| 1. |
- Benyahia Erdal, Nejla, et al.
(författare)
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Polymer, giant molecules with properties : An entertaining activity introducing polymers to young students
- 2019
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 96:8, s. 1691-1695
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Tidskriftsartikel (refereegranskat)abstract
- In this activity, polymer materials are introduced to 13–16 year old students. The activity is aimed at students with no or little knowledge of polymers. An engaging lecture covering the basics of polymer technology and sustainable development in the plastics field is presented. Important polymers such as polyethylene (PE), cellulose, and polylactide (PLA) are presented, and examples of their everyday use are shown. Quiz questions are employed in the introductory lecture to engage the students, to start discussions, and to evaluate the learning progress. The students are then engaged in two entertaining activities involving a natural polymer alginate and superabsorbent polymers. Alginate spaghetti is produced using different salt solutions enabling the students to create and destroy materials just by playing around with the chemistry, which helps them understand the polymeric material. The second activity has an application-based approach where the ability of superabsorbent polymers in diapers to retain water is investigated. The overall quiz results and discussions after the activities show an improved understanding of polymers and their applications and properties, making this activity useful for teaching polymers to young students.
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| 2. |
- Björk, Emma
(författare)
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Synthesizing and Characterizing Mesoporous Silica SBA-15: A Hands On Laboratory Experiment for Undergraduates Using Various Instrumental Techniques
- 2017
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Ingår i: Journal of Chemical Education. - : AMER CHEMICAL SOC. - 0021-9584 .- 1938-1328. ; 94:1, s. 91-94
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Tidskriftsartikel (refereegranskat)abstract
- In this laboratory experiment, students learn how to synthesize mesoporous silica of the SBA-15 type and explore how the different synthesis steps affect the final material. Mesoporous materials, especially SBA-15, are often used in the development of new methods for. drug delivery, catalysis, and separation because of the flexibility of tailoring these materials to optimize the performance in different applications. However, the synthesis of mesoporous materials is rarely introduced to undergraduate students. The material synthesis is a simple sol gel process, where small alterations in the synthesis steps can significantly change the material characteristics. The presented laboratory experiment aims to introduce undergraduate students to the synthesis of SBA-15 mesoporous silica with different pore sizes due to alterations in the hydrothermal treatment time and/ or temperature and to give students hands-on experience with important characterization tools, including physisorption, X-ray diffraction, FTIR spectroscopy, and thermogravimetric analysis, to understand the effect of hydrothermal treatment and surfactant removal. Additional synthesis parameters to study, such as surfactant removal, the silica precursor, and pore swelling agents, are also presented. The experiment has been used in teaching of both bachelors and masters students and can be adapted to various instrumental techniques, e.g., scanning electron microscopy for morphology studies, transition electron microscopy for pore structure characterization, etc.
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| 3. |
- Cedervall, Tommy, et al.
(författare)
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Workshop on Environmental Nanosafety: Biological Interactions of Plastic Nanoparticles
- 2019
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 96:9, s. 1967-1970
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Tidskriftsartikel (refereegranskat)abstract
- The one-hour workshop, containing both a demonstration and hands-on experiments on the topic of nanosafety, is based on current science on a topic of general interest. The workshop aims to provide a deeper knowledge and understanding of nanoparticles. The participants get an introduction to what nanoparticles are, why nanosized materials are interesting, how nanomaterials interact with biological molecules, and potential risks associated with nanoparticles. Furthermore, by participating in the workshop the audience gains insights into how research about nanoparticles is conducted. The participants carry out experiments to demonstrate that daily-used plastic products can be disintegrated into particles in the nanometer size range, which may have important implications for the environment.
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| 4. |
- Cuartero, Maria, et al.
(författare)
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Using Potentiometric Electrodes Based on Nonselective Polymeric Membranes as Potential Universal Detectors for Ion Chromatography : Investigating an Original Research Problem from an Inquiry-Based-Learning Perspective
- 2018
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Ingår i: Journal of Chemical Education. - : AMER CHEMICAL SOC. - 0021-9584 .- 1938-1328. ; 95:12, s. 2172-2181
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Tidskriftsartikel (refereegranskat)abstract
- Because traditional laboratory practices in advanced chemistry education are being replaced by inquiry based approaches, we present herein a new laboratory activity based on a small research project that was designed and executed by students. The laboratory project aims at answering a well-defined research question: how far can potentiometric electrodes based on nonselective polymeric membranes be used as universal detectors in ion chromatography (IC)? Hence, the experiments were designed and conducted to explore the analytical performances of potentiometric electrodes based on different commercial membranes that are typically used in electrodialysis. The nonselective behavior shown by the electrodes permits a critical evaluation of their further implementation as a universal detector of anions in regular IC. Thus, the students were able to integrate a nonselective potentiometric sensor to analyze several anions in flow mode, mimicking the signal that is to be obtained using such electrodes as an IC detector. The proposed practice covers different pedagogical purposes: (i) to develop competence toward "thinking like a scientist" through reflective teaching; (ii) to promote argumentation skills and critical decision making; (iii) to improve students' research-planning and experimental-design skills; (iv) to refresh conceptual knowledge about analytical detectors, which typically goes unnoticed in laboratory practices; and (v) to reinforce students' knowledge about the basis of potentiometry. Furthermore, the present document may serve as an easy guide to develop other laboratory practices based on potentiometric sensors.
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| 5. |
- Elmgren, Maja, et al.
(författare)
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Comparison and Evaluation of Learning Outcomes from an International Perspective : Development of a Best-Practice Process
- 2015
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 92:3, s. 427-432
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Tidskriftsartikel (refereegranskat)abstract
- Chemistry education focused on learning outcomes is increasingly practiced, providing new opportunities for international comparisons. The interest in intended learning outcomes and constructive alignment has grown in many parts of the world due to both research in higher education and political decisions. In an International Union of Pure and Applied Chemistry (IUPAC) project, we have developed a method of using critical evaluation of learning outcomes and descriptors at international, national, and institutional levels to enhance learner-centered chemistry education. This method is process-focused, aimed at learning by sharing and comparing practices around the world. Three overarching documents for the chemistry bachelor from the USA, Europe and Australia were compared. The differences were found to be more in style than in content. A tool for self-analysis was constructed to evaluate how learning outcomes for courses and modules are linked to each other and to learning outcomes for educational programs and how the expected learning outcomes can be aligned with learning activities and assessment. We conclude that the method can be used to elucidate the correspondence between learning outcomes at different levels, and the constructive alignment between learning outcomes, learning activities and assessment. The process gives new perspectives and shared knowledge. Chemistry education may need to be different depending on local considerations, and awareness of these differences is of value for further development.
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| 6. |
- Flynn, Alison B., et al.
(författare)
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Future Directions for Systems Thinking in Chemistry Education : Putting the Pieces Together
- 2019
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Ingår i: Journal of Chemical Education. - : AMER CHEMICAL SOC. - 0021-9584 .- 1938-1328. ; 96:12, s. 3000-3005
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Tidskriftsartikel (refereegranskat)abstract
- The International Union of Pure & Applied Chemistry (IUPAC) launched a global project in 2017 to infuse systems thinking into chemistry education, motivated in part by the desire to help equip chemists and citizens to better address the complex, global challenges our society currently faces. One important early outcome of the IUPAC Systems Thinking in Chemistry Education (STICE) project is this special issue of the Journal of Chemical Education, which provides a key reference point for the rapidly emerging literature on the incorporation of systems thinking into chemistry education, including its application to green and sustainable chemistry. The STICE project outcomes to date include reviewing systems thinking approaches in other STEM fields, articulating a framework for STICE, identifying aspects of learning theories relevant to learning systems thinking skills in chemistry, using systems thinking approaches to integrate green and sustainability chemistry concepts into university-level chemistry classrooms, and identifying considerations for assessing systems thinking in chemistry education. The authors of this article, who, with others, have provided leadership to the STICE project, conclude this Journal's special issue by briefly reviewing progress to date and identifying three main areas of future work for the application of systems thinking in chemistry education: (1) developing systems thinking resources for chemistry educators and students, (2) identifying chemistry education research needed to investigate and improve systems thinking approaches, and (3) investigating opportunities to apply chemistry-related systems thinking approaches in broader educational contexts. Our intention is to recommend potential opportunities, stimulate conversations, and motivate actions required to successfully equip learners with systems thinking skills in chemistry, such that these learners, citizens of our countries and our planet, are better positioned to interpret and address complex global challenges.
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| 7. |
- Ho, Felix M.
(författare)
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Turning Challenges into Opportunities for Promoting Systems Thinking through Chemistry Education
- 2019
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 96:12, s. 2764-2776
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Tidskriftsartikel (refereegranskat)abstract
- Systems thinking encompasses a set of skills forunderstanding, analyzing, and working with systems consisting ofmultiple interconnected elements and exhibiting emergent properties.Such systems are all around us, and helping students to develop suchskills is central to equipping them to tackle professional and societalchallenges. While the implementation of systems thinking approaches ineducation is increasingly widespread in disciplines such as biology,engineering, and geosciences, it is as yet not widespread in chemistry.This article aims to identify challenges in chemistry education that couldbe turned into opportunities for introducing concepts relevant tosystems and systems thinking, so that students improve their conceptualunderstanding of chemistry at the same time as they develop theirsystems thinking skills. Suggestions and examples of possible productivepedagogical approaches are also outlined and discussed.
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| 8. |
- Jansson, Stina, et al.
(författare)
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Implementation of Problem-Based Learning in Environmental Chemistry
- 2015
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 92:12, s. 2080-2086
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Tidskriftsartikel (refereegranskat)abstract
- Environmental Chemistry covers a range of topics within the discipline of chemistry, from toxicology to legislation, which warrants interdisciplinary study. Consequently, problem-based learning (PBL), a style of student-centered learning which facilitates the integration of multiple subjects, was investigated to determine if it would be a more appropriate instructional method for teaching Environmental Chemistry than the traditional teacher-centered education model. This article describes the practical aspects of course development and implementation of PBL in a master’s level course in Environmental Chemistry. Overall, the results, which were collected from the initial two years of the course, indicated that the students were pleased and found PBL to be an efficient methodology for not only learning, but also acquiring an in-depth understanding of Environmental Chemistry. This is intended as a case-study with the target audience consisting primarily of high school and undergraduate chemistry teachers, but may also be useful for teachers in other subject areas with an interest in student-centered education.
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| 9. |
- Josephson, Philip, et al.
(författare)
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Student-Driven Development of Greener Chemistry in Undergraduate Teaching: Synthesis of Lidocaine Revisited
- 2019
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328.
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Tidskriftsartikel (refereegranskat)abstract
- Green chemistry and sustainable development have become increasingly important topics for the education of future chemists, but the implementation of green chemistry into the chemistry curriculum requires significant efforts from teachers, especially in laboratory education. A student-driven development of a greener synthesis of Lidocaine was performed by three first-cycle, third-year students as a part of their B. Sc. degree project with the goal to implement the procedure in an under-graduate organic chemistry course. The students were merely provided with the framework for the project and were given the opportunity to independently develop the project based on an analysis of the 12 principles of green chemistry. The "greenification" of the Lidocaine synthesis by the three students led to several green improvements of the standard procedure, for example, (1) decreased reaction temperature, (2) solvent replacement, (3) fewer equivalents of the starting material (diethylamine) by the use of an inorganic bulk base, (4) use of catalytic amounts of potassium iodide to promote the Finkelstein reaction, and (5) a two-step one-pot procedure. Furthermore, one of the developed procedures was successfully implemented in a full-scale organic chemistry laboratory course.
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| 10. |
- Limpanuparb, T., et al.
(författare)
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Blue Bottle Experiment: Learning Chemistry without Knowing the Chemicals
- 2017
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 94:6, s. 730-737
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Tidskriftsartikel (refereegranskat)abstract
- The blue bottle experiment is a popular chemical demonstration because of its simplicity and visual appeal. Most papers on the topic focus on a new formulation or a new presentation, but only a few discuss pedagogical application for a full lab session. This article describes the use of this experiment in the first session of undergraduate chemistry laboratory at the Mahidol University International College: Practical activities are designed to foster critical thinking and student-centered learning during a four-hour lab session. The main theme of our teaching is scientific method. Students are encouraged to work with a peer to propose hypotheses and test them. With a series of guidances and hints from the instructor and group discussion, students can propose the reaction mechanism for the experiment without knowing the identity of the chemicals in the reaction. Procedures described in this article may be used elsewhere with minimal modification.
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| 11. |
- Mahaffy, Peter G., et al.
(författare)
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Can Chemistry Be a Central Science without Systems Thinking?
- 2019
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 96:12, s. 2679-2681
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- What is the history and justification of the claim that chemistry is "the central science"? Are our students able to see and appreciate such centrality of the knowledge of chemistry in the curriculum as well as in its broader interconnections with other fields of study and with societal issues? In this editorial for the special issue Reimagining Chemistry Education: Systems Thinking, and Green and Sustainable Chemistry, we, as guest editors, highlight the case made in the collective contributions to the special issue that systems thinking, including green and sustainable chemistry, shows promise as an approach to help chemistry students zoom out from detailed and fragmented disciplinary content to obtain a more holistic view of chemistry and its integral connection to earth and societal systems. Indeed, we ask the following question: How can we as a community of chemists and chemistry educators live up to the claim of being practitioners of the central science if we do not equip our students to engage in systems thinking? We further invite the community to make use of and build upon the contributions in this special issue and participate in a paradigm change in chemistry education that will help prepare our students to be citizens and scientists who are better equipped to deal with the grand challenges in the world.
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| 12. |
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| 13. |
- Stefanov, Bozhidar I., et al.
(författare)
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Demonstrating Online Monitoring of Air Pollutant Photodegradation in a 3D Printed Gas-Phase Photocatalysis Reactor
- 2015
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 92:4, s. 678-682
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Tidskriftsartikel (refereegranskat)abstract
- We present a demonstration of online monitoring of gas-phase photocatalytic reactions. A cotton cloth impregnated with commercial titanium dioxide nanoparticles is used as a photocatalytic filter to clean air contaminated with a model pollutant. A fan forces air through the filter while it is irradiated by UV diodes. The concentration of the air pollutant is measured online by an inexpensive, commercially available semiconductor air quality sensor. The structural parts of the reactor were 3D printed in polylactide bioplastic. We provide all schematics, 3D printed model parts, hardware, firmware, and computer code of the reactor and control units. The device can be used for interactive learning of both gas phase photocatalysis and gas sensing, as well as in student laboratory classes for measuring air pollutants and their photodegradation. The experimental setup can also form the basis for a project work for chemical engineering university students, and it can be employed as a building block for development of other gas phase chemical reaction demonstrations.
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| 14. |
- Stewart, Alexander F., et al.
(författare)
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Chemistry Writing Instruction and Training: Implementing a Comprehensive Approach to Improving Student Communication Skills
- 2016
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 93:1, s. 86-92
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Tidskriftsartikel (refereegranskat)abstract
- The ability of science undergraduate students to capably communicate course content and their understanding of scientific phenomena through writing has long been considered a problem. Effective methods for improving student writing skills are often fragmented and undertaken on a course-by-course basis rather than as a coordinated approach. This paper describes the implementation of a departmental effort to enhance and evaluate chemistry student writing in several upper-year laboratory courses. The program involves introducing extensive writing focused aspects to course assignments and reports and has impacted over 600 students during a six-year period. Student feedback has been exceptionally positive from undergraduates as well as graduate students who previously participated in the initiative.
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| 15. |
- Timmer, Brian, et al.
(författare)
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Simple and Effective Integration of Green Chemistry and Sustainability Education into an Existing Organic Chemistry Course
- 2018
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 95:8, s. 1301-1306
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Tidskriftsartikel (refereegranskat)abstract
- Green chemistry and sustainable development have become increasingly important topics for the education of future chemists. The cross-disciplinary nature of green chemistry and sustainable development often means these subjects are taught in conjunction with other subjects, such as organic chemistry and chemical engineering. Herein, a straightforward and efficient approach for vertical integration of green chemistry concepts within existing undergraduate organic chemistry courses is shown. The gradual self-evaluation, "greenification", and reassessment of an organic chemistry course at KTH Royal Institute of Technology from 2013 to 2017 is described, with particular focus on the laboratory course and a novel green chemistry project designed to promote sustainability thinking and reasoning. The laboratory project, which can also be conducted as an independent organic chemistry laboratory exercise, required students to critically evaluate variations of the same Pechmann condensation experiment according to the twelve principles of green chemistry. The course evaluation shows that, after the modifications, students feel more comfortable with the topics "green chemistry" and "sustainability" and consider these topics more important for their future careers. Furthermore, the ability of students to discuss and critically evaluate green chemistry parameters improved considerably as determined from the laboratory project reports.
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| 16. |
- Zeiner, Michaela, 1973-, et al.
(författare)
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Teaching Laboratories at a Slower Pace : Introduction of Photocomics as Easy-to-Use Laboratory Instructions
- 2019
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Ingår i: Journal of Chemical Education. - : American Chemical Society (ACS). - 0021-9584 .- 1938-1328. ; 96:11, s. 2518-2523
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Tidskriftsartikel (refereegranskat)abstract
- Nowadays the majority of young people are exposed to a wide and constantly rising range of stimuli by different media. This sensory overload leads to higher stress levels and therefore decreases the ability to concentrate and focus. Laboratory work, however, requires high concentration in order to achieve reliable results under safe conditions. The tendency toward students showing up in the laboratory without proper preparation is rising, resulting in higher risks of errors when performing experiments. Thus, simple and self-explaining instructions are needed to ensure the requested learning outcome, especially when facing laboratories with high course enrollments. A photocomic combines the ease of presentation with clear pictures showing the relevant steps of experimental work.
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