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Solving chemical problems entails content knowledge and mastery of problem-solving processes. However, students sometimes lack metacognitive processes required for problem solving in chemistry. This study investigated how first-year chemistry students engaged with the metacognitive problem-solving scaffold Goldilocks Help. Data was collected from an activity, which involved students reflectively comparing their problem-solving attempts to an expert solution. These comparative reflections (N = 373) were thematically analysed to investigate scaffold engagement in three dimensions: cognitive, emotional, and behavioural. Findings showed that scaffold use, coupled with self-reflection, allowed students to identify flaws in their solutions that were either problem specific or related to their problem-solving skills. Students were able to propose improvement strategies, such as posing prompting questions to themselves and finding multiple alternatives for evaluating an answer. Students, who initially lacked structured problem-solving skills, found that scaffolding helped them to slow down metacognitive processes that would otherwise be rushed through or engaged with on a surface level. Students' resistance to the scaffold was due to fear of making a mistake or viewing the scaffold as requiring extra time and effort. Within a semester, many students demonstrated an improvement in successful and structured problem solving but some required more practice to internalise the scaffold. Our findings also indicated that students' reflections on problem solving became more sophisticated as a result of continued exposure to the scaffold and iterative opportunities to compare their work to expert solutions, to self-assess, and to reflect. Further research on reflective writing in chemistry education should focus on the ipsative nature of such assessments, i.e. processes focusing on students' own progress, growth, and improvement, compared to their previous performance, while recognising the power relations operationalised in course-embedded reflections. From the teaching practice perspective, having an awareness of students' thoughts, emotions, and actions can help instructors differentiate between levels of student capabilities, mindsets, and needs for extra support, allowing teaching efforts to be directed at promoting metacognitive and structured problem solving.

Despite problem solving being a core skill in chemistry, students often struggle to solve chemistry problems. This difficulty may arise from students trying to solve problems through memorising algorithms. Goldilocks Help serves as a problem-solving scaffold that supports students through structured problem solving and its elements, such as planning and evaluation. In this study, we investigated how first-year chemistry students solved problems, when taught with Goldilocks Help, and whether their problem-solving success and approaches changed over the course of one semester. The data comprised of student written problem-solving work, and was analysed using frequency analysis and grouped based on the problem-solving success and the extent of the demonstrated problem-solving elements. Throughout the course of semester, students exhibited increasingly consistent demonstration of structured problem solving. Nonetheless, they encountered difficulties in fully demonstrating such aspects of problem solving as understanding and evaluating concepts, which demand critical thinking and a firm grasp of chemistry principles. Overall, the study indicated progress in successful and structured problem solving, with a growing proportion of students demonstrating an exploratory approach as time progressed. These findings imply the need for incorporation of metacognitive problem-solving scaffolding, exposure to expert solutions, reflective assignments, and rubric-based feedback into wide teaching practice. Further research is required to extend the exploration of the effectiveness of metacognitive scaffolding, in particular "via" think-aloud interviews, which should help identify productive and unproductive uses of the problem-solving elements.

To promote student involvement in the reduction of chemical waste generated by teaching laboratories, a method published by Flinn Scientific for the treatment of waste sodium molybdate has been modified for use in treating waste generated by the popular molybdenum blue method for the analysis of phosphate in natural water samples. In this teaching laboratory, students convert molybdenum-containing anions in their phosphate lab waste to the corresponding insoluble calcium salts for disposal of the precipitate in the trash and disposal of the filtrate down the drain. Determination of a percent yield is offered as an additional experiment. Considerable evidence is presented that this revised method for waste treatment decreases molybdenum levels in the filtrate to levels well below stated limits for sink/sewer disposal.

Problem solving is a fundamental skill that chemistry graduates should possess, yet many students have difficulties solving problems in chemistry. These difficulties may be either student- or instructor-driven. Instructor-related difficulties could stem from some teaching practices, such as expecting students to apply procedures without requiring them to show their reasoning or solely focusing on worked examples. Such practices could inhibit the development of problem-solving skills. To address these challenges, our group developed a metacognitive scaffold (Goldilocks Help) to support both students and instructors through structured problem solving. This scaffold breaks down the problem-solving process into phases and places emphasis on reasoning required throughout that process. This study explored how teaching associates (TAs) used the problem-solving scaffold and how this practice affected their teaching and perceptions of student learning. Seven TAs based at a large research-intensive Australian university were interviewed, and the data were analysed using the framework approach. Teaching with the problem-solving scaffold was found to be beneficial, albeit with initial student resistance. The scaffold provided a common thinking structure between the TAs and students, enabling TAs to easily identify mistakes and address specific areas of concern. However, TAs also experienced students' attention shift from content to the scaffold. Initially, many students unproductively viewed the process as requiring two separate actions of solving the problem and being explicit about the problem-solving process they used, as opposed to an integrated activity. Through constant reinforcement and prompting by TAs during and prior to solving the problem, students continued to grasp how to effectively internalise the scaffold to assist their problem solving. Understanding how TAs use problem-solving scaffolds with students will add to the field of education research to inform innovations in supporting the development of students' problem-solving skills.

Laboratory astrophysics and astrochemistry are emerging fields highlighting the importance of laboratory simulations and experiments to benefit remote observations. In particular, ice mixtures found in the outer solar system may offer insight into the early evolution of organic molecules. H[subscript 2]O-ice mixtures containing other species such as NH[subscript 3], CH[subscript 3]OH, CH[subscript 4], CO[subscript 2], etc. also provide interesting research avenues to explore via IR absorption spectroscopy towards building a laboratory database astronomers can use. As such, the astrochemistry laboratory at USC Aiken strives to fill this niche while fostering a rich environment for undergraduate research. Constructing such a laboratory environment, particularly one that emphasizes undergraduate research, is nevertheless difficult. In this article, procedures for obtaining, building, and operating new equipment are discussed, along with crafting a suitable learning environment for students.

The adoption of equitable and inclusive teaching strategies in the undergraduate chemistry classroom is essential if equity gaps are to be minimized. Reducing these gaps will foster a diverse talent pool of future chemists to propel creativity and innovation. To cultivate an equitable and inclusive environment, instructors must engage in ongoing critical self-reflection, focus on students' assets rather than deficits, create a relationship with the student as an individual, use best practices for engaging a diverse student population, and affirm students' potential as scientists. Evidence-based strategies for successfully implementing transformation in the chemistry classroom and examples used in introductory chemistry courses are provided and discussed.

Volumetric titrations are an accurate and precise analytical method, which explains their use in industrial and research settings and their inclusion in senior secondary chemistry curricula around the world. Students often have difficulty understanding the intricacies of titrations because they are novices being presented with a long list of detailed instructions, which hinders learning and leads to frustration. The main feature of this introductory volumetric titration activity is to sacrifice the usual precision and accuracy of the titration method by focussing on a relative comparison/ranking of two or more samples, without the determination of absolute concentrations. Students can thereby focus on mastering the fundamental technique, before worrying about the details.

The purpose of this quasi-experimental non-equivalent pretest posttest control group research was to determine whether or not the use of a collaborative pH computer simulation has an impact on the knowledge, confidence, and conceptual understanding of fundamental pH concepts for undergraduate Chemistry II students. A purposeful sample of 59 Chemistry II undergraduate students were administered pre/post assessments and surveys. Results indicated higher pH knowledge, pH confidence, and pH conceptual understanding among those students who had completed the collaborative computer simulation modules (23 students/ intervention group) instead of the alternative traditional classroom assignments (36 students/control group).

A positive attitude to a subject may be congruent with higher achievement; however, limited evidence supports this for students in undergraduate chemistry--this may result from difficulties in quantifying attitude. Therefore, in this study, the Attitude to the Study of Chemistry Inventory (ASCI)--a validated instrument to quantify attitude, was used to measure attitude to chemistry in 125 undergraduates studying an introductory course in chemistry, as part of a BSc Chemistry major. The 13 week course contained 4 summative assessments: practical (PRAC), tutorial (TUT), on-line web-based learning (OWL), and a final exam (FE). Sub-scales within ASCI which quantify the "affective" and "cognitive" components of attitude were determined. Firstly, for all 125 students, weak correlations (r) between the affective scale score and FE (r = 0.275, P<0.01) and TOTAL (r = 0.228, P<0.05), were recorded. Secondly, a low achieving (LA, n = 48) and a high achieving (HA, n = 77) group were identified using a cluster analysis procedure. The HA group scored higher than the LA group in PRAC, OWL, FE and TOTAL (all P<0.001), but the clusters were not different in their scores for either the affective or the cognitive components of attitude. There was no correlation between attitude and achievement in the HA group, and only one weak positive correlation (0.409), between the affective score and achievement in the LA group. We suggest that although a positive attitude may be an important part of the undergraduate experience, it is at best only weakly associated with achievement in undergraduate chemistry.

Approaches to study and learning may enhance or undermine educational outcomes, and thus it is important for educators to be knowledgeable about their students' approaches to study and learning. The Approaches and Study Skills Inventory for Students (ASSIST)--a 52 item inventory which identifies three learning styles (Deep, Strategic, and Surface), was given to first year undergraduate students undertaking an introductory chemistry course. Completed inventories (n=103, 85% response), included 30 BSc Biomedicine, 15 BSc Food and Nutrition, 22 BSc Geology, 18 BSc Science students, and a further 18 students on unnamed BSc pathways. The dominant learning style adopted was the Surface approach, with a mean score (SD) of 2.94 (0.54). The preference of the surface approach was consistent for all BSc pathways.There was a higher mean score for the strategic learning style in males (n= 59) compared to females (n = 44) with no gender-based differences in either the deep or the surface learning styles. A surface approach may not necessarily indicate a lack of interest in chemistry, rather chemistry may be perceived as being peripheral to the students' interests--this may be a problem when students with a diverse range of career aspirations study common content in large, first year introductory courses. Identifying students that adopt a surface learning style at an early stage in the undergraduate education journey is an important step in effectively targeting educational resources aimed at enhancing students' learning habits.

Polychlorinated biphenyls (PCBs) are a family of synthetic chemicals consisting of carbon, hydrogen, and chlorine atoms. PCBs have been produced commercially since 1929 in hundreds of industrial applications. Their continued production in the United States was phased out in the late 1970s, and strict disposal guidelines were regulated as adverse health effects associated with exposure to PCBs was discovered. PCB contamination is still prevalent in many areas of the country, including the Ohio River basin. The Environmental Protection Agency (EPA) regularly monitors for the presence of PCBs in the environment. The primary health risk to humans associated with some PCB-contaminated sites, such as the Hudson River, is through eating contaminated fish. As such, a common method for monitoring an environment for PCB contamination is to analyze fish. This article shares an experiment intended to mimic the monitoring of fish samples collected from a watershed suspected to contain a source of PCB contamination. Students use a fictional map of a watershed along with small samples of fish fillets to screen for the presence of contamination. At the end of the experiment, the entire class pools their results to draw conclusions. This lesson uses active, collaborative, inquiry-based learning techniques that help students become more engaged learners.

Educational researchers have long advocated for the integration of computer simulations (sims) in science courses, citing the positive effects these tools have on students' science conceptual comprehension (Develaki 2017; Hannafin, West, and Shepard 2009; Lamb et al. 2011). In fact, Liao (2007) investigated the learning differences between students taught with computer simulations and those taught with traditional instructional methods, and found that computer-simulated instruction had a greater positive impact on student learning than did traditional instruction. Conceptual computer simulations offer the following advantages: (1) Extend students' understandings of a concept by allowing them to modify variables and see immediate feedback (Hannel and Cuevas 2018); (2) Offer students practical experience in which they can apply their scientific knowledge outside of a laboratory setting (de Jong 2006); (3) Are interactive, allowing students to become immersed in an investigation resulting in greater learning gains (Kim 2006); and (4) Allow students to visualize and interact with invisible and/or abstract concepts such as molecular and atomic models, atomic bonding, etc. This article discusses a pH scale simulation created by PhET (Physics Educational Technology) Interactive Simulations at the University of Colorado Boulder (UCB) (Adams et al. 2008) as a means to extend students' pH/acid/base conceptual understandings.

Chromatography is a ubiquitous technique in analytical chemistry, and high-performance liquid chromatography (HPLC) is the industry standard for quantitation of components in solution mixtures. However, demonstrating the principles of liquid chromatography to undergraduates via HPLC-based experiments often proves ineffective because of the fully automated nature of modern HPLC units. This paper details a novel laboratory exercise that is accessible to students in first-year chemistry and high school and helps to demonstrate and demystify the principles involved in HPLC. Using only common and inexpensive laboratory equipment found in most general-chemistry laboratories (burets and benchtop spectrophotometers), students are able to replicate results that are equivalent to those obtained on research-grade HPLC instruments, while gaining valuable insight into chromatography principles.

Lewis structures are fundamental to learning chemistry, yet many students struggle to develop a complex understanding of its meaning and uses. Writing-to-Learn supports students in developing a deeper conceptual understanding of the topic, making it an ideal pedagogy to apply to student learning of Lewis structures. One difficulty often associated with classroom writing is the capacity of instructors to provide feedback to each student on their written work; however, this practical constraint can be mitigated through incorporating peer review. Peer review and revision are known to support conceptual learning and yet are underutilized in STEM (Science, Technology, Engineering, and Math) classrooms. Additionally, peer review is an authentic, common, and necessary practice in chemistry research, which warrants its incorporation early on in chemistry courses. A major concern regarding the use of peer review-based feedback is the ability of students to provide concept-based feedback that is both correct and detailed enough to enhance student understanding and support substantial revisions. In response, this work investigates the relationship between revision and the characteristics of students' peer review comments in the context of a Writing-to-Learn assignment focusing on student understanding of Lewis structures. Chemistry students wrote a summary of Lewis' 1916 paper introducing Lewis structures, participated in peer review, and revised their work in response to a structured prompt detailing specific chemistry concepts to be covered. The peer review comments and students' revisions were thematically analyzed. The peer review comments were deductively analyzed according to an analytical framework to characterize the usefulness of comments. The extent and type of student revisions were also analyzed and paired, if relevant, with the associated peer review comments. Results indicate that students provided both detailed and conceptually focused comments on their peers' work, irrespective of specific chemistry content being addressed. Although the assignment and peer review rubric were content focused, students made a mixture of editing and content revisions following peer review. These results suggest that further scaffolding of what constitutes good feedback and revision may further promote student learning.

The 21st century student learns and communicates in the virtual world. In order to meet the individual instructional needs of the students, virtual science laboratories should be researched to accomplish the goal. This study evaluated the effectiveness of a virtual chemistry laboratory in enhancing students' conceptual understanding as a pre-laboratory assignment. The study included thirteen undergraduate science majors enrolled in a second semester general chemistry laboratory course. Two experiments were selected from the syllabus to be performed virtually, in addition to the physical laboratory. The Chemistry Assessment Test in Kinetics (CATK) was developed and administered as a pre- and post-assessment tool to determine if conceptual understanding had taken place. The difference in results of the paired samples t-test was significant from the pre- and post-CATK which indicated that the students' conceptual understanding increased after completing the virtual chemistry laboratory. The results also determined that the male students outperformed their female counterparts on the CATK.

Undergraduate lab sessions play a crucial role in building and reinforcing conceptual understanding in STEM education. In third and fourth year higher education, lab sessions can be challenging to incorporate into the curriculum due to cost, safety, or difficulty in realizing abstract concepts. Mixed reality (MR) systems provide a novel solution due to their ability to nurture collaboration and tactile interaction. In this work, an MR system designed for use in chemical kinetics undergraduate curriculum is described. This system combines the principles of student-driven, investigative learning with tactile feedback and simulation-based teaching. A small-scale study was conducted to explore students' use of a prototype MR system as compared to a traditional "pen-and-paper" cooperative learning activity. Differences in student engagement and learning outcomes were analyzed. Results indicate that students working with MR demonstrated slightly more accurate and nuanced conceptual understandings, conducted faster and more cycles of inquiry, expressed more clarity when articulating thoughts, and engaged in less risk aversion when presenting their ideas as compared to their peers in the control condition.

A new laboratory experiment investigating the ternary phase equilibrium of water-propan-2-ol-sodium chloride with one-, two-, and three-phase regions has been developed. Observations of the type and number of phases of a series of mixtures of the three components were made, and the results are then used in a systematic way to more finely choose the next set of compositions to use. No specialized equipment is required.

This experiment prepares a large (M[subscript r]: 1821 g mol[superscript -1]) triple helicate complex quickly in one pot from inexpensive starting materials. The protocol illustrates the power of self-assembly in a simple manner that is suitable for second-year general chemistry students using reversible imine bond and metal-ligand bond formation. Plastic molecular models and [superscript 1]H NMR spectroscopy are used to elucidate the structure of the self-assembled product.

Ellen Swallow Richards is traditionally cited as the founder of family and consumer sciences (FCS). A chemist, she drew from her root discipline, applying its concepts to the needs of the family and the individual. Much of what she advocated was based on the work of mid-19th century German chemists, particularly Justus von Liebig. Before Richards started the New England Kitchens and developed the school lunch program in Boston, Liebig applied chemistry to improve nutrition and food science. This paper explores the work of mid-19th century chemists as it relates to what would become "home economics", now "family and consumer sciences".

The blended model for information literacy instruction described in this article introduces students not only to efficient techniques for finding scientific literature and properties of chemical compounds, but also to managing this information with a bibliographic management program (EndNote Online). The model blends face-to-face instruction with online tutorials posted on a LibGuide page prepared for each course. A graded online assignment designed in SurveyMonkey was used to assess student learning. During the instruction, students learned to find literature in Google Scholar, PubMed, Scopus, SciFinder, and Web of Science. They also searched for properties of chemical compounds in ChemSpider, PubChem, Reaxys, and SciFinder using a chemical name, molecular formula, CAS Registry Number, or by drawing a molecular structure. The results from the assignments showed that students learned how to find literature and chemical property information efficiently and use a bibliographic management program to store, organize, share, and cite references. This article presents the implementation of the model in two small (40-60 students) and one large (380-460 students) undergraduate chemistry courses. The information literacy instruction described in this article was carried out in more than 20 undergraduate and graduate courses at the University of Maryland College Park. It provided more than 5000 students with versatile skills that they can use throughout their college education and even later in their professional life. The design of the model and its implementation was a result of a close collaboration between the chemistry librarian and the course instructors.

Abstract The presence of two new disinfectant by-product (DBP) groups in the UK was recently shown using non-target analysis, halogenated-hydroxycyclopentenediones and halogenated-methanesulfonic acids. In this work, we confirmed the structure of 2,2,4-tribromo-5-hydroxycyclopent-4-ene-1,3-dione (TBHCD), and quantified it together with dibromomethanesulfonic acid at 122 ± 34 and 326 ± 157 ng L−1 on average in London’s drinking water, respectively (n = 21). We found TBHCD to be photolabile and unstable in tap water and at alkaline pH. Furthermore, spectral and computational data for TBHCD and three other halogenated-hydroxycyclopentenediones indicated they could act as a source of radicals in water and in the body. Importantly, TBHCD was calculated to have a 14.5 kcal mol−1 lower C-Br bond dissociation enthalpy than the N-Br bond of N-bromosuccinimide, a common radical substitution reagent used in organic synthesis. TBHCD was mutagenic in Salmonella/microsome assays using strains TA98, TA100 and TA102. This work reveals the unique features, activity and toxicity of trihalogenated hydroxycyclopent-4-ene-1,3-diones, prompting a need to more comprehensively assess their risks.

Abstract Sets of electrophilic probes are generally prepared using a narrow toolkit of robust reactions, which tends to limit both their structural and functional diversity. A unified synthesis of skeletally-diverse sulfonyl fluorides was developed that relied upon photoredox-catalysed dehydrogenative couplings between hetaryl sulfonyl fluorides and hydrogen donor building blocks. A set of 32 diverse probes was prepared, and then screened against Trypanosoma brucei. Four of the probes were found to have sub-micromolar anti-trypanosomal activity. A chemical proteomic approach, harnessing an alkynylated analogue and broad-spectrum fluorophosphonate tools, provided insights into the observed anti-trypanosomal activity, which likely stems from covalent modification of multiple protein targets. It is envisaged that the unified diversity-oriented approach may enable the discovery of electrophilic probes that have value in the elucidation of biological and biomedical mechanisms.

This report describes student performance in a state-level initiative that provided first-year college coursework in chemistry to high school students. Upon successful completion of the coursework, students received both high school and college credit. In this initiative, high school teachers team taught college-level chemistry courses in collaboration with a university chemistry professor on high school campuses within proximity to the university. High school student performance was measured using an ACS standardized exam in general chemistry as well as common midterm exams and was compared with performance of traditional college students using the same assessment instruments. Course completion rates were also compared. In most cases, statistical analysis of student performance data indicates that high school students participating in the dual-credit courses developed content knowledge equivalent with measured norms for college students yet had a higher rate of course completion, suggesting that this dual-credit initiative was a viable option for increasing accessibility to college chemistry. Furthermore, broad insights were gained for addressing and potentially improving student success and course completion in response to recent shifts in funding formulas within higher education.

Students within the Findlay, Ohio, City School District, as well as students across the country, struggle with understanding physical and chemical changes. Therefore, in this article, the authors suggest some standards-based activities to clarify misconceptions and provide formative assessments to measure your students' progress as they determine the difference between chemical and physical changes. (Contains 1 figure.)

Louisiana Tech University has an integrated science curriculum for its mathematics, chemistry, physics, computer science, biology-research track and secondary mathematics and science education majors. The curriculum focuses on the calculus sequence and introductory labs in biology, physics, and chemistry. In the introductory biology laboratory course, the main objectives are to increase student awareness of 1) biology concepts behind the lab activities, 2) general science research skills and laboratory safety, and 3) relationships between biology concepts and concepts in mathematics and chemistry. These were achieved by revising the lab experiments to incorporate more mathematics and chemistry concepts, as well as new technology involving computer-based sensors. These revisions required the participation and support of both faculty and administration and have resulted in improved communication, collaboration, and sense of community between faculty and students. The revision of the content and course materials, as well as implementation of minimal course sequencing requirements, were accomplished without changing the curricular requirements, without major rewriting of the existing laboratory experiments, and without significantly increasing the amount of time needed to complete the experiments. Consequently, this approach is one that is viable for a variety of institutions seeking to better integrate their mathematics and biology content. In this article we outline the rationale for the project, give an overview of its development, sketch the structure of the curriculum and introductory biology course, and present illustrations of how we integrate the calculus content into the introductory biology laboratories on environmental pollution, osmosis, photosynthesis and enzymes. We also highlight the challenges and opportunities associated with using this type of integrated approach to enhance learning, connect concepts and engage students. (Contains 2 tables.)

A study is conducted about including a course curriculum that would inform and sensitize students to social issues relating to science in a setting that emphasizes oral and visual communication. This would help students to develop critical thinking skills, practice communication skills, and gain confidence in their ability to think through public policy issues relating to science.

Electrochemical studies using nanometer-scaled electrodes are leading to better insights into electrochemical kinetics, interfacial structure, and chemical analysis. Various methods of preparing electrodes of nanometer dimensions are discussed and a few examples of their behavior and applications in relatively simple electrochemical experiments are given.

Reports on aspects of a three-phase study whose aim was to gather information on undergraduates' responses to the study of science. Involves the development and validation of an appropriate research instrument and using the instrument with students in the first year of study at a Southern African university. (Contains 17 references.) (Author/YDS)

Describes a concrete teaching model designed to eliminate students' misconceptions about current flow in electrochemistry. The model uses a semi-permeable membrane rather than a salt bridge to complete the circuit and demonstrate the maintenance of cell neutrality. Concludes that use of the model led to improvement in students' understanding at the high school and university levels. (Contains 27 references.) (WRM)

Runway skid resistance is crucial for the safety of aircrafts. Despite being internationally regulated, investigation reports published by the Australian Transport Safety Bureau and the US National Transportation Safety Board indicate that 4.9–22% of runway excursion accidents are related to insufficient friction, or to friction overestimation. Consequently, based on this review of friction physics, aircraft accident reports, international runway surface regulation, and aircraft braking performance regulation, it was concluded that significant improvement in the management of runway surface characteristics can be achieved. Areas for potential improvement in the current systems for aircraft skid resistance include gaps in the operational reporting of prevailing runway contamination, as well as friction and surface texture measurement and interpretation protocols. Furthermore, aircraft braking performance regulations are not related to actual runway surface friction levels, resulting in reportedly good runways being found to provide inadequate aircraft skid resistance in certain conditions. Recommendations include improvements in the management of runway friction and texture measurement and analysis during pavement design, and through the service life of the pavement surfaces. Finally, the basis of an improved international runway surface engineering design and management system is outlined. Recommendations can reduce the risk of aircraft skidding accidents in the future.

Superhydrophobic (non water-wettable) surfaces can possess the ability to self-clean (the so-called "lotus effect"). The task of devising the apparatus and method for quantifying this self-cleaning effect was offered as a project in a third-year undergraduate laboratory course. Using commonly available equipment the students devised a protocol for measuring the self-cleaning ability of surfaces and related this to the contact angle and hysteresis of the surfaces. As well as gaining experience with measuring surface properties the students developed professional skills as they planned, carried out, and presented their research. The project is open-ended and adaptable to suit available equipment and surfaces. (Contains 4 figures.)

The spectroscopic-based luminescence experiments were designed to expose the students to various concepts of single-triplet excited states, electron spin, vibrational relaxation, fluorescence-phosphorescence lifetimes and quenching. The students were able to learn about luminescence spectra of the gel and have the experience of synthesizing a fascinating luminescent organogel, whose cross-linking structure could be used as a template for nanoparticle synthesis.

Abstract Ultra-large chemical libraries are reaching 10s to 100s of billions of molecules. A challenge for these libraries is to efficiently check if a proposed molecule is present. Here we propose and study Bloom filters for testing if a molecule is present in a set using either string or fingerprint representations. Bloom filters are small enough to hold billions of molecules in just a few GB of memory and check membership in sub milliseconds. We found string representations can have a false positive rate below 1% and require significantly less storage than using fingerprints. Canonical SMILES with Bloom filters with the simple FNV (Fowler-Noll-Voll) hashing function provide fast and accurate membership tests with small memory requirements. We provide a general implementation and specific filters for detecting if a molecule is purchasable, patented, or a natural product according to existing databases at https://github.com/whitead/molbloom .

The self-assembly of graphene oxide (GO) and M13 bacteriophage results in the formation of micro-porous structures, known as GraPhage13 aerogels (GPA). Given the limited applications of aerogels in industry due to their nanomechanical properties, along with the previously observed temperature-dependent characteristics in graphene-based nanocomposites, a thorough exploration of the thermosensitive nanomechanical properties of GPA is essential. Herein, a comprehensive characterisation of the morphology, composition, and spectroscopic analysis of the GPA for a range of temperatures has been conducted and correlated with its nanomechanical properties. Elevated temperatures have been found to lead to gradual removal of oxygen-containing functional groups (OCFGs) from GPA, resulting in increased structural defects and reduced stiffness. Notably, unique nanomechanical behaviours of GPA have been further identified, where the thermal expansion of sp3 bonds exceeds that of a crystalline sp3 structure, while the thermal contraction of sp2 bonds in GPA is found to be between graphite and GO. This underscores the impact of GO functionalisation on the thermal expansion behaviour of GPA. The obtained insights enhance the overall comprehension of the temperature annealing impact on GPA and highlight the tunability of its nanomechanical properties, showcasing a broad potential of this novel nanocomposite across a diverse range of applications.