Molekule’s mission is to deliver clean air to everyone, everywhere. Founded by a family trying to address the adverse impacts of polluted air, Molekule was created with a goal of using the power of science to tackle indoor air pollution around the world. Molekule’s proprietary technology, Photo Electrochemical Oxidation (PECO), works at the molecular level to destroy pollutants. Developed over two decades by research scientists, PECO is an innovative technology that utilizes free radicals – the same radicals used to destroy cancer cells – to break down pollutants at a molecular level, including VOCs, bacteria, mold, viruses, and allergens. By using nanotechnology, PECO is able to destroy pollutants 1000 times smaller than the HEPA standard tests for, making Molekule unlike any other air purifier. Molekule is inspired and driven by the many stories from Molekule reviews about how thousands of customers have experienced the difference with PECO technology. The entire team – employees, partners, investors – share a deep commitment to building a new future of clean, healthy air around the world. More than two decades of scientific research led us to where we are today. By working together, there’s no limit to what we can achieve in the years to come. As of January 2023, AeroClean and Molekule have joined together to provide the largest range of proprietary and patented, FDA-cleared air purification devices to bring better indoor air to the places you live and breathe in.

Molekule

I made a new app/service that lets users summarize the deluge of info that comes our way every day. Its unambiguously named MakeMySummary. After returning from a recent vacation I saw the 100’s of new items from blogs I follow, news aggregators, youtube channel subscription and podcasts. I was simply overwhelmed. So I put on my hacker hat and resolved to fix it. First, I built a prototype that would summarize news articles by using just their URL or Text (essentially the same thing). The second challenge was more demanding, summarizing youtube videos. It took a while to wrangle this but I was able to make it work. The third was to make this app work with my existing toolchain of how I manage my incoming info. I had set it up all on autopilot in Zapier, so I made it work inside Zapier. That was one long weekend well spent. Having spent all the vacation with kids and family, I could hole myself in my home office without remorse or strange looks from wife and kids. I looked like a ghost after my marathon hacking session. In the end, all was well, I had a working app that worked for me. In the week that followed, I read thru all the summaries that the app generated and was able to get to the holy land of Inbox-Zero. Over 90% of the incoming media content is not useful, but earlier I would have to spend time to read it at least halfway or more to see that the article was totally useless or the video was not very informative. I didn't have a name for the app yet, as it ran on my personal AWS backend. I searched the thesaurus to find a cool sounding name and checked for it with the domain registrars. No luck, all the cooling sounding names were already taken or were extremely costly. Gosh! Can you imagine USD 100k for a domain name! So I decided to make it dead simple and non-confusing, so I named it MakeMySummary, taking inspiration from Hugging Face :-), thank you Hugging-Face!. So, I purchased makemysummary.com and made the app public here . AI servers don't come cheap, yes they have free tiers and such but after that, the costs are very high. https://www.makemysummary.com Hence I put in a subscription plan using a payment processor that will charge in local currencies. Local currencies, because I have personally faced issues of exchange rate changes making the monthly subscriptions go up and down. I don't want others to have the same problem due to lazy thinking on my part! Using , you can at this time, do three things: MakeMySummary Summarize a news/blog article using its URL or its text. Summarize a youtube video using it URL. Use the app inside of Zapier If you have any questions on the tech and other ideas on how this can be used. Please leave feedback on the app here (Opens a Google Form): https://www.makemysummary.com/feedback Here are some examples of the summaries the app makes Startup Molekule Is Using the California Wildfires to Sell Its Crummy Air Purifier — https://onezero.medium.com/startup-molekule-is-usi… [ ] “Molekule Air Purifiers not only filter out 
ash and debris smoke — they destroy airborne 
pollutants.”.
,[ ] Compared to other air purifiers, Molekule’s 
air purifier is wildly expensive, and looks 
like something you’d find a millionaire’s doomsday bunker..
,[ ] By many accounts, Molekule is not a good 
air purifier..
,[ ] None that addresses the simple fact 
that Molekule air purifiers are bad — and 
should be avoided..
,[ ] And HEPA filters generally cost 
more than lower efficiency filters, an air 
purifier doesn’t need to 
be expensive Molekule’s..

,Powered by MakeMySummary.com 1 from 2 in 3 4 of 5 while as as What Makes The Top 10% Of Founders Different? — Michael Seibel — https://www.youtube.com/watch?v=ZtfTOuSHGg8 [ ] Um, the first thing that I’ll say is great founders execute, 
and I’ll be really specific about what that means when I office hours the great founder 
and they say they’re going to something..
,[ ] And it’s pretty intimidating to work someone who’s constantly getting things done, 
not intimating a bad way, but intimidating a way where the demand 
respect because they get shit done..
,[ ] So once again, the three most important things I see that separate 
out top % founders anyone is first a good execute..
,[ ] Being motivated the face defeat or failure 
is an extremely important thing a start founder to be able to So..
,[ ] And so I never use idea to separate out great 
founders anyone because I’m not the arbiter what a good idea is..

,Powered by MakeMySummary.com 1 do with do 2 with in in 3 10 from else 4 in of for of do 5 else of

Summarizing Youtube Videos and  News/Blog articles

Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Materials And Methods Results and Analyses Prompts and generated texts Conceptualizing chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about chemical bondings Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Further analysis Conclusions Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Question about an animated representation of water molecules undergoing phase changes *: hmmm. you made a nice graph before. Could you build something more dynamic than a static diagram, an animated representation of water molecules undergoing phase changes?* P1 *: Got it! Creating an animated representation of water molecules undergoing phase changes requires defining the behavior of the molecules for each phase and then transitioning between these phases.* ChatGPT I'll follow these steps: 1. Represent the molecules as small circles. 2. Define their behavior in the solid phase. 3. Transition to the melting phase. 4. Define behavior in the liquid phase. 5. Transition to the boiling phase. 6. Define behavior in the gas phase. 7. Compile these animations into a continuous GIF. [Some internal code working] Here's the animated representation of water molecules undergoing phase changes: Here's the animated representation of water molecules undergoing phase changes: 1. Solid (Ice): Molecules are closely packed and vibrating in place. 2. Melting: Molecules start to move more freely but remain close. 3. Liquid (Water): Molecules move more fluidly and slide past each other. 4. Boiling: Molecules gain energy and move more rapidly. 5. Gas (Steam): Molecules spread out and move freely and rapidly. You can download the GIF here. [link provided] *: Sure, I can try to create an animated representation of water molecules undergoing phase changes. I found some web simulations that show how different types of molecules form a solid, liquid, or gas, and how they change their state when heat is added or removed [ ]. Youcan also change the temperature or volume of a container and see a pressure-temperature diagram respond in real time [ ]. These simulations might help you understand the molecular behavior of water in different phases.* BingChat 123 1 *: Sure. Here is a simple animated representation of water molecules undergoing phase changes:* Bard [Animated GIF of water molecules undergoing phase changes] The animation shows two groups of water molecules. The group on the left is in the liquid phase, and the group on the right is in the gas phase. The animation starts with the water molecules in the liquid phase. The water molecules are close together and interacting with each other. As the animation progresses, some of the water molecules in the liquid phase gain enough energy to overcome the forces that are holding them together. These water molecules escape from the liquid phase and form the gas phase. The water molecules in the gas phase are far apart and not interacting with each other. The animation also shows how water molecules can condense from the gas phase to the liquid phase. When a water molecule in the gas phase loses energy, it can attract to other water molecules and form a liquid droplet. The animation can be used to illustrate the different phase changes of water, such as melting, boiling, evaporation, and condensation. I hope this is helpful! *: Sure, animated visualizations can be really helpful for understanding dynamic processes like phase changes! Here is a simple animated illustration showing water molecules in different states:* Claude In this animation: • The solid ice molecules are stationary and packed together • The liquid molecules flow and move closer together • The gas molecules bounce around freely at large distances To transition between states: • Heating causes more vigorous movement - melting ice or boiling water • Cooling causes slower movement - freezing water or condensing vapor Let me know if an animated illustration like this helps visualize the molecular differences between solids, liquids and gases! I can build more complex animations or use online tools to create interactive phase change simulations. Visuals can really aid understanding of physical chemistry concepts. was able to recur again to its Advanced Data Analysis resources to generate an animated GIF as an which, albeit a bit simple and crude, sufficiently illustrated the “water molecules undergoing phase changes” to provide . Furthermore, crafting an original GIF could be seen as . After promising “to create an animated representation”, opted to search the internet, offering links to “some web simulations” that “might help” understand the molecular behavior. This approach aligns with and . However, by leaning on pre-existing resources rather than crafting custom content, it could lessen the immediate and potentially diminish the . made an assurance to deliver “a simple animated representation” as a commitment to and Engagement & Interactivity, but this ultimately falls short as neither a visible animation nor a download link for such a GIF was provided. Meanwhile, while acknowledges that “Visuals can really aid understanding” and “animated visualizations can be really helpful” as , its attempt was limited to the of a static image, devoid of the requested animation or dynamic representation and lessening and . ChatGPT Instructional Strategies, Engagement & Interactivity Personalization & Personable Touch BingChat Instructional Strategies Detail Depth & Content Recommendation Engagement & Interactivity Personalization & Personable Touch Bard Instructional Strategies, Personalization & Personable Touch Claude Instructional Strategies Engagement & Interactivity Detail Depth & Content Recommendation This paper is under CC BY-SA 4.0 DEED license. available on arxiv

GenAIbots Explain Animated Representation of Water Molecules Undergoing Phase Changes

Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Materials And Methods Results and Analyses Prompts and generated texts Conceptualizing chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about chemical bondings Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Further analysis Conclusions Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Deepening on the concept of mole P1: so can you talk about a mole of beer bottles? ChatGPT: Absolutely! The concept of a "mole" isn't exclusive to atoms or molecules; it's simply a specific quantity. In the realm of chemistry, one mole always refers to 6.022 x 10[23] of some entity, whether that's atoms, molecules, electrons, or even beer bottles. So, when we say "a mole of beer bottles," we're referring to 6.022 x 10[23] beer bottles. That's aLOT of beer bottles! However, it's worth noting that outside of a chemistry context, using "mole" to refer to quantities of everyday items might be confusing. In everyday language, we have other terms for large quantities, like "dozen" (for 12 of something) or "gross" (for 144 of something). But theoretically, yes, you can have a mole of anything, including beer bottles. Just to give you a sense of how large this number is: If you were to try and count to Avogadro's number at a rate of one number per second, it would take you more than 19 billion years! Would you like to explore more about the implications of having a mole of beer bottles or any other fun examples? *: Yes, I can talk about a mole of beer bottles, but it might not be very practical. A mole of beer bottles is a very large number of beer bottles, much more than you can ever drink or see in your lifetime. Let me explain why.* BingChat A mole of beer bottles is the amount of beer bottles that contains as many bottles as there are atoms in 12 grams of carbon-12. This number is approximately 6.022 x 10[23], which is a very big number. To give you some idea of how big this number is, here are some comparisons: • If you had a mole of beer bottles, you could cover the entire surface of the Earth with about 100 layers of beer bottles. • If you had a mole of beer bottles, you could fill up the Pacific Ocean with beer bottles about 30 times. • If you had a mole of beer bottles, you could stack them up to reach the moon and back about 2000 times. As you can see, a mole of beer bottles is a huge amount of beer bottles that is impossible to handle or imagine. That’s why chemists use the mole as a unit of measurement for atoms and molecules, which are very small and numerous, rather than for everyday objects like beer bottles. A mole of atoms or molecules has a mass that is easy to measure and compare with other substances. For example, one mole of oxygen gas has a mass of 32 grams, and one mole of water has a mass of 18 grams. So, to summarize, a mole of beer bottles is a hypothetical amount of beer bottles that contains 6.022 x 10[23] bottles. This number is so large that it is not useful or meaningful for describing real-world situations. A mole is more suitable for measuring the amount of atoms or molecules in a substance. I hope this helps you understand what a mole of beer bottles means. *: Yes, I can talk about a mole of beer bottles.* Bard A mole of beer bottles is a unit of measurement that is used to count beer bottles. One mole of beer bottles contains 6.02214076×10^23 beer bottles. This number is known as Avogadro's constant. To put this into perspective, a mole of beer bottles is a lot of beer bottles! It would take over 100 billion years to count them all, at a rate of one bottle per second. Of course, no one has ever seen a mole of beer bottles in real life. It is a theoretical concept that is used by chemists to count atoms and molecules. But that doesn't mean that we can't have fun thinking about it. What would a mole of beer bottles look like? How much would it weigh? How much beer would it contain? If we assume that each beer bottle is 12 ounces, then a mole of beer bottles would weigh over 100 million pounds. And it would contain over 700 million gallons of beer! That's a lot of beer! So, next time you're enjoying a cold beer with your friends, take a moment to think about themole of beer bottles that it represents. It's a truly mind-boggling concept. *: Sure, I'm happy to explain the concept of a mole using beer bottles as an example.* Claude A mole represents a specific number - 6.02 x 10^23 - of anything, whether atoms, molecules, or objects like beer bottles. Let's imagine a mole of beer bottles. That would be 6.02 x 10^23 individual bottles. That's a huge number of bottles! To put it in perspective: • If you had 1 mole of beer bottles and stacked them on top of each other, the stack would reach about 1.5 billion light years tall - that's halfway across the observable universe! • If you lined up 1 mole of beer bottles side by side, the line would stretch for 9 trillion kilometers - over 200 times the distance between Earth and Pluto. • If you purchased 1 mole of beer bottles at $10 per bottle, it would cost 60.2 sextillion dollars - way more than the GDP of Earth! So a mole represents an enormous number of things. It's very useful in chemistry for relating atomic/molecular masses to measurable macroscopic masses. For example, if you know the mass of 1 mole of carbon atoms, you can use that to calculate how many carbon atoms are in a certain macroscopic sample. Hope this silly example with beer bottles helps give you an idea of just how huge a mole really is! Let me know if you need any clarification or want to go through more practice problems applying the mole concept. starts with “Absolutely!” offering . It then discusses the "mole" concept using by noting that while it is a "specific quantity" in the "realm of chemistry," it is not exclusively tied to "atoms" or "molecules" and enters a Meta-discussion & Perspective Framing by conceding that "outside of a chemistry context," the general use of the word ‘mole’ “might be confusing”. Proceeding further, the explanation by making analogies with everyday terms like "dozen" and "gross", also with the . The perspective on counting to Avogadro's number “to give a sense” of how large this number is and the final invitation to discuss "implications" or "any other fun examples" leans into . also starts by offering , conceding that “Yes”, one “can talk about a mole of beer bottles” but right after turns to , by referring that “it might not be very practical” and later that “it is not useful or meaningful for describing real-world situations”. It then provides a detailed explanation of the mole concept, highlighting the enormousness of "6.022 x 10^23" through real-world scenarios like covering the "Earth" or filling the "Pacific Ocean", which emphasises the . Categorisation of the mole as primarily for counting "atoms/molecules" again showcases , while providing an example of the application of the concept to oxygen gas aligns with the . The closing “I hope this helps” followed by an emoji implies a touch of . likewise starts with “Yes, I can talk about a mole of beer bottles,” offering . It then engages the reader with the enormity of "6.02214076×10^23 beer bottles", by undergoing a detailed calculation of “What would a mole of beer bottles? look like”, offering perspectives on time ("100 billion years") and volume ("700 million gallons of visualisation and “To put this into perspective”, aligning with . Highlighting it as a "theoretical concept" "used by chemists emphasises and the jovial remark about enjoying beer with friendly tone emphasising the mind-bogglingness of the indicates . Claude starts with , accepting beer bottles as an example to breakdown of the mole concept and its application as a “specific number,” “very useful in chemistry,” that may be applied to count “anything”. It then invites one to “imagine a mole of beer bottles”, which would be “a ,huge number” and puts “it in perspective”, drawing vivid pictures such as a stack reaching "1.5 billion light years", a line stretching "200 times the distance between Earth and Pluto," and the cost of “60.2 sextillion dollars,” underscoring the . The closing “Hope this silly example” and followed by invitation for more "practice problems" or “clarifications” hints at . Nevertheless, while the use of the word "silly" by Claude might intend to suggest that the example provided is not to be taken too seriously or is trivial in nature, it also could be perceived as a bit demeaning or dismissive, negatively impacting the category. ChatGPT Personalization & Personable Touch Instructional Strategies Use of Analogy & Comparative Illustrations Engagement & Interactivity BingChat Personalization & Personable Touch Instructional Strategies Use of Analogy & Comparative Illustrations Instructional Strategies Use of Analogy & Comparative Illustrations Personalization & Personable Touch Bard Personalization & Personable Touch Use of Analogy & Comparative Illustrations Instructional Strategies Personalization & Personable Touch Instructional Strategies Use of Analogy & Comparative Illustrations Reinforcement & Feedback Personalization & Personable Touch This paper is under CC BY-SA 4.0 DEED license. available on arxiv

How GenAIbots Demystify Mole Concept, Avogadro’s Number, Atoms, and Molecules

কিভাবে GenAIbots মোল ধারণা, অ্যাভোগাড্রোর সংখ্যা, পরমাণু এবং অণুগুলিকে ডিমিস্টিফাই করে

Wie GenAIbots das Mole-Konzept, die Avogadro-Zahl, Atome und Moleküle entmystifizieren

Cómo los GenAIbots desmitifican el concepto de mole, el número de Avogadro, los átomos y las moléculas

Comment les GenAIbots démystifient le concept de taupe, le nombre d'Avogadro, les atomes et les molécules

GenAIbots ने मोल अवधारणा, एवोगैड्रो संख्या, परमाणु और अणुओं के रहस्य को कैसे उजागर किया

GenAIbots がモル概念、アボガドロ数、原子、分子を解明する方法

GenAIbot이 두더지 개념, 아보가드로의 수, 원자 및 분자를 이해하는 방법

Como GenAIbots desmistificam o conceito de toupeira, número de Avogadro, átomos e moléculas

Как GenAIbots демистифицируют концепцию кротов, число Авогадро, атомы и молекулы

GenAIbotlar Köstebek Kavramını, Avogadro Sayısını, Atomları ve Molekülleri Nasıl Aydınlatıyor?

Cách GenAIbots làm sáng tỏ khái niệm nốt ruồi, số lượng, nguyên tử và phân tử của Avogadro

GenAIbots 如何揭开摩尔概念、阿伏伽德罗常数、原子和分子的神秘面纱

Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Materials And Methods Results and Analyses Prompts and generated texts Conceptualizing chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about a graph of gases turning into water over time Question about a graph of gases turning into water over time Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about chemical bondings Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Further analysis Conclusions Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Question about the difference between atoms, molecules, and moles : P1 ah. this thing also confuses me. what is the difference between atom, molecule and mole? ChatGPT: Certainly, it's a common area of confusion for many students. Let's break it down one by one, using simple analogies: 1. Atom: • Imagine an atom as a single LEGO brick. It's the tiniest piece of an element that still retains the properties of that element. Just like a single red LEGO brick represents the color red, a single hydrogen atom represents the element hydrogen. 2. Molecule: • When you connect several LEGO bricks together, you form a structure. In chemistry, when you connect several atoms together, you form a molecule. For instance, two hydrogen atoms (H) can connect to form a hydrogen molecule (H2). Similarly, two hydrogen atoms and one oxygen atom can connect to form a water molecule (H2O). ***3. Mole: *** • This one's a bit more abstract. Let's say you have a big box filled with identical LEGO structures (say, LEGO houses). If you count them and find there are exactly 6.022 x 1023 LEGO houses in that box, you have a "mole" of LEGO houses. • In chemistry, a mole is a specific number of things (atoms, molecules, electrons, etc.). Specifically, one mole of any substance contains exactly 6.022 x 10[23] of those entities. This number is called Avogadro's number. • The concept of a mole is a standardized way to talk about quantities in chemistry, much like a "dozen" is a standardized way to talk about 12 of something. So, to recap: • : Smallest unit of an element. Atom • : Made up of multiple atoms bonded together. Molecule • : A specific quantity (6.022 x 10[23]) of atoms, molecules, or other entities. Mole Do these analogies help clarify the differences for you? BingChat: I see that you are confused about the difference between atom, molecule and mole. These are three important terms in chemistry that describe different aspects of matter. Let me try to explain them to you in a simple way. An atom is the smallest unit of an element that retains its chemical identity. An element is a pure substance that consists of only one type of atom. For example, hydrogen, oxygen, carbon, and gold are elements. Each element has a unique symbol and atomic number that indicates how many protons it has in its nucleus. For example, hydrogen has the symbol H and atomic number 1, meaning it has one proton in its nucleus. Atoms are composed of subatomic particles such as protons, neutrons, and electrons. Protons and neutrons are found in the nucleus, and electrons orbit around the nucleus in shells or orbitals. The number of electrons in an atom determines its chemical behavior and reactivity [ ] 12 A molecule is a group of two or more atoms that are held together by chemical bonds. A chemical bond is a force of attraction between atoms that share or transfer electrons. There are different types of chemical bonds, such as covalent, ionic, metallic, and hydrogen bonds. A molecule can be composed of atoms of the same element or different elements. For example, oxygen gas (O2) is a molecule composed of two oxygen atoms bonded by a covalent bond. Water (H2O) is a molecule composed of two hydrogen atoms and one oxygen atom bonded by covalent bonds. A molecule has a specific shape and structure that determines its physical and chemical properties[ ]. 32 A mole is a unit of measurement that is used to count the number of atoms or molecules in a given amount of substance. A mole is defined as the amount of substance that contains as many particles (atoms or molecules) as there are atoms in 12 grams of carbon-12. This number is called Avogadro’s number and it is approximately 6.022 x 10[23]. That means one mole of any substance contains 6.022 x 10[23] particles (atoms or molecules). For example, one mole of oxygen gas contains 6.022 x 10[23] molecules of O2, and one mole of water contains 6.022 x 1023 molecules of H2O. The mass of one mole of a substance is called its molar mass and it is equal to its molecular weight in grams. For example, the molecular weight of oxygen gas is 32 g/mol and the molecular weight of water is 18 g/mol[ ]. 42 So, to summarize, an atom is the smallest unit of an element, a molecule is a group of atoms bonded together, and a mole is a unit of measurement that counts the number of particles in a substance. I hope this helps you understand the difference between atom, molecule and mole. :) *: An atom is the smallest unit of matter that still has all of the properties of its element. An element is a substance that cannot be broken down into simpler substances by chemical means.* Bard A molecule is a group of two or more atoms held together by chemical bonds. A chemical bond is a force that holds atoms together. A mole is a unit of measurement that is used to count atoms and molecules. One mole of any substance contains 6.02214076×10^23 particles of that substance. This number is known as Avogadro's constant. Here is a table that summarizes the key differences between atoms, molecules, and moles: Here are some examples of atoms, molecules, and moles: • Atoms: Hydrogen (H), helium (He), oxygen (O), carbon (C) • Molecules: Water (H2O), carbon dioxide (CO2), methane (CH4) • Moles: One mole of hydrogen atoms, one mole of water molecules, one mole of carbon dioxide molecules I hope this helps to explain the difference between atoms, molecules, and moles. Please let me know if you have any other questions. *: Excellent question! Those three terms can definitely be confusing. Let's go through them one-by-one:* Claude Atom - The basic building block of matter. Atoms are made up of protons, neutrons, and electrons. An atom is the smallest unit of an element that maintains the properties of that element. For example, a hydrogen atom has 1 proton; a carbon atom has 6 protons. Molecule - A group of two or more atoms bonded together. A molecule is the smallest unit of a chemical compound that maintains the properties of that compound. For example, a water molecule contains 2 hydrogen atoms and 1 oxygen atom bonded together (H2O). Mole - This is a number representing 6.02 x 10^23 things. It's usually used to represent a certain quantity of atoms or molecules. For example, 1 mole of carbon contains 6.02 x 10^23 carbon atoms. So in summary: • Atoms are the basic units of elements • Molecules are groups of bonded atoms that make up compounds • Moles are a way to represent 6.02 x 10^23 of something (useful for relating atomic/molecular masses to macroscopic masses) Let me know if this helps explain the distinction between these three important chemistry concepts! I'm happy to provide more examples as well. , by saying “Certainly, it's a common area of confusion for many students”, recognises a element by acknowledging the difficulty many students face. By saying, "Let's break it down one by one," it demonstrates Instructional strategy. The phrase “using simple analogies" clearly indicates the use of , while the question "Do these analogies help clarify?" shows an component by asking for feedback. saying "I see that you are confused" provides , while the phrase "Let me try to explain" indicates an Instructional Strategy and "in a simple way" attempts at by simplifying the information. Finally, "I hope this helps" and the inclusion of the smiley emoticon ":)" are gestures for Personalization & Pe , by explaining "An atom is..." and, later, offering "Here is a table," appeals to an , demonstrated by definition-based learning and visual data organisation, concluding with "I hope this helps" and “Please let me know if you have any other questions” demonstrates and . , by starting with “Excellent question" and acknowledging that the subject “can definitely be confusing,” recognises gives Reinforcement & feedback. It then invites, "Let's go through them one-by-one," pointing to an Instructional Strategy through systematic explanation. It also uses by providing two examples. It concludes with "Let me know if this helps," an element, and encouraging feedback. ChatGPT Reinforcement & Feedback Analogy & Comparative Illustrations Engagement & interactivity BingChat Reinforcement & Feedback Detail Depth & Content Recommendation rsonable Touch. Bard Instructional Strategy Engagement & Interactivity Reinforcement & Feedback Claude Analogy & Comparative Illustrations Engagement & Interactivity This paper is under CC BY-SA 4.0 DEED license. available on arxiv

How GenAIbots Explain the Difference Between Atoms, Molecules, and Moles

কিভাবে GenAIbots পরমাণু, অণু এবং মোলের মধ্যে পার্থক্য ব্যাখ্যা করে

Wie GenAIbots den Unterschied zwischen Atomen, Molekülen und Molen erklären

Cómo los GenAIbots explican la diferencia entre átomos, moléculas y moles

Comment les GenAIbots expliquent la différence entre les atomes, les molécules et les taupes

GenAIbots परमाणुओं, अणुओं और मोल्स के बीच अंतर कैसे समझाते हैं

GenAIbots が原子、分子、モルの違いを説明する方法

GenAIbot이 원자, 분자, 두더지의 차이점을 설명하는 방법

Como GenAIbots explicam a diferença entre átomos, moléculas e toupeiras

Как GenAIbots объясняют разницу между атомами, молекулами и кротами

GenAIbotlar Atomlar, Moleküller ve Benler Arasındaki Farkı Nasıl Açıklıyor?

Cách GenAIbots giải thích sự khác biệt giữa nguyên tử, phân tử và nốt ruồi

GenAIbots 如何解释原子、分子和摩尔之间的区别

ATOMS, MOLECULES, AND ETHER WAVES

Water forms a simple molecular structure which we will build in AR with Apple’s . We’ll learn basics of like working with nodes and manipulating them. ARKit ARKit Start a new AR project in XCode with as content SceneKit technology Build and Run to make sure everything is fine — You should be able to see the default spaceship Now, delete the following lines of spaceship which is not needed // Create a new scenelet scene = SCNScene(named: "art.scnassets/ship.scn")!// Set the scene to the viewsceneView.scene = scene For reference, the x, y and z axes are as below. The camera is at the origin. Oxygen is bigger than Hydrogen. So, we’ll first place an Oxygen atom. We’ll work with the from now on. ViewController.swift Add an anchor for the oxygen. func getMainAnchor() -> ARAnchor { // Creates an anchor at a distance 0.1m in front of you . 

var anchorPosition = matrix\_identity\_float4x4

anchorPosition.columns.3.z = -0.1

let mainAnchor = ARAnchor(transform: anchorPosition)

return mainAnchor } Add the following code to function. viewDidLoad let sphere = SCNSphere(radius: 0.01) let oxygenNode = SCNNode(geometry: sphere) oxygenNode.geometry?.firstMaterial?.diffuse.contents = UIColor.red sceneView.session.add(anchor: self.getMainAnchor()) sceneView.scene.rootNode.addChildNode(oxygenNode) oxygenNode.position = SCNVector3(0.0, 0.0, Float(-0.1)) The above code creates a sphere geometry and an SCNNode for the Oxygen atom. Then, add the AR Anchor to the sceneView’s session and then add the Oxygen atom node as a child to the sceneview’s root node. This puts a red sphere at 0.1m in front of you. Fig 1. Oxygen Atom Now we should think about how we are going to construct the molecule by analyzing the structure. Fig 2. Top view of the molecule From the structure we have here, we need three atoms(spheres) and two tubes/cylinders which are separated by the specified angle. Also, the axis of the tubes need to be in X-Z plane(axis of the tube here means an imaginary line passing through the center of the tube length wise). Now this can be done in multiple ways by various translations and rotations. I will pick the one which is relatively easy. Place the Oxygen atom first Add a tube/cylinder(bond) which at first is pointing in +Y direction Fig 3. Tube(O-H bond) on top of Oxygen 3. Now rotate the tube 90º along Z axis to place the tube in X-Z axis Fig 4. OH bond rotated by 90 degrees 4. Rotate again by specified angle to form the water molecule. Do this for other O-H bond too Fig 5. OH bond rotated by 37.775 degrees along Y axis 5. Add the Hydrogen atoms and you have the water molecule. Now lets put this into code… The following code adds two tubes at the head of the Oxygen atom already in place as shown in Fig 3. By default the pivot of the tube is at the center. We change that and place it at the lower end of the tube. let tube = SCNTube(innerRadius: 0.001, outerRadius: 0.0015, height: 0.05) let OHbondOne = SCNNode(geometry: tube)OHbondOne.geometry?.firstMaterial?.diffuse.contents = UIColor.blue let OHbondTwo = SCNNode(geometry: tube)OHbondTwo.geometry?.firstMaterial?.diffuse.contents = UIColor.blue OHbondOne.position = SCNVector3(0.0, 0.025, -0.1)OHbondOne.pivot = SCNMatrix4MakeTranslation(0, -0.025, 0)OHbondOne.position.y = OHbondOne.position.y - 0.025 OHbondTwo.position = SCNVector3(0.0, 0.025, -0.1)OHbondTwo.pivot = SCNMatrix4MakeTranslation(0, -0.025, 0)OHbondTwo.position.y = OHbondTwo.position.y - 0.025 sceneView.scene.rootNode.addChildNode(OHbondOne)sceneView.scene.rootNode.addChildNode(OHbondTwo) Now we need to rotate the tubes 90º clockwise to bring them in X-Z axis as in Fig 4. let rotateAlongZAxis = SCNAction.rotateBy(x:0 , y: 0, z: -CGFloat(Float.pi/2), duration: 1) OHbondOne.runAction(rotateAlongZAxis)OHbondTwo.runAction(rotateAlongZAxis) Now we need to rotate the tubes along Y axis to get the molecular structure (Fig 5). But we need to determine to what angle it needs to be rotated. Simple analysis of the angles gives us the following. We need to rotate first tube by 37.755º and second tube by 142.205º(37.755º+104.45º). let rotateOHBondOneAlongYAxis = SCNAction.rotateBy(x:CGFloat(self.degreesToRadians(degrees: 37.755)), y: 0, z: 0, duration: 0.1) let rotateOHBondTwoAlongYAxis = SCNAction.rotateBy(x:CGFloat(self.degreesToRadians(degrees: 142.205)), y: 0, z: 0, duration: 0.1) OHbondOne.runAction(rotateOHBondOneAlongYAxis) OHbondTwo.runAction(rotateOHBondTwoAlongYAxis) Function to convert degrees to radians func degreesToRadians(degrees: Float) -> Float {return (degrees * .pi) / 180.0} Fig 6. OH bonds after rotation along Y axis Now we need to add the Hydrogen atoms. We know where to add — at the other end of the bonds. But the problem is how exactly do we do it? Fig 7. Hydrogen atom displacement calculation So for H1, Place the Hydrogen atom in the same place as Oxygen and then move ‘b’ distance in -X direction ( To place the node on left side of Oxygen) move ‘a’ distance in -Z direction and for H2, Place the Hydrogen atom in the same place of Oxygen and then move ‘b’ distance in +X direction ( To place the node on right side of Oxygen) move ‘a’ distance in -Z direction Here is the code to do that, Create Hydrogen nodes let hSphere = SCNSphere(radius: 0.007) let hOneNode = SCNNode(geometry: hSphere)hOneNode.geometry?.firstMaterial?.diffuse.contents = UIColor.gray let hTwoNode = SCNNode(geometry: hSphere)hTwoNode.geometry?.firstMaterial?.diffuse.contents = UIColor.gray hOneNode.position = SCNVector3(0.0, 0.0, Float(-0.1))hTwoNode.position = SCNVector3(0.0, 0.0, Float(-0.1)) sceneView.scene.rootNode.addChildNode(hOneNode)sceneView.scene.rootNode.addChildNode(hTwoNode) self.placeHOneAtom(hone: hOneNode)self.placeHTwoAtom(htwo: hTwoNode) The two functions to perform the x and z displacements mentioned in Fig. 7 // 0.05m is the bond(tube) length here func placeHOneAtom(hone: SCNNode) { hone.position.x = hone.position.x -cos(self.degreesToRadians(degrees: 37.755)) \* 0.05

hone.position.z = hone.position.z + sin(self.degreesToRadians(degrees: 37.755)) \* 0.05 } func placeHTwoAtom(htwo: SCNNode) { htwo.position.x = htwo.position.x +    cos(self.degreesToRadians(degrees: 37.755)) \* 0.05

htwo.position.z = htwo.position.z + sin(self.degreesToRadians(degrees: 37.755)) \* 0.05 } Finally, we have the molecule once all of the code is added… The completed project is available . here Note: Instead of changing the pivot of the tubes and rotating them, one could just rotate them along Z & Y axes as we did and then do the displacements along X and Z axes similar to the Hydrogen atoms. That will also give the same effect.

Let’s build a water molecule with ARKit

Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Materials And Methods Results and Analyses Prompts and generated texts Conceptualizing chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about chemical bondings Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Further analysis Conclusions Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Limitations of the study and possible future studies Despite its inherent limitations, including its single case design and the potential for bias, the exploratory depth of the study uncovered hidden potential within these systems, even amid serious concerns about generalizability. Future research could include: • Refining the crafting of prompts. • Exploring new features of these and other GenAIbots being introduced with increasing frequency. • Establishing standardised benchmarks to evaluate and compare chatbots and AI systems' performance, accuracy, and reliability. • Conducting long-term studies to observe the evolution of chatbots' capabilities and their impact on user interactions over time. • Conducting research with real students in classroom settings and beyond to assess these AI systems' practical educational applications and challenges. • Investigating chatbots' learning and adaptation capabilities to individual user needs and preferences over time. • Researching the integration of multimodal inputs (e.g., text, voice, image) to enhance chatbot capabilities and user interaction experiences. When implementing GenAIbots in Chemistry learning, it is crucial to evaluate benefits and drawbacks judiciously, ensuring accurate information delivery and considering the implications of reduced human interaction. These concerns may be alleviated by integrating GenAIbots with other educational tools or activities promoting collaborative dialogue among learners. Author Contributions The author confirms sole responsibility for the following: study conception and design, data collection, analysis and interpretation of results, and manuscript preparation. Conflicts of interest There are no conflicts to declare. Acknowledgements The authors warmly acknowledge Melanie Swan for her invaluable suggestion, which led to the transition from using the term 'objects-to-think-with' to 'agents-to-thinkwith'. References Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionising education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429. https://doi.org/10.30935/cedtech/13152 Baidoo-Anu, D., & Owusu Ansah, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4337484 Bardin, L. (1977). L’analyse de contenu. PUF - Presses Universitaires de France. Bitzenbauer, P. (2023). ChatGPT in physics education: A pilot study on easy-to-implement activities. Contemporary Educational Technology, 15(3), ep430. https://doi.org/10.30935/cedtech/13176 Brown, T. B., Mann, B., Ryder, N., Subbiah, M., Kaplan, J., Dhariwal, P., Neelakantan, A., Shyam, P., Sastry, G., Askell, A., Agarwal, S., Herbert-Voss, A., Krueger, G., Henighan, T., Child, R., Ramesh, A., Ziegler, D. M., Wu, J., Winter, C., … Amodei, D. (2020). Language Models are Few-Shot Learners. ArXiv, 2005.14165. http://arxiv.org/abs/2005.14165 Castro Nascimento, C. M., & Pimentel, A. S. (2023). Do Large Language Models Understand Chemistry? A Conversation with ChatGPT. Journal of Chemical Information and Modeling, 63(6), 1649–1655. https://doi.org/10.1021/acs.jcim.3c00285 David, E. (2023, September 21). Microsoft to add DALL-E 3 to Bing Chat. The Verge; Vox Media. https://www.theverge.com/2023/9/21/23873690/microsoft-new-ai-features-bingsearch-shopping-dall-e-3 Dewi, C. A., Pahriah, P., & Purmadi, A. (2021). The Urgency of Digital Literacy for Generation Z Students in Chemistry Learning. International Journal of Emerging Technologies in Learning, 16(11), 88–103. https://doi.org/10.3991/ijet.v16i11.19871 Dunlop, L., Hodgson, A., & Stubbs, J. E. (2020). Building capabilities in chemistry education: happiness and discomfort through philosophical dialogue in chemistry. Chemistry Education Research and Practice, 21(1), 438–451. https://doi.org/10.1039/C9RP00141G Flavell, J. H. (1976). Metacognitive aspects of problem-solving. In L. B. Resnick (Ed.), The Nature of Intelligence (pp. 231–236). Lawrence Erlbaum. Floridi, L., & Chiriatti, M. (2020). GPT-3: Its Nature, Scope, Limits, and Consequences. Minds and Machines, 30(4), 681–694. https://doi.org/10.1007/s11023-020-09548-1 Franciscu, S. (2023). ChatGPT: A Natural Language Generation Model for Chatbots. https://doi.org/10.13140/RG.2.2.24777.83044 Gregorcic, B., & Pendrill, A.-M. (2023). ChatGPT and the frustrated Socrates. Physics Education, 58(3), 035021. https://doi.org/10.1088/1361-6552/acc299 Latour, B. (1991). Nous n’avons jamais été modernes: Essai d’anthropologie symétrique. La Découverte. Leon, A. J., & Vidhani, D. (2023). ChatGPT Needs a Chemistry Tutor, Too. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.3c00288 Liu, F., Budiu, R., Zhang, A., & Cionca, E. (2023, October 1). ChatGPT, Bard, or Bing Chat? Differences Among 3 Generative-AI Bots. https://www.nngroup.com/articles/ai-botcomparison/ Metz, C., & Hsu, T. (2023, September 20). ChatGPT Can Now Generate Images, Too. New York Times - Technology. https://www.nytimes.com/2023/09/20/technology/chatgpt-dalle3-images-openai.html Mishra, A., Soni, U., Arunkumar, A., Huang, J., Kwon, B. C., & Bryan, C. (2023). PromptAid: Prompt Exploration, Perturbation, Testing and Iteration using Visual Analytics for Large Language Models. ArXiv, 2304.01964. https://doi.org/10.48550/arXiv.2304.01964 Mollick, E. R. (2023, April 26). A guide to prompting AI (for what it is worth): A little bit of magic,but mostly just practice. One Useful Thing Blog. https://www.oneusefulthing.org/p/a-guidetoprompting-ai-for-what Okonkwo, C. W., & Ade-Ibijola, A. (2021). Chatbots applications in education: A systematic review. Computers and Education: Artificial Intelligence, 2, 100033. https://doi.org/10.1016/j.caeai.2021.100033 OpenAI. (2023). GPT-4 Technical Report. OpenAI. https://cdn.openai.com/papers/gpt-4.pdf Papert, S. A. (1980). Mindstorms - Children, Computers and Powerful Ideas. Basic Books. http://www.arvindguptatoys.com/arvindgupta/mindstorms.pdf Permatasari, M. B., Rahayu, S., & Dasna, W. (2022). Chemistry Learning Using Multiple Representations: A Systematic Literature Review. J.Sci.Learn.2022, 5(2), 334–341. https://doi.org/10.17509/jsl.v5i2.42656 Pimentel, A., Wagener, A., Silveira, E. F. da, Picciani, P., Salles, B., Follmer, C., & Jr., O. N. O. (2023). Challenging ChatGPT with Chemistry-Related Subjects. ChemRxiv. https://doi.org/10.26434/chemrxiv-2023-xl6w3 Schlosser, M. (2019). Agency. In The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/archives/win2019/entries/agency/ Swan, M. (2015, January 21). We Should Consider the Future World as one of Multi-Species Intelligence. Response to The Edge Question 2015: What Do You Think About Machines That Think?; Edge.org. http://edge.org/response-detail/26070 Taylor, C. A., Hogarth, H., Hacking, E. B., & Bastos, E. (2022). Posthuman Object Pedagogies: Thinking with Things to Think with Theory for Innovative Educational Research. Cultural and Pedagogical Inquiry, 14(1), 206–221. https://doi.org/10.18733/cpi29662 Timilsena, N. P., Maharjan, K. B., & Devkota, K. M. (2022). Teachers’ And Students’ Experiences In Chemistry Learning Difficulties. Journal of Positive School Psychology, 6(10), 2856–2867. https://www.journalppw.com/index.php/jpsp/article/view/13764 Tümay, H. (2016). Reconsidering learning difficulties and misconceptions in chemistry: emergence in chemistry and its implications for chemical education. Chemistry Education Research and Practice, 17(2), 229–245. https://doi.org/10.1039/C6RP00008H Turkle, S. (1984). The Second Self: Computers and the Human Spirit. Simon and Schuster. Yin, R. K. (2011). Applications of Case Study Research. SAGE Publications, Inc. This paper is under CC BY-SA 4.0 DEED license. available on arxiv

Overcoming Limitations in AI Chatbot Research for Future Educational Impact

ভবিষ্যতের শিক্ষাগত প্রভাবের জন্য এআই চ্যাটবট গবেষণায় সীমাবদ্ধতা অতিক্রম করা

Überwindung von Einschränkungen in der KI-Chatbot-Forschung für zukünftige Bildungseffekte

Superar las limitaciones en la investigación de chatbots de IA para lograr un impacto educativo futuro

Surmonter les limites de la recherche sur les chatbots IA pour un impact éducatif futur

भविष्य के शैक्षिक प्रभाव के लिए AI चैटबॉट अनुसंधान में सीमाओं पर काबू पाना

将来の教育への影響のために AI チャットボット研究の限界を克服する

미래 교육적 영향을 위한 AI 챗봇 연구의 한계 극복

Superando as limitações na pesquisa do AI Chatbot para um impacto educacional futuro

Преодоление ограничений в исследованиях чат-ботов с использованием искусственного интеллекта для будущего воздействия на образование

Gelecekteki Eğitim Etkisi için Yapay Zeka Chatbot Araştırmalarında Sınırlamaların Aşılması

Khắc phục những hạn chế trong nghiên cứu Chatbot AI để tạo ra tác động giáo dục trong tương lai

克服人工智能聊天机器人研究的局限性，为未来教育带来影响

Authors: (1) Renato P. dos Santos, CIAGE – Centre for Generative Artificial Intelligence in Cognition and Education. Table of Links Abstract and Introduction Materials And Methods Results and Analyses Prompts and generated texts Conceptualizing chemical reactions Deepening on understanding of chemical reactions Question about combustion Question about a graph of gases turning into water over time Question about the difference between atoms, molecules, and moles Deepening on the concept of mole Question about changing of state Question about an animated representation of water molecules undergoing phase changes Question about plasma, a state of matter Question about chemical bondings Question about illustration of chemical bonds Question about the essence of the type of chemical bonding Further analysis Conclusions Limitations of the study and possible future studies Author Contributions, Conflicts of interest, Acknowledgements, and References Conclusions In our study evaluating the proficiency of four AI language models—ChatGPT, Bing Chat, Bard, and Claude—in elucidating chemistry concepts, ChatGPT stood out, decisively surpassing Bing Chat's performance. Bard and Claude trailed closely, with all three showcasing a more in- depth, precise, and nuanced understanding, underscoring ChatGPT's adeptness at contextual comprehension. Our findings highlight the robustness of GenAIbots like ChatGPT, Bing Chat, Bard, and Claude as agents-to-think-with in Chemistry education. These AI models seem suitable to offer interactivity, customisation, and multidisciplinary knowledge and promote critical thinking, problem-solving, creativity, and collaboration. They facilitate dynamic conversations and tailored content in Chemistry and potentially other domains. Engaging with GenAIbots might enhance critical thinking, problem-solving, and creativity, fostering collaborative discussions and projects in group settings and deepening understanding of the topics. By integrating GenAIbots into Chemistry education, we're aligning with the principles of Papert's Constructionism. This theory posits that learning is most effective when students actively construct knowledge by creating tangible representations in meaningful contexts. This approach encourages students to engage deeply, fostering their problem-solving, critical thinking, and creative skills. This paper is under CC BY-SA 4.0 DEED license. available on arxiv

ChatGPT Leads the Pack: AI Language Models Elevating Chemistry Education

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