WERNER: A Card Game for Reinforcement Learning of Inorganic Chemistry Nomenclature [Scholarly article - J. Chem. Educ., April 2022]

Title:

WERNER: A Card Game for Reinforcement Learning of Inorganic Chemistry Nomenclature 

 

Authors:

Cristian Buendía-Atencio

Facultad de Ciencias, Universidad Antonio Nariño, Bogotá D. C. 110231, Colombia

Gilles Paul Pieffet

Department of Chemistry, COBO-Computational Bio-Organic Chemistry, Universidad de los Andes, Bogotá D. C. 111711, Colombia

& 

Vaneza Paola Lorett Velásquez

Facultad de Medicina y Ciencias de la Salud, Universidad Militar Nueva Granada, Bogotá D. C. 110231, Colombia

 

Published:

J. Chem. Educ. 13 April 2022, 99, 5, 2198–2203 

https://pubs.acs.org/doi/10.1021/acs.jchemed.2c00166

 

Abstract:

Identifying and naming inorganic compounds is sometimes a challenge for many first-year chemistry and engineering students; however, these difficulties can be overcome after extensive practice using homework sets based on naming inorganic compounds or applying inorganic nomenclature rules. Werner is a card game in honor of Professor Alfred Werner for his great contributions to inorganic chemistry and is intended as a didactic tool for reinforcing the learning of inorganic chemistry nomenclature. By playing the game, students practice and apply inorganic nomenclature rules. During the game, they get to identify compounds such as acids, bases, and salts as well as practice the systematic rules of the new chemical elements’ symbols and names. In the classroom, the game was used immediately after explaining the basic nomenclature rules. Overall, the students found the game engaging and enjoyable, and they responded favorably to its use as an educational didactic tool.

Colorful Approach to Teaching Extraction Using Azo Dyes and Comparison of Hands-On vs Distance Learning Assessment [Scholarly Article - Journal of Chemical Education, 2021]

Title:

Colorful Approach to Teaching Extraction Using Azo Dyes and Comparison of Hands-On vs Distance Learning Assessment 

 

Authors:

Marsha A. Grimminger, Matthew P. Tracey & Simeon J. Martinus 

Published:

Journal of Chemical Education, 14 October 2021

https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00465

 

Abstract:

Introductory organic chemistry laboratory is often a difficult course for students in terms of translating the structural information and reactivity learned in lecture to the practical applications found in the laboratory. These concepts are even more difficult when presented through distance learning when a student cannot get hands-on experience. Students find extraction on colorless substances especially difficult on a conceptual level. Though students are introduced to acid/base properties in general chemistry, they do not carry over this understanding to organic chemistry. To improve student comprehension, we have developed a visual experiment using conjugated azo dyes to introduce students to the acid/base properties of functional groups needed to understand extraction. The experiment consists of a chemically and visually active extraction which can be presented through distance learning or a traditional hands-on experiment. Herein, both strategies will be presented and their assessments compared.