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Journal articles on the topic 'Chemistry major'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Avargil, Shirly, Zehavit Kohen, and Yehudit Judy Dori. "Trends and perceptions of choosing chemistry as a major and a career." Chemistry Education Research and Practice 21, no. 2 (2020): 668–84. http://dx.doi.org/10.1039/c9rp00158a.

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In many countries, the choice of a STEM career, especially in chemistry, is decreasing. A shortage of appropriately skilled workers can become a threat to any country's future achievements. Our research strives to understand behavioral trends and career choice factors related to personal and environmental themes. Building on the foundations of the Social Cognitive Career Theory, the research sheds light on prospective trends and retrospective perceptions of chemistry-related professionals in choosing chemistry in high school, as a career, and as a STEM occupation. To analyze the prospective trends in choosing chemistry, we used data curated by the Israel Central Bureau of Statistics on 545 778 high school graduates. For the retrospective perceptions of choosing a chemistry career, we investigated three research groups (N = 190): chemists and chemical engineers, chemistry teachers, and third year undergraduate chemistry students. We found that choosing chemistry as a major and profession decreases from high school to higher education. Women tend to choose chemistry more than men at high school and university levels, and minorities tend to choose it more in high school but less in higher education compared to non-minorities. Task-oriented self-efficacy was the factor which contributed the most to chemistry career choice in all three research groups. The theoretical contribution is the unique SCCT application through the integration of both the prospective views on the behavioral theme and the retrospective views on the personal and environmental themes. Furthermore, we present new chemistry-related factors within the personal theme of this theoretical framework that can extend the SCCT framework.

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2

Whittingham, M. Stanley. "Materials in the Undergraduate Chemistry Curriculum." MRS Bulletin 15, no. 8 (August 1990): 40–45. http://dx.doi.org/10.1557/s0883769400058942.

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Although solids are one of the three states of matter, and the solid state is pervasive throughout science and our lives, students would not know it from the standard chemistry curriculum, which still emphasizes small molecules. Despite this education, a significant proportion (more than 30%) of all chemists end up as practitioners of materials chemistry, either in inorganic solids or in polymers, and they must therefore obtain on-the-job education. Not only should this need be reflected in the curriculum, but it should be possible through modern areas of chemistry such as materials to bring some of the excitement of the practicing chemist to the undergraduate student's first chemistry course, perhaps turning around the flight from science, and from chemistry and physics in particular. The American Chemical Society is encouraging this approach through the proposal of a certified BS degree in chemistry with emphasis in materials. To place the present position in perspective, one only needs to look at the recent figures tabulated by the National Science Foundation; there is a tremendous attrition of students planning to major in science and engineering during the freshman year (See Table I).Potential science majors are indeed there, but they are being lost due to their first experiences, which are usually in general chemistry and calculus, and a lesser number in biology and physics. It is therefore imperative that these courses encourage students rather than kill their enthusiasm.

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3

LONG, JANICE R. "NSF's Chemistry Division Plans Major Reorganization." Chemical & Engineering News 64, no. 19 (May 12, 1986): 14–15. http://dx.doi.org/10.1021/cen-v064n019.p014.

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4

Mayo, Dana W., Mono M. Singh, Ronald M. Pike, and Zvi Szafran. "A major revolution in the chemistry laboratory." Educación Química 10, no. 2 (August 30, 2018): 102. http://dx.doi.org/10.22201/fq.18708404e.1999.2.66492.

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<span>A historical perspective on the origins of Microscale Chemistry in the USA and of the motivation behind it is presented here by one of the fathers of Microscale Chemistry and his colleagues. The success achieved can be understood in the light of the establishment of many programs and centers around the world.</span>

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5

Buckle, Derek R., Paul W. Erhardt, C. Robin Ganellin, Toshi Kobayashi, Thomas J. Perun, John Proudfoot, and Joerg Senn-Bilfinger. "Glossary of terms used in medicinal chemistry. Part II (IUPAC Recommendations 2013)." Pure and Applied Chemistry 85, no. 8 (July 31, 2013): 1725–58. http://dx.doi.org/10.1351/pac-rec-12-11-23.

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The evolution that has taken place in medicinal chemistry practice as a result of major advances in genomics and molecular biology arising from the Human Genome Project has carried with it an extensive additional working vocabulary that has become both integrated and essential terminology for the medicinal chemist. Some of this augmented terminology has been adopted from the many related and interlocked scientific disciplines with which the modern medicinal chemist must be conversant, but many other terms have been introduced to define new concepts and ideas as they have arisen. In this supplementary Glossary, we have attempted to collate and define many of the additional terms that are now considered to be essential components of the medicinal chemist’s expanded repertoire.

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6

Nakano, Shun, Takahiro Yamamoto, and Naoki Isshiki. "Major-element chemistry of Nishiyama volcano, Hachijojima." JOURNAL OF MINERALOGY, PETROLOGY AND ECONOMIC GEOLOGY 86, no. 2 (1991): 72–81. http://dx.doi.org/10.2465/ganko.86.72.

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7

Basu-Dutt, Sharmistha, Charles Slappey, and Julie K. Bartley. "Making Chemistry Relevant to the Engineering Major." Journal of Chemical Education 87, no. 11 (November 2010): 1206–12. http://dx.doi.org/10.1021/ed100220q.

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8

Garson, Mary, and Laura McConnell. "The IUPAC100 Global Women’s Breakfast Empowering Women in Chemistry." Chemistry International 42, no. 1 (January 1, 2020): 22–25. http://dx.doi.org/10.1515/ci-2020-0107.

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AbstractOn February 12, 2019, women chemists from over 50 different countries shared breakfast. They were taking part in the international networking event Empowering Women in Chemistry, an activity to celebrate the centenary of IUPAC. Women have made enormous contributions to the advancement of chemistry over the last 100 years, including as winners of Nobel prizes and many other major international awards, but they rarely take time to celebrate these achievements.

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9

Gui'e, Tan, Zeng Xiuqiong, Li Xiuling, Zhao Huarong, and Wang Yanguang. "Explorations in Foundational Chemistry Experiment Teaching for the Non-chemistry Major Undergraduates." University Chemistry 30, no. 6 (2015): 21–24. http://dx.doi.org/10.3866/pku.dxhx20150621.

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10

George, Babu, V. P. Wystrach, and Ronald Perkins. "Why do students choose chemistry as a major?" Journal of Chemical Education 62, no. 6 (June 1985): 501. http://dx.doi.org/10.1021/ed062p501.

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11

Schlotter, Nicholas E. "A Statistics Curriculum for the Undergraduate Chemistry Major." Journal of Chemical Education 90, no. 1 (December 13, 2012): 51–55. http://dx.doi.org/10.1021/ed300334e.

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12

Chen, Jingsheng, Feiyue Wang, Xinghui Xia, and Litian Zhang. "Major element chemistry of the Changjiang (Yangtze River)." Chemical Geology 187, no. 3-4 (August 2002): 231–55. http://dx.doi.org/10.1016/s0009-2541(02)00032-3.

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13

Nriagu, Jerome O. "Chemistry of the River Niger I. Major ions." Science of The Total Environment 58, no. 1-2 (December 1986): 81–88. http://dx.doi.org/10.1016/0048-9697(86)90078-1.

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14

Southan, Christopher. "Caveat Usor: Assessing Differences between Major Chemistry Databases." ChemMedChem 13, no. 6 (February 23, 2018): 470–81. http://dx.doi.org/10.1002/cmdc.201700724.

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15

Xia, Wandong. "The Experimental Teaching Reform and Exploration of Pharmaceutical Chemistry in Biopharmaceutical Major." Advances in Higher Education 3, no. 4 (December 19, 2019): 150. http://dx.doi.org/10.18686/ahe.v3i4.1534.

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<p>Pharmaceutical chemistry is an important course in biopharmaceutical major. The subject knowledge permeates many subjects and has a strong theoretical and guiding function. However, there are still a lot of problems in the pharmaceutical chemistry experiment course and the development is not perfect, which needs to be timely reformed and innovated. This paper mainly discusses the reform of experimental teaching of pharmaceutical chemistry in biopharmaceutical major, analyzes the current situation of experimental teaching of pharmaceutical chemistry, finds out the problems and gives solutions, and proposes the corresponding reform measures. This paper explores active and effective teaching methods from the aspects of teaching modes, the laboratory, experimental materials and teaching methods, so as to improve the experimental teaching of pharmaceutical chemistry of biopharmaceutical major, improve the teaching quality and promote the cultivation of students' comprehensive ability.</p>

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16

Abu Zarga, Musa H. "Preface." Pure and Applied Chemistry 83, no. 9 (January 1, 2011): iv. http://dx.doi.org/10.1351/pac20118309iv.

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It was a great honor for the University of Jordan to organize the 11th Eurasia Conference on Chemical Sciences (EuAsC2S-11), which was held at the Dead Sea, Jordan from 6 to 10 October 2010.The main objective of the Eurasia Conferences is to give young chemists and graduate students from developing countries the opportunity to meet and interact with eminent scientists from all over the world.The theme of the 11th Eurasia Conference, “ChemistryCares”, underlines the role of chemistry in society and the responsibility of chemists to improve our lives.The scientific program featured 12 plenary lectures, 108 invited lectures, 36 oral presentations, and more than 100 poster presentations. The topics covered the following major themes:Natural Products ChemistryPharmaceutical Chemistry and Drug DesignBioorganic ChemistryOrganic SynthesisHeterocyclic ChemistryBioinorganic and Inorganic ChemistryCoordination ProgrammingMaterials Science and NanochemistryRenewable Energy and Water ResearchPhysical and Computational ChemistryAnalytical ChemistryElectrochemistryMolecular Aspects of Liquids and SolutionsEducational ChemistryIn addition, there were 4 workshops, 5 panel discussions, and 5 scientific exhibitions.The conference was attended by 630 participants from 59 countries. Many of the participants were young chemists from Jordan and other developing countries who had the opportunity to meet and interact with prominent scientists from around the world, including three Nobel laureates.We are grateful to all who contributed to the success of the conference, especially the speakers and the national and international sponsors.Musa H. Abu ZargaConference Editor

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17

Green, M. L. H., and W. P. Griffith. "Sir Geoffrey Wilkinson. 14 July 1921 — 26 September 1996." Biographical Memoirs of Fellows of the Royal Society 46 (January 2000): 593–606. http://dx.doi.org/10.1098/rsbm.1999.0103.

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Geoffrey Wilkinson was one of the most influential chemists of the postwar era, a major contributor to the renaissance of inorganic chemistry and probably the most influential founder of modern organometallic chemistry. His scientific career spanned more than fifty years and he worked throughout that entire period with undiminished enthusiasm and intellectual vigour. His work covered most of the elements in the Periodic Table, and he made remarkable and highly individual contributions to radiochemistry, organometallic chemistry, coordination chemistry and homogeneous catalysis.

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18

Turk, John T., Howard E. Taylor, George P. Ingersoll, Kathy A. Tonnessen, David W. Clow, M. Alisa Mast, Donald H. Campbell, and John M. Melack. "Major-ion chemistry of the Rocky Mountain snowpack, USA." Atmospheric Environment 35, no. 23 (August 2001): 3957–66. http://dx.doi.org/10.1016/s1352-2310(01)00189-3.

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19

Lecroart, Pascal, Anny Cazenave, Yanick Ricard, Catherine Thoraval, and Douglas G. Pyle. "Along-axis dynamic topography constrained by major-element chemistry." Earth and Planetary Science Letters 149, no. 1-4 (June 1997): 49–56. http://dx.doi.org/10.1016/s0012-821x(97)00062-9.

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20

Zhang, Liang, Xianfang Song, Jun Xia, Ruiqiang Yuan, Yongyong Zhang, Xin Liu, and Dongmei Han. "Major element chemistry of the Huai River basin, China." Applied Geochemistry 26, no. 3 (March 2011): 293–300. http://dx.doi.org/10.1016/j.apgeochem.2010.12.002.

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21

Vasilenko, V. B., N. N. Zinchuk, V. O. Krasavchikov, L. G. Kuznetsova, V. V. Khlestov, and N. I. Volkova. "Diamond potential estimation based on kimberlite major element chemistry." Journal of Geochemical Exploration 76, no. 2 (September 2002): 93–112. http://dx.doi.org/10.1016/s0375-6742(02)00219-4.

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22

Shyamala, G., S. Ramesh, and N. Saravanakumar. "Major Ion Chemistry and Groundwater Quality Evaluation for Irrigation." Journal of Applied Sciences and Environmental Management 24, no. 4 (May 22, 2020): 699–705. http://dx.doi.org/10.4314/jasem.v24i4.23.

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Hydrogeochemical characteristics of Groundwater analyzed in the study area of Coimbatore district by collecting 60 samples from agricultural belt. Groundwater quality for irrigation is determined by several key factors like pH, Electrical conductivity (EC), Total suspended solids (TDS). The cations such as Sodium (Na+), Potassium (K+), Calcium (Ca2+), Magnesium (Mg2+ ) and anions are Hydrocarbon (HCO3), Carbonate (CO3 -), Chlorides (Cl-)and Sulphates (SO4 2-) are tested. The irrigation water quality parameters such as Residual Sodium Carbonate (RSC), Sodium Absorption Ratio (SAR), Chloro Alkali Indices (CA I & CAII), Kelley’s Ratio (KR), Magnesium Hazard (MH), Percent sodium (%Na) and Permeability Index (PI), Soluble sodium Percent (SSP) are computed from the key factors, anions and cations. From the USSL Diagram the samples fall in C2S1, C3S1, C4S1 range. Salinity hazard is too elevated in the study area, all the samples are categorized under high to very high with the values greater than 750 μS/cm. Total dissolved solid in the study area indicated that only 2 locations are unfit for irrigation. SAR and % Na shows that there is no hazard related to irrigation watering. Magnesium hazard in the groundwater is high and indicates 51 sample out of 60 is unsuitable for irrigation. From the study it indicates the groundwater is contaminated with salt content and in most of the area it can be used for irrigation. Keywords: Groundwater, Irrigation water quality, Salinity hazard, Kelley’s ratio, Magnesium hazard

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23

Chapra, Steven C., Alice Dove, and Glenn J. Warren. "Long-term trends of Great Lakes major ion chemistry." Journal of Great Lakes Research 38, no. 3 (September 2012): 550–60. http://dx.doi.org/10.1016/j.jglr.2012.06.010.

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24

Li, Wei-Ting, Jyh-Chong Liang, and Chin-Chung Tsai. "Relational analysis of college chemistry-major students' conceptions of and approaches to learning chemistry." Chem. Educ. Res. Pract. 14, no. 4 (2013): 555–65. http://dx.doi.org/10.1039/c3rp00034f.

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25

Patocka, Jiri, Ran Wu, Eugenie Nepovimova, Martin Valis, Wenda Wu, and Kamil Kuca. "Chemistry and Toxicology of Major Bioactive Substances in Inocybe Mushrooms." International Journal of Molecular Sciences 22, no. 4 (February 23, 2021): 2218. http://dx.doi.org/10.3390/ijms22042218.

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Mushroom poisoning has always been a threat to human health. There are a large number of reports about ingestion of poisonous mushrooms every year around the world. It attracts the attention of researchers, especially in the aspects of toxin composition, toxic mechanism and toxin application in poisonous mushroom. Inocybe is a large genus of mushrooms and contains toxic substances including muscarine, psilocybin, psilocin, aeruginascin, lectins and baeocystin. In order to prevent and remedy mushroom poisoning, it is significant to clarify the toxic effects and mechanisms of these bioactive substances. In this review article, we summarize the chemistry, most known toxic effects and mechanisms of major toxic substances in Inocybe mushrooms, especially muscarine, psilocybin and psilocin. Their available toxicity data (different species, different administration routes) published formerly are also summarized. In addition, the treatment and medical application of these toxic substances in Inocybe mushrooms are also discussed. We hope that this review will help understanding of the chemistry and toxicology of Inocybe mushrooms as well as the potential clinical application of its bioactive substances to benefit human beings.

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26

Jordaan, LJ, V. Wepener, and JM Huizenga. "The major and trace element chemistry of fish and lake water within major South African catchments." Water SA 42, no. 1 (January 29, 2016): 112. http://dx.doi.org/10.4314/wsa.v42i1.12.

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27

van der Marel, Nienke, Alice S. Booth, Margot Leemker, Ewine F. van Dishoeck, and Satoshi Ohashi. "A major asymmetric ice trap in a planet-forming disk." Astronomy & Astrophysics 651 (July 2021): L5. http://dx.doi.org/10.1051/0004-6361/202141051.

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Context. The chemistry of planet-forming disks sets the exoplanet atmosphere composition and the prebiotic molecular content. Dust traps are of particular importance as pebble growth and transport are crucial for setting the chemistry where giant planets form. Aims. The asymmetric Oph IRS 48 dust trap located at 60 au radius provides a unique laboratory for studying chemistry in pebble-concentrated environments in warm Herbig disks with gas-to-dust ratios as low as 0.01. Methods. We use deep ALMA Band 7 line observations to search the IRS 48 disk for H2CO and CH3OH line emission, the first steps of complex organic chemistry. Results. We report the detection of seven H2CO and six CH3OH lines with energy levels between 17 and 260 K. The line emission shows a crescent morphology, similar to the dust continuum, suggesting that the icy pebbles play an important role in the delivery of these molecules. Rotational diagrams and line ratios indicate that both molecules originate from warm molecular regions in the disk with temperatures > 100 K and column densities ∼1014 cm−2 or a fractional abundance of ∼10−8 and with H2CO/CH3OH ∼0.2, indicative of ice chemistry. Based on arguments from a physical-chemical model with low gas-to-dust ratios, we propose a scenario where the dust trap provides a huge icy grain reservoir in the disk midplane, or an ‘ice trap’, which can result in high gas-phase abundances of warm complex organic molecules through efficient vertical mixing. Conclusions. This is the first time that complex organic molecules have been clearly linked to the presence of a dust trap. These results demonstrate the importance of including dust evolution and vertical transport in chemical disk models as icy dust concentrations provide important reservoirs for complex organic chemistry in disks.

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28

Shwartz, Gabriella, Or Shav-Artza, and Yehudit Judy Dori. "Choosing Chemistry at Different Education and Career Stages: Chemists, Chemical Engineers, and Teachers." Journal of Science Education and Technology 30, no. 5 (March 25, 2021): 692–705. http://dx.doi.org/10.1007/s10956-021-09912-5.

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AbstractIn response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in chemistry and chemical education career choice. Building on the social cognitive theory (SCT) and the social cognitive career theory (SCCT), this research examines the personal, environmental, and behavioral factors influencing the chemistry-related profession choice of 55 chemists, 18 chemical engineers, and 72 chemistry teachers. Research participants also suggest ways to encourage students to major in chemistry during high school and pursue a chemistry-related career. Results showed that high school serves as a significant turning point of future career choices. Self-efficacy in the task-oriented and chemistry learning aspects are the driving forces of choosing a chemistry career. We also shed light on the importance of enhancing students’ choice in chemistry-related career via quality educational programs. The study contribution lies in examining all three aspects of career choice in the SCCT. We have applied this framework specifically in chemistry, but the identified factors can be applied to other STEM domains. Practically, we provide recommendations for different stakeholders on how to overcome the shortage of skilled chemistry professionals.

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29

Mlinac-Jerković, Kristina, Vladimir Damjanović, Svjetlana Kalanj-Bognar, and Jasna Lovrić. "Marking a Century of the Department of Chemistry and Biochemistry at School of Medicine in Zagreb." Croatica chemica acta 92, no. 3 (2019): 435–42. http://dx.doi.org/10.5562/cca3554.

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In 2018 the Department of Chemistry and Biochemistry at Zagreb School of Medicine celebrated 100 years since it was established by professor Fran Bubanović. This essay is focused on his successors, outstanding teachers and scientists, professors Tomislav Pinter and Mihovil Proštenik, members of Yugoslavian (today Croatian) Academy of Sciences and Arts. Tomislav Pinter was a prominent physical chemist who had an original approach and gave novel interpretation of van der Waals and Wohl’s equations. He also served as the president of Croatian Chemical Society. Neurobiochemist Mihovil Proštenik started as an organic chemist at “Prelog’s Zagreb School of Organic Chemistry”. He collaborated with two Croatian Nobel prize winners in chemistry: his PhD thesis supervisor Vladimir Prelog and Lavoslav Ružička. He was the founder of “Zagreb School of Lipidology”, discovered a new sphingoid base C20-sphingosine, and had a major role in the establishment of Ruđer Bošković Institute. Herein we honor their contributions to Croatian science and beyond, and share so far unpublished valuable material from the Department archive.

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30

CHEN, Wan-Ping. "Analyses on the Content and Major Curriculum of Materials Chemistry." University Chemistry 31, no. 12 (2016): 21–25. http://dx.doi.org/10.3866/pku.dxhx201604030.

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31

McDowell, William H. "Nutrient and major element chemistry of Caribbean rain forest streams." SIL Proceedings, 1922-2010 24, no. 3 (June 1991): 1720–23. http://dx.doi.org/10.1080/03680770.1989.11899057.

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32

Labianca, Dominick A., and William J. Reeves. "Chemistry for the Nonscience Major: The Hard-Boiled Chemical Detective." College Teaching 35, no. 1 (February 1987): 9–12. http://dx.doi.org/10.1080/87567555.1987.10532351.

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33

Bearman, Richard J., and Richard A. Russell. "A generalist chemistry major for liberal arts and science degrees." Journal of Chemical Education 64, no. 8 (August 1987): 703. http://dx.doi.org/10.1021/ed064p703.

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34

KRIEGER, JAMES H. "Computer-aided Chemistry Poised For Major Impact on the Science." Chemical & Engineering News 70, no. 19 (May 11, 1992): 40–56. http://dx.doi.org/10.1021/cen-v070n019.p040.

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35

Konhauser, K. O., M. A. Powell, W. S. Fyfe, F. J. Longstaffe, and S. Tripathy. "Trace element chemistry of major rivers in Orissa State, India." Environmental Geology 29, no. 1-2 (January 30, 1997): 132–41. http://dx.doi.org/10.1007/s002540050111.

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36

Kovács, Gábor P., and Lajos Ó Kovács. "GEOMATHEMATICAL IDENTIFICATION OF CHROMITE TYPES BASED ON MAJOR OXIDE CHEMISTRY." Geoinformatics 7, no. 1-2 (1996): 147–54. http://dx.doi.org/10.6010/geoinformatics1990.7.1-2_147.

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37

Andersen, N. K., L. Spacilova, M. D. Jensen, P. Kocalka, F. Jensen, and P. Nielsen. "A click chemistry approach towards nucleic acid major groove functionalization." Nucleic Acids Symposium Series 52, no. 1 (September 1, 2008): 149–50. http://dx.doi.org/10.1093/nass/nrn076.

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38

Eilers, J. M., D. H. Landers, A. D. Newell, M. E. Mitch, M. Morrison, and J. Ford. "Major Ion Chemistry of Lakes on the Kenai Peninsula, Alaska." Canadian Journal of Fisheries and Aquatic Sciences 50, no. 4 (April 1, 1993): 816–26. http://dx.doi.org/10.1139/f93-094.

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We characterized the major ion chemistry of over 800 lakes on the Kenai Peninsula, Alaska, from a probability sample of 59 lakes (August 1988). There were two groups: alkalinity < 300 μeq/L (78% of the lakes) and alkalinity > 700 μeq/L. Low-alkalinity lakes had significantly lower concentrations of base cations and silica and significantly higher average concentrations of dissolved organic carbon (DOC) than high-alkalinity lakes. Despite widespread acidic soils and bog vegetation, and resulting high DOC concentrations, none of the lakes sampled was acidic. Sulfate concentrations (~3 μeq/L) were similar in the two groups, as were Cl− concentrations, which decreased with distance from the coast. High-alkalinity lakes were similar chemically to rivers and shallow aquifers in the region, suggesting that the high alkalinity is a product of the major weathering reactions in this terrain; the substantially different ratios of base cations in the two groups also indicate quantitative and qualitative weathering differences. Low-alkalinity lakes were at higher elevations than high-alkalinity lakes, presumably in groundwater recharge zones. Consequently, the chemical differences between the two lake groups appeared to be controlled by relatively small differences in local hydrologic setting, and possibly by differences in mineralogy along the groundwater flowpaths.

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39

Lastusaari, Mika, and Mari Murtonen. "University chemistry students' learning approaches and willingness to change major." Chem. Educ. Res. Pract. 14, no. 4 (2013): 496–506. http://dx.doi.org/10.1039/c3rp00045a.

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40

Day, J. A. "The major ion chemistry of some southern African saline systems." Hydrobiologia 267, no. 1-3 (September 1993): 37–59. http://dx.doi.org/10.1007/bf00018790.

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41

Baldwin, Nicole, and MaryKay Orgill. "Relationship between teaching assistants’ perceptions of student learning challenges and their use of external representations when teaching acid–base titrations in introductory chemistry laboratory courses." Chemistry Education Research and Practice 20, no. 4 (2019): 821–36. http://dx.doi.org/10.1039/c9rp00013e.

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Practicing chemists use models, diagrams, symbols, and figures to represent phenomena which cannot be detected by the human senses. Although research suggests that these external representations (ERs) can also be used to address the challenges that students have in learning chemistry, it is not clear how instructors' use of ERs aligns with their perceptions of student learning difficulties. In other words, do instructors use ERs to address what they perceive as students' major challenges in learning chemistry, or are they using ERs for other reasons? The answer to this question could have implications for the professional development of chemistry instructors, including both classroom instructors and laboratory facilitators. As a pilot study to guide the development of a larger project focused on the use and interpretation of ERs, we interviewed eleven general chemistry teaching assistants at a major university in the U.S. Southwest about their use of ERs when facilitating acid–base titration laboratory activities. Our data suggest that there is a lack of alignment between teaching assistants’ primary reported use of ERs and the primary challenge that they perceive their students have when learning about acid–base titrations. We discuss potential reasons for this misalignment, as well as implications for teaching assistant training related to the use of ERs in the laboratory learning environment.

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Nguyen, Thuy-Linh Kathleen, Alexandria Williams, and Wyndolyn M. A. Ludwikowski. "Predicting Student Success and Retention at an HBCU via Interest-Major Congruence and Academic Achievement." Journal of Career Assessment 25, no. 3 (May 25, 2016): 552–66. http://dx.doi.org/10.1177/1069072716651870.

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Understanding the degree to which students’ interests and achievement fit with educational environmental rewards and requirements can help universities retain students, while assisting students in finding fulfilling academic majors and careers. We examined the effect of various interest-major congruence indices and American College Testing (ACT) achievement indicators on biology and chemistry students’ success and retention using archival university data from a Historically Black College/University. Results indicated that the specific congruence index utilized alters the statistical impact of achievement indicators on retention and success. Additionally, while the predictors of success and retention differed between biology and chemistry majors, math and English ACT scores impacted success and retention for both biology and chemistry majors, highlighting the utility of assessing skill areas beyond math for students majoring in both biology and chemistry. Career counselors and advisors should consider students’ majors and the utility of exploration tools when providing guidance to college students.

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Shin, Woo-Jin, Jong-Sik Ryu, Hyung Seon Shin, Youn-Young Jung, Kyung-Seok Ko, and Kwang-Sik Lee. "Major and Trace Element Geochemistry of Korean Bottled Waters." Water 12, no. 9 (September 16, 2020): 2585. http://dx.doi.org/10.3390/w12092585.

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The Korean bottled water market has continuously expanded during the last 25 years. However, in-depth studies of its geochemistry have not been conducted. Four types of bottled water manufactured in South Korea (i.e., natural mineral water, NMW; functional water, FW; carbonated water, CW; and desalinated seawater, DSW) were investigated to classify the water type, verify the accuracy of the ion contents detailed on the bottle labels, and decipher the origin of the water sources using major and trace elements and their isotopes. The waters was classified into three types: Ca-HCO3, Ca(Mg)-Cl, and Na-HCO3. NMW and FW are mainly of the Ca-HCO3 type. Our findings indicate that Korean bottled water chemistry is associated with lithological features and manufacturing processes; NMW is closely related to lithology while FW and DSW are strongly affected by manufacturing processes. Unlike major ions, trace elements cannot be used to decipher Korean bottled water chemistry because they show little apparent relationship with lithology. Regardless of the water chemistry, typical isotopic signals corresponding to intrinsic water were observed in all of the samples, indicating that groundwater and seawater were the sources of Korean bottled water.

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Rojas-Fernández, Antonia G., Leonor Aguilar-Santelises, Margarita Cruz Millán, Miguel Aguilar-Santelises, and Araceli García -del Valle. "Teaching chemistry with sustainability." Multidisciplinary Journal for Education, Social and Technological Sciences 4, no. 1 (April 10, 2017): 102. http://dx.doi.org/10.4995/muse.2017.6462.

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<p>Increased awareness on a critical association between the natural environment and human development gave rise multiple projects, aiming to protect the natural environment and to preserve it for future generations. Chemists must be acquainted with the principles of green chemistry and the need to practice experimental chemistry with cleaner chemical reactions and sustainability. This is a major concern for all the educators forming new professionals within the Chemistry, Pharmacology and Biology curricula in the Faculty for Higher Studies Zaragoza from the National Autonomous University of Mexico. With this in mind, we start our teachings explaining from the very beginning, how important it is to perform microscale techniques and to follow the principles of green chemistry in the Basic Science Laboratory. Furthermore, we have modified, designed and evaluated working procedures related with chemical synthesis, kinetics and calorimetry. By doing this, we managed to greatly reduce the amount of reagents required and residues generated. Some laboratory reagents have been substituted with renewable substances. We have also included in our programme a regular treatment of residues generated during everyday laboratory work. Our goal is to emphasize the importance of minimizing the environmental impact of chemistry and to prepare environmentally concerned professionals who keep sustainability as main priority and perform chemistry procedures with good laboratory practice routines.</p>

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Treagust, David, Martina Nieswandt, and Reinders Duit. "Sources of students difficulties in learning Chemistry." Educación Química 11, no. 2 (August 30, 2018): 228. http://dx.doi.org/10.22201/fq.18708404e.2000.2.66458.

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<span>Chemistry is a difficult subject to teach and to learn at both secondary and tertiary levels. Major learning difficulties are due to the particular views of chemistry phenomena that in many ways contradict intuitive and everyday views of the learners. As a result, major misunderstandings occur when students try to comprehend chemical explanations within the framework of their pre-instructional conceptions. This paper describes research findings on students pre-instructional conceptions in the domain of chemistry and on attempts to guide students from their conceptions to the core ideas of chemistry.</span>

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Löffler, Michael, Sabine Brinkop, and Patrick Jöckel. "Impact of major volcanic eruptions on stratospheric water vapour." Atmospheric Chemistry and Physics 16, no. 10 (May 30, 2016): 6547–62. http://dx.doi.org/10.5194/acp-16-6547-2016.

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Abstract. Volcanic eruptions can have a significant impact on the Earth's weather and climate system. Besides the subsequent tropospheric changes, the stratosphere is also influenced by large eruptions. Here changes in stratospheric water vapour after the two major volcanic eruptions of El Chichón in Mexico in 1982 and Mount Pinatubo on the Philippines in 1991 are investigated with chemistry–climate model simulations. This study is based on two simulations with specified dynamics of the European Centre for Medium-Range Weather Forecasts Hamburg – Modular Earth Submodel System (ECHAM/MESSy) Atmospheric Chemistry (EMAC) model, performed within the Earth System Chemistry integrated Modelling (ESCiMo) project, of which only one includes the long-wave volcanic forcing through prescribed aerosol optical properties. The results show a significant increase in stratospheric water vapour induced by the eruptions, resulting from increased heating rates and the subsequent changes in stratospheric and tropopause temperatures in the tropics. The tropical vertical advection and the South Asian summer monsoon are identified as sources for the additional water vapour in the stratosphere. Additionally, volcanic influences on tropospheric water vapour and El Niño–Southern Oscillation (ENSO) are evident, if the long-wave forcing is strong enough. Our results are corroborated by additional sensitivity simulations of the Mount Pinatubo period with reduced nudging and reduced volcanic aerosol extinction.

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Tsaparlis, Georgios, and Odilla E. Finlayson. "Physical chemistry education - The 2014 themed issue of chemistry education research and practice." Lumat: International Journal of Math, Science and Technology Education 3, no. 4 (September 30, 2015): 568–72. http://dx.doi.org/10.31129/lumat.v3i4.1024.

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The July 2014 issue of the Chemistry Education Research and Practice is dedicated to physical chemistry education. Major sub-themes are: the role of controversies in PC education, quantum chemistry, chemical thermodynamics (including a review of research on the teaching and learning of thermodynamics) and PC textbooks. Topics covered include: the significance of the origin of PC in connection with the case of electrolyte solution chemistry; the true nature of the hydrogen bond; using the history of science and science education for teaching introductory quantum physics and quantum chemistry; a module for teaching elementary quantum chemistry; undergraduate students’ conceptions of enthalpy, enthalpy change and related concepts; particulate level models of adiabatic and isothermal processes; prospective teachers’ mental models of vapor pressure; an instrument that can be used to identify students’ alternative conceptions regarding thermochemistry concepts; and the organization/sequencing of the major areas of PC in many PC textbooks.

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Zhang, Zegong. "The Analysis of the Characteristic Development of Material Chemistry Specialty under the Background of "Big Materials"." Advances in Higher Education 3, no. 3 (August 30, 2019): 172. http://dx.doi.org/10.18686/ahe.v3i3.1494.

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<p>With the rapid development of science and technology, the material discipline also developed rapidly, and gradually developed a lot of new materials. With the emergence of new materials, there are many specialties such as nanometer materials and technology, functional materials, new energy materials and devices. The material chemistry major is a kind of material and chemistry cross traditional major. The teaching purpose of material chemistry major is to improve students' knowledge and skills in material chemistry, so that they can carry out scientific research, teaching, development and other management work in engineering, material science and other related industries, and become an innovative talent in the field of material science. At present, in the environment of rapid development of large materials, the most prominent problem of material chemistry major is how to highlight the specialty characteristics as much as possible in this environment, so as to realize the construction and development of specialty characteristics.</p>

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LIU, Hao-Ran. "Designs and Thoughts on the Instrumental Analysis Laboratory for Chemistry Major." University Chemistry 32, no. 5 (2017): 25–29. http://dx.doi.org/10.3866/pku.dxhx201611012.

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TAO, Hu. "Practice on the Teaching of Freshmen Seminar for Applied Chemistry Major." University Chemistry 32, no. 6 (2017): 18–22. http://dx.doi.org/10.3866/pku.dxhx201611014.

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