Remote Teaching of Chemistry Laboratory Courses during COVID-19

This paper describes the transfer from face-to-face education toemergency remote teaching of chemistry laboratory courses in a bachelor's degree inPharmacy during the COVID-19 pandemic. The virtualization was carried out usingvideos of each experimental practice and questionnaires containing the experimentaldata needed. The contents were integrated into the virtual platform BlackboardCollaborate, where tutorials and remote support from the teachers were provided tosolve the issues raised. The didactic strategy was very positive: it turned the studentsinto active learners, fostering knowledge sharing and promoting the self-management of their learning process. The teachers acted as guides, raisingquestions, and provided continuous feedback to the students that contributed toknowledge assimilation and competence acquisition. The teaching-learning processwas evaluated through a rubric that graded the reports delivered by the students andafinal online test. The impact of this teaching methodology was assessed bycomparing the students'marks with those obtained in the conventional on-site education before the pandemic and feedback fromthe students via surveys. This study provides a unique experience on how a traditional instruction can be adapted to remote teachingin analytical chemistry laboratories, providing new tools that can be used in future pandemics or in other setting

Sensitive monitoring of enterobacterial contamination of food using self-propelled Janus microsensors

Food poisoning caused by bacteria is a major cause of disease and death worldwide. Herein we describe the use of Janus micromotors as mobile sensors for the detection of toxins released by enterobacteria as indicators of food contamination. The micromotors are prepared by a Pickering emulsion approach and rely on the simultaneous encapsulation of platinum nanoparticles for enhanced bubble-propulsion and receptor-functionalized quantum dots (QDs) for selective binding with the 3-deoxy-o-manno-oct-2-ulosonic acid target in the endotoxin molecule. Lipopolysaccharides (LPS) from Salmonella enterica were used as target endotoxins, which upon interaction with the QDs induce a rapid quenching of the native fluorescence of the micromotors in a concentration-dependent manner. The micromotor assay can readily detect concentrations as low as 0.07 ng mL(-1) of endotoxin, which is far below the level considered toxic to humans (275 mu g mL(-1)). Micromotors have been successfully applied for the detection of Salmonella toxin in food samples in 15 min compared with several hours required by the existing Gold Standard method. Such ultrafast and reliable approach holds considerable promise for food contamination screening while awaiting the results of bacterial cultures in a myriad of food safety and security defense applications.Ministerio de Economía y CompetitividadComunidad de Madri

Visible light driven Janus microvehicles in biological media

A light-driven multifunctional Janus micromotor for the removal of bacterial endotoxins and heavy metals is described. The micromotor was assembled by using the biocompatible polymer polycaprolactone for the encapsulation of CdTe or CdSe@ZnS quantum dots (QDs) as photoactive materials and an asymmetric Fe3O4 patch for propulsion. The micromotors can be activated with visible light (470-490 nm) to propel in peroxide or glucose media by a diffusiophoretic mechanism. Efficient propulsion was observed for the first time in complex samples such as human blood serum. These properties were exploited for efficient endotoxin removal using lipopolysaccharides from Escherichia coli O111:B4 as a model toxin. The micromotors were also used for mercury removal by cationic exchange with the CdSe@ZnS core-shell QDs. Cytotoxicity assays in HeLa cell lines demonstrated the high biocompatibility of the micromotors for future detoxification applications.Ministerio de Ciencia e InnovaciónEuropean CommissionComunidad de Madri

Aprendizaje basado en problemas en el diseño de prácticas de laboratorio online

[EN] This communication describes the use of problem-based learning methodology for remote teaching of laboratory practices of Chemistry subjects in the Bachelor's Degree in Pharmacy. The virtualization was carried out using explanatory videos of each laboratory practice and questionnaires with queries and fictitious data equivalent to those the students would obtain in the laboratory to carry out the resolution of the laboratory practices. The contents were integrated into the virtual platform Blackboard Collaborate, where tutorials and remote support from the teacher were combined to solve the problems raised.The evaluation of the impact of this teaching methodology was carried out by comparing the marks with those obtained in the full presential model and questionnaires to the students. The degree of satisfaction was very high, 100% percentage of passing students as compared to the 70% obtained in the full presential model. It can be concluded that the introduction of problem-based learning methodologies increased the interest of the students, favoring the assimilation of knowledge, as is also demonstrated in the general improvement of grades, satisfaction surveys and a higher number of students passing the exams.[ES] En esta comunicación se describe el empleo de la metodología de aprendizaje basado en problemas para la docencia remota de prácticas de laboratorio de asignaturas de Química en el Grado en Farmacia. La virtualización se llevó a cabo empleando vídeos explicativos de cada práctica de laboratorio y cuestionarios con datos ficticios equivalentes a los que los alumnos obtendrían en el laboratorio para llevar a cabo la resolución de los casos prácticos. Los contenidos se integraron en la plataforma virtual Blackboard Collaborate, donde se llevaron a cabo tutorías y apoyo remoto del docente para la resolución de los problemas planteados. La evaluación del impacto de esta metodología en la docencia se llevó a cabo mediante comparación de las calificaciones con las obtenidas en el modelo presencial y cuestionarios a los alumnos. El grado de satisfacción fue muy elevado, con un porcentaje de aprobados del 100 % frente al 70 % obtenido en el modelo presencial. Se puede concluir que la introducción de las metodologías de aprendizaje basadas en problemas aumentó el interés del alumno, favoreciendo la asimilación de conocimientos como se demuestra además en la mejora general de las calificaciones, encuestas de satisfacción y mayor número de aprobados.Jurado Sánchez, B.; Díez Pascual, A. (2021). Aprendizaje basado en problemas en el diseño de prácticas de laboratorio online. En IN-RED 2021: VII Congreso de Innovación Edicativa y Docencia en Red. Editorial Universitat Politècnica de València. 339-346. https://doi.org/10.4995/INRED2021.2021.13720OCS33934

Smartphone-based Janus micromotors strategy for motion-based detection of glutathione

Herein, we describe a Janus micromotor smartphone platform for the motion-based detection of glutathione. The system compromises a universal three-dimensional (3D)-printed platform to hold a commercial smartphone, which is equipped with an external magnification optical lens (20-400x) directly attached to the camera, an adjustable sample holder to accommodate a glass slide, and a light-emitting diode (LED) source. The presence of glutathione in peroxide-rich sample media results in the decrease in the speed of 20 mu m graphene-wrapped/PtNPs Janus micromotors due to poisoning of the catalytic layer by a thiol bond formation. The speed can be correlated with the concentration of glutathione, achieving a limit of detection of 0.90 mu M, with percent recoveries and excellent selectivity under the presence of interfering amino acids and proteins. Naked-eye visualization of the speed decrease allows for the design of a test strip for fast glutathione detection (30 s), avoiding previous amplification strategies or sample preparation steps. The concept can be extended to other micromotor approaches relying on fluorescence or colorimetric detection for future multiplexed schemes.Ministerio de Ciencia e InnovaciónMinisterio de Economía, Industria y CompetitividadComunidad de Madri

2D Nanomaterials wrapped Janus micromotors with built-in multiengines for bubble, magnetic, and light driven propulsion

Graphene oxide, graphdyine oxide, and blackphosphorus coated micromotors integrating "three engines" for motion control using different stimuli such as chemical fuel, light, and magnetic fields are described. Micromotors can be massproduced by wrapping gold-sputtered polystyrene microspheres with the 2D nanomaterials, followed by simultaneous assembly of Pt or MnO2 nanoparticles (NPs) as bubble (catalytic)-engines, Fe2O3 NPs as magnetic engines, and quantum dots (QDs) as light engines. The design and composition of micromotors are key to get the desired propulsion performance. In bubble-magnetic and bubble-light mode, a built-in acceleration system allows micromotor speed to be increased up to 3.0 and 1.5 times after application of the magnetic field or light irradiation, respectively. In the bubble-magnetic-light mode, such speed increase can be combined in a single unit for on-demand braking and accelerating systems. Fluid dynamics simulations illustrate that such adaptative behavior and improved propulsion efficiency is produced by a better distribution of the fuel and thus energy propelling the micromotor by activation of the magnetic and/or light engines. The new micromotors described here, which combine multiple engines with functional nanomaterials, hold considerable promise to develop novel nanovehicles with adaptative behavior to perform complex tasks in lab-on-a-chips or dynamic micropatterning applications.Ministerio de Ciencia e InnovaciónComunidad de MadridEuropean Commissio

Aprendizaje basado en retos aplicado a la educación para la sostenibilidad

[EN] This communication describes the use of the challenge-based learning methodology (CBL) for the teaching of subjects in the Degree in Criminalistics, with the aim of investigating what the use of this methodology means for the students in the elaboration of a collaborative project in the area of sustainable development. The grades obtained and the student surveys confirm the advantages of this methodology for the development of professional skills: collaborative work, autonomous learning capacity, time planning, and ability to communicate effectively with the colleagues. It is an innovative and attractive methodology, which allows learning closer to reality based on the interaction with classmates and the feedback from the teacher.[ES] En esta comunicación se describe el empleo de la metodología de aprendizaje basado en retos (ABR) para la docencia de asignaturas en el Grado en Criminalística, con la finalidad de investigar lo que supone para el alumnado el empleo de esta metodología en la elaboración de un proyecto colaborativo en el área del desarrollo sostenible. Las calificaciones obtenidas y las encuestas de los alumnos confirman las ventajas de esta metodología para el desarrollo de competencias profesionales: trabajo colaborativo, capacidad de aprendizaje autónomo, planificación del tiempo, capacidad de comunicación con los compañeros de forma eficaz. Se trata de una metodología innovadora y atractiva, que permite aprender de forma más cercana a la realidad a partir de la interacción con los compañeros y el feedback del profesor.Los autores expresan su agradecimiento al proyecto de innovación docente UAH/EV1248 y al grupo de innovación docente “Aprendizaje basado en retos en ciencias e ingeniería” de la Universidad de Alcalá.Díez-Pascual, A.; Jurado-Sánchez, B.; García-Díaz, P. (2022). Aprendizaje basado en retos aplicado a la educación para la sostenibilidad. Editorial Universitat Politècnica de València. 520-531. https://doi.org/10.4995/INRED2022.2022.1583152053

Magnetic Janus micromotors for fluorescence biosensing of tacrolimus in oral fluids

Tacrolimus (FK506) is a macrolide lactone immunosuppressive drug that is commonly used in transplanted patients to avoid organ rejection. FK506 exhibits high inter-and intra-patient pharmacokinetic variability, making monitoring necessary for organ graft survival. This work describes the development of a novel bioassay for monitoring FK506. The bioassay is based on using polycaprolactone-based (PCL) magnetic Janus micro motors and a recombinant chimera receptor that incorporates the immunophilin tacrolimus binding protein 1A (FKBP1A) tagged with Emerald Green Fluorescent Protein (EmGFP). The approach relies on a fluorescence competitive bioassay between the drug and the micromotors decorated with a carboxylated FK506 toward the specific site of the fluorescent immunophilin. The proposed homogeneous assay could be performed in a single step without washing steps to separate the unbound receptor. The proposed approach fits the therapeutic requirements, showing a limit of detection of 0.8 ng/mL and a wide dynamic range of up to 90 ng/mL. Assay selectivity was evaluated by measuring the competitive inhibition curves with other immunosuppressive drugs usually co-administered with FK506. The magnetic propulsion mechanism allows for efficient operation in raw samples without damaging the biological binding receptor (FKBP1A-EmGFP). The enhanced target recognition and micromixing strategies hold considerable potential for FK506 monitoring in practical clinical use.Ministerio de Ciencia e InnovaciónComunidad de Madri

Prussian Blue/Chitosan Micromotors with Intrinsic Enzyme-like Activity for (bio)-Sensing Assays

Prussian Blue (PB)/chitosan enzyme mimetic tubular micromotors are used here for on-the-fly (bio)-sensing assays. The micromotors are easily prepared by direct deposition of chitosan into the pores of a membrane template and in situ PB synthesis during hydrogel deposition. Under judicious pH control, PB micromotors display enzyme mimetic capabilities with three key functions on board: the autonomous oxygen bubble propulsion (with PB acting as a catalase mimic for hydrogen peroxide decomposition), 3,3',5,5'-tetramethylbenzidine (TMB) oxidation (with PB acting as a peroxidase mimic for analyte detection), and as a magnetic material (to simplify the (bio)-sensing steps). In connection with chitosan capabilities, these unique enzyme mimetic micromotors are further functionalized with acetylthiocholinesterase enzyme (ATChE) to be explored in fast inhibition assays (20 min) for the colorimetric determination of the nerve agent neostigmine, with excellent analytical performance in terms of quantification limit (0.30 mu M) and concentration linear range (up to 500 mu M), without compromising efficient micromotor propulsion. The new concept illustrated holds considerable potential for a myriad of (bio)-sensing applications, including forensics, where this conceptual approach remains to be explored. Micromotor-based tests to be used in crime scenes are also envisioned due to the reliable neostigmine determination in unpretreated samples.Ministerio de Economía, Industria y CompetitividadComunidad de MadridEuropean Commissio

Convergence of guided learning and autonomous learning in the final evaluation

[EN] A learning experience carried out in the first course of Engineering Degrees at the University of Alcalá is presented. The objective is to mentor, reinforce and assist in the learning process of a subject that the student should study for an extraordinary call exam when the teaching of that subject has already finished. Students usually work alone in the preparation of this evaluation and it has been demonstrated that the academic scores are on average are worse than in the ordinary call, the latter one being closer to the teaching received. A working plan has been established with pseudo-weekly supervision of a group of 70 students. All of them were volunteers. The results show a correlation between participation in the supervised group and the highest grades achieved in the evaluation, grades of "B" and "A". The coexistence of two tendencies is suggested: on the one hand, the student more committed to the subject is more likely to enroll in the mentoring group, and on the other hand, the teacher's support contributes to improve the academic achivements.[ES] Se presenta una experiencia de aprendizaje realizada en el primer curso de Grados en Ingeniería en la Universidad de Alcalá. El objetivo es guiar, reforzar y acompañar en el proceso de aprendizaje de una asignatura que el estudiante debiera prepararse para un examen de convocatoria extraordinaria cuando la docencia de dicha asignatura haya finalizado. Habitualmente los estudiantes caminan solos hacia la evaluación y los resultados académicos son peores que en la convocatoria ordinaria, próxima en el tiempo a la docencia recibida. Se ha establecido un plan de trabajo con seguimiento cuasi-semanal sobre un grupo de 70 estudiantes que participaron voluntariamente. Los resultados muestran correlación entre la participación en el grupo de seguimiento y las calificaciones más altas obtenidas en la evaluación: notable y sobresaliente. Se sugiere la coexistencia de dos tendencias: por un lado, el estudiante con mayor motivación hacia la asignatura es más proclive a incorporarse al grupo tutelado; por otro, el apoyo del docente contribuye a mejorar los logros académicos.Los autores expresan su agradecimiento al proyecto de innovación docente UAH/EV1248 de la Universidad de Alcalá, implementado por el grupo de innovación docente ABRECI (Aprendizaje Basado en Retos en Ciencias e Ingeniería, UAH-GI21-168).García-Díaz, P.; Díez-Pascual, A.; Jurado-Sánchez, B.; Peña-Capilla, R. (2022). Convergencia del aprendizaje dirigido y del aprendizaje autónomo en la evaluación final. Editorial Universitat Politècnica de València. 173-183. https://doi.org/10.4995/INRED2022.2022.1583817318