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

The third edition of this text has been completely rewritten and revised. It is intended for first- and second-year undergraduates in chemistry taking physical chemistry courses, and for undergraduates in other science and engineering subjects that require an understanding of chemistry. The author gives more attention to the solid and liquid states than is found in other texts on this subject, and introduces topics such as computer simulation and quasicrystals. Each chapter concludes with a set of problems, to which there are solution notes, designed to lead the reader to familiarity with the subject and its application in new situations. Computer programs designed to assist the reader are downloadable from the World Wide Web, from the time of publication. Detailed solutions to the problems will also be available via the World Wide Web. See http://www.cup.cam.ac.uk/stm/laddsolutions.htm. This modern text on physical chemistry will be of interest to undergraduate students in chemistry and also students in other areas of science and engineering requiring a familiarity with the subject.

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

We have designed an exercise suitable for a lab or project in an undergraduate physical chemistry course that creates a Microsoft Excel spreadsheet to calculate the energy of the S0 ground electronic state and the S1 and T1 excited states of H2. The spreadsheet calculations circumvent the construction and diagonalization of the Fock matrix and thus can be accomplished by any undergraduate chemistry student with basic calculus skills. The wave functions of the S0, S1, and T1 states of H2 are constructed from the symmetry-adapted bonding and antibonding molecular orbitals (MO). All quantum mechanical integrals are estimated using the Monte Carlo integration method. Due to the stochastic nature of the spreadsheet calculations, 25 runs were carried out to obtain the mean energy of the S0, S1, and T1 electronic states of H2. The accuracy of the spreadsheet calculations is comparable to that of the HF/STO-3G calculations. The atomic and molecular orbitals and the energy components can be easily calculated and plotted for better visualization and understanding of essential quantum chemical concepts. This spreadsheet can also be adapted to tackle a wider range of quantum chemistry problems with different levels of complexity.

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

ADVERTISEMENT RETURN TO ISSUEPREVArticleNEXTMinimizing the Black Box Effect: Using Normal Mode Analysis to Integrate Computational Methods into the Physical Chemistry CourseJulio F. Caballero and Delphia F. Harris View Author Information Argentine Consultants in Education, 2306 Branard, Houston, TX 77098 Department of Chemistry and Physics, University of St. Thomas, 3800 Montrose Blvd, Houston, TX 77006Cite this: J. Chem. Educ. 1999, 76, 9, 1298Publication Date (Web):September 1, 1999Publication History Received3 August 2009Published online1 September 1999Published inissue 1 September 1999https://pubs.acs.org/doi/10.1021/ed076p1298https://doi.org/10.1021/ed076p1298research-articleACS PublicationsRequest reuse permissionsArticle Views204Altmetric-Citations1LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InRedditEmail Other access optionsGet e-Alertsclose SUBJECTS:Molecular interactions,Molecules,Physical chemistry,Students Get e-Alerts

Provides suggestions for effectively integrating thermodynamics in the physical chemistry course.

To engage meaningfully with scientific models, undergraduate students must come to understand what counts as a scientific model and why. To gain a sense of the characteristics that undergraduate chemistry students ascribe to scientific models, we analyzed survey data that address students’ ideas about both model criteria in general and criteria related to specific models of chemical phenomena. The findings suggest that undergraduate general chemistry students possess some productive and some intuitive ideas about the characteristics of scientific models but may not have systematic or coherent conceptions about models across contexts.

We designed, implemented, and evaluated a game-based learning approach to increase student motivation and achievement for an undergraduate physical chemistry course. By focusing only on the most important game aspects, the implementation was realized with a production ratio of 1:8 (study load in hours divided by production effort in hours). Student motivation was found to increase significantly: compared to the traditional lecture format, self-study time was estimated to increase more than 3-fold to 4.6 h per week on average by the students. The failure rate in the final examination was also reduced, mainly because of bonus points that students could receive upon successful participation in the game. However, there is some indication that application of game-based learning might not improve higher-order thinking skills.

Solid-state nuclear magnetic resonance (NMR) spectroscopy finds growing application to inorganic and organic materials, biological samples, polymers, proteins, and cellular membranes. However, this technique is often neither included in laboratory curricula nor typically covered in undergraduate courses. On the other hand, spectroscopy and molecular structure taught in second-semester undergraduate physical chemistry courses meet the minimal background prerequisites for interpreting data obtained in many solid-state NMR experiments. A solid-state 2H NMR experiment is described in which the student obtains and interprets the spectrum of a powder sample of hexamethylbenzene-d18 using a solution NMR spectrometer as found in many undergraduate institutions. A quadrupolar-echo pulse sequence is applied to the sample to obtain the 2H NMR spectrum. The spectrum of a randomly oriented powder sample consists of two spectral branches with broad shoulders. The quadrupolar frequencies corresponding to the nuclear spin transitions are interpreted in terms of molecular mobility in the solid state, that is, 3-fold rotation of the methyl groups and 6-fold rotation of the hexamethylbenzene ring. In this way, students discover that solid substances may have significant molecular motions. This undergraduate investigation employing solid-state 2H NMR provides an informative exposure to state-of-the-art research techniques by using facilities that are already in place at many undergraduate institutions. Furthermore, it demonstrates a real-life manifestation of quantum mechanics as explained in physical chemistry courses, as well as fundamentals of molecular motions such as rotation of aromatic ring compounds and methyl groups in the solid state.

Structural basis for dual sedimentation of bacteriophage: Electron microscopy

This study aimed to find out student and lecturer perceptions of students' learning difficulties and possible solutions proposed by them to these difficulties in physical chemistry. The data for this study were collected from 91 chemistry majors and two lecturers from two different chemistry education departments in two universities in Turkey. The findings suggest that student and lecturer perceptions of students' learning difficulties are quite different, as well as showing some common themes. The common themes were about the abstract nature of concepts in physical chemistry, the overloaded course content, insufficient resources, teacher-centered and exposition-dominated teaching practices and the lack of student motivation in the physical chemistry course. The discrepancies between student and lecturer perceptions were mostly marked by the student and faculty frustrations. Students were critical of the course content, the resources available, the lecturers, and their teaching methods. Lecturers generall...

This article presents a review of Physical Chemistry, 3rd edition by R. G. Mortimer. In its 1200 pages the author describes the most important topics in physical chemistry: thermodynamics and macroscopic description, dynamics (transport processes and chemical kinetics), quantum chemistry and spectroscopy, and statistical mechanics and thermodynamics. Other important information including tables of numeric data or mathematical hints necessary to understanding quantum calculations or solutions to proposed problems are also provided in extensive appendices. Each chapter can be studied as an independent section, but all can be also assembled as a whole. In brief, it is a good example of a textbook that has adapted well to the changes in progress in chemical education, and can be recommended to students in beginning physical chemistry courses.

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

The Department of Chemical and Biological Engineering at UBC is currently undergoing a major curriculum renewal with the aim of modernizing the two undergraduate programs it offers to better prepare students for increasingly diverse industries. Part of this initiative aims to introduce design earlier and integrate it throughout the programs. At the core of the new 2nd year curriculum are two new courses: CHBE 220 and 221 – Fundamentals of Chemical and Biological Engineering I/II. CHBE 220 is taken in term 1 and replaces a previous classically-structured physical chemistry course and an introductory seminar on process technology. It focuses on basic chemical process design and analysis, drawing from thermodynamics and kinetics as needed to support design topics. CHBE 221, offered in term 2, replaces the previous introductory cell biology course, and focuses on industrial microbiology and bioprocess design, drawing from cell and molecular biology and physical chemistry as needed to support design tasks. Both courses include substantial term-spanning design projects. This paper outlines the content and structure of both courses and their place in the updated curriculum. It describes the integrated design projects and other course deliverables. Recommendations for future iterations of the courses are also presented.

There is a substantial minority of students who do not have the necessary physics background to tackle parts of most first year physical chemistry courses and for whom some kind of remedial action is required.Software tools have been developed to address the problem with priority beingassigned to topics most frequently occurring in the curricula. After discussion with colleagues, the topic of ‘Particles and Waves in Chemistry’ was selected. The tools consist of simulations (and high quality diagrams with relevant animations) designed to accompany tutorials or workshops. They are not ‘stand-alone’ programs and assume that the teacher has covered the basic groundwork. In this way, the material does not impose any learning style and should be treated as a simple resource similar to an illustration or photograph. Substantial numbers of numerical problems (in practice, an infinite number) are included for use as reinforcement learning tools – a technique that has been shown to be extremely effective in tackling specific numerical shortcomings.Given that the overwhelming majority of the targeted students have chosen to avoid physics, great care has been taken to ensure that the context enclosing the materials is identifiable as chemistry only.