax remover, and optical rotations of various types of honeys and essential oils. Results were comparable to values obtained on a commercial scientific instrument, and with literature values.
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Affiliation(s)
- Lise Kvittingen
- Department
of Chemistry, NTNU, Norwegian University
of Science and Technology, 7491 Trondheim, Norway
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39
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Ragno R, Esposito V, Di Mario M, Masiello S, Viscovo M, Cramer RD. Teaching and Learning Computational Drug Design: Student Investigations of 3D Quantitative Structure-Activity Relationships through Web Applications. J Chem Educ 2020; 97:1922-1930. [PMID: 33814598 PMCID: PMC8008382 DOI: 10.1021/acs.jchemed.0c00117] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/29/2020] [Revised: 06/06/2020] [Indexed: 05/27/2023]
Abstract
The increasing use of information technology in the discovery of new molecular entities encourages the use of modern molecular-modeling tools to help teach important concepts of drug design to chemistry and pharmacy undergraduate students. In particular, statistical models such as quantitative structure-activity relationships (QSAR)-often as its 3D QSAR variant-are commonly used in the development and optimization of a leading compound. We describe how these drug discovery methods can be taught and learned by means of free and open-source web applications, specifically the online platform www.3d-qsar.com. This new suite of web applications has been integrated into a drug design teaching course, one that provides both theoretical and practical perspectives. We include the teaching protocol by which pharmaceutical biotechnology master students at Pharmacy Faculty of Sapienza Rome University are introduced to drug design. Starting with a choice among recent articles describing the potencies of a series of molecules tested against a biological target, each student is expected to build a 3D QSAR ligand-based model from their chosen publication, proceeding as follows: creating the initial data set (Py-MolEdit); generating the global minimum conformations (Py-ConfSearch); proposing a promising mutual alignment (Py-Align); and finally, building, and optimizing a robust 3D QSAR models (Py-CoMFA). These student activities also help validate these new molecular modeling tools, especially for their usability by inexperienced hands. To more fully demonstrate the effectiveness of this protocol and its tools, we include the work performed by four of these students (four of the coauthors), detailing the satisfactory 3D QSAR models they obtained. Such scientifically complete experiences by undergraduates, made possible by the efficiency of the 3D QSAR methodology, provide exposure to computational tools in the same spirit as traditional laboratory exercises. With the obsolescence of the classic Comparative Molecular Field Analysis Sybyl host, the 3dqsar web portal offers one of the few available means of performing this well-established 3D QSAR method.
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Affiliation(s)
- Rino Ragno
- Rome
Center for Molecular Design, Department of Drug Chemistry and Technology, Sapienza Rome University, P. le A. Moro 5, 00185 Rome, Italy
| | - Valeria Esposito
- Pharmacy
and Medicine Faculty, Pharmaceutical Biotechnology Master Degree Course, Sapienza Rome University, P. le A. Moro 5, 00185 Rome, Italy
| | - Martina Di Mario
- Pharmacy
and Medicine Faculty, Pharmaceutical Biotechnology Master Degree Course, Sapienza Rome University, P. le A. Moro 5, 00185 Rome, Italy
| | - Stefano Masiello
- Pharmacy
and Medicine Faculty, Pharmaceutical Biotechnology Master Degree Course, Sapienza Rome University, P. le A. Moro 5, 00185 Rome, Italy
| | - Marco Viscovo
- Pharmacy
and Medicine Faculty, Pharmaceutical Biotechnology Master Degree Course, Sapienza Rome University, P. le A. Moro 5, 00185 Rome, Italy
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40
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McAllister G, Parsons AF. Going Green in Process Chemistry: Optimizing an Asymmetric Oxidation Reaction To Synthesize the Antiulcer Drug Esomeprazole. J Chem Educ 2019; 96:2617-2621. [PMID: 32051644 PMCID: PMC7007199 DOI: 10.1021/acs.jchemed.9b00350] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/09/2019] [Revised: 09/08/2019] [Indexed: 06/10/2023]
Abstract
Sustainable practices in process chemistry are highlighted by a novel, 9 week team project of 8-12 students, in collaboration with AstraZeneca chemists, in an organic chemistry laboratory. Students synthesize the antiulcer medicine esomeprazole, which involves the asymmetric oxidation of pyrmetazole. To provide insight into the modern process chemistry industry, they propose environmentally friendly modifications to the asymmetric oxidation. Students first synthesize pyrmetazole and then follow a standard oxidation procedure and carry out modified, greener reactions of their choice. They investigate how a change in reaction conditions affects both the yield and enantioselectivity of esomeprazole. Positive student feedback was received and student postlab reports were analyzed over a 4 year period (2015-2018). Results consistently showed that the project provided students with the key tools to develop greener syntheses. This contextual approach not only offers the opportunity to develop valuable communication and team-working skills, but it also gives students creative input into their experimental work. It teaches the important research skills involved in sustainable process chemistry, from reproducing and modifying a literature procedure to identifying green metrics.
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41
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Tsokou AM, Howells A, Stark MS. Measuring and Reducing Chemical Spills by Students: A Randomized Controlled Trial of Providing Feedback. J Chem Educ 2019; 96:2180-2187. [PMID: 32051643 PMCID: PMC7007193 DOI: 10.1021/acs.jchemed.9b00262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/26/2019] [Revised: 07/14/2019] [Indexed: 06/10/2023]
Abstract
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.
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42
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Debije MG. Implementing a Practical, Bachelor's-Level Design-Based Learning Course To Improve Chemistry Students' Scientific Dissemination Skills. J Chem Educ 2019; 96:1899-1905. [PMID: 31534271 PMCID: PMC6739736 DOI: 10.1021/acs.jchemed.9b00166] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/26/2019] [Revised: 07/02/2019] [Indexed: 06/10/2023]
Abstract
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.
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43
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Oelkers PM. Semester-long inquiry-based molecular biology laboratory: Transcriptional regulation in yeast. Biochem Mol Biol Educ 2017; 45:145-151. [PMID: 27807934 DOI: 10.1002/bmb.21023] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2016] [Accepted: 08/24/2016] [Indexed: 06/06/2023]
Abstract
A single semester molecular biology laboratory has been developed in which students design and execute a project examining transcriptional regulation in Saccharomyces cerevisiae. Three weeks of planning are allocated to developing a hypothesis through literature searches and use of bioinformatics. Common experimental plans address a cell process and how three genes that encode for proteins involved in that process are transcriptionally regulated in response to changing environmental conditions. Planning includes designing oligonucleotides to amplify the putative promoters of the three genes of interest. After the PCR, each product is cloned proximal to β-galactosidase in a yeast reporter plasmid. Techniques used include agarose electrophoresis, extraction of DNA from agarose, plasmid purification from bacteria, restriction digestion, ligation, and bacterial transformation. This promoter/reporter plasmid is then transformed into yeast. Transformed yeast are cultured in conditions prescribed in the experimental design, lysed and β-galactosidase activity is measured. The course provides an independent research experience in a group setting. Notebooks are maintained on-line with regular feedback. Projects culminate with the presentation of a poster worth 60% of the grade. Over the last three years, about 65% of students met expectations for experimental design, data acquisition, and analysis. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):145-151, 2017.
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Affiliation(s)
- Peter M Oelkers
- Department of Natural Sciences, University of Michigan-Dearborn, Dearborn, Michigan
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44
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Moser A, Pautler BG. The fundamentals behind solving for unknown molecular structures using computer-assisted structure elucidation: a free software package at the undergraduate and graduate levels. Magn Reson Chem 2016; 54:701-704. [PMID: 27198859 DOI: 10.1002/mrc.4453] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2016] [Revised: 04/18/2016] [Accepted: 04/20/2016] [Indexed: 06/05/2023]
Abstract
The successful elucidation of an unknown compound's molecular structure often requires an analyst with profound knowledge and experience of advanced spectroscopic techniques, such as Nuclear Magnetic Resonance (NMR) spectroscopy and mass spectrometry. The implementation of Computer-Assisted Structure Elucidation (CASE) software in solving for unknown structures, such as isolated natural products and/or reaction impurities, can serve both as elucidation and teaching tools. As such, the introduction of CASE software with 112 exercises to train students in conjunction with the traditional pen and paper approach will strengthen their overall understanding of solving unknowns and explore of various structural end points to determine the validity of the results quickly. Copyright © 2016 John Wiley & Sons, Ltd.
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Affiliation(s)
- Arvin Moser
- Advanced Chemistry Development, Toronto Department, 8 King Street E, 107, Toronto, Ontario, M5C 1B5, Canada
| | - Brent G Pautler
- Advanced Chemistry Development, Toronto Department, 8 King Street E, 107, Toronto, Ontario, M5C 1B5, Canada
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45
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Mertz P, Streu C. Writing throughout the biochemistry curriculum: Synergistic inquiry-based writing projects for biochemistry students. Biochem Mol Biol Educ 2015; 43:408-416. [PMID: 26443683 DOI: 10.1002/bmb.20914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2015] [Accepted: 08/02/2015] [Indexed: 06/05/2023]
Abstract
This article describes a synergistic two-semester writing sequence for biochemistry courses. In the first semester, students select a putative protein and are tasked with researching their protein largely through bioinformatics resources. In the second semester, students develop original ideas and present them in the form of a research grant proposal. Both projects involve multiple drafts and peer review. The complementarity of the projects increases student exposure to bioinformatics and literature resources, fosters higher-order thinking skills, and develops teamwork and communication skills. Student feedback and responses on perception surveys demonstrated that the students viewed both projects as favorable learning experiences.
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Affiliation(s)
- Pamela Mertz
- Department of Chemistry and Biochemistry, St. Mary's College of Maryland, St. Mary's City, Maryland, 20686
| | - Craig Streu
- Department of Chemistry and Biochemistry, St. Mary's College of Maryland, St. Mary's City, Maryland, 20686
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46
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Farnham KR, Dube DH. A semester-long project-oriented biochemistry laboratory based on Helicobacter pylori urease. Biochem Mol Biol Educ 2015; 43:333-40. [PMID: 26173574 PMCID: PMC4573817 DOI: 10.1002/bmb.20884] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2015] [Revised: 03/09/2015] [Accepted: 05/25/2015] [Indexed: 05/20/2023]
Abstract
Here we present the development of a 13 week project-oriented biochemistry laboratory designed to introduce students to foundational biochemical techniques and then enable students to perform original research projects once they have mastered these techniques. In particular, we describe a semester-long laboratory that focuses on a biomedically relevant enzyme--Helicobacter pylori (Hp) urease--the activity of which is absolutely required for the gastric pathogen Hp to colonize the human stomach. Over the course of the semester, students undertake a biochemical purification of Hp urease, assess the success of their purification, and investigate the activity of their purified enzyme. In the final weeks of the semester, students design and implement their own experiments to study Hp urease. This laboratory provides students with an understanding of the importance of biochemistry in human health while empowering them to engage in an active area of research.
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Affiliation(s)
- Kate R. Farnham
- Department of Chemistry and Biochemistry, Bowdoin College, 6600 College Station, Brunswick, ME 04011, United States
| | - Danielle H. Dube
- Department of Chemistry and Biochemistry, Bowdoin College, 6600 College Station, Brunswick, ME 04011, United States
- To whom all correspondence about the manuscript should be sent: Danielle H. Dube, Ph.D., Department of Chemistry and Biochemistry, Bowdoin College, Brunswick, ME 04011, TEL 207-798-4326, FAX 207-725-3017,
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47
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Wall KP, Dillon R, Knowles MK. Fluorescence quantum yield measurements of fluorescent proteins: a laboratory experiment for a biochemistry or molecular biophysics laboratory course. Biochem Mol Biol Educ 2015; 43:52-9. [PMID: 25395254 DOI: 10.1002/bmb.20837] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2014] [Revised: 09/23/2014] [Accepted: 10/28/2014] [Indexed: 05/08/2023]
Abstract
Fluorescent proteins are commonly used in cell biology to assess where proteins are within a cell as a function of time and provide insight into intracellular protein function. However, the usefulness of a fluorescent protein depends directly on the quantum yield. The quantum yield relates the efficiency at which a fluorescent molecule converts absorbed photons into emitted photons and it is necessary to know for assessing what fluorescent protein is the most appropriate for a particular application. In this work, we have designed an upper-level, biochemistry laboratory experiment where students measure the fluorescence quantum yields of fluorescent proteins relative to a standard organic dye. Four fluorescent protein variants, enhanced cyan fluorescent protein (ECFP), enhanced green fluorescent protein (EGFP), mCitrine, and mCherry, were used, however the methods described are useful for the characterization of any fluorescent protein or could be expanded to fluorescent quantum yield measurements of organic dye molecules. The laboratory is designed as a guided inquiry project and takes two, 4 hr laboratory periods. During the first day students design the experiment by selecting the excitation wavelength, choosing the standard, and determining the concentration needed for the quantum yield experiment that takes place in the second laboratory period. Overall, this laboratory provides students with a guided inquiry learning experience and introduces concepts of fluorescence biophysics into a biochemistry laboratory curriculum.
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Affiliation(s)
- Kathryn P Wall
- Department of Chemistry and Biochemistry, University of Denver, Colorado, 80208
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48
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Lipshutz BH, Bošković Z, Crowe CS, Davis VK, Whittemore HC, Vosburg DA, Wenzel AG. "Click" and Olefin Metathesis Chemistry in Water at Room Temperature Enabled by Biodegradable Micelles. J Chem Educ 2013; 90:10.1021/ed300893u. [PMID: 24324282 PMCID: PMC3855046 DOI: 10.1021/ed300893u] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
The two laboratory reactions focus on teaching several concepts associated with green chemistry. Each uses a commercial, nontoxic, and biodegradable surfactant, TPGS-750-M, to promote organic reactions within the lipophilic cores of nanoscale micelles in water. These experiments are based on work by K. Barry Sharpless (an azide-alkyne "click" reaction) and Robert Grubbs (an olefin cross-metathesis reaction); both are suitable for an undergraduate organic laboratory. The copper-catalyzed azide-alkyne [3+2] cycloaddition of benzyl azide and 4-tolylacetylene is very rapid: the triazole product is readily isolated by filtration and is characterized by thin-layer chromatography and melting point analysis. The ruthenium-catalyzed olefin cross-metathesis reaction of benzyl acrylate with 1-hexene is readily monitored by thin-layer chromatography and gas chromatography. The metathesis experiment comparatively evaluates the efficacy of a TPGS-750-M/water medium relative to a traditional reaction performed in dichloromethane (a common solvent used for olefin metathesis).
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Affiliation(s)
- Bruce H. Lipshutz
- Department of Chemistry & Biochemistry, University of California, Santa Barbara, 93106, United States
- Corresponding Author: ;
| | - Zarko Bošković
- Department of Chemistry & Biochemistry, University of California, Santa Barbara, 93106, United States
| | - Christopher S. Crowe
- Department of Chemistry & Biochemistry, University of California, Santa Barbara, 93106, United States
| | - Victoria K. Davis
- Keck Science Department, Scripps, Claremont McKenna, and Pitzer Colleges, Clermont, California, 91711, United States
| | - Hannah C. Whittemore
- Keck Science Department, Scripps, Claremont McKenna, and Pitzer Colleges, Clermont, California, 91711, United States
| | - David A. Vosburg
- Department of Chemistry, Harvey Mudd College, Clermont, California, 91711, United States
- Corresponding Author: ;
| | - Anna G. Wenzel
- Keck Science Department, Scripps, Claremont McKenna, and Pitzer Colleges, Clermont, California, 91711, United States
- Corresponding Author: ;
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49
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Sahar-Halbany A, Vance JM, Drain CM. Lithography of Polymer Nanostructures on Glass for Teaching Polymer Chemistry and Physics. J Chem Educ 2011; 88:615-618. [PMID: 21686088 PMCID: PMC3115560 DOI: 10.1021/ed100358n] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Abstract
As nanolithography becomes increasingly important in technology and daily life, a variety of inexpensive and creative methods toward communicating the concepts underpinning these processes in the classroom are necessary. An experiment is described that uses simple CD-Rs, C-clamps, an oven, and a freezer to provide concrete examples and insights into the chemistry and principles of nanolithography. The experiment also has flexibility, making it suitable for a range of classroom levels from high school to more advanced labs in college. Because CD-Rs are composed of grooves of polycarbonate, the experiment provides a basis for discussions and exploration into the chemistry and physics of polymers on the nanoscale.
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Affiliation(s)
- Adi Sahar-Halbany
- Department of Chemistry and Biochemistry, Hunter College of the City University of New York, New York, New York 10065, United States
| | - Jennifer M. Vance
- Department of Chemistry and Biochemistry, Hunter College of the City University of New York, New York, New York 10065, United States
| | - Charles Michael Drain
- Department of Chemistry and Biochemistry, Hunter College of the City University of New York, New York, New York 10065, United States
- The Rockefeller University, New York, New York 10065, United States
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50
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Abstract
A convenient laboratory experiment is described in which NMR magnetization transfer by inversion recovery is used to measure the kinetics and thermochemistry of amide bond rotation. The experiment utilizes Varian spectrometers with the VNMRJ 2.3 software, but can be easily adapted to any NMR platform. The procedures and sample data sets in this article will enable instructors to use inversion recovery as a laboratory activity in applied NMR classes and provide research students with a convenient template with which to acquire inversion recovery data on research samples.
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