Traditional chemistry courses typically rely on most, if not all, of the content stemming from textbooks. While this information is clearly valuable and a necessary foundation, it can be successfully supplemented by the use of the primary literature. Students who are exposed to peer-reviewed journal articles benefit in many ways, such as: reinforcement of content discussed in class, application and extension of fundamental concepts, and refutation and questioning of seemingly well-established principles. Because this may be their first exposure to technical writing, students first learn how to read a paper (or series of papers) critically.  Next, they assess the paper(s) and prepare a written critique of the work; this enables them to dissect the scientific method by commenting on the investigators’ experimental procedure, results and conclusions. Students also explore the intellectual merit, broader impacts, and scope and limitations of the research in their critiques. Furthermore, student engagement and interest in the subject matter is increased – as shown by enrollment in upper-level chemistry electives and independent studies. Examples will be given of how this approach has been used throughout the chemistry sequence (including courses in general chemistry, organic chemistry and biochemistry) at a primarily undergraduate institution.<br/>

Read this! The use of primary literature in the undergraduate chemistry curriculum

256th National Meeting (2018)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.