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In light of the COVID-19 pandemic, the transition from traditional face-to-face lectures to online learning, as well as the adoption of technology-enabled active learning in the classroom, has been accelerated. Here, we introduce the use of Telegram as a technological tool to support remote learning by helping students identify gaps in their content knowledge with ease and convenience. This was done by designing a quiz based on relevant topics on the Telegram Quiz Bot, while adding an element of gamification, whereby students compete in group chats for correctness and speed. Overall, the majority of the students responded positively to the use of the Telegram Quiz Bot.

A gamified approach toward Viva voce was implemented in a postlab activity to evaluate students in teams. In a game-show manner, students in teams of three select from an array of anonymized options to reveal a random question. They then chose one member of the team to answer. The assessor evaluated the team by the side instead of facing the students directly. The modified approach fostered collaboration among teammates and reduced stress felt by students in the Viva voce. This approach is effective because it removed the vis-a-vis presence of the assessor and reduced tension felt by students during the activity. We call this approach Viva la Vida.

Organic chemistry is often considered by undergraduate students to be the most difficult branch of chemistry. Instructors and senior students collaborated to develop CheMakers, a board game to help students understand organic reaction mechanisms and implement mechanistic thinking. The game, played by 3 teams, was designed to invoke meaningful discussions among students. To win the game, the students need to work together as a team to prepare their strategies, solve organic chemistry problems, and reach their objectives as quickly as possible. Evaluation of the game shows that the students enjoyed CheMakers and found it to be engaging and fun to play.

Visualization of three-dimensional (3D) elements has always played a huge role in chemistry education. At the same time, it is a challenge to teach with most representations being shown in two-dimensional (2D) media. With the recent rise of extended reality (XR) that includes virtual and augmented reality (VR/AR) technology in higher education, attempts have been made at presenting 2D representations to students in a manner that is easier to understand. However, the effectiveness of said attempts has limitations. Our AR project has developed a free-to-use mobile application “Nucleophile’s Point of View” (NuPOV) that aims to address these limitations. By allowing users to not only view chemistry concepts in an AR setting but also interact with them by hand, they are able to learn and understand at a deeper level through an individualized and self-directed learning experience. Our study has shown that such an approach proved to be relatively well-received by students.

Immersive technology, such as virtual reality (VR) experiences, has the ability to enhance forensic science chemistry education by allowing students to view realistic crime scenes. With the help of a WebVR software such as Uptale, we created a VR crime scene activity that students can participate in remotely with the help of their mobile device. Students were tasked to investigate a VR crime scene and collect evidence for subsequent analysis. They would then complete an online report, where they would report the evidence they had collected and subsequently perform crime scene reconstruction to describe what they think happened at the crime scene. Overall, 84% of students enjoyed the activity and would recommend others to try the VR crime scene experience.

A person’s preferred timing of nocturnal sleep (chronotype) has important implications for cognitive performance. Students who prefer to sleep late may have a selective learning disadvantage for morning classes due to inadequate sleep and circadian desynchrony. Here, (1) we tested whether late-type students perform worse only for morning classes, and (2) we investigated factors that may contribute to their poorer academic achievement. Chronotype was determined objectively in 33,645 university students (early, n=3,965; intermediate, n=23,787; late, n=5,893) by analyzing the diurnal distribution of their logins on the university’s Learning Management System (LMS). Late-type students had lower grades than their peers for courses held at all different times of day, and during semesters when they had no morning classes. Actigraphy studies (n=261) confirmed LMS-derived chronotype was associated with students’ sleep patterns. Nocturnal sleep on school days was shortest in late-type students because they went to bed the latest and woke up early compared with non-school days. Surveys showed that late-type students had lower self-rated health and mood (n=357), and lower metacognitive self-regulation (n=752). Wi-Fi connection data for classrooms (n=17,356) revealed that late-type students had lower lecture attendance than their peers for classes held in both the morning and the afternoon. Our findings suggest that multiple factors converge to impair learning in late-type students. Shifting classes later can improve sleep and circadian synchrony in late-type students but is unlikely to eliminate the performance gap. Interventions that focus on improving students’ well-being and learning strategies may be important for addressing the late-type academic disadvantage.

The Periodic Table of Younger Chemists (PTYC) arose from a group of aspiring scientists in attendance at the 2017 World Chemistry Leadership Meeting in Sao Paulo, Brazil. This project was a celebration of the 100th anniversary of IUPAC and the International Year of the Periodic Table. IUPAC and the International Younger Chemists Network (IYCN) joined forces to create the PTYC and honor rising stars in chemistry from around the world. Beginning in July 2018 and ending in July 2019 at the World Chemistry Congress, we unveiled and honored a diverse group of 118 outstanding younger chemists who embody the mission and core values of IUPAC. The resulting Periodic Table highlights the diversity of careers, outreach participation, and dedication to the chemistry community of those leading us into the next century of IUPAC.

The redesign of an advanced analytical and physical chemistry practical module for senior undergraduates is described in this report. The underpinning rationale for the changes is to use cooperative learning groups placed in situations beyond their previous experience to increase the student experience of Kolb’s Learning Cycle to a level greater than is usual for undergraduates. The students are required to make decisions in the context of ambiguity and unknown unknowns, hence gain experience to prepare them for research or post university life. The assessment has been aligned with the Intended Learning Outcomes; authentic group-based laboratories with Socratic questioning has been implemented for four years. Both direct (quantitative) and indirect (qualitative) measures of the effect of the changes are reported. The effectiveness of the scaffolding of the new exercises has been measured using mark outcomes, staff observations and student thoughts about what they have learned. Evidence indicates that although marks have only increased marginally (by about 1.5 marks), the differences between the old and redesigned modules are statistically significant. Similarly, a Dixon’s Q analysis revealed no outliers at p = 0.05. Deep learning by students is occurring, and there seems a much higher level of engagement than previously. There are also statistically significant differences across the two sides of the module, with perceived deeper learning on the more “strictly” Socratic (analytical) side of the module.

Teaching has taken many forms in history, from the dialectical style between the teacher and her/his fellows (in Ancient Greece) to lectures in amphitheaters in front of large audiences. The latter form has been traditionally used in universities, but it is hard to imagine using methods on young audiences (e.g., kindergarten). Instead, other techniques are used, such as working in smaller groups (e.g., memorization of letters or numbers). Nowadays, active learning techniques (not necessarily inspired by teaching methods used for children) are introduced by many teachers in universities to ensure the transmission of complex concepts. In this chapter, we will introduce (1) why we thought that new forms of lectures were needed for biochemistry students, (2) the different activities that could be translated to other disciplines, and (3) the perspectives of new developments.

Research has shown how the blended learning approach leads to enhanced learning for students due to the combination of web-based technology such as video production with face-to-face teacher-led training. One aspect explored in this study is the use of a lightboard in video production to solve the challenges of a traditional whiteboard setup for educational videos. This study experiments and evaluates the pros and cons of various presentation styles used in lightboard videos that affect and improve the quality of student engagement. In essence, understanding these strategies will enable institutes of higher education to have the adoption of a more effective blended learning approach using the lightboard.

SciFinder is a comprehensive and powerful database frequently used in chemistry research. There are presently two primary approaches in teaching undergraduate students to use SciFinder: (1) through a physical session in class and (2) through recorded videos online. However, there has not been a flipped classroom approach combining both the physical sessions and online lectures. By incorporating the flipped classroom approach of teaching SciFinder into a curriculum of an undergraduate chemistry laboratory course, we redesign and revamp the approach in teaching SciFinder, saving 25% of time used for physical sessions and gaining more time for hands-on exercise. The effectiveness of the flipped classroom approach in teaching SciFinder is evidenced by better grades as well as most students (64%) indicating that this approach has helped them learn better.

Synthesis experiments are a hallmark of undergraduate chemical education in laboratory class where students are trained to conduct experiments, collect characterization data, and make sense of their data through various data processing tools. One staple characterization technique, particularly in organic synthesis experiments, is the use of nuclear magnetic resonance (NMR) to elucidate the structures. Owing to the scarcity in equipment and trained personnel required to perform NMR analysis, products synthesized in laboratory class are conventionally collected at the end of class and analyzed by a laboratory technician. The laboratory technician further processes the raw data by correcting for any baseline noise, integrating the relevant peaks and converting the data to a general user-friendly file (e.g., .pdf file). These postprocessed data are then returned to the students for elucidation of the compound’s structure. The data processing by the laboratory technician is at once operationally taxing and detracting from the student’s learning experience. We, thus, outline an activity that employs the use of a user-friendly software, MestReNova (MNova), for student use, which allows them to process the raw data from NMR independently.

No abstract available. published

As numerous varsity campuses remain closed during the coronavirus disease 2019 pandemic, educators must look for suitable digital tools to conduct lessons and engage learners online. In this report, we discuss how to structure the online lessons using the Community of Inquiry framework (CoI). The CoI was applied to the university elective course “Learning to Choose Better”, taught by chemistry faculty. By using the appropriate digital tools in our course, we found success in achieving engagement, active learning, and team teaching. Until the world finds a resolution to the pandemic, online teaching will continue to be the new normal. Educators could view this time as a prime opportunity to experiment, innovate, and break new grounds in the realm of remote online teaching.

Valuing diversity leads to scientific excellence, the progress of science and most importantly, it is simply the right thing to do. We can value diversity not only in words, but also in actions. From the structure of DNA,1 to computer science,2 and space-station batteries,3 several key scientific discoveries that enhance our lives today, were made by marginalized scientists. These three scientists, Rosalind E. Franklin, Alan M. Turing and Olga D. González-Sanabria, did not conform to the cultural expectations of how scientists should look and behave. Unfortunately, marginalized scientists are often viewed as just a resource rather than the lifeblood that constitutes science itself. We need to embrace scientists from all walks of life and corners of the globe; this will also mean that nobody is excluded from tackling the life-threatening societal challenges that lie ahead. An awareness of science policy is essential to safeguarding our future. Science policy deals with creating the framework and codes of conduct that determine how science can best serve society.4-6 Discussions around science policy are often accompanied by anecdotes of “good” and “bad” practices regarding the merits of diversity and inclusion. Excellence and truth, which flow inexorably from diversity and inclusion, are the bedrocks upon which science should influence political and economic outcomes. A vital area of science policy is to support the professional development of marginalized scientists, an objective that must be acted upon by scientific leaders and communicators...

A mobile application game has been adapted to teach students about laboratory instruments, glassware, apparatus, and techniques. The game was designed with reference to a popular icebreaker game, “Charades!”, to ensure that it was easily accessible to students. Students will hold a mobile phone just above their forehead, which will then flash the name of a particular type of apparatus or an analytical technique. They deduce the answer based on the description given by their team members. The gamified approach is a relaxing alternative to traditional didactic recitations. This strategy is effective because it requires students to communicate openly through deliberate practice with their teammates. We call this game ChemCharades.

With 360° cameras becoming increasingly available at affordable costs, 360° videos have been gaining momentum online as an exciting visual medium that engages viewers in an immersive 360° panoramic view. In this report, we share insights of our experience in using 360° cameras to capture several laboratory techniques in an undergraduate organic chemistry course and raise pertinent issues regarding the 360° videos. In summary, we found that 360° videos add value in terms of its large field of view, but pose some potential problems in terms of disorientation and lack of focus.

Drones, unmanned aerial vehicles (UAVs), usually helicopters or airplanes, are commonly used for warfare, aerial surveillance, and recreation. In recent years, drones have become more accessible to the public as a platform for photography. In this report, we explore the use of drones as a new technological filming tool to enhance student learning in the field of analytical and environmental chemistry. In particular, chemistry students have difficulty in applying knowledge learned in the practical context, e.g., finding potential sites for soil sampling. Our effort was focused on improving the understanding of terrain and examining potential “good” sampling sites by providing instructor’s point of view (IPOV) videos filmed with a drone. Students responded positively to this innovative filming method in a perception survey. The merits and challenges of filming with drones will be discussed.

Currently there are two primary methods of recording flipped classroom videos: (1) using the white board and (2) screencasting a PowerPoint presentation. Both methods have several disadvantages. In the former, the presenter’s body obscures the content. Both methods lack an element of human interaction between the viewers and presenter and require lengthy editing. These reasons discourage educators from adopting the flipped classroom. In this article, we share our motivations and experience with the Lightboard, an interesting method of filming with a glass board that addresses the aforementioned problems. This novel format, first introduced and developed by Professor Michael Peshkin at Northwestern University, could help achieve our pedagogy goal of engaging chemistry learners better by providing greater visual connection with the lecturer.

Considering the SARS-CoV-2 outbreak and the suspension of many physical face-to-face (F2F) lessons due to the #StayHome measures, many educators have been mandated by schools and institutions to put their teachings online. Many are asking: “How do I lead my online class without losing student engagement?” and “How do I know if my students are understanding the lesson content in real-time?” [1] Despite the unprecedented disruptions to mankind, we need not be paralysed by the COVID-19 situations that besiege us as tertiary institution academics. Being educators, we should embrace this tumultuous crisis as an avenue to blaze a trail in online learning. As the coronavirus threat continues to crescendo, we have found glimmers of hope in some success to sustain active learning in our online classes.

Field trips are a common activity for instructors to engage students and give them a first-hand understanding of a subject, especially in environmental chemistry. However, the planning and execution for a field trip is logistically challenging and demanding of human and material resources. Here, we demonstrate the conduct of a virtual overseas field trip for 74 students with the use of a web-based virtual reality (VR) application. From the feedback after the virtual field trip, students reported general receptiveness toward such use of VR technology. The authors would like to thank the MOE TRF fund (MOE2015-1-TR06) and USPC-NUS grant (2017-03-T/USPC-NUS) for innovation in higher education in supporting Technology-Enabled Blended Learning Experience #TEBLE.

Lipopolysaccharides (LPS), also known as endotoxins, can be released into the environment when the bacteria’s cell wall breaks apart, which induces inflammatory responses in humans at amounts of 1–10 ng kg−1. This paper reports on the development and optimization of a novel analytical method for the analysis of LPS based on the coupled use of a laboratory–made microscale solid-phase extraction (μSPE) device for the purification and enrichment of LPS before fluorescent dye derivatization and lastly capillary electrophoresis with laser-induced fluorescence (CE-LIF) for separation and detection. In this work, the limits of detection and quantification of Klebsiella pneumoniae (KP)-LPS were found to reach 1.32 ng mL−1 and 4.39 ng mL−1, respectively with a linear dynamic range of 0.125–0.625 mg L−1 and a relative standard deviation of 0.9% in migration time. Scanning electron microscopy analysis clearly supports the successful entrapment of KP-LPS within the sorbent before elution. In contrast to other LPS extraction methods, the optimized μSPE-based method coupled with CE-LIF provides the following advantages: small sample amount for sensitive and selective detection in CE-LIF (μSPE preconcentration factor of 23 times), reduced volumes of organic solvents used (175–225 µL), high recovery rate of 98%, as well as portability for on-site extraction and quantification of analytes. The method was successfully applied in the analysis of three types of real water samples (i.e. deionized water, secondary effluent and raw sewage). Raw sewage was found to contain the highest KP-LPS amount of 12.5 ng mL−1 followed by secondary effluent of 7.3 ng mL−1.

The current model of flipped classroom ensures that learning is not being restricted to the brick and mortar setting. Lessons can be conducted anywhere, anytime, as long as there is a good internet connection. Most of the flipped classroom and e-lectures are videos recording PowerPoint slides with a human voice as the audio instruction. In laboratory teaching, flipped pre-lab is not typical. The closest it gets is the filming of laboratory demonstration using a handheld camcorder. How can we captivate the audience in a manner that will make it an even more realistic demonstration? The application of a small device, GoPro camera, empowers the demonstrator to teach his students with a new perspective.

This study focuses on one of the key environmental threats, endotoxins, also known as lipopolysaccharides (LPS). A capillary electrophoresis method in combination with laser induced fluorescence (LIF) detection was developed for the analysis of endotoxins from 16 different bacterial strains. LPSs were derivatized with the amino-reactive fluorescent dye, fluorescein isothiocyanate (FITC), separated by capillary zone electrophoresis (CZE) under the optimized conditions with the use of 50 mM sodium tetraborate buffer (pH 9.30), and detected by LIF detector. To improve the sensitivity of CZE-LIF detection for the determination of trace amounts of endotoxins and to remove possible interference materials in environmental samples, a solid phase extraction (SPE) pre-concentration technique was applied successfully. The SPE targeted at polysaccharide moieties of LPSs and showed LPS enrichment effects too. CE migration time could also reveal the O-antigen chain lengths of LPSs. This CE method and SPE pretreatment showed linearity at 99.84%, and repeatabilities at 8.44% and 11.0% for endotoxins from E. Coli O55:B5 and E. Coli O26:B6. The limit of detection (LOD) could reach around 5 ng/mL at optimized condition. The method was applied successfully to the determination of LPS levels in tap water and wastewater, and demonstrated sensitive, reproducible and reliable results.