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"Are we asking the right questions?" seems cliché, but for ChatGPT, it is a pivotal tool to ensure the accuracy of responses. While ChatGPT-3.5's training on the vast database promises to revolutionize STEM education and research, this investigation shows the importance of precise communication and prompt engineering in guiding ChatGPT-3.5 toward reliable and accurate responses, particularly in chemistry. For instance, emphasizing context, clearly defining symbols, and focusing on field-specific instructions can dramatically improve its performance. Furthermore, avoiding open-ended prompts and strategically using repetition can further enhance its accuracy. The iterative prompt design, demonstrated through a series of adjustments, illustrates how seemingly minor refinements, such as substituting "least" for "lowest", profoundly impact the output. This study highlights the essential role of human oversight, including the construction of well-crafted prompts, in guarding reliable information and nurturing a productive "Human–AI" (HAI) partnership. [ABSTRACT FROM AUTHOR]

“Are we asking the right questions?” seems cliché, but for ChatGPT, it is a pivotal tool to ensure the accuracy of responses. While ChatGPT-3.5’s training on the vast database promises to revolutionize STEM education and research, this investigation shows the importance of precise communication and prompt engineering in guiding ChatGPT-3.5 toward reliable and accurate responses, particularly in chemistry. For instance, emphasizing context, clearly defining symbols, and focusing on field-specific instructions can dramatically improve its performance. Furthermore, avoiding open-ended prompts and strategically using repetition can further enhance its accuracy. The iterative prompt design, demonstrated through a series of adjustments, illustrates how seemingly minor refinements, such as substituting “least” for “lowest”, profoundly impact the output. This study highlights the essential role of human oversight, including the construction of well-crafted prompts, in guarding reliable information and nurturing a productive “Human–AI” (HAI) partnership.

The aim of the study was to explore students' own translation of the symbolic level of a chemical reaction, including the information provided with the use of coefficients, indices, and signs, as well as the preservation of atoms. Students were asked to translate the symbolic level of the combustion of methane with the use of clay modelling. The students had to make active choices regarding the size, shape, two- or three-dimensional structure, and the number of atoms in the molecules included in the reaction using modelling clay. The analysis followed the three levels of analysis as presented by Hedegaard. The results highlight the variations in students' answers and show the importance of investigating unrestricted translations of the symbolic level of chemistry. Including clay modelling in the educational process is helpful for both educators and students, as it fosters comprehension of underlying processes and enhances awareness of substance structure and atom redistribution across various substances. [ABSTRACT FROM AUTHOR]

A protocol for the isolation of the antibiotic fidaxomicin (Fdx) from Actinoplanes deccanensis and the isolation of shunt metabolites from A. deccanensis fdxG2− is reported. We constructed the mutant strain A. deccanensis fdxG2− by genetic manipulation which enabled the isolation of shunt metabolites as useful starting points for semisynthetic analogues of Fdx. Furthermore, a synthetic protocol for the conversion of complex A. deccanensis fdxG2− extracts into the single compound FdxG2‐OH via methanolysis is presented. This synthetic procedure is complemented by images and practical notes. Full structure assignment is given in the SI and the characterization data files are published to aid experimentalists. The protocol is also suitable as an undergraduate laboratory project. We hope to facilitate research into new Fdx derivatives through the availability of this procedure. [ABSTRACT FROM AUTHOR]

This article distinguishes the role of hexagonal motifs in close-packed solid-state structures and in graphite and graphene; we then illustrate how hexagonal cells in the nests of honey bees and paper wasps minimize construction materials while optimizing space and achieving a robust architecture from delicate materials

NMRium is the first web-based software that allows displaying, processing, interpretation, and teaching of 1D and 2D NMR data in a user-friendly interface. It can import the most common data formats (e.g., JCAMP-DX, Bruker, Varian, and Jeol). While the scope for the use of NMRium encompasses a variety of applications such as being a component in data repositories or electronic lab notebooks (ELN), performing structure elucidation or preparing raw spectral data for publication, it also excels in enhancing teaching of NMR interpretation. In this paper, we present some current possibilities of this new tool. Several series of exercises are already provided on https://www.nmrium.org/teaching.

Background: Elements symbols, groups, periods, and other periodic table-related topics are of fundamental importance in science, but it can be a bit of a taxing subject to learn at times. By combining video games with teaching, the topic could be turned into fun. Methods: In this regard we decided to write a program under the basis of the universally known game snake, called periodic caterpillar (in Italian called BRUCO). The gameplay is intended to help students cooperate. In this purpose, we also designed a joystick interface which is more comfortable for primary-grade students. Use case: Teaching in the classroom by game-based learning is the major usage of this research. We present the usage of this game in two different ways. One student/person play alone to understand their own proficiency with a periodic table. Another one is a group of students/people who can participate and play to exhibit their interpersonal skills. Conclusions: Bruco could prove highly useful for teaching chemistry to school students in a cooperative way. It may also be useful as a refreshment in a research laboratory-like environment and in the classroom.

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the study was to explore students’ own translation of the symbolic level of a chemical reaction, including the information provided with the use of coefficients, indices, and signs, as well as the preservation of atoms. Students were asked to translate the symbolic level of the combustion of methane with the use of clay modelling. The students had to make active choices regarding the size, shape, two- or three-dimensional structure, and the number of atoms in the molecules included in the reaction using modelling clay. The analysis followed the three levels of analysis as presented by Hedegaard. The results highlight the variations in students’ answers and show the importance of investigating unrestricted translations of the symbolic level of chemistry. Including clay modelling in the educational process is helpful for both educators and students, as it fosters comprehension of underlying processes and enhances awareness of substance structure and atom redistribution across various substances.

Changes in the dominant pigments in leaves of deciduous trees lead to beautiful autumnal hues. However, physiological and ecological reasons for the colours are still open for debate.

Communication through language is crucial to properly disseminate knowledge and new discoveries in all disciplines. Traité élémentaire de chimie by Antoine Lavoisier is regarded as the first modern Chemistry textbook and can be utilized as a teaching tool for interdisciplinary studies within the fields of Chemistry and French. A contemporary rereading of Lavoisier’s text offers insight into the Chemistry being performed in the Eighteenth century which was recorded and shared using Eighteenth century French language. A reexamination of this historical text provides a variety of pedagogical exercises that can be used across the two disciplines. From chemical principles to unit conversions to shifts in French orthography, Traité élémentaire de chimie possesses a wealth of knowledge that can be enjoyed by a wide audience within the humanities and natural sciences. Lavoisier’s Traité élémentaire de chimie can be employed in several different courses providing chemical principles for science courses while serving as a historical French writing sample for advanced French composition courses.

The unexpected closure of educational institutions as a result of the emergence of COVID-19 prompted the authorities to suggest adopting alternatives to traditional learning methods. E-learning is an innovative approach for delivering electronically mediated, well-designed, learner-centred interactive learning environments by utilizing internet and digital technologies with respect to instructional design principles. This paper presents the implementation and prototyping of an innovative web-based e-learning platform for chemistry course known as Al-Chemy. Al-Chemy was developed for foundation students at Tahmidi Centre, Universiti Sains Islam Malaysia. The rapid application development (RAD) methods have been used in developing Al-Chemy through website wix.com. Al-Chemy was structured with interactive notes, animation, virtual experiment, quizzes, and games. The combination of these activities helps students in learning basic and advanced concepts of chemistry. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Atmospheric science research has seen significant advances in facilitating the generation of knowledge and promoting a scientific understanding of global meteorological issues and concerns with the advent of technological progress across many disciplines, including the physical and biological sciences and the breakthroughs in computational and modeling methodologies. This has resulted in a rich library of scientific literature showcasing knowledge creation and a deeper understanding of natural phenomena and their linkages to the sustenance of life embodied by the extensive systems of the hydrosphere, biosphere, and even the frontiers of outer space. This article outlines how primary research in atmospheric science can be integrated into chemical education by furnishing connections and synchronicity with chemistry, bridging the concepts, discoveries, innovations, and their immediate importance to science and society. A general overview is given on how topics or themes in general chemistry courses can utilize the power of scientific research articles on atmospheric science, fostering students' interest in meteorological concepts and related fields. A non-exhaustive list of primary research literature highlighting breakthroughs related to a specific chemistry theme serving as templates for chemical educators is provided to enable the students to see real-world applications. Integrating research into science education is an effective strategy to promote scientific thinking and literacy and should be a catalyst for the global drive for sustainability. [ABSTRACT FROM AUTHOR]

We investigate in this article aspects related to the evaluation process pointed out by high school chemistry teachers in some schools in southwestern Paraná during the pandemic, in order to understand how the evaluations were developed during this period and how they were problematized and planned in the scope of Remote and Hybrid Education. The methodology of this research is based on a qualitative approach with the realization of semi-structured interviews that were analyzed through Discursive Textual Analysis. We identified from the analysis that observation and forms were the most used forms of assessment by teachers. In addition, the teachers pointed out difficulties in evaluating in this period because the students did not interact effectively in the classes and activities proposed. These factors point to the intrinsic influence of the education system, in addition to others such as the conditions of access to classes and the proposed evaluations. [ABSTRACT FROM AUTHOR]

Knowing the factors that affect the rate of chemical reactions is essential not only for the entire chemical industry, but also applicable in daily life. Understanding chemical kinetics has proven to be a challenge for students, and many misconceptions have been described in the scientific literature. The purpose of the present research is to to identify the difficulties that Bulgarian students encounter when studying chemical kinetics. The research was conducted using quantitative methods - testing and surveying. A diagnostic test was conducted with 17 eleventhgraders studying "Chemistry and environmental protection" at an advanced level. In addition, a survey was conducted with 39 teachers regarding the difficulties they observed students encounter in learning chemical kinetics. From the obtained results, it can be seen that the Bulgarian students encounter difficulties similar to those found in foreign studies when learning the content of chemical kinetics. It is much easier for students to reproduce presented facts than to work with data in graphical form and draw conclusions based on graphically presented data. [ABSTRACT FROM AUTHOR]

Chemistry as well as chemistry education often raise two different perceptions among non-experts: Chemistry (education) provides spectacular phenomena, experiments and entertainment, but is also perceived as incorporating high levels of risk and many different facts and rules. Students and teachers get more authentic insights and perceptions of the broad spectrum of science tasks, activities and people when working together, whereas scientists can better understand teachers´ and students´ perspectives with regard to content interests and learning processes at school and beyond.

Chemical education, together with other scientific and non-scientific fields, plays a role in the construction of a rational mind, and it is therefore of the highest importance to include it as early as possible in the school curricula. In this short article, the author, not being an expert in educational sciences, expresses his personal opinion based on almost 30 years of teaching chemistry at various levels.

Teaching and learning chemical formulas and structures is challenging. In many cases students understand chemical formulas only at a superficial level and poorly comprehend and retain the underlying chemical processes. Teaching methods still follow historically evolved principles, which are briefly summarized in this article. Difficulties and misconceptions that students encounter are presented and discussed. Didactic principles are proposed to help overcome the main challenge of connecting learned concepts and models to chemical formulas. The macOS and iPadOS application MoleculeSketch for drawing chemical structures is presented.

The European spruce bark beetles release aggregation pheromones to trigger attack on Norway spruce trees; attracting beetles through the use of pheromone traps proves less effective than conventional forest management.

The hippopotamus secretes a liquid from its skin that may act both as a sunscreen and an antibiotic.

Organic chemistry has a bad reputation, despite having a tremendous impact on our everyday lives. It has remained a notorious "weed-out" class for decades-striking fear in the hearts of students-and has long been viewed as a gatekeeper course for those interested in pursuing a career in medicine or other health-related professions. This personal account examines the underlying teaching philosophies that transformed organic chemistry into one of the most popular classes on the UCLA campus. Special emphasis is placed on ways to increase engagement and help students feel connected. Educational initiatives, including organic chemistry music videos and various online resources created in partnerships with students, will be discussed. It is hoped that this account will stimulate ideas that transcend scientific disciplines all for the benefit of student education.

Chemistry provides a constant interplay among the macroscopic, molecular, and atomistic views of matter requiring chemical educators to devise effective strategies for merging these attributes. Often, educators are challenged on how to progress towards conducive and active learning where students can see vividly through the lens of conceptual understanding. Chemistry has stories to tell; through narratives, we can convey meaning and create synchrony with the world. This viewpoint offers a glimpse into the utility of narrative thinking and storytelling as instructional tools to enable students' conceptual understanding of chemistry. A non-exhaustive outlook on learning difficulties is given along with critical aspects of how active narration touches on human psychological perception and, thus, embeds instructions by synchronizing concepts with the world. [ABSTRACT FROM AUTHOR]

Dramatic colours and pattern changes in chameleons arise from the optical properties of biogenic guanine nanocrystals

High throughput screening (HTS) and combinatorial chemistry, have been part of the process of drug design for nearly two decades. However, methods to teach their practical aspects to undergraduate students are scarce in the literature. The authors describe the synthesis and reactivity, under hydrolytic and transesterification conditions, of newly prepared fluorescent solid phase resins, envisaged to teach the concept of HTS, and prodrugs, to undergraduate students. Although the enzymatic methods did not perform well, the chemical hydrolysis, and the transesterification reaction, of these new solid phase resins, worked in very good yields, and produced very useful results. In relation to the experiment, the student’s learning experience, and feedback, were very positive.

We recently reported a copper-azophloxine complex for the naked-eye detection of pyrophosphate (E450) in water as solvent (Fig. 1). Here, both for a maturarbeit and the continuation of our study with a high school student, we investigate a new quick screening strategy of analytes as well as the discrimination abilities of our reported copper complex.

After a short introduction about fatty acids, the article refers to an unclear statement by Gibson et al. about the kind and number of isomeric products formed by addition of hypochloric acid to palmitoleic acid and linoleic acid. A theoretical approach with detailed mechanistic and stereochemical considerations will lead the reader to the solution of the problem.

Aim/Purpose The objective of this study is threefold: (i) investigate how a group of subjects see the relationship between the integration of content, pedagogical and technological knowledge of their chemistry teaching in light of the teaching practices developed during the pandemic; (ii) present a framework for the integration of digital technologies in chemical education; and (iii) integrate empirical research on teachers' relationship with technology in the remote classroom during the pandemic. Background The COVID-19 pandemic has imposed changes in the ways of teaching and learning and has affected educational contexts at all levels of education. While technology has been instrumental in providing access to education during the pandemic, it has also revealed a picture of serious technological inequality, especially among students. The adoption of technology in education is an old topic in Brazil but still requires studies and advances in the implementation of Information and Communication Technologies (ICT) in education. With regard to teaching Chemical Science, the study of the skills and knowledge that teachers need to carry out an effective and efficient integration of ICT in education is still a priority at any educational level. Methodology The research method used was qualitative with an interpretive paradigm that involved 324 Licentiate and Baccalaureate students in Chemistry from public educational institutions in the five regions that make up the Brazilian territory. Data were collected through an online survey and, after being exported it was analyzed using Python software. In order to reduce the number of variables, exploratory factor analysis was carried out followed by a reliability analysis of the adopted factors, in addition to subsequent comparisons between the means related to the three factors for each of the categorical variables present in this work (Gender, Age, Region, Teacher Education, Period, and Course). Contribution This article analyzes the perceptions of these chemistry students in Brazil regarding the effective integration of content, pedagogical and technological knowledge of their chemistry teachers during the pandemic. It also proposes a framework of a model constituted from the amalgamation between Johnstone's triangle and the conceptual structure TPACK whose aim is to teach chemistry by interrelating the macroscopic, symbolic, and submicroscopic levels incorporated into technologies. Findings The results of this research allow us to conclude that of the three main knowledge areas proposed in the TPACK model, the field of Knowledge mostly Scientific of chemistry teachers (Factor 1) was pointed out as the most deficient when investigated in the light of the perceptions of the students. The model developed and presented in this study, which integrates TPACK into the Johnstone Triangle, proposed a theoretical framework that explains the integration of technology into the chemistry curriculum and gives teachers a very important role in its use and appropriation to facilitate the integration of technology in an effective way, thus adding improvements to the construction of chemical knowledge of their students. Recommendations for Practitioners This study found that it is necessary for chemistry teachers to carry out training courses to improve the development of ICT-related skills and, consequently, to use the knowledge that composes the TPACK structure in interrelated ways so that chemical instructions can be used in a pedagogically appropriate manner and effectively to improve students' chemistry learning experience. Recommendations for Researchers This study involved only higher education chemistry professors and students; therefore, future research is needed involving chemistry teachers from different levels of education to expand our results. In addition, the proposed model that integrates TPACK and Johnstone's Triangle can be reapplied and improved, and new theoretical and epistemological contributions can be added to the framework to improve the teaching and learning process of chemistry with the support of technologies. Impact on Society The understanding of the TPACK of higher education chemistry teachers in Brazil can demonstrate weaknesses in the process of incorporating ICT in the classroom during the process of teaching and learning chemistry. Therefore, this research typology can be useful in supporting the development of ICTrelated skills, consequently improving teachers' TPACK. On the other hand, such understanding, by promoting reflections on university chemistry curricula, endorses the need for teachers' continuing education as a healthy mechanism for a growing integration of technologies in their teaching practices. The proposed model has the potential to align discussions on the use of technology in teaching chemistry, considering the specificities that are inherent and indispensable to the understanding of chemical knowledge. Future Research Future research should be to further improve the use of the proposed model that integrates Johnstone's triangle and the TPACK conceptual framework in teacher training, using it fully to guide the development and promotion of teacher training courses regarding the insertion of teaching technologies in a pedagogical way to teach chemistry in its different dimensions. [ABSTRACT FROM AUTHOR]

Copyright of Roteiro is the property of Roteiro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

What happens at the very beginning of the titration of a weak acid or base is a question sometimes asked by undergraduate students when introduced to the concept of buffer solution. To attempt to answer this question, a simple quantitative approach is developed, which also allows explaining more general properties of the weak acid or weak base titration process, while serving as well as an introduction to the theoretical, quantitative treatment of this subject. Using this approach, it can be shown that, at the beginning of the titration, the reaction between a weak acid (base) and a strong base (acid) does not occur on a one to one ratio when very small amounts of the strong base (acid) are added.

CHEMICAL ETHICS AND ITS TEACHING TO CHEMISTRY STUDENTS. This paper aims at broadening the understanding of scientific ethics by addressing chemical ethics, which deals with the benefits, risks and uncertainties associated with or arising from chemical activities. Chemical ethics is a theme of the Philosophy of Chemistry and its discussion has been recommended in Chemical Education. The purpose of its teaching is to recognize and analyze ethical problems, as well as to evaluate the possible paths that can be followed to make better decisions. In this paper, the implementation of a didactic intervention based on a historical case and on a hypothetical case in an undergraduate course is described. The aim of the intervention was to promote the development of ethical reasoning, instead of prescribing a specific ethical path, solution, or behavior. The historical case allowed students to understand the risks and uncertainties associated with the use of chemical substances. The hypothetical case made it possible to make ethical decisions by dealing with a problem situation, in which the characters’ possible decisions and their consequences were analyzed. Results show that the different approaches enable complementary understandings, which favor the development of students’ ethical reasoning.

Abstract Acetic acid derivatives such as ethyl acetate have been considered to be negative to the iodoform test because of the predominant hydrolysis leading to acetic acid. We clarified the immiscible property of the ester was the actual reason for the negative result. When THF or 1-propanol was used as a solvent, even alkyl acetate underwent the iodoform reaction; however, it cannot be used as qualitative test because of high solubility of iodoform into these solvents. This problem was overcome by conducting the test in methanol. Indeed, not only alkyl acetates but also N,N-dimethylacetamide showed positive to the iodoform test producing a yellow precipitates.

The colour distinction between male and female, and between young and mature male dragonflies of the genera Crocothemis and Sympetrum arises from simple redox chemistry. This natural phenomenon has inspired the development of a class of electrochromic device

All organic compounds are carbon compounds, but all carbon compounds are not organic compounds. Which are criteria to distinguish the two classes of compounds and therefore organic from inorganic chemistry? The answer lies in the difference of physical and chemical properties, of which carbonization is of utmost importance; organic compounds should be labelled as “carbogens” (Corey). The second criterion is the difference in oxidation state of carbon – in organic compounds it is “reduced” (OS ≤ 0). Historical analysis shows, however, that the term “organic substance” has changed its meaning (from “belong to organic (organized) body” to “carbon compound”) and that the difference between the two branches of chemistry is basically conventional. [ABSTRACT FROM AUTHOR]

Chemistry digitization requires an unambiguous link between experiments and the code used to generate the experimental conditions and outcomes, yet this process is not standardized, limiting the portability of any chemical code. What is needed is a universal approach to aid this process using a well‐defined standard that is composed of syntheses that are employed in modular hardware. Herein we present a new approach to the digitization of organic synthesis that combines process chemistry principles with 3D printed reactionware. This approach outlines the process for transforming unit operations into digitized hardware and well‐defined instructions that ensure effective synthesis. To demonstrate this, we outline the process for digitizing 3 MIDA boronate building blocks, an ester hydrolysis, a Wittig olefination, a Suzuki–Miyaura coupling reaction, and synthesis of the drug sulfanilamide. [ABSTRACT FROM AUTHOR]

Carbon and silicon are similar chemical elements, being the members of the same, 14th (4B), group of the periodic system; not only in science fiction but also in serious scientific works could there be found speculations about the possibility of extra-terrestrial life based on silicon. In this paper, the physical and chemical properties of carbon and silicon, as well as their respective compounds were compared (alkanes – silanes, cyclic hydrocarbons – cyclosilicates, heterocyclic compounds – alumosilicates). Their geochemistry shows mutual dependence of carbon and silicon circulations. Moreover, comparison of silica (quartz) with water (ice) points to unexpected similarities of the two minerals. [ABSTRACT FROM AUTHOR]

Abstract Objective The application of molecular graphics software as a simple and free alternative to molecular model sets for introductory-level chemistry learners is presented. Results Based on either Avogadro or IQmol, we proposed four sets of tasks for students, building basic molecular geometries, visualizing orbitals and densities, predicting polarity of molecules and matching 3D structures with bond-line structures. These topics are typically covered in general chemistry for first-year undergraduate students. Detailed step-by-step procedures are provided for all tasks for both programs so that instructors and students can adopt one of the two programs in their teaching and learning as an alternative to molecular model sets.

The basic chemistry knowledge of first-year students in the disciplines Chemistry, Biology, Pharmaceutical Sciences, and Health Sciences and Technology has been evaluated within the first three weeks of the Fall semester with a Moodle-based quiz at ETH Zurich. It consists of 37 small problems testing the knowledge that ETH students entering the lecture courses General Chemistry 1 (Inorganic Chemistry) (AC1) and Organic Chemistry 1 (OC1) should ideally have. An initial set of questions was developed by Bernhard Jaun (ETH Zurich) in 2007, it was combined with questions from an evaluation created in 2015 by Markus Müller (secondary school II teacher). The results of a total of 925 students who took part in the 2016 and 2017 evaluations are presented. It was found that 80% of the students of Chemistry, Chemical Engineering and Interdisciplinary Natural Sciences (AC1 course) and 70% of the students of Biology, Pharmaceutical Sciences, and Health Sciences and Technology (OC1 course) scored ≥60%. Students who took the focus course (Schwerpunktfach) Biology and Chemistry at the SEK II level (Swiss school system) performed on average 13–18% better and with a smaller standard deviation than other students. No significant differences were observed with regard to gender or the region in which the qualification for university entrance was obtained.

The use of anabolic androgenic steroids is largely restricted worldwide since they are associated with innumerous side effects and health damage. However, apprehensions of formulations of anabolic agents have been extensively increasing throughout the world, making their analysis a common task in the forensic field. In this sense, a set of three experiments was developed and applied to undergraduate students of Forensic Chemistry dealing with visual inspection of apprehended formulations of anabolic androgenic steroids as well as chemical identification by Infrared Spectroscopy and Gas Chromatography-Mass Spectrometry. Moreover, the classroom evaluated the extraction of steroidal active ingredients by ultrasonic and microwave-assisted extraction. The experimental procedures allied with the theory behind these topics provided an important background to the students on distinct extraction methods and analytical techniques used in the analysis of anabolic agents. Finally, the classroom was led to critically evaluate and interpret the results as well as to question the adequacy of experimental methods used in forensic analysis to stimulate their critical thinking.

Application of Einstein special theory of relativity in chemistry seems to be superfluous; energies are too low. The average velocity of electron in hydrogen atom (1 s 1) is 1/135 c, making its actual mass only 26,6 ppm bigger than the rest mass. However, for heavier elements (about Z > 60) relativistic effects have to be taken into account and, more, many phenomena cannot be explained without ascribing new mass to electrons, in accordance with Einstein theory. In this paper such phenomena are described: color of metallic gold and Bi and Pb compounds, contraction of Ln-X bond of lanthanide trihalides, voltage of lead-acid and Zn/HgO battery, and the shape of gold clusters. Besides, essentials of Einstein theory and quantum chemistry were problems concerning the validity of Lavoisier law. [ABSTRACT FROM AUTHOR]

Chemistry, as well as architecture, are synthetic disciplines; keeping in mind the function of a final product, they attempt to find construction solutions to obtain a desired shape. There is certainly a difference in the object of design, as architecture is aimed at the design of buildings, and chemistry at the design of molecules, the size of their objects (macroscopic vs. submicroscopic), their nature (classical-physical systems vs. quantum systems) and, most importantly, they differ in forces a designer has to cope with (gravitation vs. electromagnetic interactions). This paper presents examples of architectural projects inspired by chemical structures (Atomium), as well as the application of chemical principles in architecture and construction of geodesic domes, devised by American architect Richard Buckminster Fuller (1895–1983). [ABSTRACT FROM AUTHOR]

What happens at the very beginning of the titration of a weak acid or base is a question sometimes asked by undergraduate students when introduced to the concept of buffer solution. To attempt to answer this question, a simple quantitative approach is developed, which also allows explaining more general properties of the weak acid or weak base titration process, while serving as well as an introduction to the theoretical, quantitative treatment of this subject. Using this approach, it can be shown that, at the beginning of the titration, the reaction between a weak acid (base) and a strong base (acid) does not occur on a one to one ratio when very small amounts of the strong base (acid) are added. [ABSTRACT FROM AUTHOR]

Real chemical experiments may be dangerous or pollute the environment; meanwhile, the preparation of drugs and reagents is time-consuming. Due to the above-mentioned reasons, few experiments can be actually operated by students, which is not conducive to the chemistry learning and the phenomena principle understanding. Recently, due to the impact of Covid-19, many schools adopt online teaching, which is even more detrimental to students' learning of chemistry. Fortunately, MR(mixed reality) technology provides us with the possibility of solving the safety issues and breaking the space-time constraints, while the theory of human needs (Maslow's hierarchical needs) provides us with a way to design a comfortable and stimulant MR system with realistic visual presentation and interaction. The paper combines with the theory of human needs to propose a new needs model for virtual experiment. Based on this needs model, we design and develop a comprehensive MR system called MagicChem, which offers a robust 6-DoF interactive and illumination consistent experimental space with virtual-real occlusion, supporting realistic visual interaction, tangible interaction, gesture interaction with touching, voice interaction, temperature interaction, olfactory interaction and virtual human interaction. User study shows that MagicChem satisfies the needs model better than other MR experimental environments that partially meet the needs model. In addition, we explore the application of the needs model in VR environment. [ABSTRACT FROM AUTHOR]

In this paper we give an insight into results from our curricular innovation research which aims at integrating photochemistry in university and school curricula. We have been exploring experimental approaches and developing teaching materials for more than 20 years and most of our experiments and teaching materials have been digitalized and made available in German and English as open educational resources (OER) on our website. The addressed photochemical content can be connected to well‐established subject content at school and university level chemistry, but their theoretical interpretation and the understanding of their applications go well beyond this. However, primarily they should motivate learners to, even after they leave school and university, continue to work on the investigation and development of sustainable processes and materials based on the use of (solar) light. [ABSTRACT FROM AUTHOR]

For the purpose of a high school thesis, we investigate with a student the possibility of detecting pyrophosphate with an indicator displacement assay using a copper-based inorganic complex. Our results indicate that real research with socially relevant results can be conducted at high school using very modest resources.

Im Artikel werden didaktisch nützliche Informationen zu Eigenschaften, (Bio)synthese und Anwendungen der L-2-Amino-3-phosphonopropionsäure (AP-3) zusammengestellt. Das Material ist zur Ergänzung chemischer Grundlagenvorlesungen im Hochschulbereich, aber ggf. auch für spezialisiertere Unterrichtseinheiten gedacht und einsetzbar.