Despite recent interest in online learning, systematic comparisons of online learning environments with traditional classroom environments are limited, particularly in the sciences. Here, we report on a systematic comparison of an online and face-to-face classroom for a sophomore-level, lecture-only introductory inorganic chemistry course that is designed for students pursuing a chemistry major or minor. The online group consisted of three sections of students enrolled in Introduction to Inorganic Chemistry during two 8 week summer terms and one 4 week winter term. The face-to-face group consisted of two sections of students enrolled in Introduction to Inorganic Chemistry during two 15 week semesters. Both groups of students completed ten common exam questions, and a validated and reliable measure of their attitudes toward chemistry (Attitude toward the Subject of Chemistry Inventory Version 2: ASCIv2). Students in the online course and face-to-face course did not differ in their performance on the common exam questions, course grade distribution, or attitudes toward chemistry. Although few studies have compared online and face-to-face learning environments in the physical sciences, our results are consistent with the idea that students who complete an online course fare just as well as those who attend face-to-face classes.

Nb16W5O55 emerged as a high-rate anode material for Li-ion batteries in 2018 [Griffith et al., Nature 2018, 559 (7715), 556–563]. This exciting discovery ignited research in Wadsley–Roth (W–R) compounds, but systematic experimental studies have not focused on how to tune material chemistry and structure to achieve desirable properties for energy storage applications. In this work, we systematically investigate how structure and composition influences capacity, Li-ion diffusivity, charge–discharge profiles, and capacity loss in a series of niobium tungsten oxide W–R compounds: (3 × 4)-Nb12WO33, (4 × 4)-Nb14W3O44, and (4 × 5)-Nb16W5O55. Potentiostatic intermittent titration (PITT) data confirmed that Li-ion diffusivity increases with block size, which can be attributed to an increasing number of tunnels for Li-ion diffusion. The small (3 × 4)-Nb12WO33 block size compound with preferential W ordering on tetrahedral sites exhibits single electron redox and, therefore, the smallest measured capacity despite having the largest theoretical capacity. This observation signals that introducing cation disorder (W occupancy at the octahedral sites in the block center) is a viable strategy to assess multi-electron redox behavior in (3 × 4) Nb12WO33. The asymmetric block size compounds [i.e., (3 × 4) and (4 × 5) blocks] exhibit the greatest capacity loss after the first cycle, possibly due to Li-ion trapping at a unique low energy pocket site along the shear plane. Finally, the slope of the charge–discharge profile increases with increasing block size, likely because the total number of energy-equivalent Li-ion binding sites also increases. This unfavorable characteristic prohibits the large block sizes from delivering constant power at a fixed C-rate more so than the smaller block sizes. Based on these findings, we discuss design principles for Li-ion insertion hosts made from W–R materials.

Scanning probe-based microscopes (SPMs) are widely used in biology, chemistry, materials science, and physics to image and manipulate matter on the nanoscale. Unfortunately, high school and university departments lack expensive SPM tools and materials microscopy activities to educate a large number of students in this vital SPM imaging technique. As a result, students face challenges participating in and contributing value to the nanotechnology revolution driving modern scientific innovations. Here we demonstrate an affordable scanning laser-based imaging system (approximately $400, excluding the computer) to introduce students to the point-by-point image formation process underlying SPM methods. In this laboratory activity, students learn how to construct and optimize images of a working solar panel using a laser beam-induced current (LBIC) imaging system. We envision undergraduate and graduate students should be able to use this LBIC system for independent solar energy research projects as well as apply fundamental knowledge and measurement skills to understand other SPM techniques.