Improving students' problem-solving skills is a major goal for most science educators. While a large body of research on problem solving exists, assessment of meaningful problem solving is very difficult, particularly for courses with large numbers of students in which one-on-one interactions are not feasible. We have used a suite of software tools and pedagogies of small-group student collaborations to assess both student problem-solving strategies and student abilities as they change over time. This paper reports the use of these tools to probe the effectiveness of using small group interaction to improve problem solving.

Mono- and bis-pyrene malonates 1 and 2 were synthesized and reacted with C(60) to prepare the corresponding Bingel adducts 3 and 4. These compounds were characterized electrochemically and exhibited the well-established retrocyclopropanation reaction when subjected to bulk electrolytic reductions. For the first time, it was possible to perform detailed product analyses after the retrocyclopropanation reactions, and these showed the presence of the original malonates 1 and 2 along with C(60), in reasonable yields, around 50%.

A series of novel trinitrofluorenone-C 60 acceptors in which the two subunits are placed at different distances have been prepared and their electrochemical and photorefractive properties measured. The photorefractive performance of these compounds as sensitizers in polymer composites based on poly(N-vinylcarbazole) is similar to that of C 60 , but with shorter response times and slightly lower gain coefficients. Since the substitution of C 60 by these novel trinitrofluorenone-C 60 systems leads to a reduction of losses due to beam fanning, larger voltages could be applied, resulting in larger gain coefficients.

Problem solving and critical thinking are buzzwords used in defining general chemistry learning goals. Assessments including well-structured homework, quizzes, and exams are designed and incorporated to build these skills. Our research expanded upon the types of assessments and analyzed the effect of writing assignments for promoting problem solving, critical thinking, and retention in acid–base chemistry. Calibrated Peer Review (CPR) was used to implement writing assignments in a large enrollment two-quarter introductory sequence with the writing activities strongly emphasizing qualitative and quantitative problems in acid–base chemistry. To measure the effectiveness of assigning small writing assignments, students in the treatment course were compared to the honors students (control group) who have historically demonstrated stronger abilities in acid–base chemistry, especially in subsequent organic chemistry courses. Data was collected using interviews in which students verbally explained their answers and rationale for a set of six questions on acid–base chemistry. The control group was interviewed 10 weeks after instruction, and the treatment group was interviewed immediately after instruction (prior to the writing assignment) and 10 weeks following instruction and the writing assignment. Both the treatment and control groups were completing organic chemistry during the post-10-week interview. The treatment group was interviewed twice to gauge retention and make a comparison with the control group. Statistical differences in performance (using a 95% level of confidence) were not observed between the 10-week post-treatment and instruction interviews between the control and treatment groups, supporting the conclusion that the writing assignment aided in closing the gap in student abilities between the honors and introductory courses.

Polymer chemistry is essential within chemical education because of its applications in academic and industrial research, materials science, and across engineering disciplines. Teaching polymer chemistry principles early on in the undergraduate curriculum allows students to find connections between chemistry and real-world applications and can promote interest in science and scientific research. Performing laboratory experiments on polymers is of equal importance when integrating polymer concepts into undergraduate-level lectures. There are several widely utilized lab demonstrations on polymer synthesis, characterization, and applications, yet more, easy-to-handle experiments are needed that connect polymers to organic reactions, spectroscopy, and sustainability, especially in a virtual setting. This virtual experiment was designed to incorporate the synthesis of high sulfur-content polymers into the general chemistry laboratory during the pandemic. Teaching assistants (TAs) performed the experiments and collected the necessary data and observations for students. Video recordings of the polymerization reactions, reaction times, and collages of digital images depicting reaction progress (viscosity and color changes) are provided to students. During a single 2−3-h virtual lab meeting, students watch the lab videos, read the student handout and a research paper, and discuss the results and observations with their peers and lab TAs. The lab experiment demonstrates the interdependence of general chemistry learning objectives including chemical bonding, radicals, reaction kinetics, thermodynamics, stoichiometric calculations, and spectroscopy. In addition, this virtual experiment introduces undergraduate students to polymer chemistry, encourages them to look beyond the textbooks and lecture resources by using literature articles, and connects general chemistry concepts with upper-level chemistry classes. Postlab survey results show that students find the video recordings and group discussions on the polymerization reactions very helpful in understanding a new concept within a virtual distant-learning environment.