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Over the past two years, through an NSF RCN UBE grant, the ASBMB has held regional workshops for faculty members from around the country. The workshops have focused on developing lists of Core Principles or Foundational Concepts in Biochemistry and Molecular Biology, a list of foundational skills, and foundational concepts from Physics, Chemistry, and Mathematics that all Biochemistry or Molecular Biology majors must understand to complete their major coursework. The allied fields working group created a survey to validate foundational concepts from Physics, Chemistry, and Mathematics identified from participant feedback at various workshops. One-hundred twenty participants responded to the survey and 68% of the respondents answered yes to the question: "We have identified the following as the core concepts and underlying theories from Physics, Chemistry, and Mathematics that Biochemistry majors or Molecular Biology majors need to understand after they complete their major courses: 1) mechanical concepts from Physics, 2) energy and thermodynamic concepts from Physics, 3) critical concepts of structure from chemistry, 4) critical concepts of reactions from Chemistry, and 5) essential Mathematics. In your opinion, is the above list complete?" Respondents also delineated subcategories they felt should be included in these broad categories. From the results of the survey and this analysis the allied fields working group constructed a consensus list of allied fields concepts, which will help inform Biochemistry and Molecular Biology educators when considering the ASBMB recommended curriculum for Biochemistry or Molecular Biology majors and in the development of appropriate assessment tools to gauge student understanding of how these concepts relate to biochemistry and molecular biology., (© 2013 by The International Union of Biochemistry and Molecular Biology.)

The complexes [(C-N-C)MX(n)(thf)(m)] with the 'pincer' 2,6-bis(imidazolylidene)pyridine, (C-N-C) = 2,6-bis(arylimidazol-2-ylidene)pyridine, aryl = 2,6-Pr(i)2C6H3, M = V, X = Cl, n = 2, m = 1 1a; M = Cr, X = Cl, n = 2, m = 0, 2a, X = Br, 2b; M = Mn, X = Br, n = 2, m = 0, 3; M = Nb, X = Cl, n = 3, m = 0, 4; and M = U, X = Cl, n = 4, m = 0, 5, were synthesised by (a) substitution of labile tmed (1a), thf (2a, 3, 5) or dme (4) by free (C-N-C) or by (b) reaction of the bisimidazolium salt (CH-N-CH)Br2 with {Cr[N(SiMe3)2]2(thf)2} followed by amine elimination (2b). Attempted alkylation of 1a, 2, 3a and 4 with Grignard or alkyl lithiums gave intractable mixtures, and in one case [reaction of 1a with (mesityl)MgBr] resulted in exchange of Cl by Br (1b). Oxidation of 1a or [(C-N-C)VCl3] with 4-methylmorpholine N-oxide afforded the trans-V(C-N-C)(=O)Cl2, 6, which by reaction with AgBF4 in MeCN gave trans-[V(C-N-C)(=O)(MeCN)2][BF4]2, 7. Reaction of 1a with p-tolyl azide gave trans-V(C-N-C)(=N-p-tolyl)Cl2 8. The complex trans-Ti(C-N-C)(=NBu(t))Cl2, 9, was prepared by substitution of the pyridine ligands in Ti(NBu(t))Cl2(py)3 by C-N-C.

An investigation was carried out into laboratory practical skills development and students' specific challenges in transition from laboratory chemistry at Chinese High School (HS) to a fully English style university laboratory course. To the best of our knowledge this is the first study of its type investigating practical laboratory skills for a TransNational Education (TNE) Chemistry BSc (3 + 1) degree programme between the United Kingdom (UK) and the People's Republic of China (PRC). Internationalization of such courses have become popular in recent years. The two universities in this study are Nanjing Tech University (NJTech) and the University of Sheffield (UoS). Our study is exploratory with the aim to determine the level of practical laboratory skills the NJTech students gained from High School and the challenges they encountered as they joined a UK degree laboratory programme delivered in English. For this international study, a mixed-methods approach was followed using qualitative inductive and deductive methodologies. Using open-ended questions it was found that particular challenges in the transition were around the lack of prior laboratory experience and the development of many new skills, laboratory notebook documentation, laboratory safety, and studying laboratory chemistry in a second language. Students welcomed these challenges and felt they were developing into professional chemists. Specific recommendations are made for international TNE degrees with laboratory programmes, particularly for those students who progress from Chinese High School through the Chinese GaoKao system into a western university chemistry laboratory programme. The scaffolded/structured curriculum design allowed for total and successful integration of the NJTech with the Sheffield home students during the final year of their BSc in Chemistry. After graduation, having gained high class degrees and becoming fluent in English many of the students progressed into Industry, and onto Masters or PhD programmes in the UK and throughout the world, suggesting internationalisation of students on our TNE programme was successful.

Quantitative metrics are widely employed to determine the probability of an applicant succeeding in a specific program of interest, ranging from undergraduate or graduate admissions to fellowships. The admissions office at the United States Military Academy at West Point uses an internal college entrance examination rank (CEER) assessment algorithm of high school students, based on ACT and SAT scores in addition to consideration of high school performance, to assess student academic abilities and their probability of surpassing graduation requirements. To develop a tool for predicting student performance in first-semester general chemistry, we utilized CEER scores to predict student success on the national exam produced by the American Chemical Society (ACS) for general chemistry. Our results show that CEER is a strong predictor of student outcomes and a better predictor when compared to SAT Math, ACT Science, or ACT Math in isolation. Further stratification of the CEER distribution into four categories, ranging from at-risk to high achiever, identified a gradient by which students are likely to exceed the national average on the ACS exam. To further assess this prediction, we then demonstrated that the CEER brackets correlated closely to student grades in the course, therein illustrating its utility in predicting categories of students who are likely to fail, underperform, or excel. We anticipate that these tools are broadly generalizable to undergraduate admissions decisions, can assist in the placement process for students in general or advanced sections of chemistry, could yield insight when making scholarship or fellowship decisions, and more broadly can facilitate the design of group learning dynamics aimed at enhancing student outcomes.

Assistive technologies remain important in supporting student learning in both in-person laboratories and the online laboratory environment. In this article, we describe an adaptation of a smartphone technology called the Color Blind Pal app to aid students in complementing online laboratory assignments in a general chemistry course. The app was integrated into three online laboratory experiments to help students collect data from simulated flame tests, atomic emission spectra, precipitation reactions, and colorimetric titrations. We share how incorporating the app has influenced our perspective on inclusive practices in the online lab curriculum as the app allows both users with color-vision deficiencies or color-blindness to make color observations and for instructors to simulate color-vision deficiencies when designing curricula. Given our use of the app as an assistive technology, we discuss implications for a shift toward universal design for learning(UDL) to proactively design inclusive online laboratory curricula.

Lateral flow assays (LFAs) have been used extensively for diagnosis of various diseases and conditions because they are inexpensive, rapid, robust, and easy to use. Incorporating LFAs into undergraduate chemistry courses could enrich the curricula by providing the students with a real-world application of analytical chemistry concepts, particularly why point of care diagnostics can give false positives and false negatives. We developed an LFA module for a class of 25 undergraduate analytical chemistry students that used a hybrid (part face-to-face (F2F) and part remote) learning format. The laboratory consisted of two sessions, the first of which was conducted F2F and the second of which was conducted remotely via conferencing software. In the laboratory session, the students ran LFAs that were designed in house and that detected a well-established malaria biomarker. The students subsequently captured photos and quantified the LFA signal using a mobile-friendly web application that allows for quantification of LFA test and control lines using a smartphone camera. During the second remote session, the students constructed receiver operating characteristic curves, and this activity was used to foster a broader discussion among the students about diagnostic specificity and sensitivity. Following the conclusion of the module, we had the students complete an anonymous survey where students reported they felt an increase in comprehension regarding the topics of LFAs and diagnostic specificity versus sensitivity. We have included all data and protocols to perform this lab and believe this module is well-suited as an in-person, hybrid, or remote-only lab or even as a lecture content supplement.

Teaching chemistry without access to a traditional laboratory space is an ongoing challenge that has become especially relevant because of the SARS-CoV-2 pandemic. While several remote learning options exist for covering general chemistry concepts (including kitchen-based experiments, online modules, and virtual reality), few options provide opportunities for hands-on learning about the chemistry of synthetic polymer materials. Here, we offer remote learning modules that use household adhesives as a platform for teaching polymer chemistry outside of the laboratory. These modules are designed for students who have taken at least one semester of organic chemistry and have varied hands-on time commitments, ranging from 2 to 10 total hours each. Concepts covered include polymer synthesis, intermolecular interactions, thermomechanical properties, structure-function relationships, and molecular design. The experiments described in these modules also give students a chance to practice research-relevant skills such as searching for primary literature sources, fabricating test samples, explaining unexpected experimental results, and revising experimental procedures to improve methodologies. Ultimately, these modules provide educators with an additional tool for teaching experimental chemistry outside of the laboratory.

Lab-on-a-chip devices are a critical and emerging chemical technology. New pedagogical tactics that effectively capture both analytical chemistry concepts along with the design elements unique to these devices are necessary for effective integration in the undergraduate chemistry curriculum. This article develops a design-based learning laboratory exercise to concurrently introduce analytical miniaturization, chemical separations, and formal factorial design of experiment methods in an Introduction to Instrumental Analysis course. A new student-accessible lab-on-a-chip fabrication platform using a benchtop laser cutter allows for rapid, iterative, and safe production of student-designed microchip capillary electrophoresis devices in minutes. Student teams used a full factorial experimental design approach to efficiently screen three experimental variables of their choice when evaluating the separation speed of their own lab-on-a-chip devices. This laboratory exercise has been successfully implemented on three occasions over the past several years at Colorado College. Both reflective and performance-based assessment methods suggest this exercise is an effective pedagogical approach for realizing the intended learning outcomes.

For some professionally, vocationally, or technically oriented careers, curricula delivered in higher education establishments may focus on teaching material related to a single discipline. By contrast, multidisciplinary, interdisciplinary, and transdisciplinary teaching(MITT) results in improved affective and cognitive learning and critical thinking, offering learners/students the opportunity to obtain a broad general knowledge base. Chemistry is a discipline that sits at the interface of science, technology, engineering, mathematics, and medicine(STEMM) subjects (and those aligned with or informed by STEMM subjects). This article discusses the significant potential of inclusion of chemistry in MITT activities in higher education and the real-world importance in personal, organizational, national, and global contexts. It outlines the development and implementation challenges attributed to legacy higher education infrastructures (that call for creative visionary leadership with strong and supportive management and administrative functions), and curriculum design that ensures inclusivity and collaboration and is pitched and balanced appropriately. It concludes with future possibilities, notably highlighting that chemistry, as a discipline, underpins industries that have multibillion dollar turnovers and employ millions of people across the world.

Students in chemistry often demonstrate difficulty with the principle of resonance. Despite many attempts to mitigate this difficulty, there have been few attempts to examine the root cause of these issues. In this study, students were assessed for their perception of Kekule structures based on perceptual learning theory, which is grounded in cognitive mechanisms of visual perception. The data from this assessment shows that students are perceiving inappropriate clues from this representation, which infers that the image itself might be an impediment to learning about resonance. Employment of a meta-representational competence approach was used to address these misperceptions.

This work describes a semester-long learning module designed to equip students with the analytical and practical skills necessary to be successful in an interdisciplinary polymer research environment. This learning module combines laboratory experiments involving both synthesis and materials characterization with lectures in polymer theory, and encourages chemists and engineers to learn alongside one another. Specifically, students learn air-free Schlenk technique to facilitate the atom transfer radical polymerization (ATRP) of a series of homo- and copolymers made from n-butyl methacrylate (BMA) and methyl methacrylate (MMA) monomers. Students analyze these polymers using techniques that traverse the interdisciplinary spectrum--including Gel Permeation Chromatography (GPC), Proton-Nuclear Magnetic Resonance (1H NMR) spectroscopy, Thermogravimetric Analysis (TGA), Differential Scanning Calorimetry (DSC), and Dynamic Mechanical Analysis (DMA)--and learn about the theory and mathematics behind the measurements. Ultimately, this hands-on experience in polymer material design bridges the structure--property relationships taught by classical and applied polymer theory.

The successful transition from high school to tertiary chemistry studies relies on a student's ability to transfer prior understanding since many topics are extended during first year general chemistry. It was therefore of interest to investigate the perspectives of high school and tertiary teachers regarding which topics and concepts they perceived to be the most important and their views of student preparation. This study was paralleled by the refinement of a diagnostic concept instrument to explore chemistry preconceptions held by leaving high school students and incoming first year students across two institutions. This instrument has been shown to be valid, reliable, and consistent and has provided formative feedback to faculty and students in regard to alternate conceptions over several years. A mismatch was found between the perceptions of high school teachers regarding their students' preparation and commencing students' achievement on the instrument. The most important topic to high school teachers was how electron configuration relates to structure whereas for tertiary teaching faculty, it was the conservation of matter. The position and response of equilibrium to change was of lowest importance to both groups. Student misconceptions, attributable to different learning impediments, are considered and a series of recommendations is proposed to support chemistry teachers who practice each side of the secondary-tertiary transition.

A laboratory experiment is described in which students determine the concentration and speciation of iron in beer samples using cloud point extraction and absorbance spectroscopy. The basis of determination is the complexation between iron and 2-(5-bromo-2- pyridylazo)-5-diethylaminophenol (5-Br-PADAP) as a colorimetric reagent in an aqueous micellar solution followed by cloud point extraction for preconcentration. Total iron and Fe(II) were determined with and without addition of ascorbic acid as a reducing agent, respectively. The determination of iron concentration in real beer samples using cloud point extraction provides an opportunity for students to become familiar with preconcentration, complexation chemistry, masking agents, and the speciation of an analyte. Students also gain hands-on experience with adapting methods from scientific literature, using absorbance spectroscopy, and exploring quality control techniques, such as method detection limits and spike recovery.

A multi-institution collaborative team of Australian chemistry education researchers, teaching a total of over 3000 first year chemistry students annually, has explored a tool for diagnosing students' prior conceptions as they enter tertiary chemistry courses. Five core topics were selected and clusters of diagnostic items were assembled linking related concepts in each topic together. An ordered multiple choice assessment strategy was adopted to enable provision of formative feedback to students through combination of the specific distractors that they chose. Concept items were either sourced from existing research instruments or developed by the project team. The outcome is a diagnostic tool consisting of five topic clusters of five concept items that has been delivered in large introductory chemistry classes at five Australian institutions. Statistical analysis of data has enabled exploration of the composition and validity of the instrument including a comparison between delivery of the complete 25 item instrument with subsets of five items, clustered by topic. This analysis revealed that most items retained their validity when delivered in small clusters. Tensions between the assembly, validation and delivery of diagnostic instruments for the purposes of acquiring robust psychometric research data versus their pragmatic use are considered in this study.

Heteronuclear multidimensional NMR techniques are commonly used to study protein structure, function, and dynamics, yet they are rarely taught at the undergraduate level. Here, we describe a senior undergraduate laboratory where students collect, process, and analyze heteronuclear multidimensional NMR experiments using an unstudied Ig domain (Ig2 of human obscurin) in order to sequence-specifically assign this domain. In this way, this project-oriented laboratory tries to simulate an authentic biomolecular NMR research experience. Through the semester, students gain a more thorough understanding of both the specific technical aspects of multidimensional NMR analysis and the process by which raw data are converted into sequence-specific secondary structural information.

Students commencing studies in biochemistry must transfer and build on concepts they learned in chemistry and biology classes. It is well established, however, that students have difficulties in transferring critical concepts from general chemistry courses; one key concept is "energy." Most previous work on students' conception of energy has focused on their understanding of energy in the context of physics (including the idea of "work") and/or their understanding of energy in classical physical and inorganic chemistry contexts (particularly Gibbs Free Energy changes, the second law of thermodynamics, and equilibrium under standard conditions within a closed system). For biochemistry, students must go beyond those basic thermodynamics concepts of work, standard energy changes, and closed systems, and instead they must consider what energy flow, use, and transformation mean in living, open, and dynamic systems. In this study we explored students' concepts about free energy and flow in biological chemical reactions and metabolic pathways by surveys and in-depth interviews. We worked with students in general chemistry classes and biochemistry courses in both an Australian and a US tertiary institution. We address three primary questions (i) What are the most common alternative conceptions held by students when they explain energy-related phenomena in biochemistry?, (ii) What information do students transfer from introductory chemistry and biology when they are asked to consider energy in a biological reaction or reaction pathway?, and (iii) How do students at varying levels of competence articulate their understandings of energy in pathways and biological reactions? The answers to these questions are used to build a preliminary learning progression for understanding "energy" in biochemistry. We also propose crucial elements of content knowledge that instructors could apply to help students better grasp this threshold concept in biochemistry.

In 1970, deposition of fly ash from a coal burning power plant in downtown Peoria produced minor damage in the vicinity of its smokestack, including runs in ladies nylon stockings. In this article, we review the historical event and discuss the chemistry behind the depolymerization of the nylon, as well as laboratory experiments demonstrating how sulfur-containing acidic vapors, such as those from the combustion of sulfur compounds in coal, attack nylon fibers. (Contains 3 notes and 2 figures.)

The oxidation of potassium sodium tartrate by hydrogen peroxide catalyzed by cobalt(II) chloride is a favorite lecture demonstration. I present conditions under which this experiment may be performed without need for 30% hydrogen peroxide and without need for controlled heating or any heating of the reaction mixture. I further show that this reaction is subject to an induction period and that the induction period may be shortened or eliminated by the introduction of one of the reaction products, bicarbonate ion, into the reaction mixture. (Contains 9 notes, 1 figure, and 1 scheme.)

The use of an indicator displacement assay permits the visualization of binding events between host and guest molecules. An undergraduate laboratory experiment is described to demonstrate the technique in the determination of citric acid content in commercially available beverages such as soda pop and fruit juices. Through the technique, students can learn supramolecular and analytical chemistry concepts via a practical, real-world application. (Contains 5 notes, 3 tables and 4 figures.)

This analysis follows students' action and interaction with a single scientific phenomenon (bubbling/gas) over the course of a curriculum unit in a middle school science classroom to examine how and what they learn when doing laboratory activities. Taking a situated approach to interaction, I place the process of objectification in its multimodal context, focusing specifically on perceptual and linguistic objectification to highlight the importance of action, bodily movement, and the use of materials in students' developing understanding of the law of conservation of matter. These two processes of objectification show how students orient themselves to the scientific materials at critical points in time, and how they transform first-hand activity into meaningful linguistic representations to demonstrate they have learned from their activities, and to create forms of knowledge that can be decontextualized and recontextualized in future learning situations. (Contains 4 figures.)

The impact of biodiesel on classrooms and teaching laboratories has potential similar to country's energy security and could help introduce environmental concepts, thermodynamics, titrations, combustion and chemical reactions. While researchers are exploring new methods and approaches to alternative fuels and renewable energy, the educators could do their job by ensuring that the education system produces citizens who are aware of the need for alternative energy sources.

Three variations on a classroom demonstration of the encapsulation of droplets and evidence for release of the interior solution are described. The first two demonstrations mimic biocompatible applications of encapsulation. Reversible formation of capsules from aqueous solutions of sodium alginate, a negatively charged polysaccharide derived from kelp, is shown by cross-linking with Ca[2+] ions and decomplexation with monovalent ions or a chelating agent. Rapid release of citric acid from a complex coacervate of alginate with chitosan, a positively charged polysaccharide derived from oyster shells, is compared with slow release from capsules strengthened with an outer membrane cross-linked with Ca[2+]. A third encapsulation exercise exploits the irreversible interfacial polymerization of diamine and diacid chloride to form membranes and illustrates the detection of diamine release from the capsule using an indicator.

Introduces the Techniques in Chemistry I course taught in the Furman University Department of Chemistry which focuses on organic and inorganic chemistry. Uses a problem solving approach and active learning. (Contains 17 references.) (YDS)

A description of shot noise and the role it plays in absorption and emission measurements using photodiode and photomultiplier tube detection systems is presented. This description includes derivations of useful forms of the shot noise equation based on Poisson counting statistics. This approach can deepen student understanding of a fundamental principle that can ultimately limit the sensitivity of a spectroscopic measurement.

Faculty who introduce active learning methods often perceive striking changes in student competence. Describes an assessment strategy designed to determine whether such changes in student skills are observable by independent and unbiased observers. Contains 16 references. (DDR)

An experiment is conducted for the oxidation of iron in a gel using consumer chemicals, which is pertinent to the students' understanding of redox chemistry and of the relative oxidation potentials of various metals. The experiment can be carried out with consumer chemicals that might be purchased at a supermarket and commonly found in the home.

Abstract Background Induced precipitation of phosphate minerals to scavenge trace elements from groundwater is a potential remediation approach for contaminated aquifers. The success of engineered precipitation schemes depends on the particular phases generated, their rates of formation, and their long term stability. The purpose of this study was to examine the precipitation of calcium phosphate minerals under conditions representative of a natural groundwater. Because microorganisms are present in groundwater, and because some proposed schemes for phosphate mineral precipitation rely on stimulation of native microbial populations, we also tested the effect of bacterial cells (initial densities of 105 and 107 mL-1) added to the precipitation medium. In addition, we tested the effect of a trace mixture of propionic, isovaleric, formic and butyric acids (total concentration 0.035 mM). Results The general progression of mineral precipitation was similar under all of the study conditions, with initial formation of amorphous calcium phosphate, and transformation to poorly crystalline hydroxylapatite (HAP) within one week. The presence of the bacterial cells appeared to delay precipitation, although by the end of the experiments the overall extent of precipitation was similar for all treatments. The stoichiometry of the final precipitates as well as Rietveld structure refinement using x-ray diffraction data indicated that the presence of organic acids and bacterial cells resulted in an increasing a and decreasing c lattice parameter, with the higher concentration of cells resulting in the greatest distortion. Uptake of Sr into the solids was decreased in the treatments with cells and organic acids, compared to the control. Conclusions Our results suggest that the minerals formed initially during an engineered precipitation application for trace element sequestration may not be the ones that control long-term immobilization of the contaminants. In addition, the presence of bacterial cells appears to be associated with delayed HAP precipitation, changes in the lattice parameters, and reduced incorporation of trace elements as compared to cell-free systems. Schemes to remediate groundwater contaminated with trace metals that are based on enhanced phosphate mineral precipitation may need to account for these phenomena, particularly if the remediation approach relies on enhancement of in situ microbial populations.

In this article, the author reflects on chemistry teaching in the next century. He questions--Was anything he taught in his fundamental chemistry course of value? And, how will our current understanding of the molecular world change during his students' lifetimes? It reminded him of a pseudo-quote he remembered from his own university days--"As research advances, we'll find that fifty percent of everything students were taught was wrong--unfortunately, at this time, we don't know which fifty percent that was." This thought stunned the author and again he questioned--Which fifty percent of the chemical theories I teach are wrong? More importantly, how can I prepare my students to adapt and learn new ideas? He reasoned that perhaps his chemistry courses should include a healthy dose of character development--helping students develop attitudes that encourage lifelong learning and intellectual adaptability, and the development of a sense of wonder about the natural world and the molecular theories that explain it--in this course and beyond. He concludes that, at the very least, this would alert his students and himself of the importance of attitude development and to consider teaching and learning strategies that will create positive feelings toward exploration, reflection, and theories of chemistry.

The experiment used [to the third power]H-labeled estradiol to determine the binding constant of estradiol to bovine serum albumin. Estradiol must complex with serum proteins for the transport in the blood stream because of its low solubility in aqueous systems and estradiol-protein binding constant, where K[subscript B] is important to understand hormone transport and utilization.

The activities that introduce topics of chemical health and safety are offered, using student-centered cooperative method. Teaching methods and exercises used in various activities were considered valuable enough to be modified and published in a book of activities for safety.