A Cognitive Modeling Tutor Supporting Student Inquiry for Balancing Chemical Equations

Improved interactive tutoring capabilities in educational software for chemistry problem solving is an important need that has been clearly articulated by teachers and students. The purpose of this work is to examine the incorporation of new concepts from the field of artificial intelligence (AI) as a route to meaningful individualized tutoring. The basic shift is to replace specific foreknowledge of problems with a direct representation of chemical and pedagogical principles and then simulate reasoning using these principles to tutor students. To assess the potential of an AI-based approach, we have developed a prototype tutorial program for balancing chemical equations that contains two important advances. First, the system can create a worked-out solution with detailed explanations for any equation entered by the student or teacher. Unlike a conventional tutorial, this is done dynamically, without the equation being stored ahead of time. Second, the program can interactively answer a variety of detailed questions about its work at each step. Studying worked-out examples plays an important role in learning, and this approach to supporting interactive student inquiry is being investigated as a method of cognitive modeling and apprenticeship intended to foster the students own self-explanation and question-asking abilities.     

A Computer-based, Interactive, Multimedia Software System for Teaching and Independent Student Learning of Liquid Chromatography

This paper describes the design and development of an interactive, simulation-based education software system for the exploration of key concepts in liquid chromatography. Evaluation results of student use of the software will be presented.Software modules have been designed to supplement, but not replace, classroom and laboratory learning about liquid chromatography, providing students with theory, visual aids, and interactive simulations. Combined with animations and narration, the modules complement the foundation on which chromatography is taught in a general, analytical, or organic chemistry setting. Furthermore, this software allows the student to interact with the illustrated chemistry lessons, which is especially important in instances where the concepts taught transcend typical classroom material.This work serves to connect what one observes experimentally in a chromatography experiment to changing parameters such as capacity factor, number of theoretical plates, height equivalent of a theoretical plate, column length, resolution, retention time, and selectivity factor. Simulated separations are portrayed in an animated fashion as a chromatogram developing over time as a function of one or more of these variables. Finally, the software has real sample, mobile phase, column type, flow rate, and detection type options allowing the selection and simulation of solving a realistic chromatography problem. Hypothetical unknown mixtures can be separated and the sample components identified after simulating the separation of known samples.     

互动式、开放性教学模式在高分子化学教学中的应用

根据高分子化学课程教学内容的特点以及授课的不同对象,认真剖析了在高分子化学教学中存在的四个方面的主要问题。以学生为主体,从提高学生在高分子化学学习中的主动性、积极性和创新性出发提出了互动式、开放性教学模式。详细介绍了互动式、开放性教学模式包括的具体内容和构建方法。通过基础型、提高型和创新型的多层次教学方式满足了不同层次学生在高分子化学学习上的不同需求,实现学生在动手、动脑以及创造性思维和创新能力上的综合培养。     

基于香港高中化学学科校本评核的教、学、评活动设计*

化学实验评价对于培养学生的创新意识和化学学科实践能力具有重要意义,尝试借鉴香港高中化学学科校本评核方法设计“教、学、评”活动促进学生化学学习和实验能力发展。介绍了香港高中化学学科校本评核框架及准则,以人教版《化学1》(2003年课标本)“铁盐和亚铁盐”为例,结合2017年课标设计实验评价量表,通过实验活动串联教学任务,以期实现教、学、评目标。通过评价反馈,促使更加科学、全面地评估学生的实验能力表现,为教师的化学教学实践提供改进依据。     

城市大学中的小导师教学模式

我们的大学是一所坐落在市区的规模很大的大学，不仅有传统年龄的大学生，而且还有旨在寻求学位的在职成人学生。志向于攻读化学和其他理科专业的学生具有全然不同的学业背景和专业基础。为了应对他们在专业学习中淘汰率高和成功率低的情况，我们制定了一个规模很大的小导师教学计划。该计划执行得很成功，降低了课程淘汰率。由于参加了PLTL计划，学生们也因而提高了标准化考试的成绩。     

为“探究式-小班化”教学培训助教的实践

Sichuan University establishes teaching assistants of master candidates (AMC) for reform of "inquiry-small class" teaching.The tutor arranges the good teaching assistants to take part in the pre-service training of AMC,and guides all the graduate assistant students to participate in the training of "fine example mini lesson" and "interactive seminar mini lesson".As a result,the students' participation and training quality are improved.     

Designing Interactive Instructional Software: Students as Educators

This paper reviews a project conducted as part of a general chemistry course. The primary goal of the assignment was to involve our students in the process of teaching chemistry. Our work is part of STEMTEC, the Science, Technology, Engineering, and Mathematics Teacher Education Collaborative, which has been developed to improve the preparation of preservice teachers, stimulate the interest of undergraduate science and mathematics majors in the teaching profession, and increase the educational effectiveness of science and mathematics courses. The assigned project required students to create an interactive computer module that could be used to educate other students about concepts taught in general chemistry. The paper includes examples of these modules and evaluates this method of instruction. The software programs designed by the students are available for download from the Internet ().     

大类培养模式下非化学化工专业有机化学教学改革

针对非化学化工专业学生在学习有机化学时出现的"有机化学无用论、乏味论和繁难论"等现象,对有机化学课程教学的各个环节(包括绪论设置、新课导入、课堂教学内容编排、教学手段、考核方式)进行改革探索,旨在为"促进非化学化工专业有机化学教学改革,提高学生学习效率"提供相应的研究思路和方法.     

分析化学实验智慧教学模式设计与应用

The reform of analytical chemistry laboratory teaching model was studied to implement personalized, interactive and intelligent analytical chemistry laboratory teaching, so that students learn to learn, explore, and innovate. Through intelligent teaching model, the efficiency of students' independent learning and the information literacy were enhanced, the dive for study was motivated, the excellence and achievement of teaching, as well as the participation and concentration of students were all effectively improved.     

基于雨课堂+企业微信+慕课的在线直播教学——以有机化学为例

主要介绍了基于雨课堂和企业微信双平台直播教学,以及同步慕课课程为辅的有机化学在线教学实践,并以教学实例展示了“学生为中心,教师为引导”的“疑探”式教学体系。该在线直播教学还融入以弹幕、微信群和小组作业为主的交互方式,注重学生与学生、学生与教师以及学生与教学资源的互动;通过构建多维度的考核体系,加强对学习过程的考核,提高学生学习的主动性和参与度。     

Introducing Field Environmental–Analytical Chemistry in the Quantitative Analysis Laboratory

Advances in instrumentation and technology now provide the ability to perform many quantitative determinations in the field. Additionally, the potential for sample degradation and analyte decomposition make it necessary to determine certain analytes (e.g., dissolved oxygen) in the field when conducting environmental analyses. Unfortunately, field environmental—analytical chemistry is not a substantial portion of the analytical chemistry curriculum at many institutions. Students in lower-level analytical chemistry courses are often non-chemistry science majors, particularly at institutions with small chemistry departments. We report here on an experiment in which field environmental-analytical chemistry is introduced in the quantitative analysis laboratory. In the context of a water quality assessment of a local river, students determine temperature, pH, ORP, nitrate nitrogen, and ammonia nitrogen at several points in the river. The experimental objective is to determine the potential effects local agricultural practices and treated wastewater discharge may be having on the water composition. The pedagogical objective is to expose these students to the difficulties involved in making analytical determinations in unfamiliar and/or disruptive settings.     

基于互动和合作学习的无机化学教学模式

在分析无机化学课堂教学现状和采纳学生建议的基础上提出了构建互动和合作学习的无机化学教学模式。着重介绍了"分组互动、读书报告会、尝试讲课和评判纠错"互动和合作学习的过程。教学实践表明,这种互动和合作学习正是学生需要和喜欢的无机化学教学模式。     

基于中国大学MOOC、慕课堂和QQ群三结合的分析化学课程在线教学实践

中国地质大学(武汉)分析化学课程团队采用国家精品在线开放课程作为课程资源、慕课堂作为智慧教学工具、QQ群作为在线讲授和辅导答疑的平台,成功地开展了分析化学课程在线教学实践。实践表明,基于MOOC、慕课堂和QQ群三结合的在线教学形式受到了学生的欢迎和喜爱,学生普遍易于接受,参与积极性高,初显教学效果较好。     

Review on the Use of Artificial Intelligence to Predict Fire Performance of Construction Materials and Their Flame Retardancy

The evaluation and interpretation of the behavior of construction materials under fire conditions have been complicated. Over the last few years, artificial intelligence (AI) has emerged as a reliable method to tackle this engineering problem. This review summarizes existing studies that applied AI to predict the fire performance of different construction materials (e.g., concrete, steel, timber, and composites). The prediction of the flame retardancy of some structural components such as beams, columns, slabs, and connections by utilizing AI-based models is also discussed. The end of this review offers insights on the advantages, existing challenges, and recommendations for the development of AI techniques used to evaluate the fire performance of construction materials and their flame retardancy. This review offers a comprehensive overview to researchers in the fields of fire engineering and material science, and it encourages them to explore and consider the use of AI in future research projects.     

有关普通高中学生化学问题解决归因的特点研究

本文在理论探讨归因对学生学习和未来发展的影响基础上,自编了以问题解决为重点的中学生化学学习归因量表,通过初步调查,得出如下结论:学生的整个化学学习归因无性别差异,都归为能力、努力、运气、教师、环境、基础等因素。在化学问题解决成功归因中,男生倾向于努力及经验(内在稳定因素),女生倾向于努力及教师的作用(外在不稳定因素);在化学问题解决失败归因中,男生倾向于努力归因(不稳定可控因素),而女生倾向于能力归因(稳定不可控因素)。     

An efficient algorithm for chemical fingerprinting

In this paper, we present and analyze a constructive polynomial-time algorithm that helps in solving the problem of comparing FT-ICR data to theoretical compounds. A brute-force approach to solving the problem is exponential in its worst-case. Our algorithm serves as the backbone of a more general interactive software tool for chemical fingerprinting which is to be developed in a subsequent paper. A preliminary algorithm analysis shows that our approach is efficient for most commercial applications involving the general problem of determining combinations of elements that satisfy a set of prescribed constraints.     

以应用为导向的"材料制备与吸附性能"创新综合实验设计

基于应用型人才培养目标,通过创新实验教学内容和方法,将科研成果引入到实验教学内容中,设计出以实际应用为导向的磁性材料制备及吸附性能研究综合实验。该实验教学对材料的结构表征和性能测试进行补充和拓展,并融合较为前沿的科学问题,采用半开放式教学手段,鼓励学生自主设计、独立分析,构建科研反哺教学的协同机制。通过实践表明,该实验具备综合性特征,内容涵盖了材料化学、仪器分析、物理化学相关理论;经过系统训练,提升学生的专业操作技能,巩固理论知识,强化实践应用,有利于培养学生分析解决实际问题的能力和专业创新能力。     

"稀溶液的依数性"多维互动教学模式的探索

Colligative properties of dilute solutions are the basic contents for chemistry, chemical engineering and biomedicine majors. The teaching model of multidimensional interact takes teachers as the leader and students as the main body. Through the multi-dimensional interaction among teachers and students, students and groups, students' interest in learning, strong sense of cooperation and independent learning ability can be cultivated. This paper introduces the implementation process of the multi-dimensional interactive teaching mode of "colligative properties of dilute solutions", which includes clarifying the purpose of interaction, constructing learning groups, raising interactive questions, launching interactive activities and implementing interactive evaluation, etc. Multi-dimensional teaching goals can be achieved through group explorations, group presentations and group discussions.     

Determination of antioxidant activities of berries and resveratrol

Abstract

There has been growing interest in the health benefits of fruits with the emphasis on antioxidants. Berries contain considerable amounts of chemicals referred to as phenolic compounds which have been identified as an important source of antioxidants. The determination of antioxidant capabilities of various berries and resveratrol by reducing 1,1-Diphenyl-2-picrylhydrazyl (DPPH) essay was designed as an experiment for general, analytical, and introductory biochemistry laboratories. The reduced DPPH radical is colorimetrically analyzed by UV-Vis spectrophotometry to determine the IC₅₀, which is the concentration of an antioxidant at which 50% inhibition of free radical activity is observed. This experiment acquaints students with free radicals and their scavengers, solution preparation, the extraction of a natural product, and UV-Vis spectroscopy. Unlike so many undergraduate laboratory experiments, the procedure does not utilize any toxic reagents. Students gain an understanding of the overlap among the different fields of chemistry and the concept of green chemistry.     

A Classical and Quantum Chemical Analysis of Gaseous Heat Capacity

Physical chemistry is considered to be a scientifically abstract and mathematically intensive course in the undergraduate chemistry curriculum. To most students, the physical chemistry course involves a semester that deals with macroscopic properties and another that deals with microscopic evaluations of chemical systems. They often fail to see the importance of statistical mechanics in making the connection between the content of the two semesters. In this paper, we propose a computational exercise that complements a simple physical chemistry experiment that can be used to understand the chemical basis of a macroscopic property such as the heat capacity of gases using microscopic (classical and quantum) mechanics. Students are given the opportunity to use (1) computational chemistry software to calculate the contributions of translational, rotational, and vibrational motion to the energy of molecules; (2) a graphing program to study the linear and nonlinear dependence of energy on temperature; (3) classical, quantum, and statistical mechanical theory to verify experimental data; (4) regression analysis to approximate the heat capacity constant of simple gases from energy calculations.