Visualizations are useful tools for helping students to understand chemistry concepts at the particulate level. A classroom activity was developed based on learning theory and evidence‐based practices, combining protein visualization with thermodynamic parameters from differential scanning fluorimetry (DSF) data analysis. Coding of student responses showed that many students were able to establish the desired connections among protein structure, thermodynamic parameters, and experimental data analysis, while a few did not recognize all the differences between the folded and unfolded forms of the protein. The activity elicits student prior knowledge through the pre‐class activity, has the students examine the interactions within a protein molecule through the PyMOL activity, introduces DSF analysis using the learning cycle through the Guided Inquiry activity, and tests student learning through the post‐class activity. Upon completing the activity, the majority of students successfully met the learning goals. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):67–75, 2018.
Quantum chemical exercise linking computational chemistry to general chemistry topics
Abstract Students in a second semester general chemistry course used quantum chemical calculations to investigate and reinforce general chemistry concepts. Students explored the isomers of hypochlorous acid, made predictions of miscibility via dipole moments calculated from ab-initio means, experimentally validated/disqualified their miscibility predictions, and used molecular models to visualize intermolecular attraction forces between various compounds. Student responses in pre-/post-exercise assessments show evidence of student learning. Responses in pre-/post-exercise surveys showed an increase in student understanding of basic concepts and of the importance of quantum mechanics in common general chemistry topics.
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- Award ID(s):
- 1904825
- NSF-PAR ID:
- 10157996
- Date Published:
- Journal Name:
- Chemistry Teacher International
- Volume:
- 0
- Issue:
- 0
- ISSN:
- 2569-3263
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Emerging technology combining spectroscopy with microscopy is advancing the analysis of trace evidence with the potential to revolutionize forensic microscopy and excite a new generation of forensic microscopists. In this laboratory experiment, developed for undergraduate forensic chemistry and instrumental analysis courses, students use Fourier transform infrared (micro)spectroscopy (µ-FTIR) to analyze mock forensic samples commonly encountered at crime scenes, including latent fingerprints (laced with ibuprofen to mimic an illicit drug), vehicle paint chips, and acrylic fibers. Unlike light microscopy, µ-FTIR provides information on the spatial distribution and chemical nature of the sample. Learning objectives were to reinforce key concepts covered in the classroom, including collection and preparation of trace evidence, forensic microscopy, and vibrational spectroscopy, as well as to provide students hands-on experience using a state-of-the-art instrument. Students prepared the fingerprint and fiber samples for analysis, whereas the paint chip was previously cross-sectioned to save time. The students collected and processed their own data, including generating chemical distribution maps. Student responses to the exercise were positive and reports written by the students demonstrated an increased awareness of the capabilities of FTIR microscopy and chemical imaging. Overall, the exercise helped remove the “black box” mentality, where students analyze samples without understanding the fundamentals of the technique, which is so important to recognize poor data quality and troubleshoot instruments. This report describes the laboratory exercise and student experience, and includes data and chemical images collected by students, and aspects of the experiment that could be modified to improve learning outcomes.more » « less
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null (Ed.)A well-established literature base identifies a portion of students enrolled in post-secondary General Chemistry as at-risk of failing the course based on incoming metrics. Learning about the experiences and factors that lead to this higher failure rate is essential toward improving retention in this course. This study examines the relationship between study habits and academic performance for at-risk students in General Chemistry. Students who were in the bottom quartile of SAT math scores were identified as at-risk students. The study habits of General Chemistry students, both those identified as at-risk and those not identified were measured by text message inquiries. The text message asked ‘‘Have you studied for General Chemistry I in the past 48 hours? If so, how did you study?” twice a week throughout a semester. Student responses to the messages were used to calculate the frequency of studying throughout the term. The results from a multiple regression analysis showed that high frequency of studying could mitigate the difference between at-risk and non-at-risk students on final exam scores. Additionally, the quality of studying for six at-risk students was analyzed by student interviews in concert with their text message responses. The results indicated that the quality of studying is not necessarily linked to frequency of studying and both quality and frequency can play a role in at-risk students' academic performance. The results presented offer a path for at-risk students to succeed in General Chemistry and the methodology presented offers a potential avenue for evaluating future efforts to improve student success.more » « less
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John E. Mitchell (Ed.)Contribution: This article describes the implementation, assessment, and evaluation of conceptual-based writing exercises in an introductory course on electric circuit analysis. Background: Students' struggles in gateway courses such as circuit analysis are often traced to inadequate metacognitive skills on the part of the student as well their misconceptions regarding fundamental phenomena related to the course. Writing is known to be a powerful tool for insight into a student's thought process and to foster metacognitive activity. Research Questions: What effect does the use of short writing exercises have on students' understanding of fundamental concepts related to the behavior of electric circuits operating at dc? What effect does the use of the conceptually based writing exercises have on students' ability to justify their responses when answering conceptual questions related to basic electric circuit concepts? Methodology: In the first semester of the study, a single writing exercise was given and in the second semester, a total of five such exercises were administered. In each semester, students were separated into ``at-risk'' and ``not at-risk'' groups based on their responses to the first writing exercise. A 2 x 2 x (2) mixed analysis of variance (ANOVA) was conducted, with at-risk/not at-risk and semester/semester between-subjects factors and pre-test/post-test on a multiple-choice conceptual-based exam a within-subjects factor. Findings: Results suggest that only the at-risk group may have benefited in terms of deepened conceptual understanding and the ability to justify their responses from the use of multiple conceptual-based writing exercises.more » « less
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The association between student motivation and learning, and changes in motivation across a course, were evaluated for students enrolled in one-semester foundation-level inorganic chemistry courses at multiple postsecondary institutions across the United States. The Academic Motivation Scale for Chemistry (AMS-Chemistry) and the Foundations of Inorganic Chemistry American Chemical Society Exam (
i.e. , a content knowledge measure) were used in this study. Evidence of validity, reliability, and longitudinal measurement invariance for data obtained from the AMS-Chemistry instrument with this population were found using methodologies appropriate for ordinal, non-parametric data. Positive and significant associations between intrinsic motivation measures and academic performance corroborate theoretical and empirical investigations; however, a lack of pre/post changes in motivation suggest that motivation may be less malleable in courses primarily populated by chemistry majors. Implications for inorganic chemistry instructors include paths for incorporating engaging pedagogies known to promote intrinsic motivation and methods for incorporating affect measures into assessment practices. Implications for researchers include a need for more work that disaggregates chemistry majors when evaluating relationships between affect and learning, and when making pre/post comparisons. Additionally, this work provides an example of how to implement more appropriate methods for treating data in studies using Likert-type responses and nested data.
- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1515/cti-2019-0014
