A new spin on electrochemistry in the undergraduate lab

The growing interest in electrochemistry over recent years has sparked an increase in the popularity of various electrochemical techniques, including more advanced methods, that have previously been overlooked in academia and industry. This makes comprehensive hands-on experience in electrochemistry a highly demanded addition to chemistry graduates. However, many students do not receive sufficient training in the theory and experimental design to confidently use and apply various electrochemical techniques throughout their undergraduate, and sometimes even in graduate studies. Here we summarize the theory and practical applications for both rotating disk electrode (RDE) and rotating ring disk electrode (RRDE) techniques. The different modes of operation of rotating ring disk voltammetry, methodologies of data analysis and interpretation as well as the scope of the information that can be extracted from the RDE/RRDE are discussed. Proposed modifications of the laboratory curriculum will allow students to examine and learn valuable information about the reactions on the surface of the electrode/liquid interface. This information will allow chemists to confidently use RDE and RRDE techniques for a wide range of research and development targets. Furthermore, incorporating these techniques into existing chemistry laboratories will help chemistry educators to enrich the undergraduate chemistry curriculum and improve students’ learning outcomes.

Aqueous Phase Bromination by Micellar Solution of Sodium Dodecyl Sulfate (SDS): An Undergraduate Chemistry Experiment

Background: Bromination is a key reaction in chemical industry, since the organobromines find application in diverse fields like pharmaceuticals, dyes, fire retardants and as intermediates in chemical synthesis. Objective: To carry out green, in-situ bromination of acetanilide in aqueous medium using micellar SDS as catalyst. Methods: Bromination of acetanilide in-situ using potassium bromide as a non-corrosive source of bromine, ceric ammonium nitrate as oxidant, micellar solution of sodium dodecyl sulphate (SDS) as catalyst and water as solvent. Results: p-Bromoacetanilide was prepared in excellent yields, at room temperature, using green chemistry principles. Conclusion: The presented method provides a fast and environmentally safe route for the preparation of p-bromoacetanilide from acetanilide. It avoids the use of volatile, corrosive, and hazardous substances like liquid bromine and acetic acid. The use of water makes it safer and free from hazardous organic solvents. This reaction can be suitably adopted at the undergraduate level and may find use in the synthesis of commercially important bromo compounds.

Shaping student confidence and their perception of learning in undergraduate chemistry and biochemistry courses

This study examined factors influencing student confidence and their perception of learning in the context of undergraduate chemistry and biochemistry courses. Anonymous online surveys were used to measure the extent to which small group work influenced student confidence in solving problems compared to working individually, as well as how various course factors and the amount of effort and pleasure students experienced during their coursework influenced their perception of learning. Upon examining over 2500 student responses to more than 150 unique problems/exercises across 3 different courses, student confidence in solving problems improved to an average of approximately 8 out of 10 when they worked in small groups, compared to that of 6.5 out of 10 when working alone. Students ranked (i) opportunities to revisit assessments, (ii) the class environment, and (iii) instructor feedback as course factors that were most influential on their learning. There was little if any correlation between student effort and their perception of learning, and their perception of learning only slightly correlated with the amount of pleasure they experienced during their coursework. Taken together, these data highlight the importance of facilitating regular small group work, multistage assessments, good feedback and a pleasurable learning environment for students.

Shaping student confidence and their perception of learning in undergraduate chemistry and biochemistry courses

This study examined factors influencing student confidence and their perception of learning in the context of undergraduate chemistry and biochemistry courses. Anonymous online surveys were used to measure the extent to which small group work influenced student confidence in solving problems compared to working individually, as well as how various course factors and the amount of effort and pleasure students experienced during their coursework influenced their perception of learning. Upon examining over 2500 student responses to more than 150 unique problems/exercises across 3 different courses, student confidence in solving problems improved to an average of approximately 8 out of 10 when they worked in small groups, compared to that of 6.5 out of 10 when working alone. Students ranked (i) opportunities to revisit assessments, (ii) the class environment, and (iii) instructor feedback as course factors that were most influential on their learning. There was little if any correlation between student effort and their perception of learning, and their perception of learning only slightly correlated with the amount of pleasure they experienced during their coursework. Taken together, these data highlight the importance of facilitating regular small group work, multistage assessments, good feedback and a pleasurable learning environment for students.