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Virtual chemistry laboratory modules were investigated as a potential learning resource that complements traditional in-person experiments. In collaboration with a high school instructor, we designed two interactive modules, "Rates of Reaction" and "Models of Organic Molecules," which became part of a previously reported online chemistry platform referred to as LabLessons. High school students took advantage of these modules to reinforce their knowledge of specific chemistry concepts and prepare themselves for the corresponding lab experiments. Students and the instructor were surveyed after their use of the two modules, providing feedback on the module designs and effectiveness. Survey results as well as academic performance suggest that independent learning through modules had an overall positive impact on learning when used in conjunction with traditional methods.

While Science, Technology, Engineering, and Mathematics (STEM) education is essential in the high school curriculum, it often carries a reputation of being formidable and overwhelming. The resulting unease students often face inhibits their ability to learn effectively; thus it can be beneficial to integrate a more familiar approach to teach them such complex topics. We have developed a technology-enabled learning environment surrounding the use of 3D prints focused on the topics of homoeostasis and immunity for a ninth grade Living Environment class. The teacher and students' surveys reveal that the 3D prints helped the students to effectively learn the material leading to a better understanding and retention of the topics. The results from the students' performance, as well as the teacher and students' feedback from the activity, demonstrate the effectiveness of 3D prints on maintaining their interest through a student-centred, student-led learning activity.

The effectiveness of blended learning was evaluated through the integration of an online chemistry platform, LabLessons. Two modules, "Formation of Hydrogen" and "Titration," were designed by college mentors alongside classroom chemistry teachers to engage and allow high school students to better comprehend these scientific topics. The pre-lab modules introduced the students to experiments they were expected to perform in class the following day. The modules consisted of an introduction as well as either a visualization and/or simulation specific to each topic. Students and teachers who utilized LabLessons were surveyed to establish a preliminary research on the use of technology in classrooms. Student and teacher surveys demonstrated LabLessons to be an interactive and helpful tool to improve students' understanding of conceptual ideas.

Here we describe the incorporation of a web-based application focusing on circuits for the physics high school classroom as part of an outreach program. The program involves college mentors creating and implementing science lessons in collaboration with the classroom teacher. Focusing on the challenge of understanding circuit design, a technology rich module is employed to improve learning and motivation of the students. The students' conceptual understanding as well as interest in circuits was increased, the college mentors earned valuable teaching and mentoring experience and the teacher enjoyed more one-on-one time as well as assistance with students.

Students have access to the Internet at their fingertips via e-tablets and smart phones. However, the STEM fields are struggling to remain relevant in students' lives outside the classroom. In an effort to improve high school science curricula and to keep students engaged in the classroom, we developed a technology-rich bioengineering summer program for high school students in grades 9-12. The program utilized touch screen technology in conjunction with hands-on experiments and traditional lecturing to create an entertaining, relevant, and effective classroom experience.

Short interfering RNA (siRNA) therapeutics have soared in popularity due to their highly selective and potent targeting of faulty genes, providing a non‐palliative approach to address diseases. Despite their potential, effective transfection of siRNA into cells requires the assistance of an accompanying vector. Vectors constructed from non‐viral materials, while offering safer and non‐cytotoxic profiles, often grapple with lackluster loading and delivery efficiencies, necessitating substantial milligram quantities of expensive siRNA to confer the desired downstream effects. We detail the recombinant synthesis of a diverse series of coiled‐coil supercharged protein (CSP) biomaterials systematically designed to investigate the impact of two arginine point mutations (Q39R and N61R) and decahistidine tags on liposomal siRNA delivery. The most efficacious variant, N8, exhibits a twofold increase in its affinity to siRNA and achieves a twofold enhancement in transfection activity with minimal cytotoxicity in vitro. Subsequent analysis unveils the destabilizing effect of the Q39R and N61R supercharging mutations and the incorporation of C‐terminal decahistidine tags on α‐helical secondary structure. Cross‐correlational regression analyses reveal that the amount of helical character in these mutants is key in N8's enhanced siRNA complexation and downstream delivery efficiency. [ABSTRACT FROM AUTHOR]

Lab instructors, for both high school and undergraduate college level courses, face issues of constricted time within the lab period and limited student engagement with prelab materials. To address these issues, an online prelab delivery system named LabLessons is developed and tested out in a high school chemistry classroom. The system supplements the laboratory experience by providing visualizations and simulations of concepts to prepare students for the practical experiments. The system requires students to answer prelab questions online, which provides immediate feedback and cuts down on last minute copying of answers that instructors anecdotally reported with paper laboratories. Empirical results demonstrate the effectiveness and improved outcomes for students who have used LabLessons. In addition, the ease of use of the system and better preparedness for the lab is noted by the instructor.

Theranostic materials research is experiencing rapid growth driven by the interest in integrating both therapeutic and diagnostic modalities. These materials offer the unique capability to not only provide treatment but also track the progression of a disease. However, to create an ideal theranostic biomaterial without compromising drug encapsulation, diagnostic imaging must be optimized for improved sensitivity and spatial localization. Herein, we create a protein-engineered fluorinated coiled-coil fiber, Q2TFL, capable of improved sensitivity to 19F magnetic resonance spectroscopy (MRS) detection. Leveraging residue-specific noncanonical amino acid incorporation of trifluoroleucine (TFL) into the coiled-coil, Q2, which self-assembles into nanofibers, we generate Q2TFL. We demonstrate that fluorination results in a greater increase in thermostability and 19F magnetic resonance detection compared to the nonfluorinated parent, Q2. Q2TFL also exhibits linear ratiometric 19F MRS thermoresponsiveness, allowing it to act as a temperature probe. Furthermore, we explore the ability of Q2TFL to encapsulate the anti-inflammatory small molecule, curcumin (CCM), and its impact on the coiled-coil structure. Q2TFL also provides hyposignal contrast in 1H MRI, echogenic signal with high-frequency ultrasound and sensitive detection by 19F MRS in vivo illustrating fluorination of coiled-coils for supramolecular assembly and their use with 1H MRI, 19F MRS and high frequency ultrasound as multimodal theranostic agents. [ABSTRACT FROM AUTHOR]

As part of an outreach program, we integrated chemistry apps with blogging to enhance the learning experience of students in and outside the classroom. Our outreach program involved college mentors who participated in the development and implementation of chemistry lessons alongside the classroom teacher. Three technology-rich modules that focused on molecules, balancing equations, and nuclear chemistry were taught to high school students. Feedback-oriented and interactive lessons through apps with blogging were used to engage the students with the instructors as well as their peers. The combination of blogging with interactive apps increased student involvement and sustained their interests in the chemistry topics covered by the modules. The students were divided into experimental and control groups. The experimental groups were required to use the blog, where students viewed the questions and uploaded their answers and comments. The control group did not have access to the blog during the modules. Performance, class participation, and interest in STEM fields by the groups were examined. The students received a personalized, interactive learning experience in chemistry, the college mentors gained teaching and mentoring experience, and the teacher received assistance in implementing technology in the classroom.

Technology was employed to motivate and captivate students while enriching their in-class education. An outreach program is described that involved college mentors introducing touch-screen technology into a high school chemistry classroom. Three modules were developed, with two of them specifically tailored to encourage comprehension of molecular bonding principles using a chemistry-based iPad app. Feedback-oriented lessons were utilized to pinpoint and address the students' learning needs and preferences. Integration of the touch-screen technology with the chemistry curriculum demonstrated favorable results for all people involved: the high school teacher received assistance in the classroom, the college mentors gained experience as well as encouraged the high school students to further pursue chemical education, and the high school students received reinforcement in their chemistry curriculum. (Contains 5 figures.)

Polymers are materials with vast environmental and economic ramifications, yet are generally not discussed in secondary education science curricula. We describe a program in which college mentors develop and implement hands-on, polymer-related experiments to supplement a standard, state regents-prescribed high school chemistry course, as well as a middle school elective course on polymers. Interactive experimentation and feedback-oriented design are highlighted as critical elements to the success of the program. The experiments have been executed in two vastly different institutions: a New York City magnet high school for underprivileged females, and a private middle school for privileged male and female students; the similarities and differences are juxtaposed. (Contains 6 tables and 1 figure.)

Chemistry has become increasingly multidisciplinary. Starting in middle school and high school, however, the different disciplines are taught as distinct subjects and little effort is made to emphasize overlapping concepts. Development of innovative approaches to teaching science through the integration of technology is needed to provide students with a better learning experience that embraces multiple disciplines. Here, we describe an outreach and mentoring program between college and 7th grade students to: (i) encourage 7th grade students to pursue science and engineering degrees; (ii) provide the college students with mentoring experience; and (iii) assist teachers with state-of-the-art educational tools that enhance their teaching. (Contains 2 figures.)