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 Ph₃SnH/Et₃B, 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 vinyl­stannanes of <b>10</b> were concurrently constructed with high stereocontrol using Ph₃SnH/Et₃B/O₂. 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, γ-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