Visualizing Equilibrium: A Colorful Experiment with Cobalt


Visualizing Equilibrium: A Colorful Experiment with Cobalt

Cobalt complexes are flexible molecules. They are used in a variety of cases, from drug development to experiments in chemistry classes. I developed an engaging laboratory experiment visualizing equilibrium with cobalt complexes for a general chemistry class of 378 students at Brown University. This experiment encouraged students to analyze their experimental results critically and propose possible reaction mechanisms while appreciating the sharp color transition that the reaction undergoes.

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Duration:


Duration:


Duration:


4 years

4 years

Team:


Team:


Team:


Li-Qiong Wang

Tiffany Lin

Leonard Sprague

Giovanna Roz Gastaldi

Jolie Ren

Li-Qiong Wang

Tiffany Lin

Leonard Sprague

Giovanna Roz Gastaldi

Jolie Ren

My Contributions:


My Contributions:


My Contributions:


User Research

Usability Testing

Data Analysis

Literature Review and Publication

User Research

Usability Testing

Data Analysis

Literature Review and Publication

Client:


Client:


Client:


Brown University

Brown University

Background

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Many students have struggled with introductory chemistry during their freshman years in college (1). It has been shown that college-level chemistry does not accommodate students from various high school chemistry backgrounds. The typical blackboard lectures are limited to calculations and freeze-framed chalk drawings, which do not capture the truly dynamic nature of chemical phenomena, and cater to students who already have a strong arithmetic background. This poses a problem for students who do not possess sufficient arithmetic skills to succeed in introductory chemistry, making this course less accessible to those who demonstrate interest in this subject (2, 3).

I spent four years of my time at Brown University developing the experiment, iterating it with feedback from students for each semester, and repurposing it for online learning during the pandemic. I continued to be involved in this project after graduation, specifically with literature review and feedback. Here are the publications that I contributed on for this project, which you can find below:

Background

———————————————————————————————————————————

Many students have struggled with introductory chemistry during their freshman years in college (1). It has been shown that college-level chemistry does not accommodate students from various high school chemistry backgrounds. The typical blackboard lectures are limited to calculations and freeze-framed chalk drawings, which do not capture the truly dynamic nature of chemical phenomena, and cater to students who already have a strong arithmetic background. This poses a problem for students who do not possess sufficient arithmetic skills to succeed in introductory chemistry, making this course less accessible to those who demonstrate interest in this subject (2, 3).

I spent four years of my time at Brown University developing the experiment, iterating it with feedback from students for each semester, and repurposing it for online learning during the pandemic. I continued to be involved in this project after graduation, specifically with literature review and feedback. Here are the publications that I contributed on for this project, which you can find below:

Background

——————————————————————

Many students have struggled with introductory chemistry during their freshman years in college (1). It has been shown that college-level chemistry does not accommodate students from various high school chemistry backgrounds. The typical blackboard lectures are limited to calculations and freeze-framed chalk drawings, which do not capture the truly dynamic nature of chemical phenomena, and cater to students who already have a strong arithmetic background. This poses a problem for students who do not possess sufficient arithmetic skills to succeed in introductory chemistry, making this course less accessible to those who demonstrate interest in this subject (2, 3).

I spent four years of my time at Brown University developing the experiment, iterating it with feedback from students for each semester, and repurposing it for online learning during the pandemic. I continued to be involved in this project after graduation, specifically with literature review and feedback. Here are the publications that I contributed on for this project, which you can find below:

Exploring Chemical Equilibrium for Alcohol-Based Cobalt Complexation through Visualization of Color Change and UV–vis Spectroscopy

January 2020

An in-depth peer-reviewed publication that outlines the entire process of designing an experiment that visualizes equilibrium. Includes methods, results, and student feedback. Published as first-author.

Strategies, Practice and Lessons Learned from Remote Teaching of the General Chemistry Laboratory Course at Brown University

August 2020

A review of how I and my research group digitized three laboratory experiments during the pandemic for online learning. We share our experiences, strategies, and lessons learned from teaching chemistry lab remotely. Published as co-author.

Innovative Approaches for Student-Led Creation of Animated and Interactive Videos in an Undergraduate Introductory Chemistry Course

July 2025

This paper details the student-led approach to video production and highlights how peer-developed content can enhance engagement and accessibility. I contributed to the three interactive videos mentioned in the “Discussion.”

1) Frey, R. F.; Cahill, M. J.; McDaniel, M. A. Students’ Concept Building Approaches: A Novel Predictor of Success in Chemistry Courses. J. Chem. Educ. 2017, 94 (9), 1185-1194. https://doi.org/10.1021/acs.jchemed.7b00059.

2) Nicole M. Grove; Mary B. Nakhleh. Factors That Affect Students’ Positive and Negative Perceptions of Chemistry, 2008. http://oasys2.confex.com/acs/235nm/techprogram/P1163770.HTM.

3) Powell, C. B.; Simpson, J.; Williamson, V. M.; Dubrovskiy, A.; Walker, D. R.; Jang, B.; Shelton, G. R.; Mason, D. Impact of Arithmetic Automaticity on Students’ Success in Second-Semester General Chemistry. Chem. Educ. Res. Pract. 2020, 21 (4), 1028–1041. https://doi.org/10.1039/D0RP00006J.

1) Frey, R. F.; Cahill, M. J.; McDaniel, M. A. Students’ Concept Building Approaches: A Novel Predictor of Success in Chemistry Courses. J. Chem. Educ. 2017, 94 (9), 1185-1194. https://doi.org/10.1021/acs.jchemed.7b00059.

2) Nicole M. Grove; Mary B. Nakhleh. Factors That Affect Students’ Positive and Negative Perceptions of Chemistry, 2008. http://oasys2.confex.com/acs/235nm/techprogram/P1163770.HTM.

3) Powell, C. B.; Simpson, J.; Williamson, V. M.; Dubrovskiy, A.; Walker, D. R.; Jang, B.; Shelton, G. R.; Mason, D. Impact of Arithmetic Automaticity on Students’ Success in Second-Semester General Chemistry. Chem. Educ. Res. Pract. 2020, 21 (4), 1028–1041. https://doi.org/10.1039/D0RP00006J.

Citations

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Citations

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