@article{echeverri-jimenez_oliver-hoyo_2023, title={Visual-Spatial Skills, Strategies, and Challenges to Extract, Represent, and Predict Stereochemical Outcomes of Cycloadditions Using a Hexagonal Prism Reference Frame}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.2c00398}, abstractNote={The perception of 3D features from 2D representations depend on their number of salient features, recognizable canonical axes, and orientations. Informed by form-perception literature, we proposed a hexagonal prism as an external reference frame to identify positions of elements in relation to each other and the observer when studying Diels–Alder and other cycloaddition reactions. The hexagonal prism reference model (HPRM) provides three-dimensional features to cycloaddition transition states and an external reference to facilitate analysis of their stereochemical characteristics. A study to characterize the visual-spatial skills (VSS) and spatial challenges associated with extracting spatial information, representing spatial relations, and predicting stereochemical outcomes was completed with six graduate and six undergraduate students. Our findings show that different VSS predominate when solving different spatial tasks and that the patterns of VSS utilized by both graduate and undergraduates groups can be used to provide a more in-depth subcategorization of spatial strategies. The HPRM not only provides a resource for students to practice VSS and learn cycloaddition stereoselectivity, but also for instructors to promote effective strategies to predict stereochemistry. Since this study did not identify any nonspatial strategy, the HPRM proved to be effective in promoting students’ visuospatial thinking to solve spatial tasks.}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Echeverri-Jimenez, Emmanuel and Oliver-Hoyo, Maria}, year={2023}, month={Jun} }
 @article{wright_oliver-hoyo_2021, title={Development and Evaluation of the H NMR MoleculAR Application}, volume={98}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.0c01068}, abstractNote={An augmented reality (AR) application and an activity worksheet have been developed to support students in visualizing the concepts involved when solving 1H NMR problems. This instructional resourc...}, number={2}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Wright, Lyniesha and Oliver-Hoyo, Maria}, year={2021}, month={Feb}, pages={478–488} }
 @article{echeverri-jimenez_oliver-hoyo_2021, title={Gaussian-2-Blender: An Open-Source Program for Conversion of Computational Chemistry Structure Files to 3D Rendering and Printing File Formats}, volume={98}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.1c00515}, abstractNote={Gaussian-2-Blender is an open-source application programming interface (API) written in Python that allows for the conversion of Gaussian input files to 3D objects of different formats. This new tool was developed in response to the shortcomings of available programs to import Gaussian calculations into augmented reality (AR) or virtual reality (VR) applications, which are currently rising in numbers. Gaussian-2-Blender’s distinguishing features include (1) molecule renderings with proportional, scaled, and accurate atomic and ionic sizes, (2) rendering transient, hydrogen, and delocalized bonds, (3) batch conversion of multiple files, and (4) retention of Gaussian input numerical labels. These features are either not supported or difficult to achieve in other programs. The following report describes the key features of the tool and provides a comparison between this new tool and available programs.}, number={10}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Echeverri-Jimenez, Emmanuel and Oliver-Hoyo, Maria}, year={2021}, month={Oct}, pages={3348–3355} }
 @article{wright_oliver-hoyo_2020, title={Student assumptions and mental models encountered in IR spectroscopy instruction}, volume={21}, ISSN={["1756-1108"]}, DOI={10.1039/c9rp00113a}, abstractNote={The mental models students have after engaging in an activity designed to teach infrared (IR) spectroscopy without reliance on IR absorption tables, were characterized. Qualitative analysis of semi-structured interviews, through open coding, allowed the classification of the mental models as Molecules as Dynamic (MAD), Bonds as Dynamic (BAD), Molecules as Static (MAS), External Energy (EE), and Internal Energy (IE). Assumptions students have about structure, dynamics, and spectra when solving IR spectra were identified and grouped as intuitive, valid, and spurious. A connection was found between participants with more sophisticated mental models and those who used multi-variate reasoning. Participants were also more likely to be successful when they compared spectra. The results of the analysis suggest IR spectroscopy should be taught through a conceptual lens to guide learning about the interaction of energy and matter.}, number={1}, journal={CHEMISTRY EDUCATION RESEARCH AND PRACTICE}, author={Wright, Lyniesha Chanell and Oliver-Hoyo, Maria Theresa}, year={2020}, month={Jan}, pages={426–437} }
 @article{herrington_sweeder_daubenmire_bauer_bretz_bunce_carmel_cole_dekorver_kelly_et al._2019, title={Supporting the Growth and Impact of the Chemistry-Education-Research Community}, volume={96}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.8b00823}, abstractNote={Chemistry-education research (CER) has progressed considerably in the United States since emerging as a discipline in the 1970s. Although CER graduate programs have become well established at a few universities, their success and growth may not be assured. Even with an increasing number of chemistry departments across the United States employing one or more CER faculty, CER can still be a novel entity to many traditional chemists. CER faculty continue to face the challenge of educating colleagues and students about CER scholarship. To start conversations about how we as a community can begin to address some of these challenges, a group of CER faculty representing a variety of backgrounds and experiences were brought together for a symposium at the 2018 Biennial Conference on Chemical Education. Most talks at the symposium were given by copresenters who had not previously worked together but had experience within the given topic. This commentary is an extension of that symposium in which the presenters use...}, number={3}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Herrington, Deborah G. and Sweeder, Ryan D. and Daubenmire, Patrick L. and Bauer, Christopher F. and Bretz, Stacey Lowery and Bunce, Diane M. and Carmel, Justin H. and Cole, Renee and DeKorver, Brittland K. and Kelly, Resa M. and et al.}, year={2019}, month={Mar}, pages={393–397} }
 @article{wright_oliver-hoyo_2019, title={Supporting the Teaching of Infrared Spectroscopy Concepts Using a Physical Model}, volume={96}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.8b00805}, abstractNote={A physical model has been designed to help students visualize concepts involved when solving infrared spectra. The physical model uses balls and springs to incorporate the harmonic oscillator model and Hooke’s law to study dynamic vibrations within diatomic molecules. Various concepts are addressed with the model to abstract principles about how bonds interact with infrared light as well as how reduced mass, bond order, electronegativity, bond dipole, and bond polarity influence peak position and peak intensity in a spectrum. The model has a corresponding activity developed to maximize applicable heuristics and deter the need for memorization based on functional groups or surface features. The model has been thoroughly tested in organic chemistry laboratories where students have successfully used the concepts to justify peak position and explain peak intensity in infrared spectra.}, number={5}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Wright, Lyniesha C. and Oliver-Hoyo, Maria T.}, year={2019}, month={May}, pages={1015–1021} }
 @article{babilonia-rosa_kuo_oliver-hoyo_2018, title={Using 3D printed physical models to monitor knowledge integration in biochemistry}, volume={19}, ISSN={["1109-4028"]}, DOI={10.1039/c8rp00075a}, abstractNote={Noncovalent interactions determine the three-dimensional structure of macromolecules and the binding interactions between molecules. Students struggle to understand noncovalent interactions and how they relate to structure–function relationships. Additionally, students’ difficulties translating from two-dimensional representations to three-dimensional representations add another layer of complexity found in macromolecules. Therefore, we developed instructional resources that use 3D physical models to target student understanding of noncovalent interactions of small molecules and macromolecules. To this effect, we monitored indicators of knowledge integration as evidenced in student-generated drawings. Analysis of the drawings revealed that students were able to incorporate relevant conceptual features into their drawings from different sources as well as present their understanding from different perspectives.}, number={4}, journal={CHEMISTRY EDUCATION RESEARCH AND PRACTICE}, author={Babilonia-Rosa, Melissa A. and Kuo, H. Kenny and Oliver-Hoyo, Maria T.}, year={2018}, month={Oct}, pages={1199–1215} }
 @article{cooper_oliver-hoyo_2017, title={Creating 3D Physical Models to Probe Student Understanding of Macromolecular Structure}, volume={45}, ISSN={["1539-3429"]}, DOI={10.1002/bmb.21076}, abstractNote={The high degree of complexity of macromolecular structure is extremely difficult for students to process. Students struggle to translate the simplified two‐dimensional representations commonly used in biochemistry instruction to three‐dimensional aspects crucial in understanding structure–property relationships. We designed four different physical models to address student understanding of electrostatics and noncovalent interactions and their relationship to macromolecular structure. In this study, we have tested these models in classroom settings to determine if these models are effective in engaging students at an appropriate level of difficulty and focusing student attention on the principles of electrostatic attractions. This article describes how to create these unique models for four targeted areas related to macromolecular structure: protein secondary structure, protein tertiary structure, membrane protein solubility, and DNA structure. We also provide evidence that merits their use in classroom settings based on the analysis of assembled models and a behavioral assessment of students enrolled in an introductory biochemistry course. By providing students with three‐dimensional models that can be physically manipulated, barriers to understanding representations of these complex structures can be lowered and the focus shifted to addressing the foundational concepts behind these properties. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):491–500, 2017.}, number={6}, journal={BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION}, author={Cooper, A. Kat and Oliver-Hoyo, M. T.}, year={2017}, pages={491–500} }
 @article{oliver-hoyo_babilonia-rosa_2017, title={Promotion of Spatial Skills in Chemistry and Biochemistry Education at the College Level}, volume={94}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.7b00094}, abstractNote={Decades of research have demonstrated the correlation of spatial abilities to chemistry achievement and career selection. Nonetheless, reviews have highlighted the need and scarcity of explicit spatial instruction to promote spatial skills. Therefore, the goal of this literature review is to summarize what has been done during the past decade in chemistry and biochemistry education to promote spatial skills at the college level. In this review, we compare and contrast how these fields of study have used external representations and visualization tools in their instructional practices as well as the kinds of interventions and assessment efforts directed to promote and evaluate spatial skills. Our findings show that explicit instruction to promote spatial skills has been on the rise but not at the level of other cognitive skills. Therefore, implications for teaching and potential areas for investigation are suggested.}, number={8}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Oliver-Hoyo, Maria and Babilonia-Rosa, Melissa A.}, year={2017}, month={Aug}, pages={996–1006} }
 @article{cooper_oliver-hoyo_2016, title={Argument construction in understanding noncovalent interactions: a comparison of two argumentation frameworks}, volume={17}, ISSN={["1109-4028"]}, DOI={10.1039/c6rp00109b}, abstractNote={Argument construction is a valuable ability for explaining scientific phenomena and introducing argumentation skills as part of a curriculum can greatly enhance student understanding by promoting self-reflection on the topic under investigation. This article aims to use argument construction as a technique to support an activity designed to improve student understanding of noncovalent interactions. Two theoretical argumentation frameworks were used and compared in order to determine the most effective for use in the developed activity.}, number={4}, journal={CHEMISTRY EDUCATION RESEARCH AND PRACTICE}, author={Cooper, A. Kat and Oliver-Hoyo, M. T.}, year={2016}, pages={1006–1018} }
 @article{muniz_oliver-hoyo_2014, title={Correction: On the use of analogy to connect core physical and chemical concepts to those at the nanoscale}, volume={15}, ISSN={1109-4028 1756-1108}, url={http://dx.doi.org/10.1039/C4RP90010C}, DOI={10.1039/C4RP90010C}, abstractNote={Correction for ‘On the use of analogy to connect core physical and chemical concepts to those at the nanoscale’ by Marc N. Muniz et al., Chem. Educ. Res. Pract., 2014, DOI: 10.1039/c4rp00097h.}, number={4}, journal={Chem. Educ. Res. Pract.}, publisher={Royal Society of Chemistry (RSC)}, author={Muniz, Marc N. and Oliver-Hoyo, Maria T.}, year={2014}, pages={849–849} }
 @article{muniz_oliver-hoyo_2014, title={Investigating Quantum Mechanical Tunneling at the Nanoscale via Analogy: Development and Assessment of a Teaching Tool for Upper-Division Chemistry}, volume={91}, ISSN={["1938-1328"]}, DOI={10.1021/ed400761q}, abstractNote={We report a novel educational activity designed to teach quantum mechanical tunneling to upper-division undergraduate students in the context of nanochemistry. The activity is based on a theoretical framework for analogy and is split into three parts that are linked pedagogically through the framework: classical ball-and-ramp system, tunneling involving a familiar substance (NH3 inversion), and tunneling in core/shell quantum dots. Students first begin in the classical world—the world within which they are most familiar, explore tunneling in the NH3 inversion paradigm to gain exposure to the stark differences between classical and quantum behavior, and finally extend the concept of tunneling to the nanoscale through the examination of spectroscopic results in the literature of CdSe/ZnS core/shell quantum dots. Additionally, the activity has been assessed via a mixed-methods approach using qualitative analysis of individual student interviews (pre- and postactivity) and recordings of students’ group discou...}, number={10}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Muniz, Marc N. and Oliver-Hoyo, Maria T.}, year={2014}, month={Oct}, pages={1546–1556} }
 @article{muniz_oliver-hoyo_2014, title={On the use of analogy to connect core physical and chemical concepts to those at the nanoscale}, volume={15}, ISSN={["1756-1108"]}, DOI={10.1039/c4rp00097h}, abstractNote={Nanoscale science remains at the forefront of modern scientific endeavors. As such, students in chemistry need to be prepared to navigate the physical and chemical concepts that describe the unique phenomena observed at this scale. Current approaches to integrating nanoscale topics into undergraduate chemistry curricula range from the design of new individual nano courses to broad implementation of modules, experiments, and activities into existing courses. We have developed and assessed three modular instructional materials designed to explicitly connect core physical and chemical concepts to those at the nanoscale. These modular instructional materials aim to be readily adapted to existing curricular format and have been designed based on an educational framework for analogy. The findings from a qualitative study involving undergraduate chemistry students indicate that analogical transfer from core physical and chemical concepts to those at the nanoscale can be facilitated through the use of these instructional materials. Conceptual challenges as well as evidence for analogical transfer are provided herein, along with recommendations for instructor implementation and future work.}, number={4}, journal={CHEMISTRY EDUCATION RESEARCH AND PRACTICE}, author={Muniz, Marc N. and Oliver-Hoyo, Maria T.}, year={2014}, pages={807–823} }
 @article{oliver-hoyo_sloan_2014, title={The Development of a Visual-Perceptual Chemistry Specific (VPCS) Assessment Tool}, volume={51}, ISSN={["1098-2736"]}, DOI={10.1002/tea.21154}, abstractNote={Abstract}, number={8}, journal={JOURNAL OF RESEARCH IN SCIENCE TEACHING}, author={Oliver-Hoyo, Maria and Sloan, Caroline}, year={2014}, month={Oct}, pages={963–981} }
 @article{schiltz_oliver-hoyo_2012, title={Physical Models That Provide Guidance in Visualization Deconstruction in an Inorganic Context}, volume={89}, ISSN={["0021-9584"]}, DOI={10.1021/ed200540p}, abstractNote={Three physical model systems have been developed to help students deconstruct the visualization needed when learning symmetry and group theory. The systems provide students with physical and visual frames of reference to facilitate the complex visualization involved in symmetry concepts. The permanent reflection plane demonstration presents an explicit example of a reflection plane and provides visual indicators that students use to support or invalidate the presence of a reflection plane. The 3-D coordinate axis system provides an environment that allows students to envision symmetry operations beyond the basic geometry of bonds in a relevant molecular context while the proper rotation axis system is designed to provide a physical frame of reference to showcase multiple symmetry elements that students must identify in a molecular model. The 3-D coordinate axis and the proper rotation axis systems allow students to incorporate their own molecular modeling kits. All three model systems have corresponding w...}, number={7}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Schiltz, Holly K. and Oliver-Hoyo, Maria T.}, year={2012}, month={Jul}, pages={873–877} }
 @article{nassar-mcmillan_wyer_oliver-hoyo_schneider_2011, title={New tools for examining undergraduate students' STEM stereotypes: Implications for women and other underrepresented groups}, volume={2011}, ISSN={0271-0579}, url={http://dx.doi.org/10.1002/ir.411}, DOI={10.1002/ir.411}, abstractNote={Abstract}, number={152}, journal={New Directions for Institutional Research}, publisher={Wiley}, author={Nassar-McMillan, Sylvia C. and Wyer, Mary and Oliver-Hoyo, Maria and Schneider, Jennifer}, year={2011}, month={Dec}, pages={87–98} }
 @article{mason_el-ashmawy_oliver-hoyo_2010, title={21st Biennial Conference on Chemical Education: 2010—A New Decade for Opportunity}, volume={87}, ISSN={0021-9584 1938-1328}, url={http://dx.doi.org/10.1021/ed100219w}, DOI={10.1021/ed100219w}, abstractNote={The mission of the Division of Chemical Education (DivCHED) is to serve the interests and efforts of all constituencies involved in the teaching and learning of chemistry at every level. The biennial conferences of DivCHED serve to sustain the mission and to continue a long-standing tradition since 1972 at Mt. Holyoke, MA, the home of the first open Biennial Conference on Chemical Education (BCCE). BCCEs have since developed into the largest gathering of chemical educators in the world. What makes a BCCE exciting is the opportunity to gather in an informal setting to socialize and to share ideas, expertise, and experiences with colleagues who are committed to excellence in chemical education. BCCE 2010 will be held in Denton, Texas, at the University of North Texas, August 1−5.}, number={6}, journal={Journal of Chemical Education}, publisher={American Chemical Society (ACS)}, author={Mason, Diana and El-Ashmawy, Amina and Oliver-Hoyo, Maria}, year={2010}, month={Jun}, pages={578–579} }
 @article{bromfield-lee_oliver-hoyo_2009, title={An Esterification Kinetics Experiment That Relies on the Sense of Smell}, volume={86}, ISSN={["1938-1328"]}, DOI={10.1021/ed086p82}, abstractNote={This experiment involves an esterification synthesis to study reaction kinetics where students explore these topics utilizing the sense of smell rather than the traditional approach of using spectroscopic methods. Students study the effects of various factors including the concentration of the carboxylic acid and the amounts of the catalyst or alcohols added. The kinetics in relation to the molecular structure is studied by changing the chain lengths and branching of alcohols or the carboxylic acids and inferring the effects on rates of the reaction from the rates of ester detection. Since many esters have naturally occurring aromas that are pleasant and easily recognized, this experiment studies esterification kinetics using the sense of smell to detect the emergence of the ester aroma formed during the reaction. Feedback from students strongly suggests their interest in the experiment as they discovered that their sense of smell could be used as an analytical tool.}, number={1}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Bromfield-Lee, Deborah C. and Oliver-Hoyo, Maria T.}, year={2009}, month={Jan}, pages={82–84} }
 @article{pinto_oliver-hoyo_llorens-molina_2009, title={Enjoy a Hot Drink, Thanks to Chemistry!}, volume={86}, ISSN={0021-9584 1938-1328}, url={http://dx.doi.org/10.1021/ed086p1280A}, DOI={10.1021/ed086p1280A}, abstractNote={In this activity students investigate the heat produced by the dissolution process of calcium chloride in water and use that information to discuss how self-heating containers work to warm food and drink products.}, number={11}, journal={Journal of Chemical Education}, publisher={American Chemical Society (ACS)}, author={Pinto, Gabriel and Oliver-Hoyo, Maria T. and Llorens-Molina, Juan Antonio}, year={2009}, month={Nov}, pages={1280A} }
 @article{oliver-hoyo_pinto_antonio llorens-molina_2009, title={The Chemistry of Self-Heating Food Products}, volume={86}, ISSN={["1938-1328"]}, DOI={10.1021/ed086p1277}, abstractNote={Two commercial self-heating food products have been used to apply chemical concepts such as stoichiometry, enthalpies of reactions and solutions, and heat transfer in a classroom activity. These products are the self-heating beverages sold in Europe and the Meals, Ready to Eat or MREs used primarily by the military in the United States. The main goal of the activity is to propose a real-life chemistry problem for which students calculate the heat produced by the chemical reaction or the dissolution process, the accompanying theoretical change in temperature, and finally compare the theoretical change to the temperature observed. The activity is designed to use five minutes of class time and allow students to work in groups, outside the classroom, to solve the posted problems. We have used two different methodologies with this activity: problem-based learning and inquiry-guided instruction. The context of these activities connects a variety of chemistry topics and provides the opportunity to practice commo...}, number={11}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Oliver-Hoyo, Maria T. and Pinto, Gabriel and Antonio Llorens-Molina, Juan}, year={2009}, month={Nov}, pages={1277–1280} }
 @article{oliver-hoyo_jones_kelter_bauer_clevenger_cole_sawrey_2008, title={Hiring and Promotion in Chemical Education}, volume={85}, ISSN={0021-9584 1938-1328}, url={http://dx.doi.org/10.1021/ed085p898}, DOI={10.1021/ed085p898}, abstractNote={This report of the Task Force on Hiring and Promotion in Chemical Education focuses attention on the professional status of faculty members whose appointments are in chemical education.}, number={7}, journal={Journal of Chemical Education}, publisher={American Chemical Society (ACS)}, author={Oliver-Hoyo, Maria T. and Jones, Loretta L. and Kelter, Paul B. and Bauer, Christopher F. and Clevenger, John V. and Cole, Renée S. and Sawrey, Barbara A.}, year={2008}, month={Jul}, pages={898} }
 @article{gerber_oliver-hoyo_2008, title={Selective etching via soft lithography of conductive multilayered gold films with analysis of electrolyte solutions}, volume={85}, ISSN={["1938-1328"]}, DOI={10.1021/ed085p1108}, abstractNote={This experiment is designed to expose undergraduate students to the process of selective etching by using soft lithography and the resulting electrical properties of multilayered films fabricated via self-assembly of gold nanoparticles. Students fabricate a conductive film of gold on glass, apply a patterned resist using a polydimethylsiloxane stamp, and etch the unprotected gold. The resulting pattern is evaluated for changes in current, voltage flow, and resistance relative to the initial properties of the nonetched films. Students determine how changes in resistance applied to a conductive pattern affect the flow of current and voltage. Comparisons are made among different electrolyte solutions to demonstrate the electrical difference between strong, weak, and nonelectrolyte solutions, and how stronger electrolytes provide for better current flow.}, number={8}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Gerber, Ralph W. and Oliver-Hoyo, Maria T.}, year={2008}, month={Aug}, pages={1108–1111} }
 @article{hasan_bromfield-lee_oliver-hoyo_cintron-maldonado_2008, title={Using laboratory chemicals to imitate illicit drugs in a forensic chemistry activity}, volume={85}, ISSN={["1938-1328"]}, DOI={10.1021/ed085p813}, abstractNote={This forensic chemistry activity utilizes presumptive forensic testing procedures and laboratory chemicals that produce screening results similar to controlled substances. For obvious reasons, obtaining heavily regulated controlled substances to create an undergraduate student activity is not practical for most educational institutions. We were able to identify over-the-counter and laboratory chemicals that mimic actual street drugs in terms of physical properties and color response. Using these selected chemicals, the screening aspect of drug testing provides students with the opportunity to understand what obstacles a forensic chemist faces when analyzing a sample of unknown identity. Chemical spot tests (CSTs) and thin-layer chromatography (TLC) were chosen owing to their simplicity, versatility, common use by forensic chemists, availability, and cost of the reagents and equipment needed. Students are expected to explain how simple color reactions can screen for illicit drugs, to describe how TLC can be used to separate and tentatively identify drugs, to predict how polarity changes affect TLC results, and to explain why CSTs and TLC serve for screening purposes only}, number={6}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Hasan, Shawn and Bromfield-Lee, Deborah and Oliver-Hoyo, Maria T. and Cintron-Maldonado, Jose A.}, year={2008}, month={Jun}, pages={813–816} }
 @article{pinto_oliver-hoyo_2008, title={Using the Relationship between Vehicle Fuel Consumption and CO2 Emissions To Illustrate Chemical Principles}, volume={85}, ISSN={0021-9584 1938-1328}, url={http://dx.doi.org/10.1021/ed085p218}, DOI={10.1021/ed085p218}, abstractNote={This instructional resource utilizes consumer product information by which students compare theoretical stoichiometric calculations to CO2 car emissions and fuel consumption data. Representing graphically the emission of CO2 versus consumption of fuel provides a tangible way of connecting concepts studied in chemistry classes to everyday life. Considerable simplification of an otherwise complex chemistry problem provides comparable theoretical and actual data. Practice with unit conversion and graphing enhance this activity promoting skills used by professionals to perform emission measurements. This activity may be used to bring awareness of car emissions issues such as the environmental impact of CO2 emissions and the differences of hybrid engines or gasoline versus diesel engines. Scientific literacy can be approached by incorporating exercises such as this one into chemistry classroom activities. Students have expressed keen interest in this type of "tangible" chemistry where a concrete example of eve...}, number={2}, journal={Journal of Chemical Education}, publisher={American Chemical Society (ACS)}, author={Pinto, Gabriel and Oliver-Hoyo, Maria T.}, year={2008}, month={Feb}, pages={218} }
 @article{bromfield-lee_oliver-hoyo_2007, title={A qualitative organic analysis that exploits the senses of smell, touch, and sound}, volume={84}, ISSN={["0021-9584"]}, DOI={10.1021/ed084p1976}, abstractNote={This laboratory experiment utilizes the characteristic aromas of some functional groups to exploit the sense of smell as a discriminating tool in an organic qualitative analysis scheme. Students differentiate a variety of compounds by their aromas and based on their olfactory classification identify an unknown functional group. Students then perform chemical tests that rely on the senses of touch, smell, and sound to confirm the functional group present. The use of a light probe enables students to qualitatively analyze many visual changes as an auditory response. Students "hear" significant changes in color, solution viscosity, and the presence of a precipitate. Students group compounds by their functional group characteristic smells, decide on necessary confirmatory tests based on their own classification, and utilize effectively the senses of touch, sound, and smell to identify their unknowns. Student feedback strongly stated they enjoyed the experiment particularly discovering the characteristics of e...}, number={12}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Bromfield-Lee, Deborah C. and Oliver-Hoyo, Maria T.}, year={2007}, month={Dec}, pages={1976–1978} }
 @article{gerber_oliver-hoyo_2007, title={Building a low-cost, six-electrode instrument to measure electrical properties of self-assembled monolayers of gold nanoparticles}, volume={84}, ISSN={["0021-9584"]}, DOI={10.1021/ed084p1177}, abstractNote={The multimeter testing apparatus we describe is an inexpensive and easy to construct analog�digital meter that can be used for quantitative measurements of self-assembled gold monolayers. The instrument is capable of measuring voltage, current, and voltage or current drop through a specific area of the self-assembled monolayer utilizing a six-electrode array. Banana plugs and jacks are used for circuit construction allowing for component connections either in series or parallel, depending on the desired output. Potentiometers are included in the design for voltage and current reduction allowing for measurements of voltage or current drops in the micro range.}, number={7}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Gerber, Ralph W. and Oliver-Hoyo, Maria}, year={2007}, month={Jul}, pages={1177–1179} }
 @article{oliver-hoyo_gerber_2007, title={From the research bench to the teaching laboratory: Gold nanoparticle layering}, volume={84}, ISSN={["1938-1328"]}, DOI={10.1021/ed084p1174}, abstractNote={The emphasis currently being placed on research and development of nanotechnology strongly supports the introduction of nanoscience techniques and methodology into the undergraduate chemistry laboratory curriculum. The procedures presented within are designed for undergraduate chemistry students to experiment with synthetic, mechanistic, and measurable properties of gold nanoparticles and layering techniques. Methodology involves the synthesis of gold colloidal suspensions, attachment of a functional group to glass with subsequent creation of self-assembled monolayers (SAMS) through deposition of gold nanoparticles, and measurements of wavelengths, absorbance, and conductivity. Educational emphasis includes an understanding of the nanoscale and an exposure to nanotechnology through the synthesis and layering of gold nanoparticles.}, number={7}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Oliver-Hoyo, Maria and Gerber, Ralph W.}, year={2007}, month={Jul}, pages={1174–1176} }
 @article{middlecamp_montes_oliver-hoyo_2007, title={Program for the Division of Chemical Education: Boston, August 19–23, 2007}, volume={84}, ISSN={0021-9584 1938-1328}, url={http://dx.doi.org/10.1021/ed084p1249}, DOI={10.1021/ed084p1249}, abstractNote={All CHED technical sessions including the High School Program will be held in the Seaport Hotel, One Seaport Lane, adjacent to the Boston Convention and Exhibition Center (BCEC) in the Seaport District. Exceptions are any evening programs and the Undergraduate Poster Sessions, which are in BCEC. Unless otherwise noted, morning sessions begin at 8:30 a.m., afternoon sessions at 1:30 p.m.}, number={8}, journal={Journal of Chemical Education}, publisher={American Chemical Society (ACS)}, author={Middlecamp, Catherine H. and Montes, Ingrid C. and Oliver-Hoyo, Maria T.}, year={2007}, month={Aug}, pages={1249} }
 @article{neppel_oliver-hoyo_queen_reed_2005, title={A closer look at acid-base olfactory titrations}, volume={82}, ISSN={["1938-1328"]}, DOI={10.1021/ed082p607}, abstractNote={This laboratory experiment uses the sense of smell to determine end points of acid–base titrations. Olfactory indicators include garlic, onions, and vanillin. Results show that garlic and vanillin gave the most accurate results when calculated NaOH molarities were compared to the standardized values. These olfactory indicators in acid–base titrations gave consistent results when tested by a diverse student population. The preparation times, cost, and safety issues are comparable to traditional titration experiments. In addition to olfactory determinations, the intrinsic pigments in yellow and red onions were tested as complementary visual indicators and compared to commercial indicators added to white onion solutions. All students, including those with visual impairments, may perform these olfactory titrations and the level of instruction can be expanded from a phenomenological point to the complex aroma chemistry behind the scenes. These experiments can also educate the nondisabled student and change...}, number={4}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Neppel, K and Oliver-Hoyo, MT and Queen, C and Reed, N}, year={2005}, month={Apr}, pages={607–610} }
 @article{oliver-hoyo_allen_2005, title={Attitudinal effects of a student-centered active learning environment}, volume={82}, ISSN={["1938-1328"]}, DOI={10.1021/ed082p944}, abstractNote={The importance of attitudes toward science has risen from widely accepted assumptions that achievement and attitude are positively interdependent and that affective variables are as important as cognitive variables in molding student learning. This report examines the effect on student attitudes toward learning chemistry in an active learning environment that has incorporated elements believed to positively influence student attitudes toward science including cooperative learning, hands-on activities, real-world applications, and engaging technology. These elements were considered for synergetic effects and not as individual contributors to the overall results. Two different sections of the same general chemistry course participated. The lecture setting was used as the control. Residualized gain scores were used to compare net changes in student attitudes. Data were analyzed for possible differences in gain for different academic majors. Anxiety in chemistry was monitored for the two class settings in thr...}, number={6}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Oliver-Hoyo, MT and Allen, D}, year={2005}, month={Jun}, pages={944–949} }
 @article{oliver-hoyo_switzer_2005, title={Fractional distillation of air and other demonstrations with condensed gases}, volume={82}, ISSN={["1938-1328"]}, DOI={10.1021/ed082p251}, abstractNote={This demonstration builds upon the commonly performed liquefaction of air not only to show the presence of nitrogen and oxygen, but also the presence of two other components, carbon dioxide and water. Several extensions are suggested: one to show boiling point elevation in solution and another to show the elevation of both boiling point and sublimation point with pressure. No special apparatus is required permitting presentations to audiences in a variety of settings. These demonstrations give the opportunity to discuss properties of gases, solution chemistry, and phase equilibria. Special emphasis is given to the conceptual explanations of the processes involved.Find this demonstration and others in the DigiDemos area of the JCE Digital Library.}, number={2}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Oliver-Hoyo, M and Switzer, WL}, year={2005}, month={Feb}, pages={251–254} }
 @article{oliver-hoyo_allen_hunt_hutson_pitts_2004, title={Effects of an active learning environment: Teaching innovations at a research I institution}, volume={81}, ISSN={["1938-1328"]}, DOI={10.1021/ed081p441}, abstractNote={This paper describes a new approach for teaching general chemistry that combines lecture and laboratory into one seamless session and incorporates instructional methods supported by research-based findings. The results of a study that compared two instructional formats, conventional passive lecture and the student-centered, highly collaborative format known as cAcL2 (concept Advancement through chemistry Lab–Lecture), are also presented. Factors carefully controlled in this study include content material, time of day, time on task, and test format, scheduling, and grading. The results of the analysis of variance and the evaluation of the means conclude that the cAcL2 instructional method had a positive effect on student performance in an introductory chemistry class.}, number={3}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Oliver-Hoyo, MT and Allen, D and Hunt, WF and Hutson, J and Pitts, A}, year={2004}, month={Mar}, pages={441–U2} }
 @inbook{oliver-hoyo_beichner_2004, title={SCALE-UP: Bringing inquiry-guided learning to large enrollment courses}, ISBN={1579220800}, booktitle={Teaching and learning through inquiry : a guidebook for institutions and instructors}, publisher={Sterling, Va.: Stylus Pub.}, author={Oliver-Hoyo, M. and Beichner, R.}, editor={Lee, V. S.Editor}, year={2004} }
 @book{lee_greene_wellman_al._2004, title={Teaching and learning through inquiry: A guidebook for institutions and instructors}, publisher={Sterling, Va.: Stylus Pub.}, author={Lee, V. S. and Greene, D. B. and Wellman, D. J. and al.}, year={2004} }
 @article{oliver-hoyo_2003, title={Designing a written assignment to promote the use of critical thinking skills in an introductory chemistry course}, volume={80}, ISSN={["0021-9584"]}, DOI={10.1021/ed080p899}, abstractNote={This article describes the creation, use, and application of a rubric to a written assignment in order to promote the critical thinking skills of students in an introductory chemistry course. Inquiry-guided instruction was the primary strategy used in the classroom to introduce freshmen to the application of critical thinking skills. The rubric targeted particular cognitive skills. The intellectual standards that define critical thinking are embedded in the rubric. The delineation of a specific rubric provided students with clear goals, allowing them to identify a deficiency without providing the specificity that could potentially hamper the students' critical thinking process. Teachers may use this rubric to foster critical thinking skills over a semester-long assignment.}, number={8}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Oliver-Hoyo, MT}, year={2003}, month={Aug}, pages={899–903} }
 @article{allen_oliver-hoyo_2002, title={Fingerprinting: Commercial products and elements}, volume={79}, ISSN={["0021-9584"]}, DOI={10.1021/ed079p459}, abstractNote={Correlation between commercial bar codes and element emission spectra gives rise to an activity that relates the familiarity of everyday things to a chemical concept. The analogy between bar codes found in everyday items and absorption-emission spectra emerges from the fact that both contain information in the form of lines and those lines identify a specific product or element. Bar codes are most commonly read by computerized scanners, which obtain a reflectance pattern from the line widths of a bar code. Emission spectra are similar to these reflectance patterns. In the activity entitled "Fingerprinting", students interpret bar code patterns and use the properties of bar code symbols to identify the properties of emission spectra.}, number={4}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Allen, D and Oliver-Hoyo, MT}, year={2002}, month={Apr}, pages={459–461} }
 @article{oliver-hoyo_2001, title={Problem analysis: Lesson scripts and their potential applications}, volume={78}, ISSN={["0021-9584"]}, DOI={10.1021/ed078p1425}, abstractNote={This study showed that predicting student errors by even the most experienced of instructors is insufficient in developing a database for anticipated errors. Instructors predicted only 39 to 54% of the wrong answers for common general chemistry problems. The same questions used by instructors were included on exams given to groups of 300 to 350 general chemistry students. All incorrect answers were closely examined to see if they could have arisen from some recognizable line of thinking. Numerical answers for similar questions were calculated by using a spreadsheet that generated all answers corresponding to errors previously identified. These answers were used to develop lesson scripts. Lesson scripts described here can be used to create material that will produce a specific reply to match anticipated inputs to a given question or problem. More than a third of the students who had difficulties with problem solving in this study were guided toward the right answer and consequently assisted in their instruction by addressing their inputs with specific responses. Lesson scripts have the power to be used effectively as a teaching aid in a variety of ways including developing better multiple choice questions, improving classroom instruction by paying attention to common errors, and creating highly interactive electronic study guides. This ultimately could raise the level of interactivity and make computers a better teaching tool.}, number={10}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Oliver-Hoyo, M}, year={2001}, month={Oct}, pages={1425–1428} }
 @article{oliver-hoyo_allen_solomon_brook_ciraolo_daly_jackson_2001, title={Qualitative analysis of fourteen white solids and two mixtures using household chemicals}, volume={78}, number={11}, journal={Journal of Chemical Education}, author={Oliver-Hoyo, M. and Allen, D. D. and Solomon, S. and Brook, B. and Ciraolo, J. and Daly, S. and Jackson, L.}, year={2001}, pages={1475–1478} }