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A significant challenge for the global community is the increasing demand for clean and renewable energy technologies. However, a lack of knowledge of these technologies threatens to impede their adoption. The development of cheap, effective, and easy-to-use chemical and electrochemical storage technologies is crucial if countries are to move away from fossil fuel electricity production. In this paper, we describe simple classroom-based learning systems that can be used to demonstrate the power-to-gas concept and its ability to greatly enhance the practicability and sustainability of other renewable energy systems. Most renewable energy systems can only produce energy sporadically and at specific locations; however, the power-togas concept uses hydrogen, obtained by electrolysis, to produce methane via the Sabatier reaction. We also demonstrate how this "dream reaction"--through the use of renewable energies such as solar and wind--can produce industrially and energetically desirable methane from hydrogen and carbon dioxide. The power-to-gas concept can be easily replicated in both educational and informal settings to encourage more grassroots and scholastic interest in the development of these vital technologies.

This study consists of a categorisation of the vocabulary of chemistry, focusing on the terminological difficulties students face when learning this subject. Therefore, this classification intends to provide chemistry teachers an awareness of the language barriers students must overcome in their understanding of this scientific discipline. Two main groups of words have been considered: technical (i.e. chemistry-specific) and non-technical terms (i.e. general academic words). The first category is mainly centred on the analysis of chemical concepts. Among the main issues of technical terms that have been examined are the following: a) new coined specific terms of chemistry; b) historical evolution of metaphors and different science context meanings; c) daily & scientific meanings; d) nominalisation; e) mathematical terms; e) dual concepts. The second category is not restricted to chemistry as it is common to other scientific related areas. The four cases of non-technical terms analysed in this work are the following: a) general non-technical words in science school settings; b) meta-representational verbs; c) linking items; d) teleological or intentional terminology.

This study investigates students' conceptions of the carbon cycle with regard to the components they believe to be relevant to the carbon cycle, how they interrelate these components, the ways in which they trace carbon atoms, and the different levels of biological organisation they consider when doing so. A total of 142 students aged 13-16 years (grades 8-10) participated in the study. A total of 130 students completed the diagnostic task, and an additional 12 students completed both the diagnostic task and were interviewed. The primary results show that the students identified few components of the carbon cycle, tended to trace carbon atoms exclusively at the level of the organism, and had difficulties identifying organic carbon compounds, especially during processes in which carbon compounds are transformed. Considering the main educational implications, we recommend using an instructional strategy that traces carbon atoms across the different levels of biological organisation whilst connecting fragmented knowledge by integrating knowledge from physiology, biochemistry and ecology when teaching the carbon cycle.

This study presents an evaluation of virtual laboratory simulation for educational use in the "AP Degree Programme in Chemical and Biotechnical Science at University College Copenhagen" in Denmark. The purpose was to test if, and how, virtual laboratory simulation could be applied to a practically oriented education such as the education of laboratory technicians--the aim being to motivate students and improve the education with new teaching tools. The study investigated how specific virtual lab simulation cases (Labster-cases) may stimulate motivation, study intensity, and learning among laboratory technician students. Altogether, 78 students evaluated different educational aspects of using virtual lab cases in relation to a 2-week course within gene technology. Overall, students were positive regarding the use of laboratory simulation as well as the specific cases tested. The study showed that virtual lab simulation seems to help laboratory technician students connect theory with practice and to visualize molecular processes as well as practical laboratory procedures and instrument techniques, however, it did also pose technical challenges. Furthermore, the study indicated that the use of virtual lab simulation cases can contribute to increased study activity as well as motivation. The overall conclusion of this study was that virtual lab simulation is an effective supplement to traditional teaching activities for the education of lab technicians.

Many laboratory courses consist of short and seemingly unconnected individual laboratory exercises. To increase the course consistency, relevance, and student engagement, we have developed a research-inspired and project-based module, "From Gene to Structure and Function". This 2.5-week full-day biochemistry and structural biology module covers protein expression, purification, structure solving, and characterization. The module is centered around the flavodoxin-like protein NrdI, involved in the activation of the bacterial ribonucleotide reductase enzyme system. Through an in-depth focus on one specific protein, the students will learn the basic laboratory skills needed in order to generate a broader knowledge and breadth within the field. With respect to generic skills, the students report their findings as a scientific article, with the aim to learn to present concise research results and write scientific papers. The current research-inspired project has the potential of being further developed into a more discovery-driven project and extended to include other molecular biological techniques or biochemical/biophysical characterizations. In student evaluations, this research-inspired laboratory course has received very high ratings and been highly appreciated, where the students have gained research experience for more independent future work in the laboratory.

Understanding the relationship between molecular structure and function represents an important goal of undergraduate life sciences. Although evidence suggests that handling physical models supports gains in student understanding of structure-function relationships, such models have not been widely implemented in biochemistry classrooms. Three-dimensional (3D) printing represents an emerging cost-effective means of producing molecular models to help students investigate structure-function concepts. We developed three interactive learning modules with dynamic 3D printed models to help biochemistry students visualize biomolecular structures and address particular misconceptions. These modules targeted specific learning objectives related to DNA and RNA structure, transcription factor-DNA interactions, and DNA supercoiling dynamics. We also designed accompanying assessments to gauge student learning. Students responded favorably to the modules and showed normalized learning gains of 49% with respect to their ability to understand and relate molecular structures to biochemical functions. By incorporating accurate 3D printed structures, these modules represent a novel advance in instructional design for biomolecular visualization. We provide instructors with the materials necessary to incorporate each module in the classroom, including instructions for acquiring and distributing the models, activities, and assessments.

In this article we propose that educational game design should work to create games as objects-to-think-with--games that engage players in the exploration of and experimentation with personally interesting questions around domain-relevant representations. We argue that this design focuses on developing tools and interactions that the player can use for inquiry and productive thinking. As a step toward achieving this goal, we propose the constructible authentic representations design principle and illustrate this principle using a prototype game, Particles!, for exploring the particulate nature of matter. Observations of game play and interviews with 9 children ages 11-14 suggest that core game representations and mechanics provided players with a space for engaging in useful scientific practices and knowledge resources for reasoning about the important role molecular structure plays in material properties beyond the game. We explore how this design proposal extends and complements existing constructivist game design frameworks. Furthermore, we suggest that the framework of games as objects-to-think-with should push the educational game design community to consider the complexity and nuance of cognition and to embrace and champion the learner in game design.

Understanding redox reactions in biochemistry requires a clear grasp of three definitions: electron exchange, oxidation number, and oxygen atom insertion. Here, the electrochemical cell is explained for redox-active ions, introducing a new comparison between the measurement of midpoint potential and the measurement of initial velocity for enzymes. Oxygen atom insertion is shown to be of use in readily classifying oxidation states. Finally, the use of several of these ideas is combined into an explanation of proton motive force development in the mitochondrial respiratory chain.

Visualizations are useful tools for helping students to understand chemistry concepts at the particulate level. A classroom activity was developed based on learning theory and evidence-based practices, combining protein visualization with thermodynamic parameters from differential scanning fluorimetry (DSF) data analysis. Coding of student responses showed that many students were able to establish the desired connections among protein structure, thermodynamic parameters, and experimental data analysis, while a few did not recognize all the differences between the folded and unfolded forms of the protein. The activity elicits student prior knowledge through the pre-class activity, has the students examine the interactions within a protein molecule through the PyMOL activity, introduces DSF analysis using the learning cycle through the Guided Inquiry activity, and tests student learning through the post-class activity. Upon completing the activity, the majority of students successfully met the learning goals.

The VSEPR model has well-established limitations in its ability to represent accurate molecular and electronic geometries of simple molecules, which can create a significant need for students to relearn structure and bonding concepts in organic chemistry. We present an alternate method for describing molecular geometries and electronic structures to students that is far more consistent with experimental observations than VSEPR. Our alternate method of teaching structures extends VSEPR to account for conjugation to adjacent p-systems and the experimentally observed nature of lone pairs, which is supported by computational chemistry via WebMO's HTML-export feature. If implemented, it allows students to reconcile hybridization, valence bond theory, molecular orbital theory, and resonance structures into a single coherent picture of electronic structure and bonding for organic molecules.

Product design is an emerging area within the discipline of chemical engineering. While in the past product design was left to practicing engineers as well as research and development professionals, more recently, product design courses have started to appear within the chemical engineering curriculum, both as electives and required courses, though slowly. from a computational perspective, requires models that allow the user to predict certain properties of interest based on other attributes of the compound, typically the structure. Most of these models utilize an approach that deconstructs a molecule into smaller groups, with each of the groups contributing to the overall property of that molecule by a specific amount. Once these models are developed, they are then used in algorithms to help identify compounds with optimal predicted properties. In this article, the authors demonstrate the use of a relatively new approach to deconstructing molecules, the Signature molecular descriptor, as a means of designing molecules with desired properties. Signature has previously been used for product design of compounds such as foam blowing agents, solvents, surface tension reducing agents, and protein inhibitors.

In this experiment, we contrasted two instructions in which the focus of summary writing was varied. We predicted that students would better understand a scientific text when they learn to focus their summaries on the referential content rather than on the hierarchical structure of the text. In a 2 × 2 factorial experiment, 85 Grade-10 students were instructed (a) to focus the text's referential content or the text's hierarchical structure, and (b) received drawings depicting parts of the text's content or received the text without drawings. After reading the text, the participants summarized the text and were tested for their learning performance. Instructing participants to focus on the referential content affected the structure of their summaries and led to a better understanding than focusing on the hierarchical structure of the text. Summary quality indicators mediated the effect of the summary training on comprehension performance.

This case study focuses on teachers' professional development in NanoScience and nanoTechnology (NST). In the context of a Community of Learners (CoL), in-service teachers in collaboration with science education researchers, nanoscience researchers and experts from science museums, developed a teaching module. This module integrates NST topics along with aspects of science communication, i.e. development of science exhibits and socio-scientific issues, e.g. ethics regarding the research in this field. The data were gathered over 1-year period by using video recordings and interviews. The Interconnected Model of Professional Growth was used to study the processes that support teachers' professional change in this context, as they are elicited from their interactions in the CoL. Our findings indicate that the dynamic of teachers' interactions with colleagues and the mediating processes that impact on their professional learning, are crafted on the basis of the emerged challenges in each phase of module's design and development. These findings give an insight on teachers' professional learning as they transfer their professional knowledge regarding scientific topics which are innovative to them, i.e. NST, into their teaching practice. In this respect, this study contributes to research literature relevant to teachers' professionalisation in order to implement innovations in the classroom.

This study aimed to develop pre-service science teachers' conceptual understanding of a nanoscience project through a newly introduced 8E learning cycle. This research was conducted during one semester of a nanoscience and nanotechnology course in the chemistry education department in Universitas Negeri Jakarta, Indonesia with thirty-three pre-service chemistry teachers. Data collection was carried out using classroom observation, in-depth interviews, reflective journals, and a chemistry test that explored pre-service teachers' conceptual understanding of nanoscience and nanotechnology. The 8E learning cycle consists of Engage, Explore, E-Search, Elaborate, Exchange, Extend, Evaluate, and Explain. The results show that the learning cycle engaged pre-service teachers in developing their conceptual understanding through collaboration, discussion, and reflection. The pre-service teachers understood the concepts of unique characteristics, physical properties, and chemical properties of nanomaterials. In each step of the 8E learning cycle, pre-service teachers reflected on and constructed their understanding within the principles of individual and social learning. The results showed that the 8E learning cycle can be used to develop pre-service teachers' conceptual understanding of nanoscience and nanotechnology and social skills.

Undergraduate research experiences are excellent opportunities to engage students in science alongside experienced scientists, but at large institutions, it is challenging to accommodate all students. To address and engage a larger number of students, we developed a modular laboratory course based on the course-based undergraduate research experiences model. This new course was integrated with the scientific aims of a research laboratory studying the cellular and molecular mechanisms underlying tissue regeneration in planarians. In this course, students were asked to identify genes with roles in planarian biology. Students analyzed and cloned an assigned gene, determined its expression pattern "in situ" and examined its function in regeneration. Additionally, we developed critical thinking and scientific communication skills by incorporating activities focused on critical concepts. Students obtained high quality primary data and were successful in completing and mastering the course learning outcomes. They benefitted by developing basic research skills, learning to perform, trouble-shooting experiments, reading and critically analyzing primary literature, and using the information to defend and explain their experimental results. Through this course, students also increased their confidence and ability to perform independent scientific research. The course was designed to make it accessible to the community to implement and adapt as appropriate in diverse institutions.

Students always encounter difficulties in studying biochemical pathways. They are especially weak in understanding the relationships between metabolic pathways and their integration because these pathways are always taught one-by-one in class. In the past, various online resources have been developed to facilitate students' understanding toward energy metabolism. Although these learning materials enable students to understand individual metabolic pathway in a clearer manner, many of them fail to demonstrate the linkages between these pathways. The "AG City" is a self-learning tool which aims to arouse students' interest in exploring nucleotide metabolism. We have designed a metro map as a concept map to allow students to have an overview of different pathways as well as their integration. Major pathways are presented as railway lines in an easy-to-understand and interactive manner using navigation, animations, and narrations. Key molecules involved in the pathways are presented as "railway stations". Students can easily identify common "railway stations" presented in different pathways and link the concepts that they have learnt together. This interactive self-learning tool has been packaged as a courseware using the Articulate Storyline eLearning authoring software.

In this paper, we present the details of the development of a smartphone spectrometer for education using a 3D printer and characterized the performance by comparison with a paper craft spectrometer. The optical design and the narrow slit used in the build resulted in the formation of accurate images of the slit on the image sensor leading to a superior resolution compared to the paper craft spectrometer. The measured spectral resolution of the 3D-printed smartphone spectrometer was 0.4 nm, which was narrower than those of other smartphone spectrometers. Increasing the exposure time of the phone's camera revealed the fine structure of a spectrum with high resolution. The baffle structure inside the spectrometer proved to be effective in removing noise when the exposure time was increased. We expect the 3D-printed smartphone spectrometer proposed in this paper can be useful as an education tool for students to understand the various aspects of light, atoms, chemistry, and physics.

In the present theoretical study, we introduce the entropy concept into Chi's ontological shift theory. Chi distinguishes between two categories of process phenomena, direct and emergent, and claims that incorrectly considering emergent processes as direct ones is one of the sources of students' robust scientific misconceptions. The present study aims to address the needs of high school and undergraduate physics, chemistry, and engineering students being already familiar with the basics of mechanics and the kinetic molecular theory. Acknowledging the contribution of the ontological shift category theory to improving the learning of science, the present paper aims at taking this theory one step further. We argue that more information about scientific phenomena could be gained if we view direct and emergent phenomena as edges of the same scale level of emergency. We show that entropy can be used to evaluate the level of emergency of physical processes. We believe that interpreting scientific phenomena in terms of level of emergency and entropy might promote students' understanding about the underlying mechanisms explaining these phenomena, as well as about the concept of entropy itself. We provide two pedagogical examples of teaching heat and sound using the level of emergency scale and the entropy concept. We demonstrate analytically in these terms: (a) the development of the heat flow rate equation; and (b) the adiabatic nature of the sound propagation process.

Access to curriculum learning materials is a central need for students who are blind. This research examined the use of Listening-to-Complexity (L2C) based on NetLogo, an agent-based modeling language enabling exploration and construction of models of complex systems. L2C, designed for users who are blind, provides several auditory streams synchronically through sonified feedback. Studied here is a learning curriculum integrating L2C interactions, which covering scientific conceptual knowledge, systems reasoning, and Kinetic Molecular Theory of gas and gas laws in chemistry. The research included ten participants who are blind, using three data collection tools: background questionnaire, pre- and posttest questionnaires, and learning curriculum with the sonified models. Results indicate that the sonified model facilitates access to key challenging scientific concepts, including complex phenomena. Findings indicate gains in learning science content; participants were able to collect and construct scientific knowledge through L2C interactions. There are likely long-term practical benefits in science education for students who are blind, which will facilitate their inclusion in a general K-12 program.

The solving of problems in biochemistry often uses concepts from multiple disciplines such as chemistry and biology. Chemical identity (CI) is a foundational concept in the field of chemistry, and the knowledge, thinking, and practices associated with CI are used to answer the following questions: "What is this substance?" and "How is it different from other substances?" In this study, we examined the relevance of CI in biochemical contexts and first explored the ways in which practicing biochemists consider CI relevant in their work. These responses informed the development of creative exercises (CEs) given to second-­semester biochemistry students. Analysis of the student responses to these CEs revealed that students incorporated precursors to CI thinking in more than half of their responses, which were categorized by seven previously identified themes of CI relevant to the presented biochemical contexts. The prevalence of these precursors in student responses to the CEs, coupled with the examples provided by practicing biochemists of contexts in which CI is relevant, indicate that CI thinking is relevant for both students training to be biochemists and practicing biochemists.

Ensuring that all students, including English language learners (ELLs) who speak English as a second language, succeed in science is more challenging with a shift towards learning through language-intensive science practices suggested by the Next Generation Science Standards (NGSS). Interactive visualization technologies have the potential to support science learning for all students, including ELLs, by providing explicit representations of unobservable scientific systems. However, whether and how such technologies can be beneficial for these underserved students has not been sufficiently investigated. In this study, we examine the short-term and long-term effects of interactive visualizations in improving linguistically diverse eighth-grade students' understanding of properties of matter and chemical reactions during inquiry instruction. The results show that after interacting with the visualizations, both ELLs and non-ELLs showed significant improvement in their understanding of the target concepts at the molecular level on both the immediate test and the delayed test (3 months after the study). In particular, aligned with the goals of the NGSS, all students, including ELLs, were able to demonstrate their understanding of how energy and matter are involved in chemistry through developing molecular models, critiquing models, and constructing scientific explanations. This study shows the potential benefits of using interactive visualizations during inquiry instruction as a resource to help all students, including ELLs who are traditionally underserved in mainstream classrooms, develop a more coherent understanding of abstract concepts of molecular processes during chemical phenomena.

Although the potent effects of cation-p interactions for stabilizing protein structure and binding ligands to proteins have been reported in the chemical literature for over two decades, there are no undergraduate biochemistry textbooks covering this important noncovalent attractive force. In an attempt to remedy this situation, this primer describes what cation-p interactions are, provides biochemical examples of cation-p interactions that supplement the protein structure and ligand binding topics of a traditional one-semester biochemistry course, and offers exercises and worked out solutions on cation-p interactions derived from the biochemical literature. In addition, instructions are provided for using the online molecular visualization tools FirstGlance and JSmol viewer to identify cation-p interactions in proteins and for calculating cation-p stabilization energy with the online CaPTURE program.

A series of computer-based laboratory experiments have been developed to aid undergraduate students in appreciating the three-dimensional nature of chemistry and biochemistry. Both lower- and upper-division experiments have been developed. Students are introduced to the use of ChemDraw for the production of professional-quality molecular structures, Chem3D for visualizing molecules in three dimensions, and VMD for investigating protein structures and dynamics. Through a series of guided experiments, students explore important concepts in chemistry and biochemistry, such as stereochemistry, protein secondary structure, intermolecular interactions, molecular recognition, and protein dynamics. An overwhelmingly positive response to these experiments was received, with students reporting an enhanced appreciation of the nature and behavior of molecular and protein systems, and an improved understanding of lecture material.

The plant taxonomy textbooks that are generally used in colleges need to be complemented with a DNA-based molecular review. In general, plant taxonomy textbooks devote more space to morphology than to molecular-level characteristics. The research reported here used the results of DNA-based research to develop a molecular plant taxonomy textbook. The purpose of this research was to develop a suitable plant taxonomy textbook that was valid, practical, and effective. The textbook is useful to provide students insight into plant taxonomy from a molecular perspective. To achieve that goal we used the Plomp development method, which consists of five stages: (1) the initial assessment phase, (2) the design phase, (3) the realization /construction phase, (4) the test, evaluation and revision phase, and (5) the implementation phase. The quality of the plant taxonomy textbook based on a molecular approach was assessed using following criteria: validity, practicability, and effectiveness. Further testing of the quality of the textbook and supporting devices was conducted with biology students taking a Higher Plant Botany course. Analyses of these data showed that the textbook met the validity, practicality, and effectiveness standards.

Anthropomorphisms are widespread at all levels of the educational system even among science experts. This has led to a shift in how anthropomorphisms are viewed in science education, from a discussion of whether they should be allowed or avoided towards an interest in their role in supporting students' understanding of science. In this study we examine the role of anthropomorphisms in supporting students' understanding of chemistry. We analyze examples from undergraduate students' discussions during problem-solving classes through the use of practical epistemology analysis (PEA). Findings suggest that students invoked anthropomorphisms alongside technical relations which together produced more or less chemically appropriate explanations. Also, anthropomorphisms constitute potentially productive points of departure for rendering students' explanations more chemically appropriate. The implications of this study refer to the need to deal with anthropomorphisms explicitly and repeatedly as well as to encourage explicit connections between different parts of the explanation - teleological as well as causal.

This article presents the integration of Tinkercad, a free online modeling program that allows students to model molecular genetic concepts, into the distance learning process. The students had the opportunity to learn molecular genetics in a fun and more efficient way in spite of the limitations of the COVID-19 lockdown, and, in this respect, it can be said that the application was a good compensation for face-to-face learning.

The purpose of the study was to examine the effects of students' conceptual understanding of chemical concepts and mathematical processing skills on algorithmic problem-solving skills. The sample (N = 554) included grades 9, 10, and 11 students in Turkey. Data were collected using the instrument "MPC Test" and with interviews. The MPC Test consists of 3 sections: 8 conceptual questions (Qcu), 8 algorithmic problems (Qcc), 8 mathematics questions (Qm). It was concluded that students' conceptual understanding and mathematical processing skills effected algorithmic problem-solving skills. The effects of conceptual understanding were much more than mathematical processing skills on algorithmic problem-solving skills. According to the MCT Test results, 10 students with high, average, and low grades were interviewed. Qualitative findings were consistent with quantitative results. There is a significant relationship between students' algorithmic skills and their mathematical skills. Also, it was concluded that students' conceptual understandings are effective on solving chemistry problems but solving chemistry problems correctly does not mean chemistry concepts can be understood truly and deeply on a molecular level. (Contains 3 tables and 2 figures.)

The question "how to improve the interest of students to study physics" has been discussed in the author's previous papers too. Within the framework of the project, the author prepared various new interdisciplinary projects to demonstrate how inventions in physics are used in everyday life. Now, about one year later, the author found out that students were most addressed with the modules physics and crime scene investigation physics in the kitchen, as usually with non-traditional simple experiments. The aim of this paper is to introduce the modules and discuss possible reasons of this situation. (Contains 3 figures.) [This article was prepared with the support of the European Community.]

Though student understanding of the nature of matter has been studied extensively, little is known about student knowledge of the biological molecules. This study examined understanding of proteins, carbohydrates, and lipids in 25 undergraduate students in order to document logical structures within student alternative concepts. Student knowledge of the particulate nature of matter (PNM) was collected in a pre-survey. Their knowledge of the biological molecules was collected via pre- and post-surveys, embedded questions, and interviews. No relationship was found between initial PNM knowledge and knowledge of molecules at the start of the course. By the end, however, strong correlations were found between initial PNM knowledge and knowledge of molecules. Students displayed alternative ways of categorizing biomolecules, using overlapping functional categories based on perceived nutritional roles. Their underlying assumptions about molecules fell into six categories: as goes macro, so goes micro; source = substance; molecule/energy equivalence; like acts upon like; functional equivalence; functional limitation. Student alternative conceptions displayed logical structure; their conceptions "worked" in their everyday lives. However, alternative categorizations of biomolecules used by low-PNM students interfered with their ability to understand biological processes that involved these molecules: enzyme activity, photosynthesis, and DNA synthesis. Educational implications of these findings are discussed.

Students often wrestle unsuccessfully with the task of correctly calculating momentum probability densities and have difficulty in understanding their interpretation. In the case of a particle in an "infinite" potential well, its momentum can take values that are not just those corresponding to the particle's quantised energies but will be found to have values that occur with probabilities given by applying the Born Statistical Postulate. Momentum probability densities for several "infinite" potential wells are plotted and some representative numerical values calculated and discussed. Students will benefit from these solutions, as they will aid their understanding of momentum space descriptions of quantum systems, momentum probability densities and their visualisation.

We studied the use of online molecular dynamics simulations (MD) to enhance student abilities to understand the atomic processes governing plastic deformation in materials. The target population included a second-year undergraduate engineering course in the School of Materials Engineering at Purdue University. The objectives of the study were to help students (i) understand the atomic-level processes that govern plastic deformation in metals, and (ii) develop a more intuitive understanding of how materials look and behave in atomic scales. The treatment consisted of traditional lectures followed by inquiry-based simulation lab activities powered by research-grade computational tools. Two lectures by the instructor reviewed the topic of plastic deformation and presented the basic physics of modeling MD to provide a description of materials with atomic resolution of the forces. Next, the students used a simulated laboratory experience to conduct several inquiry activities using fully interactive online MD simulations. Students needed to use the visualizations provided by the simulation to evaluate the atomic processes responsible for plastic deformation of materials and they computed values of various materials properties. Our first analysis compared differences between students who attended one or two lectures and those who attended no lectures. The results showed that participation in the background and/or pre-laboratory lectures supported student abilities to recall specific facts and behavior of materials explicitly taught during instruction. The lectures did not prepare most students for transferring what they had learned in the lecture or prelab lectures to problems they had not previously encountered, but were first presented in the laboratory activities. However, most students who participated in the laboratory experience demonstrated the ability to transfer what they had learned to predict how an unfamiliar material would behave at the molecular level. This instructional approach can be generalized to other learning experiences designed to help students apply abstract fundamental engineering principles to evaluate a larger context of unfamiliar situations.

Due to progress in nanotechnology high-quality quantum wires can nowadays be fabricated. The behavior of particles in one dimension differs significantly from that in three-dimensional (3D) systems, yet the physics of such low-dimensional systems is generally not very well represented in standard undergraduate or graduate curricula. For instance, the Fermi liquid paradigm, working well for electrons in 3D systems, breaks down in 1D and has to be replaced by the Tomonaga-Luttinger liquid (TLL) description. However, most of the introductory papers on the TLL restrict themselves to a summary of results to be compared with experiments, while review papers are often fraught with technical details only accessible to the theorist. The present paper provides an elementary discussion of some phenomena distinguishing quantum wires and quasi-one-dimensional systems from their 3D counterparts targeting experimentalists and graduate students. It aims to convey the basic ideas of TLL theory and to relate it to alternative phases, such as charge and spin density waves. The important role of fluctuations in quasi-1D systems is pointed out and the connection is made to the problem of high-Tc superconductivity. The discussion is kept on a level, which should be accessible with a basic knowledge of quantum mechanics.

A number of current reports are challenging educators of undergraduate biology students to increase the role, interactions and approaches of other disciplines. The goal stated in these reports is to produce a college graduate with the skills and competencies to solve pressing global problems such as producing ample food, fuels, and making health care available, while also preventing the degradation of the Earth's renewable resources. This perspectives essay presents the inspiration and motivation that resulted from the interactions and collaborations with faculty in philosophy. My goal is to describe how these interactions occurred and how it has helped to inform and guide me in the development and implementation of new biological questions that can be addressed by undergraduate researchers. It has also allowed reflection on how scholarly endeavors in biology and philosophy can complement each other.

Grasping the dynamics of molecular phenomenon appears to be rather challenging for students in the context of life science. To pursue the origin of such difficulties this paper investigates students' (n = 43) meaning making, in interaction with peers and an animation, of the dynamic process of ATP-synthase. To support this inquiry we introduce the CharM-framework (Characteristics of Metaphors), which accounts for students' experiences of metaphors while interacting with external representations (ERs) when trying to make meaning of molecular phenomena. Student-expressed metaphors are outlined and related to the animator's intentions while designing the animation. The analysis shows that some of the used metaphors possess in-built problematic characteristics that could act as potential problems for learning. For example, the metaphors machine and watermill possess problematic characteristics that are a possible reason for students' difficulties with understanding the ATP-synthesis as a reversible and non-deterministic process. Furthermore, we also conclude that students' use of metaphors is highly influenced by the ER, which is designed according to the animator's internal representation of the scientific phenomenon and his intentions. The challenge associated with designing educational representations that sufficiently represent molecular processes is somewhat similar to the challenge student face while linking the characteristics of metaphors to the molecular processes. The CharM-framework can assist in the design process by allowing designers to reflect on how ERs could be interpreted or misinterpreted and also guide teachers' choice of educational representations. (Contains 1 figure, 3 tables, and 4 endnotes.)

The present study examined the cognitive factors that influence children's physical science learning from a multimedia instruction. Using a causally coherent text and visual models, we taught 4th- and 7th-grade children about the observable and molecular properties of the three states of water. We manipulated whether the text was read by a tutor (which supports simultaneous encoding of the verbal and visual information, i.e., "temporal contiguity") or whether children read the text on their own (which supports self pacing and interpretation of the information). Children in each condition received either static or dynamic graphics. Results showed that, regardless of the type of graphics, children demonstrated the greatest learning gains when the text was read to them by a tutor. This effect was more pronounced for the younger children. Thus, conditions that promote integration of verbal and visual information may provide the greatest support to children's learning from a causally coherent multimedia science lesson.

The introduction of teaching about liquid crystals is discussed from several points of view: the rationale why to teach them, the basics about liquid crystals or what the teacher should teach about them, the fundamental pre-knowledge of students required, the set of experiments accompanying the teaching and the brief report on the already performed testing of the teaching module.

It is shown that for different ratios of lattice parameters, "c/a," the body centered tetragonal structure may be view as body centered tetragonal, body centered cubic, face centered cubic or hexagonal. This illustrates that the apparent symmetry of a lattice depends on the choice of the conventional unit cell.

In this article we discuss the concept of equilibrium establishment in four most usual instances as is electrostriction and vaporization as related to the concept of equilibrium shell formation. Two more cases are then studied which are of relevance. One is the Brownian movement, the study of which is essential for pedagogical reasons as to exclusion of basic facts from statistics in a simple manner. The last one case studied is the very passage of current in a conductor. What is new in all these discussions is a simple but more detailed approach connecting the micro world to simple models of the macro world so that new comprehension is achieved. We will discuss matters in terms of order of magnitude of the quantities on what is to follow.

This work comprises an investigation about basic Quantum Mechanics (QM) teaching in the high school. The organization of the concepts does not follow a historical line. The Path Integrals method of Feynman has been adopted as a Reference Conceptual Structure that is an alternative to the canonical formalism. We have designed a didactic sequence for teaching the basic ideas of Quantum Mechanics according to our theoretical frame (Otero, 2006), eluding the mathematical formalism and using simulation software. In the first part of this work we show our proposal for teach the quantum character of the electrons. At the end, we present the outlines of an approach the quantum character of the light with students of the secondary school, where also we use Feynman's technique as the most universal explanation of the light.

The inquiry-based approach to learning has proven to be quite effective, since Socrates, but it is difficult to found good questions to induce reasoning. Many sources explain wrongly some experimental results, which can be used as discrepant events. Some use the breaking of a ruler with a newspaper to "show" that the atmospheric pressure is powerful or "measure" the oxygen in the air using a burning candle or "explain" that electric charge attracts the water because the dipolar properties of the water molecule. Those are seemingly reasonable explanations but they are not true. Those demonstrations can be used to promote discussion and understanding from very simple reasoning.

The purpose of this study was to investigate how mental rotation strategies affect the identification of chemical structural formulas. This study conducted event-related potentials (ERPs) experiments. In addition to the data collected in the ERPs, a Chemical Structure Conceptual Questionnaire and interviews were also admin-istered for data collection. Eighteen university students majoring in chemistry were recruited. In the ERP experiments, the participants were required to identify 2D figures, 2D chemical structural formulas, 3D objects and 3D chemical structural formulas. The contours of 2D figures are similar to those of 2D chemical structural formulas, but they contain no content knowledge. Likewise, the contours of 3D objects are similar to 3D chemical structural formulas without content knowledge. The results showed that all students used similar strategies of mental rotation in identifying 2D figures, 3D objects and 3D chemical structural formulas. However, the high-achieving students used different strategies in identifying 2D figures and chemical structural formulas, while the low-achieving students tended to use similar strategies of mental rotation in identifying both 2D figures and chemical structural formulas. The results indicate that some of the difficulties in identifying 2D chemical structural formulas that students encounter are due to their inappropriate strategies of mental rotation. These results could guide teachers and curriculum designers to develop chemistry learning tools and teaching strategies which could promote students' understanding of chemical structural formulas and practice students' representational skills through mental rotation. Furthermore, this study suggests that ERP technology could be used in further studies to explore the effects of mental rotation on science learning.

Friction is one of the common forces that affect our everyday life and one of the oldest problems studied in physics. An interpretation of its nature is included in all general physics courses, in both high school and college. The desire and need to better understand it guided a long list of scientists who devoted themselves to the study of friction over the past several centuries. In this regard a number of physical and mathematical models have been created to explain different types of friction. Models related to dry friction and its origins can be classified into two groups. The first group includes those that deal with the explanation of static friction, such as the fundamental understanding of friction provided by Charles Augustin de Coulomb in 1781. The second group includes models that explain kinetic friction derived from the Dahl model. Coulomb's model of the friction force remained dominant in the following centuries, and his contribution continued to be so striking that the term "Coulomb model of friction" can often be found even in modern books. However, an improved understanding of the essence of friction in the past few decades has been a result of better insight into molecular dynamics, which opened a way for the creation of a modern science of friction and wear--tribology.

Seaweed is rich in iodine, an essential component for the formation of thyroid hormones. Iodine deficiency is still a problem in the 21st century despite iodination programmes. Without sufficient iodine in the diet, we risk a decline in brain development and growth in fetuses and children. This key micronutrient is essential for the formation for thyroid hormones. Using a non-essential amino acid, tyrosine, organification generates the key thyroid hormone (thyroxine, a pro-hormone). Both thyroxine and its biologically active form, triiodothyronine, are essential for growth and development.

The Bohr-Sommerfeld quantum theory specifies the rules of quantization for circular and elliptical orbits for a one-electron hydrogen atom-like system. This article illustrates how a formula connecting the principal quantum number "n" and the length of the major axis of an elliptical orbit may be arrived at starting from the quantum mechanical description and how in the limit when "n" is large one gets the expected classical result.

Energy eigenvalues for a non-relativistic particle in a linear potential well are available. In this paper we obtain the eigenenergies for a relativistic spin less particle in a similar potential using an extension of the well-known WKB method treating the potential as the time component of a four-vector potential. Since genuine bound states do not exist for positive rising potentials, our calculations are valid only for fairly low-lying levels. The transcendental eigenvalue equation that is obtained is solved using Mathematica software to get eigenenergies. Our results are compared with those for the non-relativistic case. The results may find applications besides having conceptual significance.

This mixed-method study investigates the effects of interactivity in animations of a molecular-level process and explores perceptions about the animated learning tool used. Treatments were based on principles of cognitive psychology designed to study the main effects of treatment and spatial ability and their interaction. Results with students (n = 189) showed that science majors scored higher than non-science majors in retention measures (i.e., structure and function) but not in transfer. Significant main effects were found for treatment in function questions and spatial ability in structure questions. There was a significant interaction between treatment and spatial ability in structure questions. Additionally, in this study participants believed the key and the motion of ions and molecules were the most helpful parts of the animation. This study shows that students perceive the animations as being supportive of their learning, suggesting that animations do have a role in science classrooms.

The purpose of this study was to investigate Grade 10 Thai students about their understanding on inter- and intramolecular forces. Sixty four students were elicited by administered open-ended questions after finishing normal instruction on chemical bonding topics. The instrument was in a set of open-ended questions which contained a number of systematic elicited questions, but only six questions were reported here. It was found that the students had difficulty in understanding inter- and intramolecular forces. Even though they had learned these conceptions in chemistry class, the students were not able to distinguish between inter- and intramolecular forces. The implications of this research indicated that making students understand chemistry concepts and principles was not an easy task. There are numerous ways in which students can misconstruct concepts and principles largely due to failing of shifting between macroscopic and microscopic phenomena. Teachers must be aware of the various conceptions, otherwise, the alternative conceptions will be the obstacle to understand more complex conceptions on learning chemistry. Appended to this document is "Questions Used to Elicit Students' Conceptions." (Contains 7 tables and 2 figures.) [This paper was presented at the 2010 National Association for Research in Science Teaching (NARST) Annual International Conference, Philadelphia, PA, Mar 21-24, 2010. This study was funded by the Institute for the Promotion of Teaching Science and Technology, Thailand.]