Chemistry Students as Science Journalists: Creating a Virtual Magazine about COVID-19

The COVID-19 pandemic is also an infodemic, which has brought scientists closer to the popular media, highlighting the need for training in public communication of science and technology. A virtual magazine environment based on this scenario was simulated during a science communication course attended by first-year undergraduate chemistry students, who assumed the role of science journalists. The instructor, in the role of editor, organized a special issue on chemistry and COVID-19 and structured the activities into science communication classes, agenda building, interviews with nonexperts, writing popular science texts, peer reviews, and online publishing. Fifty-eight popular science texts were produced on different topics of chemistry related to the pandemic. The activity contributed to improving communication, information literacy, and media and technology learning, which are among the 21st century skills for science education. © 2022 American Chemical Society and Division of Chemical Education, Inc.

Differences in Chemistry Instructor Views of Assessment and Academic Integrity as Highlighted by the COVID Pandemic

The COVID-19 pandemic confronted chemistry instructors worldwide with many new challenges as they were quickly required to make the shift to remote instruction. One of these challenges was administering assessments in an online format. This was the topic of many discussions in the online support group Strategies for Teaching Chemistry (SFTC). This study aimed to analyze the discussions taking place in SFTC that focused on assessment and academic integrity. A phenomenographic analysis was conducted in order to identify the different philosophies of assessment expressed by members of the online SFTC community. Constructivism and behaviorism were used as a lens to characterize instructors' ideas about assessment and examine how these ideas intersect with issues of academic integrity. Finally, results were analyzed via the fraud triangle to offer implications for mitigating cheating and promoting an environment of academic integrity. The results indicate that an instructor's methods to promote academic integrity in their classroom are influenced by their teaching philosophy and their beliefs about assessment. © 2022 American Chemical Society and Division of Chemical Education, Inc.

Teaching Single Crystal X-ray Crystallography in the Undergraduate Classroom with Sugar and Epsom Salt

We developed a single crystal X-ray crystallography experiment based on the crystal structure of sucrose (table sugar), and a more challenging experiment using Epsom salt. Both crystals are readily available in X-ray quality crystalline form. In these experiments, students mounted a crystal on a MiTeGen loop and analyzed it using a Rigaku XtaLAB Mini diffractometer (built 2011). Students generated models of both compounds using CrysAlisPro, Olex2, SHELXT, and SHELXL. All aspects of this experiment use free software programs which have user-friendly interfaces. A step-by-step laboratory protocol for determining the structure of both compounds is included in the Supporting Information. These experiments were used in the Fall of 2019 at the Junior and the Senior level. In the Summer of 2020, a take-home version of the lab was created in response to the Novel 2019 Coronavirus (COVID-19) pandemic and implemented in the General Chemistry laboratory curriculum;this experiment was used for the duration of the 2020-2021 academic year. These experiments are suitable for all undergraduate experience levels. © 2022 American Chemical Society and Division of Chemical Education, Inc.

Teaching Single Crystal X-ray Crystallography in the Undergraduate Classroom with Sugar and Epsom Salt

We developed a single crystal X-ray crystallography experiment based on the crystal structure of sucrose (table sugar), and a more challenging experiment using Epsom salt. Both crystals are readily available in X-ray quality crystalline form. In these experiments, students mounted a crystal on a MiTeGen loop and analyzed it using a Rigaku XtaLAB Mini diffractometer (built 2011). Students generated models of both compounds using CrysAlisPro, Olex2, SHELXT, and SHELXL. All aspects of this experiment use free software programs which have user-friendly interfaces. A step-by-step laboratory protocol for determining the structure of both compounds is included in the Supporting Information. These experiments were used in the Fall of 2019 at the Junior and the Senior level. In the Summer of 2020, a take-home version of the lab was created in response to the Novel 2019 Coronavirus (COVID-19) pandemic and implemented in the General Chemistry laboratory curriculum;this experiment was used for the duration of the 2020-2021 academic year. These experiments are suitable for all undergraduate experience levels. © 2022 American Chemical Society and Division of Chemical Education, Inc.

"The Masked Scientist": Designing a Virtual Chemical Escape Room

Chemical escape rooms (ChEsRms) are educational games in which students use their brain, chemical knowledge, intuition, and a bit of luck to solve a mystery. At the Weizmann Institute, we have developed ChEsRms that are implemented by teachers in their classes. Since the COVID-19 pandemic stopped all the educational activities that took place in physical space, we decided to design a virtual ChEsRm (VChEsRm) that is fully conducted in digital space. We describe the design principles that characterize the VChEsRm and present the students' and teachers' perceptions of the VChEsRm and how it differs from the ChEsRm. We describe "The Masked Scientist", a VChEsRm in which students must identify a scientist using their knowledge of basic topics in the chemistry syllabus: the model of the atom, radioactivity, and the periodic table. This VChEsRm has added values, a connection to history, human rights, and sustainability, as well as interesting and surprising chemical facts related to everyday life. Since it is conducted in virtual space, it could also include experiments, procedures, and materials that are dangerous and therefore forbidden in a physical ChEsRm or that could even change the course of history. Importantly, this 90 min activity includes the VChEsRm (9 puzzles) and a 45 min follow-up session that deals with the ideas behind the puzzles. It was translated from Hebrew to Arabic and English;therefore, high school and general chemistry teachers around the world can easily use the VChEsRm in their class after reading this paper by clicking on the link. © 2022 The Authors. Published by American Chemical Society and Division of Chemical Education, Inc.

Evaluating and Improving Questions on an Unproctored Online General Chemistry Exam

Administering exams in large enrollment courses is challenging and systems in place for accomplishing this task were upended in the spring of 2020 when a sudden transformation to online instruction and testing occurred due to the COVID-19 pandemic. In the following year, when courses remained online, approaches to improve exam security included measures like using test banks and reducing the allotted time for completing exams to reduce the sharing of information. A psychometric comparison using classical test theory of an unproctored online exam with one delivered in-person indicates both have comparable reliability. However, item-level analysis demonstrates some questions performed higher in the unproctored setting, with an important variable being the item's searchability online. Revising questions to increase generalizability and reduce searchability mitigate these performance differences. Further, changing the format for questions involving calculations from multiple-choice to open response with random number generation was found to increase difficulty and item discrimination and is a viable approach for improving exam security. © 2022 Authors.

Design and Evaluation of the BeArS@home and Slugs@home Choose-Your-Own-Adventure-Style Online Laboratory Experiments

The COVID-19 pandemic has emphasized the importance of designing effective methods for remote teaching. At the University of California, Berkeley, and the University of California, Santa Cruz, instructors adapted to the necessity of remote laboratory instruction by creating choose-your-own-Adventure-style video-based online experiments introduced to thousands of students across 11 different courses. These experiments are designed to provide students with the opportunity to make and receive feedback on experimental decisions and learn from common mistakes that they may have encountered in hands-on laboratory instruction. Students' and instructors' impressions of the online experiments and student learning outcomes in both online and traditional laboratory courses were assessed using surveys, focus groups, and interviews via a mixed-methods approach. Though most respondents (79%) did not agree that online laboratory instruction was as effective as in-person instruction, the majority agreed that the online experiments were clear and easy to follow (75%), interesting and engaging (52%), and helpful for learning about lab techniques (70%) and the concepts underlying these techniques (77%). Many also mentioned benefits of online laboratory instruction, including flexibility in scheduling and an increased focus on conceptual learning. Assessments of student learning also suggested that students who took the course online learned as much conceptually as students who had previously completed the course in-person. The results of this study highlight the positive and negative aspects of this type of interactive online laboratory instruction, which could help inform the design of future lab experiences whether they take place in an online, hybrid, or in-person environment. ©

Prototype of a Transition Metal Visualization App for the Learning of Stereochemistry in a General Chemistry Course: Initial Findings and Reflections

As part of COVID-19 preparedness, a student-developed, Android-based app was used as a pre-laboratory learning aid for a molecular modeling laboratory in a first-year general chemistry course. A worksheet activity with trigger codes and questions related to spatial features of transition metal complexes was designed. Using the Transition Metal Visualization (TMVis) app, learners activated augmented reality models on their mobile phones. Actual models were then constructed in class. Mean stereochemistry post-laboratory grades increased with stronger worksheet grades, though differences between worksheet grades for app and non-app users were not significant. Feedback revealed that approximately 60% of respondents preferred the physical modeling kit, citing ease of visualization and hands-on interactivity as its key strengths. Improvements for future work were proposed in light of the results and limitations. © Published 2022 by American Chemical Society and Division of Chemical Education, Inc.

Prelaboratory Technique-Based Simulations: Exploring Student Perceptions of Their Impact on In-Class Ability, Preparedness, and Emotional State

Teaching laboratories are a highly complex environment that require students to master the following: technical skills, application of theory, safe working conditions, and teamwork. Often, students have had very little prior experience to prepare them for this alien and pressured environment. Prelaboratory tasks are typically considered key to mitigating this issue, with simulations being developed to help students prepare for class and also to help improve their technical abilities. Building on a prior initial study, this contribution evaluates student perceptions toward dynamic laboratory simulations as part of their freshman chemistry course. Our data shows that the majority of students found the simulations to have a positive impact on their learning experience, especially during the enforced online learning experiences that resulted from COVID-19. Students were generally found to be less anxious and more excited to attend the laboratories, and they frequently utilized their experiences with the simulations during the in-laboratory class time. © 2022 American Chemical Society and Division of Chemical Education, Inc.

Gamified Virtual Laboratory Experience for In-Person and Distance Students

This study explores the design and delivery of two gamified, virtual laboratories, created to replace or compliment the compulsory third-semester university chemistry laboratories. Due to the COVID-19 pandemic, laboratory experiments needed to be adapted to suit both on- and off-campus students. Here, we include detailed guidelines on how to produce and embed interactive videos into a 360° virtual tour, while also reflecting on the student feedback. This resource was used by both student groups, acting as a complete replacement for off campus students and as a complementary resource to those on-campus. All surveyed students agreed that the virtual laboratory was an effective learning aid, with both on- and off-campus students appreciating the slow-pace and theory focus. This delivery method shows promise as a beneficial tool for academics and students when adapting subject delivery in the age of open universities and distance learning. © 2022 American Chemical Society and Division of Chemical Education, Inc.

Linking Chemistry to Community: Integration of Culturally Responsive Teaching into General Chemistry I Laboratory in a Remote Setting

The COVID-19 pandemic redefined how chemistry laboratories were taught. It also introduced a racial health disparity for Black and Brown people. The General Chemistry I laboratory curriculum at a Historically Black College and University (HBCU) in Baltimore, MD, was redesigned to meet student needs during this challenging time. While surrounded by civil unrest and uncertainty, we wanted to reach our underrepresented students in a way that they felt seen and heard. "The Mystery of Mr. Johnson" series was designed to reinforce the role chemistry can serve in advancing equity in their community. This interconnected series of three experiments (Solutions, Titration, Spectroscopy) developed chemistry laboratory skills which were applied to diabetes, a COVID-19 comorbidity, and health disparity highly prevalent in Baltimore. "The Mystery of Mr. Johnson" series provided opportunities for students to gain exposure to the role of chemistry in addressing a health disparity that impacts their community. The culminating project was a public service announcement to communicate lifestyle changes and the prevalence of diabetes in the black community.

Challenges Encountered and Students' Reactions to Practices Utilized in a General Chemistry Laboratory Course During the COVID-19 Pandemic

The unforeseen COVID-19 pandemic forced educational institutions to shift to a remote or distance-learning mode. As a result, classes were offered online, and this shift in teaching modality presented great challenges, especially in teaching laboratory courses. While several options are available, we evaluated the use of (i) videos of lab demonstrations, (ii) Microsoft PowerPoint slides with voice-over recordings that were prepared to guide students further in the particular procedure of the experiment, and (iii) kitchen-based experiments that students could perform at home for our General Chemistry I laboratory course that was offered in an asynchronous modality during the Summer session. The students were surveyed for feedback, comments, and reactions to the use of these different practices. On the basis of student comments, it was found that the videos were beneficial to illustrate important aspects of each experiment, with some students commenting that it made them feel as if they were actually performing the experiments themselves. The kitchen-based experiments, on the other hand, allowed students to experience performing hands-on experiments and helped them observe and relate to concepts (such as classifying matter, making physical measurements, employing units and significant figures, preparing solutions, calculating moles and molarity, and employing separation techniques) that were discussed in the lecture portion of the course.

Student Perceptions of Remote Chemistry Laboratory Delivery Models

The COVID-19 pandemic of Spring 2020 saw chemistry instructors across the globe working to deliver traditional hands-on laboratory learning within a remote learning environment. This study focused on the student perspective on remote laboratory delivery models across 13 Fall 2020 chemistry courses with students from all four years of undergraduate study and varying declared majors. For those students who were able to experience in-person laboratory experiments, the majority indicated that they were of high value to their overall learning experience. Specifically, the students noted that the value of the in-person experiential laboratory learning was tied to their ability to learn and practice their technical skills while putting the theory learned in class into practical context and application. Remote laboratory alternatives in the form of video-recorded experiments and online simulations were seen to be less valuable to the overall student learning experience. While students indicated that they highly valued in-person laboratory experiences and would like to see them continually implemented within their learning experiences, careful design and implementation of remote alternatives may provide meaningful alternatives when in-person laboratory instruction is not possible or perhaps enhance already existing laboratory curricula.