7 research outputs found
Evaluating Academic Answers Generated Using ChatGPT
The integration of technology in education has become
ever more
prioritized since the COVID-19 pandemic. Chat Generative Pre-Trained
Transformer (ChatGPT) is an artificial intelligence technology that
generates conversational interactions to user prompts. The trained
model can answer follow-up questions, admit its mistakes, challenge
incorrect premises, and reject inappropriate requests. The functionality
of ChatGPT in answering chemistry assessment questions requires investigation
to ascertain its potential impact on learning and assessment. Two
chemistry-focused modules in year 1 and year 2 of a pharmaceutical
science program are used to study and evaluate ChatGPT-generated responses
in relation to the end-of-year exam assessments. For questions that
focused on knowledge and understanding with “describe”
and “discuss” verbs, the ChatGPT generated responses.
For questions that focused on application of knowledge and interpretation
with nontext information, the ChatGPT technology reached a limitation.
A further analysis of the quality of responses is reported in this
study. ChatGPT is not considered a high-risk technology tool in relation
to cheating. Similar to the COVID-19 disruption, ChatGPT is expected
to provide a catalyst for educational discussions on academic integrity
and assessment design
Evaluating Academic Answers Generated Using ChatGPT
The integration of technology in education has become
ever more
prioritized since the COVID-19 pandemic. Chat Generative Pre-Trained
Transformer (ChatGPT) is an artificial intelligence technology that
generates conversational interactions to user prompts. The trained
model can answer follow-up questions, admit its mistakes, challenge
incorrect premises, and reject inappropriate requests. The functionality
of ChatGPT in answering chemistry assessment questions requires investigation
to ascertain its potential impact on learning and assessment. Two
chemistry-focused modules in year 1 and year 2 of a pharmaceutical
science program are used to study and evaluate ChatGPT-generated responses
in relation to the end-of-year exam assessments. For questions that
focused on knowledge and understanding with “describe”
and “discuss” verbs, the ChatGPT generated responses.
For questions that focused on application of knowledge and interpretation
with nontext information, the ChatGPT technology reached a limitation.
A further analysis of the quality of responses is reported in this
study. ChatGPT is not considered a high-risk technology tool in relation
to cheating. Similar to the COVID-19 disruption, ChatGPT is expected
to provide a catalyst for educational discussions on academic integrity
and assessment design
Evaluating Academic Answers Generated Using ChatGPT
The integration of technology in education has become
ever more
prioritized since the COVID-19 pandemic. Chat Generative Pre-Trained
Transformer (ChatGPT) is an artificial intelligence technology that
generates conversational interactions to user prompts. The trained
model can answer follow-up questions, admit its mistakes, challenge
incorrect premises, and reject inappropriate requests. The functionality
of ChatGPT in answering chemistry assessment questions requires investigation
to ascertain its potential impact on learning and assessment. Two
chemistry-focused modules in year 1 and year 2 of a pharmaceutical
science program are used to study and evaluate ChatGPT-generated responses
in relation to the end-of-year exam assessments. For questions that
focused on knowledge and understanding with “describe”
and “discuss” verbs, the ChatGPT generated responses.
For questions that focused on application of knowledge and interpretation
with nontext information, the ChatGPT technology reached a limitation.
A further analysis of the quality of responses is reported in this
study. ChatGPT is not considered a high-risk technology tool in relation
to cheating. Similar to the COVID-19 disruption, ChatGPT is expected
to provide a catalyst for educational discussions on academic integrity
and assessment design
Evaluating Academic Answers Generated Using ChatGPT
The integration of technology in education has become
ever more
prioritized since the COVID-19 pandemic. Chat Generative Pre-Trained
Transformer (ChatGPT) is an artificial intelligence technology that
generates conversational interactions to user prompts. The trained
model can answer follow-up questions, admit its mistakes, challenge
incorrect premises, and reject inappropriate requests. The functionality
of ChatGPT in answering chemistry assessment questions requires investigation
to ascertain its potential impact on learning and assessment. Two
chemistry-focused modules in year 1 and year 2 of a pharmaceutical
science program are used to study and evaluate ChatGPT-generated responses
in relation to the end-of-year exam assessments. For questions that
focused on knowledge and understanding with “describe”
and “discuss” verbs, the ChatGPT generated responses.
For questions that focused on application of knowledge and interpretation
with nontext information, the ChatGPT technology reached a limitation.
A further analysis of the quality of responses is reported in this
study. ChatGPT is not considered a high-risk technology tool in relation
to cheating. Similar to the COVID-19 disruption, ChatGPT is expected
to provide a catalyst for educational discussions on academic integrity
and assessment design
Evaluating Academic Answers Generated Using ChatGPT
The integration of technology in education has become
ever more
prioritized since the COVID-19 pandemic. Chat Generative Pre-Trained
Transformer (ChatGPT) is an artificial intelligence technology that
generates conversational interactions to user prompts. The trained
model can answer follow-up questions, admit its mistakes, challenge
incorrect premises, and reject inappropriate requests. The functionality
of ChatGPT in answering chemistry assessment questions requires investigation
to ascertain its potential impact on learning and assessment. Two
chemistry-focused modules in year 1 and year 2 of a pharmaceutical
science program are used to study and evaluate ChatGPT-generated responses
in relation to the end-of-year exam assessments. For questions that
focused on knowledge and understanding with “describe”
and “discuss” verbs, the ChatGPT generated responses.
For questions that focused on application of knowledge and interpretation
with nontext information, the ChatGPT technology reached a limitation.
A further analysis of the quality of responses is reported in this
study. ChatGPT is not considered a high-risk technology tool in relation
to cheating. Similar to the COVID-19 disruption, ChatGPT is expected
to provide a catalyst for educational discussions on academic integrity
and assessment design
Synthesis of the C(7)–C(22) Sector of (+)-Acutiphycin via O‑Directed Double Free Radical Alkyne Hydrostannation with Ph<sub>3</sub>SnH/Et<sub>3</sub>B, Double I–Sn Exchange, and Double Stille Coupling
Herein a new double
O-directed free radical hydrostannation reaction
is reported on the structurally complex dialkyldiyne <b>11</b>. Through our use of a conformation-restraining acetal to help prevent
stereocenter-compromising 1,5-H-atom abstraction reactions by vinyl
radical intermediates, the two vinylÂstannanes of <b>10</b> were concurrently constructed with high stereocontrol using Ph<sub>3</sub>SnH/Et<sub>3</sub>B/O<sub>2</sub>. Distannane <b>10</b> was thereafter elaborated into the bis-vinyl iodide <b>9</b> via O-silylation and double I–Sn exchange; double Stille
coupling of <b>9</b>, O-desilylation, and oxidation thereafter
furnished <b>8</b>
Practical and Highly Selective Sulfur Ylide-Mediated Asymmetric Epoxidations and Aziridinations Using a Cheap and Readily Available Chiral Sulfide: Extensive Studies To Map Out Scope, Limitations, and Rationalization of Diastereo- and Enantioselectivities
The chiral sulfide, isothiocineole,
has been synthesized in one
step from elemental sulfur, Îł-terpinene, and limonene in 61%
yield. A mechanism involving radical intermediates for this reaction
is proposed based on experimental evidence. The application of isothiocineole
to the asymmetric epoxidation of aldehydes and the aziridination of
imines is described. Excellent enantioselectivities and diastereoselectivities
have been obtained over a wide range of aromatic, aliphatic, and α,β-unsaturated
aldehydes using simple protocols. In aziridinations, excellent enantioselectivities
and good diastereoselectivities were obtained for a wide range of
imines. Mechanistic models have been put forward to rationalize the
high selectivities observed, which should enable the sulfide to be
used with confidence in synthesis. In epoxidations, the degree of
reversibility in betaine formation dominates both the diastereoselectivity
and the enantioselectivity. Appropriate tuning of reaction conditions
based on understanding the reaction mechanism enables high selectivities
to be obtained in most cases. In aziridinations, betaine formation
is nonreversible with semistabilized ylides and diastereoselectivities
are determined in the betaine forming step and are more variable as
a result