Visualizing 3D Objects in Analytical Chemistry

• Joshua R. Coduto ^[1] ; Andrew Lazicki ^[1] ; Johna Leddy ^[1]
  1. [1] University of Iowa

     University of Iowa

     City of Iowa City, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 101, Nº 1, 2024, págs. 77-87
• Idioma: inglés
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• Resumen

  • Chemistry undergraduates regularly deal with three-dimensional (3D) information such as molecular geometry and symmetry. Facile mental manipulation of 3D information can help students succeed in chemistry, while poor skills can hinder performance. Tools such as model kits are commonly employed to help visualize abstract concepts for students with poor spatial ability. Augmented reality (AR) and 3D viewing technology are promising tools and have seen increased use in educational settings. Research to explore viewing technology in undergraduate chemistry has largely been used to display molecular representations. Visualization tools for 3D information are lacking in analytical chemistry. AR and 3D technologies can be used to create and distribute representations of systems, equilibria, and 3D data. This study explores the Merge platform for use in an analytical chemistry course with a focus on chemical equilibrium and electrochemistry. Models and plots were given to students in four modules covering equilibrium, acid base chemistry, electrochemical principles, and voltammetry. Student opinion of the technology was assessed using student surveys after each module and at the end of the semester. Students generally found the intervention helpful for their understanding but noted that complex 3D objects can cause cognitive overload. The tool shows promise as a visual aid for analytical chemistry and other undergraduate courses.