The Chemical Educator Journal Impact Factor & Information

Publisher: Springer Verlag

Journal description

The Chemical Educator is a peer-reviewed journal serving the needs of all chemical education professionals at an affordable cost. The Chemical Educator is a working journal, a reference to current topics, experiments, and teaching methodology. Its publication on the World-Wide Web allows for quick dissemination of material, timely information on current topics, and immediate access to supporting material. Full search capabilities for all issues are provided online. Video clips of demonstrations and laboratories, animation, and full-color graphics are available to enhance the clarity and usefulness of articles. The classroom and laboratory materials needed for implementation, including detailed instructions, actual student handouts, student data, computer files, and safety and disposal instructions, are available on-line at the time of publication. Featured tutorial articles on modern instrumentation, techniques, and theory provide educators access to the most current information in a format immediately usable in their classrooms and laboratories. These articles provide an instant resource for the inclusion of topics and techniques that are too current to appear in standard textbooks. Because of the expanding interest in chemical education research, The Chemical Educator also aims to provide quality articles in the expanding field of chemical education research. Studies published in this area provide concrete evidence and conclusions about techniques that improve teaching effectiveness.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website The Chemical Educator website
ISSN 1430-4171
OCLC 35133689
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Springer Verlag

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Author's pre-print on pre-print servers such as
    • Author's post-print on author's personal website immediately
    • Author's post-print on any open access repository after 12 months after publication
    • Publisher's version/PDF cannot be used
    • Published source must be acknowledged
    • Must link to publisher version
    • Set phrase to accompany link to published version (see policy)
    • Articles in some journals can be made Open Access on payment of additional charge
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: One of the most important heavy metals to consider in food chain contamination is mercury (Hg). Fish oil consumption has long since been associated with decreased risk of coronary artery disease. On the other hand, fish oil intake has been reported to be a major source of exposure to organic Hg, since most fish contain methyl-mercury. There is however very little data available in the literature concerning levels of Hg in fish oil supplements. Because of the high toxicity levels of Hg, these data may prove critical if physicians continue to recommend fish oil supplements to patients with coronary artery disease, bipolar and affective disorders, and for cardio-protective benefits in the general population. In this study, undergraduate students were instructed to use a quality assurance (QA) approach with inductively coupled plasma mass spectrometry (ICP-MS) to investigate levels of Hg in a fish oil supplement brand sold over the internet. Levels of Hg reported in the fish oil supplement product chosen at random from three bottles were 12, 5, and 3 times higher than the recommended provisional tolerable weekly intake (PTWI) values set by the Food and Agriculture Organization of the United Nations and World Health Organization (FAO/WHO). These levels may pose health risks to consumers if these products are consumed above 3000 g (approximately 4300 capsules) per week. This work demonstrates there is a need to develop regular screening methods for pharmaceutical products and such methods are needed for students trying to learn the approach. Our experimental approach will be incorporated into an instrumental analysis class as part of a guided-inquiry (GI) lab. Such labs have been reported to enhance student learning and improve students’ critical and problem-solving ability.
    The Chemical Educator 08/2015; 20:234-239.
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    ABSTRACT: A practical undergraduate student laboratory exercise, synthesis of organic semiconductor material, quaterthiophene, using Suzuki-Miyaura cross-coupling approach is presented with detailed instructions. In this experiment, students will learn to recognize the basic needs for this class of coupling reaction, to work with inert atmosphere using a balloon technique, and to do relatively demanding recrystallization procedure. The progress of the reaction will be monitored by using thin layer chromatography (TLC) and students will learn to make conclusions when to finish the reaction. In addition, rotary evaporation, liquid-liquid extraction, and vacuum filtration techniques are recalled. The product is analyzed using 1H NMR and UV-vis spectrometers.
    The Chemical Educator 08/2014; 19:275. DOI:10.1007/s00897132572a
  • The Chemical Educator 08/2014; 19(2014):257-260.
  • The Chemical Educator 07/2014; 19:11-13.
  • [Show abstract] [Hide abstract]
    ABSTRACT: An alternative method in an undergraduate laboratory experiment for the volumetric titration of iron in dietary supplement tablets is presented. Ce4+(aq) was produced by anodic oxidation of Ce3+(aq) in acid solution, and Fe2+(aq) was titrated against electrolytically produced Ce4+(aq). The progress of the titration was monitored either by visual color change of ferroin indicator or by the potentiometric method. The amount of electrolytically produced Ce4+(aq) was determined by measuring the volume of H2(g) produced at the cathode. The experimental method presented in this paper offers the advantage of a coulometric method while eliminating the requirement of an expensive coulometer. The average mass of iron in the dietary supplement tablet was 64 mg agreeing with the potentiometric titration results (63 mg), manufacturer’s label (65 mg), and the independent volumetric titration (66 mg).
    The Chemical Educator 05/2014; 19:153-156. DOI:10.1007/s00897132553a
  • [Show abstract] [Hide abstract]
    ABSTRACT: A practical and effective approach for incorporating direct electrochemical analysis of a small redox- active protein, cytochrome c, into an upper-level undergraduate laboratory is described. This exercise requires students to purify a sample of cytochrome c known to contain a redox-active impurity as well as to prepare gold electrodes with a self-assembled monolayer to interact with the protein. The students directly monitor electron exchange between the electrode and the protein sample, adapting a simple dialysis device to substantially reduce the amount of protein solution required for the voltammetry. The students analyze the voltammetric data to measure reduction potentials and other electrochemical characteristics for the system.
    The Chemical Educator 08/2013; 18:263-268. DOI:10.1333/s00897132507a
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    ABSTRACT: A laboratory experiment involving a comparison between various forms of polyacrylamide gel electrophoresis (native, reducing and non-reducing sodium dodecyl sulfate) was performed in an undergraduate biochemistry laboratory. Students executed one form of electrophoresis, and analyzed the same seven unknown samples using both fixed (10%) and gradient (4–20%) polyacrylamide gels. Based on the key protein properties of sixteen unknowns, together with the combined student results and focus questions that guided interpretation of gel data, students identified the unknown protein samples and gained valuable experience on each form of electrophoresis, while contrasting fixed and gradient polyacrylamide gel separations.
    The Chemical Educator 05/2013; 18:107-109. DOI:10.1007/s00897132482
  • The Chemical Educator 03/2013; 18:61-65.