JCE 91.08—August 2014 Issue Highlights

Journal of Chemical Education August 2014 Cover

Using Models for Learning Chemistry

The August 2014 issue of the Journal of Chemical Education is now available online to subscribers. The August issue contains content to spark thinking about models and how to foster meaningful learning in chemistry classrooms and improve student understanding.

3D Printing

Cover

Tangible models help students and researchers visualize chemical structures in three dimensions. 3D printing offers a unique and straightforward approach to fabricate plastic 3D models of molecules and extended solids, as shown on the cover and discussed in 3D Printed Molecules and Extended Solid Models for Teaching Symmetry and Point Groups. In the article, Vincent F. Scalfani and Thomas P. Vaid describe the preparation of a series of digital 3D design files of molecular structures for teaching chemical education topics such as symmetry and point groups.

Additional applications of 3D printing for teaching chemistry in this issue:

3D Printers Can Provide an Added Dimension for Teaching Structure–Energy Relationships by David N. Blauch and Felix A. Carroll

3D Printing of Molecular Potential Energy Surface Models by Phalgun Lolur and Richard Dawes

Editorial

In “What Were You Thinking?” Editor-in-Chief Norbert J. Pienta reflects on the end of his first five-year term and moving forward, especially with respect to issues concerning the future of the Journal and publication in a digital world.

Commentary

Vicente Talanquer describes 10 cognitive heuristics that are often responsible for biases in student thinking. Helping students tame these heuristics may foster more meaningful learning in chemistry classrooms.

Review Articles on Models

The Kimball Free-Cloud Model: A Failed Innovation in Chemical Education?, an historical review by William B. Jensen, traces the origins of the Kimball free-cloud model of the chemical bond (or the charge-cloud or tangent-sphere model), and the central role it played in attempts to reform the introductory chemical curriculum at both the high school and college levels in the 1960s. It also critically evaluates the limitations of the model, its current implicit role in the teaching of VSEPR theory, and its pedagogical implications, as well as providing a resource paper for those chemical educators interested in exploring its present-day applications.

In Humanizing Chemistry Education: From Simple Contextualization to Multifaceted Problematization,Jesper Sjöström and Vicente Talanquer
discuss and reflect on different approaches to include the human element into chemistry education. They describe and illustrate how various levels of complexity in the humanistic dimension can be characterized using different facets of our chemistry knowledge for teaching.

Chemical Education Research

Assessment

The Development of the Redox Concept Inventory as a Measure of Students’ Symbolic and Particulate Redox Understandings and Confidence
by Alexandra R. Brandriet and Stacey Lowery Bretz


Investigating Faculty Familiarity with Assessment Terminology by Applying Cluster Analysis To Interpret Survey Data
by Jeffrey R. Raker and Thomas A. Holme


Visualizations

Using Variation Theory with Metacognitive Monitoring To Develop Insights into How Students Learn from Molecular Visualizations
by Resa M. Kelly

Improving Students’ Understanding of Molecular Structure through Broad-Based Use of Computer Models in the Undergraduate Organic Chemistry Lecture
by Mike T. Springer

Using PhET Interactive Simulations

The PhET Interactive Simulations project at the University of Colorado Boulder has developed over 30 interactive simulations for teaching and learning chemistry. Two articles that discuss this project and how to use its resources are:PhET Interactive Simulations: Transformative Tools for Teaching Chemistry
by Emily B. Moore, Julia M. Chamberlain, Robert Parson, and Katherine K. Perkins
; Use of a PhET Interactive Simulation in General Chemistry Laboratory: Models of the Hydrogen Atom
by Ted M. Clark and Julia M. Chamberlain


Laboratory Experiments

Inquiry-Based Lab

A Discovery Chemistry Experiment on Buffers
by Suzanne E. Kulevich, Richard S. Herrick, and Kenneth V. Mills

Integrating Biology into the General Chemistry Laboratory: Fluorometric Analysis of Chlorophyll aby Meredith C. Wesolowski
Journal of Chemical Education 2014 91 (8), 1224-1227

Kinetics

Efficient Method for the Determination of the Activation Energy of the Iodide-Catalyzed Decomposition of Hydrogen Peroxide
by William Sweeney, James Lee, Nauman Abid, and Stephen DeMeo


Dual Studies on a Hydrogen–Deuterium Exchange of Resorcinol and the Subsequent Kinetic Isotope Effectby Richard Giles, Iris Kim, Weyjuin Eric Chao, Jennifer Moore, and Kyung Woon Jung


Studying Polymorphs

Mechanochemical Synthesis of Two Polymorphs of the Tetrathiafulvalene-Chloranil Charge Transfer Salt: An Experiment for Organic Chemistry
by Alex Wixtrom, Jessica Buhler, and Tarek Abdel-Fattah

High-Resolution Solid-State NMR Spectroscopy: Characterization of Polymorphism in Cimetidine, a Pharmaceutical Compoundby Julia E. Pacilio, John T. Tokarski, Rosalynn Quiñones, and Robbie J. Iuliucci


Using Electrospray

Examination and Manipulation of Protein Surface Charge in Solution with Electrospray Ionization Mass Spectrometry
by Deborah S. Gross and Hal Van Ryswyk


Hands-On Electrospray Ionization-Mass Spectrometry for Upper-Level Undergraduate and Graduate Studentsby Naomi L. Stock and Raymond E. March


From the Archives: Accessible Learning for Students with Blindness or Low Vision

In this issue, Cary A. Supalo, April A. Hill, and Carleigh G. Larrick discuss Summer Enrichment Programs To Foster Interest in STEM Education for Students with Blindness or Low Vision.

Other articles available in past issue of JCE to help teach students with blindness or low vision include:

Nobody Can See Atoms: Science Camps Highlighting Approaches for Making Chemistry Accessible to Blind and Visually Impaired Students by Henry B. Wedler, Lee Boyes, Rebecca L. Davis, Dan Flynn, Annaliese Franz, Christian S. Hamann, Jason G. Harrison, Michael W. Lodewyk, Kristin A. Milinkevich, Jared T. Shaw, Dean J. Tantillo, and Selina C. Wang

Making Hands-On Science Learning Accessible for Students Who Are Blind or Have Low Vision by Cary A. Supalo, Mick D. Isaacson, and Michael V. Lombardi

Adaptive Instructional Aids for Teaching a Blind Student in a Nonmajors College Chemistry Course by Debra Boyd-Kimball

Sonified Infrared Spectra and Their Interpretation by Blind and Visually Impaired Students by Florbela Pereira, João C. Ponte-e-Sousa, Rui P. S. Fartaria, Vasco D. B. Bonifácio, Paulina Mata, Joao Aires-de-Sousa, and Ana M. Lobo

Seeing Chemistry through the Eyes of the Blind: A Case Study Examining Multiple Gas Law Representations by Jordan Harshman, Stacey Lowery Bretz, and Ellen Yezierski

91 Volumes of JCE on the (Electronic) Wall, 91 Volumes of JCE…

Take the August issue down and you will find all of the articles mentioned above, and many more, in the Journal of Chemical Education. Articles that are edited and published online ahead of print (ASAP—As Soon As Publishable) are also available.

The January 2014 issue is available as a sample issue for the entire year. If you like what you read, subscribe! If you have something to share, write it up!