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Related Concept Videos

Introduction to Chemical Reactions01:23

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All chemical reactions begin with a reactant, the general term for one or more substances entering the reaction. Sodium and chloride ions, for example, are the reactants in the production of table salt. One or more substances produced by a chemical reaction are called the product. Chemical reactions follow the law of conservation of mass, which means that matter cannot be created nor destroyed in a chemical reaction. The components of the reactants—the number of atoms and the...
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Organic chemistry is the study of compounds of carbon called organic compounds. Organic compounds either originate from living organisms or are synthesized by chemists. A defining trait of these compounds is the presence of carbon as the principal element, which is bonded to other carbon atoms and other elements such as hydrogen, oxygen, nitrogen, and sulfur. The existence of a wide array of organic molecules is a consequence of carbon atoms’ ability to form up to four strong bonds to...
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The cell is chemically composed of water, organic molecules and inorganic ions.
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The kinetic studies of SN2 reactions suggest an essential feature of its mechanism: it is a single-step process without intermediates. Here, both the nucleophile and the substrate participate in the rate-determining step.
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If a reaction has a small equilibrium constant, the equilibrium position favors the reactants. In such reactions, a negligible change in concentration may occur if the initial concentrations of reactants are high and the Kc value is small. In such circumstances, the equilibrium concentration is approximately equal to its initial concentration.  This estimation can be used to simplify the equilibrium calculations by assuming that some equilibrium concentrations are equal to the initial...
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Equilibrium calculations for systems involving multiple equilibria are often complex. For example, to calculate the solubility of a sparingly soluble salt in an aqueous solution in the presence of a common ion, one must consider all the equilibria in this solution. Calculations for these systems can be complicated and tedious, so a systematic approach with a series of steps is often helpful. The process is detailed below.
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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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Translating an In-Class Deliberation Module to a Two-Year College Introductory Chemistry Course.

Reni Joseph1, David R Brown2, Sara A Mehltretter3

  • 1Department of Physical and Engineering Sciences, St. Louis Community College, 3221 McKelvey Rd., Bridgeton, Missouri 63044, United States.

Journal of Chemical Education
|August 18, 2025
PubMed
Summary
This summary is machine-generated.

This study adapted a deliberation module on environmental contaminants for a two-year college chemistry course. Students reported positive experiences and motivation to improve water quality, demonstrating the module

Keywords:
Applications of ChemistryCommunication/WritingEnvironmental ChemistryFirst-Year Undergraduate/GeneralInterdisciplinary/MultidisciplinaryProblem Solving/Decision MakingPublic Understanding/OutreachStudent-Centered Learning

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Area of Science:

  • Chemistry Education
  • Environmental Science
  • Societal Impact of Science

Background:

  • General chemistry courses offer opportunities to link foundational concepts to societal issues.
  • Deliberation, a facilitated discussion, has shown positive effects in four-year institutions.
  • Two-year college environments present unique challenges for implementing such modules.

Purpose of the Study:

  • To assess the transferability of an environmental contaminants deliberation module to a two-year college Foundations of Chemistry course.
  • To provide training recommendations and implementation suggestions for adapting the module.
  • To evaluate student experiences and outcomes.

Main Methods:

  • A 2-hour deliberation module on environmental contaminants was adapted for a two-year college setting.
  • The module focused on connecting chemistry concepts, such as ion solubility, to societal issues.
  • Training recommendations and implementation strategies were developed.

Main Results:

  • Student participants reported a high-quality experience, valuing the consideration of diverse perspectives.
  • Students demonstrated increased motivation to take action to improve water quality.
  • The instructor observed enhanced community building and connections between course material and societal issues.

Conclusions:

  • The deliberation module is transferable and effective in a two-year college general chemistry context.
  • The activity successfully engaged students with environmental issues and fostered a sense of agency.
  • This approach can bridge the gap between fundamental chemistry and real-world societal challenges.