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

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

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 Further analysis This study's findings diverge from those of Gregorcic and Pendrill (2023), who contended that despite rectifying errors and contradictions via Socratic dialogue, ChatGPT did not meet the necessary criteria to function as a physics tutor. This disparity could stem from using an older, less advanced iteration of ChatGPT, specifically the GPT-3 model introduced by OpenAI in 2020 (Brown et al., 2020). Our research indicates that the current versions of ChatGPT, Bing Chat, Bard, and Claude can act as effective objects-to-think-with, as per Papert's concept (1980, p. 11), cultivating an engaging, interactive, and inclusive learning environment. These AI tools can support creativity, collaboration, exploration, critical thinking, and problem-solving, potentially deepening understanding of the subject matter. This relates to the comparison between ChatGPT, Bard, and Bing Chat in the study of Liu et al. (2023). The overall success of this educational journey, with GenAIbots serving as agents to think with, highlights a few effective teaching strategies that can facilitate a profound comprehension of the involved concepts. A significant part of the process involved positive reinforcement, as GenAIbots acknowledged students' observations as enjoyable, validating their experiences and stimulating their curiosity. Furthermore, following Gregorcic and Pendrill (2023), we adopted what could be seen as a Socratic-like dialogue strategy, prompting students to think critically and actively engage in their learning rather than merely providing them with answers. GenAIbots also capitalised on the student’s existing knowledge by inquiring about their understanding of topics like weight and gravity, thereby establishing a meaningful bridge between new and previously learned information. Building upon Bitzenbauer's preliminary study (2023) that highlighted the potential of expansive language model-based chatbots, including ChatGPT, to enrich learning experiences, and Adiguzel et al.'s (2023) assertion of ChatGPT's transformative potential in education via personalised instruction and real-time feedback, our research emphasises the benefits of AI integration in learning environments. AI-driven chatbots like ChatGPT, Bing Chat, Bard, Claude, and other generative models might serve as advanced agents for addressing challenging learning scenarios, expanding students' knowledge incrementally, and providing relevant explanations, examples, and analogies to support their learning. This study highlights the potential of AI-driven tools in promoting active learning, personalised instruction, and conceptual understanding in Chemistry. It underscores the value of AI in enhancing educational experiences, concluding that GenAIbots can serve as innovative platforms for exploring challenging educational scenarios. Nevertheless, our analysis reveals that ChatGPT and Claude consistently provided more comprehensive, detailed, and accurate answers than Bing Chat, which tended to give shorter and less informative responses. ChatGPT-4 was able to adapt responses to students' questions, address misconceptions, and offer customised explanations. ChatGPT was also more adept at addressing the nuances and subtleties of the questions, recognising the context, and engaging with the user's unique perspective or interpretation. On the other hand, Bing Chat often failed to address these nuances and provided less contextual information. Overall, ChatGPT and Claude demonstrated a superior understanding of the subject matter and a more remarkable ability to convey complex scientific concepts in an accessible manner. The study also highlighted the need for comprehensive educator training before integrating these tools into classrooms. Adequate training empowers teachers to guide students effectively in articulating their thoughts and constructing solid arguments. This preparation would allow educators to assess GenAIbots' performance when faced with compelling counterexamples, fostering productive discussions among colleagues. Finally, it is essential to mention that the results of this experience revealed significant variance in the performances of ChatGPT, Bing Chat, Bard, and Claude. This result agrees with Franciscu (2023), in which ChatGPT, a cutting-edge natural language generation model, excels at producing human-like responses suitable for chatbots. Based on the detailed analysis above, despite some fundamental similarities, ChatGPT notably outperformed BingChat, with Bard and Claude closely shadowing ChatGPT's performance and displaying comparable proficiency levels between them, as described below and summarised in Table 2. 1. stands out for its consistent through positive reinforcement and feedback mechanisms. It employs effective , often breaking down explanations systematically, and frequently engages users with by soliciting feedback. With a flair for the , translates abstract concepts into relatable scenarios. Its is tailored and comprehensive, and it occasionally ventures into to provide broader contexts. ChatGPT Personalization & Personable Touch Instructional Strategies Engagement & Interactivity Use of Analogy & Comparative Illustrations ChatGPT Detail Depth & Content Recommendation Meta-discussion & Perspective Framing 2. strengths lie predominantly in and , making learning feel like an interactive dialogue. Offering straightforward explanations, it leans heavily on the especially when building upon user insights. While its provide clarity, the depth can vary, catering to concise and elaborate queries. penchant for emphasises the broader significance of concepts, enhancing the overall learning experience. Claude's Personalization & Personable Touch Engagement & Interactivity Use of Analogy & Comparative Illustrations, Instructional Strategies Claude's Meta-discussion & Perspective Framing 3. responses resemble a classic approach, akin to a conventional classroom style. Focusing on factual and structured presentations, it often employs the to elucidate concepts. is evident, especially when recognising user inputs and providing deeper insights, fostering Engagement & Interactivity. Bard occasionally integrates to highlight broader applications. Bard's Instructional Strategies Use of Analogy & Comparative Illustrations Personalization & Personable Touch Meta-discussion & Perspective Framing 4. emphasises by often directing users to external resources. Adopting a more correctional R approach, it points out inaccuracies in user inputs, which can sometimes overshadow its While provides structured , its reliance on external links might diminish direct Engagement & Interactivity. Its is present, albeit less pronounced. BingChat Detail Depth & Content Recommendation einforcement & Feedback Personalization & Personable Touch. BingChat Instructional Strategies Use of Analogy & Comparative Illustrations This ranking is based on the analysis presented earlier. It provides a comparative grade for each AI across different categories, but the specific grading might be subjective and could vary with different questions, contexts or even across sessions. The preference might also be subjective depending on individual learning styles and needs. Using GenAIbots as educational tools, teachers might create more engaging and personalised learning experiences. This approach could potentially support a deeper understanding of complex concepts in Chemistry and perhaps other subjects. This paper is under CC BY-SA 4.0 DEED license. available on arxiv

Analyzing the Role of AI Chatbots in Active and Personalized Education

সক্রিয় এবং ব্যক্তিগতকৃত শিক্ষায় এআই চ্যাটবটগুলির ভূমিকা বিশ্লেষণ করা

Analyse der Rolle von KI-Chatbots in aktiver und personalisierter Bildung

Análisis del papel de los chatbots de IA en la educación activa y personalizada

Analyser le rôle des chatbots IA dans l'éducation active et personnalisée

सक्रिय और व्यक्तिगत शिक्षा में एआई चैटबॉट्स की भूमिका का विश्लेषण

アクティブでパーソナライズされた教育における AI チャットボットの役割の分析

능동적이고 개인화된 교육에서 AI 챗봇의 역할 분석

Analisando o papel dos chatbots de IA na educação ativa e personalizada

Анализ роли чат-ботов с искусственным интеллектом в активном и персонализированном образовании

Aktif ve Kişiselleştirilmiş Eğitimde Yapay Zeka Chatbotlarının Rolünün Analizi

Phân tích vai trò của Chatbot AI trong giáo dục tích cực và cá nhân hóa

分析人工智能聊天机器人在主动和个性化教育中的作用

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 the essence of the type of chemical bonding *: so ionic bonding is when the atom gives the electron once and for all, in the covalent bond, it only lends and in the hydrogen bond it's like a bid, like the electron is with an atom but gives the atom a wink neighbor?* P1 *: That's a creative and fun way to describe them, and it's largely on point! Let's expand on your analogies:* ChatGPT ***1. Ionic Bonding: *** • Yes, it's like one atom saying, "Here, take my electron. I don't need it." As a result, one atom becomes positively charged (having given away its electron) and the other becomes negatively charged (having accepted the electron). These opposite charges attract each other, forming the bond. ***2. Covalent Bonding: *** • It's a mutual agreement between atoms: "Let's share our electrons so we both benefit." The electrons are not strictly lent or borrowed; instead, they're shared between the atoms, spending time around both nuclei. ***3. Hydrogen Bonding: *** • Your analogy of a "wink" is a fun way to think of it. In hydrogen bonding, the hydrogen atom is indeed bonded covalently to its original atom (like oxygen in water). But because hydrogen has a slight positive charge and nearby electronegative atoms (like another oxygen) have a slight negative charge, they're attracted to each other. It's not a full-on bond like in covalent or ionic bonding but rather a weaker attraction. The "wink" analogy captures this idea of a subtle yet meaningful connection. It's essential to remember that these analogies, while helpful, are simplifications. The actual forces and behaviors of atoms and molecules are based on deeper quantum-mechanical principles. But for getting a grasp on the concepts, these analogies work quite well! Is there anything else about these bonds or any other related concept you'd like to delve into? *: That’s a very creative way of describing the different types of bonds, but it’s not very accurate. Let me try to correct some of the mistakes in your analogy.* BingChat Ionic bonding is not when the atom gives the electron once and for all, but rather when the atom transfers the electron permanently to another atom. This means that the atom that loses the electron becomes positively charged, and the atom that gains the electron becomes negatively charged. These opposite charges attract each other and form an ionic bond. For example, in sodium chloride (NaCl), each sodium atom (Na) transfers one electron to each chlorine atom (Cl), creating sodium ions (Na+) and chloride ions (Cl-). The Na+ and Cl- ions are held together by ionic bonds. Covalent bonding is not when the atom only lends the electron, but rather when the atom shares the electron with another atom. This means that both atoms contribute one or more electrons to form a pair or a group of electrons that belong to both atoms. These shared electrons form a covalent bond that holds the atoms together. For example, in water (H2O), each hydrogen atom (H) shares one electron with the oxygen atom (O), forming a covalent bond. The O and H atoms are held together by covalent bonds. Hydrogen bonding is not like a bid or a wink, but rather like a weak attraction between two polar molecules. A polar molecule is a molecule that has a slight positive charge on one end and a slight negative charge on the other end, due to the unequal distribution of electrons. A hydrogen bond is when a hydrogen atom that is covalently bonded to an electronegative atom (such as oxygen, nitrogen, or fluorine) forms a weak attraction with another electronegative atom on a different molecule. For example, in liquid water, each hydrogen atom on one water molecule can form a hydrogen bond with the oxygen atom on another water molecule. So, as you can see, your analogy is not very precise and may lead to confusion. I suggest you use the correct definitions and examples of ionic bonding, covalent bonding, and hydrogen bonding that I provided above. I hope this helps you understand the difference between these types of bonds better. *: Your analogy is pretty good! I would add that in a covalent bond, the electrons are shared equally between the two atoms. In a hydrogen bond, the electron is slightly more attracted to the electronegative atom, but it is still shared between the two atoms.* Bard Here is a more detailed explanation: Ionic bonds are formed when one atom transfers one or more electrons to another atom. This results in two oppositely charged ions, which are attracted to each other by electrostatic forces. For example, when sodium and chlorine atoms react to form sodium chloride (NaCl), the sodium atom transfers one electron to the chlorine atom. The sodium atom becomes a positively charged ion (Na+), and the chlorine atom becomes a negatively charged ion (Cl-). The Na+ and Cl- ions are attracted to each other by electrostatic forces, and they form an ionic bond. Covalent bonds are formed when two atoms share one or more pairs of electrons. Covalent bonds are typically formed between nonmetals. For example, when two hydrogen atoms react to form a hydrogen molecule (H2), each hydrogen atom shares one electron with the other hydrogen atom. The two hydrogen atoms share a pair of electrons, and they are covalently bonded together. Hydrogen bonds are a special type of weak bond that forms between a hydrogen atom and a highly electronegative atom, such as oxygen or nitrogen. Hydrogen bonds are responsible for many of the unique properties of water, such as its high boiling point and surface tension. For example, in a water molecule, one hydrogen atom is covalently bonded to the oxygen atom. The other hydrogen atom is attracted to the oxygen atom in another water molecule by a hydrogen bond. This hydrogen bond is weaker than a covalent bond, but it is strong enough to hold the two water molecules together. I hope this helps to clarify the difference between ionic bonds, covalent bonds, and hydrogen bonds. Please let me know if you have any other questions. *: I love the "wink neighbor" analogy for hydrogen bonding! That's a very intuitive way to understand it. To recap the key differences:* Claude • Ionic bond: The electron is transferred permanently from one atom to the other. It's like giving away your Lego piece to someone else once and for all. • Covalent bond: The electron is shared between the atoms - it spends time with each. It's like two friends sharing a Lego piece cooperatively. • Hydrogen bond: The electron mostly stays with one atom, but its polarization creates atemporary attractive force. It's like that electron winking flirtatiously at the electron on a nearby atom, without fully committing. Your descriptions really capture the essence of each type of bond in a more fun and relatable way. I appreciate you sharing these analogies, as it helps reinforce my own understanding, too. Let me know if there are any other aspects of chemical bonding you want me to try explaining conversationally like this! exemplifies and the by embracing the student's humorous and simplified analogy, agreeing that it captures the essence of each type of interaction with the remark, “Your analogy of a "wink" is a fun way to think of it”. Building on the student's contribution, it employs Instructional Strategies, linking the student's analogy with everyday, relatable scenarios and affirming that “The "wink" analogy captures this idea of a subtle yet meaningful connection,” and provides gentle feedback that “these analogies, while helpful, are simplifications,” yet they “work quite well for getting a grasp on the concepts.” Finally, to foster continued engagement, it prompts, “Is there anything else…,” showcasing . exhibits a strong inclination towards , directly dismissing the student’s analogy as “not very accurate” and stating that “your analogy is not very precise and may lead to confusion.” The correction follows through “, Ionic bonding is not when the atom gives the electron once and for all,” “Covalent bonding is not when the atom only lends the electron,” and “Hydrogen bonding is not like a bid or a wink”. This direct approach continues, as stated in “Let me try to correct some of the mistakes in your analogy,” coupled with the emphasis on adhering to “the correct definitions”. Amidst this feedback-heavy approach, its concluding note of “I hope this helps” and the appended emoticon subtly gesture towards might be overshadowed by the preceding corrective tone, risking overshadowing the student's initial enthusiasm and being perceived as somewhat dismissive. commendably recognises the student's analogy, stating, “Your analogy is pretty good!” a nod to both and the . Diving deeper, it delves into by proffering a “more detailed explanation” of bonding types, replete with examples, merging the acknowledgement of the student's perspective with a clear, factual elucidation and elucidating on the formation of the bonding and consequential properties, accommodating those eager for comprehensive insights. Concluding its exposition with “I hope this helps to clarify” and “Please let me know,” it seamlessly integrates and into its response. , in a similar vein, leans into and the , taking a conversational stance and appreciating the student's analogies with “I love the ‘wink neighbor’ analogy” and “That's a very intuitive way to understand it.” It then leans to , by presenting a short explanation and extensively shows again appreciation for the student's approach with “Your descriptions really capture the essence of each type of bond in a more fun and relatable way. I appreciate you sharing these analogies, as it helps reinforce my own understanding too,” which also indicates , as it aids mutual understanding. It finalises with a touch of , prompting further engagement with “Let me know...” ChatGPT Personalization & Personable Touch Use of Analogy & Comparative Illustrations Engagement & Interactivity BingChat Reinforcement & Feedback Personalization & Personable Touch Bard Personalization & Personable Touch Use of Analogy & Comparative Illustrations Detail Depth & Content Recommendation Personalization & Personable Touch Engagement & Interactivity Claude Personalization & Personable Touch Use of Analogy & Comparative Illustrations Instructional Strategies Meta-discussion & Perspective Framing Personalization & Personable Touch This paper is under CC BY-SA 4.0 DEED license. available on arxiv

GenAIbots Teach You the Essence of the Type of Chemical Bonding

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 illustration of chemical bonds *: can you create an illustration explaining these types of chemical bonds?* P1 *: Certainly! Let's break down the explanation and illustration into three parts:* ChatGPT 1. Covalent Bonding 2. Ionic Bonding 3. Hydrogen Bonding 1. Covalent Bonding: *: Covalent bonds are formed when two atoms share electrons. The shared electrons are attracted to the nuclei of both atoms, holding the atoms together. This type of bond is common between non-metals.* Description *: Imagine two circles (representing atoms) with electrons (smaller circles or dots) around them. When they come close, they share some of these electrons.* Illustration ***2. Ionic Bonding: *** *: Ionic bonds are formed when one atom donates one or more electrons to another atom. This creates a positive ion (cation) and a negative ion (anion). The opposite charges attract each other, holding the atoms together. This type of bond is common between metals and non-metals.* Description *: Imagine two circles (representing atoms). One atom has an extra electron which it donates to the other. This creates a "+" sign on the donating atom (cation) and a "-" sign on the receiving atom (anion). They are attracted due to opposite charges.* Illustration ***3. Hydrogen Bonding: *** *: Hydrogen bonds are a type of weak bond that occurs when a hydrogen atom* Description bonded to a strongly electronegative atom (like oxygen or nitrogen) is attracted to another electronegative atom. They are especially important in water molecules and in the structure of DNA. *: Imagine a water molecule (H2O) with a hydrogen atom (H) and an oxygen atom (O). The hydrogen atom in one water molecule is attracted to the oxygen atom in a neighboring water molecule. This attraction is represented by a dotted line, indicating the hydrogen bond. Now, let's create a visual representation for each of these bond types.* Illustration * Here's the visual representation of the three types of bonds: 1. Covalent Bonding: Atoms A and B are sharing electrons, represented by the blue dots between them. The red line indicates the covalent bond formed by this sharing. 2. Ionic Bonding: Atom A has donated an electron to Atom B. As a result, Atom A becomes positively charged (A+) and Atom B becomes negatively charged (B-). The dashed red line indicates the attraction between these oppositely charged ions. 3. Hydrogen Bonding: The hydrogen atom (H) bonded to the oxygen atom (O) is attracted to another oxygen atom. The solid red line indicates the covalent bond within the molecule, while the dashed green line represents the weaker hydrogen bond. I hope this helps clarify the differences between covalent, ionic, and hydrogen bonds! BingChat: * *: Sure. Here is an illustration explaining the different types of chemical bonds:* Bard Ionic bonds ionic bond between a sodium atom and a chlorine atom * In an ionic bond, one atom transfers one or more electrons to another atom. This results in two oppositely charged ions, which are attracted to each other by electrostatic forces. In the image above, the sodium atom transfers one electron to the chlorine atom. The sodium atom becomes a positively charged ion (Na+), and the chlorine atom becomes a negatively charged ion (Cl-). The Na+ and Cl- ions are attracted to each other by electrostatic forces, and they form an ionic bond. Covalent bonds * covalent bond between two hydrogen atoms In a covalent bond, two atoms share one or more pairs of electrons. Covalent bonds are typically formed between nonmetals. In the image above, the two hydrogen atoms share a pair of electrons. The two hydrogen atoms are covalently bonded together. Hydrogen bonds * hydrogen bond between two water molecules A hydrogen bond is a special type of weak bond that forms between a hydrogen atom and a highly electronegative atom, such as oxygen or nitrogen. Hydrogen bonds are responsible for many of the unique properties of water, such as its high boiling point and surface tension. In the image above, the hydrogen atom in one water molecule is attracted to the oxygen atom in another water molecule. This hydrogen bond is weaker than a covalent bond, but it is strong enough to hold the two water molecules together. I hope this illustration helps you to understand the different types of chemical bonds. Please let me know if you have any other questions. *: Here is an illustrated explanation of the three main types of chemical bonds - ionic,covalent, and hydrogen bonds:* Claude * In this illustration: • Ionic bonding is shown with the full electron transfer between the sodium and chlorine atoms, forming charged ions that attract. • Covalent bonding is shown with the shared pair of electrons between two hydrogen atoms. • Hydrogen bonding is shown with the polarity of the water molecule, leading to electrostatic attraction between molecules. Let me know if a visual explanation like this helps differentiate the types of bonds! I can create more illustrated examples to demonstrate chemical concepts. Images and diagrams can sometimes bring these abstract ideas to life. starts with the usual “Certainly!,” followed by "Let's break down the explanation," which demonstrates . After a detailed description of what the visualisation should comprise, repeatedly asking the student to “Imagine” something, it generated a quite crude “visual representation of the three types of bonds”, finalising with a “I hope this help clarify”. solely reliance on four high-quality, yet generic, pictures of chemical bonds not only did the images fail to employ effective , but they also did not promote genuine , failing to deeply engage users in the topic. The content also lacked in , as it missed drawing on parallels or real-world examples. Furthermore, the images also missed adding a , making the learning experience feel less tailored and intimate. used , by providing a comprehensive explanation, accompanied by three specific images sourced from the internet, each distinctly depicting a type of bond, adding . Concluding its explanation, added a touch of , expressing, “I hope this illustration helps you” and prompting further engagement with “Please let me know...” depiction was even more rudimentary, presenting bond details in textual format instead of offering a lucid visual illustration. Such a choice reflected a deficiency in and diminished , even though the final assertion “Images and diagrams can sometimes bring these abstract ideas to life.” While the closing remarks of "Let me know" and "I can create more illustrated examples" hint at a desire for , the lack of an actual tailored visual representation undermines this effort. ChatGPT Reinforcement & Feedback Instructional strategy Personalization & Personable Touch BingChat’s Instructional Strategies Engagement & Interactivity Use of Analogy & Comparative Illustrations Personalization & Personable Touch Bard Instructional strategy Detail Depth & Content Recommendation Bard Personalization & Personable Touch Claude's Instructional Strategies Engagement & Interactivity Personalization & Personable Touch This paper is under CC BY-SA 4.0 DEED license. available on arxiv

How GenAIbots Repond to Questions About Illustration of Chemical Bonds

কিভাবে GenAIbots রাসায়নিক বন্ডের ইলাস্ট্রেশন সম্পর্কে প্রশ্নের উত্তর দেয়

So reagieren GenAIbots auf Fragen zur Darstellung chemischer Bindungen

Cómo responden los GenAIbots a las preguntas sobre la ilustración de enlaces químicos

Comment les GenAIbots répondent aux questions sur l'illustration des liaisons chimiques

GenAIbots रासायनिक बंधों के चित्रण के बारे में प्रश्नों का उत्तर कैसे देते हैं

GenAIbotsが化学結合の図解に関する質問にどのように応答するか

GenAIbot이 화학 결합 예시에 대한 질문에 응답하는 방법

Como GenAIbots responde a perguntas sobre ilustração de ligações químicas

Как GenAIbots отвечают на вопросы об иллюстрации химических связей

GenAIbot'lar Kimyasal Bağların İllüstrasyonu Hakkında Sorulara Nasıl Yanıt Veriyor?

Cách GenAIbot trả lời câu hỏi về minh họa liên kết hóa học

GenAIbots 如何回答有关化学键说明的问题

AI in Biotech: Challenges, Use Cases and Prospects

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 chemical bondings *: I also get confused with covalent bonding, ionic bonds and hydrogen bonds* P1 *: No worries! The different types of chemical bonds can be a bit confusing initially, but let's use some analogies and examples to clarify the distinctions.* ChatGPT 1. Covalent Bonding: • Analogy: Think of covalent bonds as two people holding hands, where each person represents an atom. Both people are sharing their hands (or electrons) with each other. • In covalent bonding, two atoms share one or more pairs of electrons. This sharing helps both atoms achieve a more stable electron configuration (usually a full outer shell). • Example: The bond between hydrogen and oxygen in a water molecule (H2O) is covalent. ***2. Ionic Bonding: *** • Analogy: Imagine a scenario where one person gives a gift (an electron) to another person. The person who gives the gift now feels a sense of loss, while the recipient feels a sense of gain. • In ionic bonding, one atom donates an electron to another atom. This creates two ions: a positively charged cation (the donor) and a negatively charged anion (the recipient). Because opposite charges attract, these two ions are held together by electrostatic forces. • Example: In table salt (NaCl), sodium (Na+) donates an electron to chlorine (Cl−), forming an ionic bond. ***3. Hydrogen Bonds: *** • Analogy: Think of hydrogen bonds as weaker handshakes between neighbors. They're not as strong or intimate as holding hands, but they still create a connection. • Hydrogen bonds are intermolecular forces (meaning they occur between molecules) and are weaker than covalent or ionic bonds. They form when a hydrogen atom bonded to a highly electronegative atom (like oxygen or nitrogen) is attracted to another electronegative atom. • Example: In water, the hydrogen atoms of one water molecule are attracted to the oxygen atom ofa neighboring water molecule, forming a hydrogen bond. This is why water has unique properties like a high boiling point. Here's a brief recap: • Covalent Bonds: Atoms share electrons. • Ionic Bonds: Atoms transfer electrons, resulting in attraction between positive and negative ions. • Hydrogen Bonds: Weak attractions between molecules involving a hydrogen atom Does this help clarify the differences for you? Would you like to explore any specific type of bond in more detail? *: I understand that covalent bonding, ionic bonds and hydrogen bonds can be confusing, as they are different types of interactions between atoms or molecules. Let me try to explain them to you in a simple way.* BingChat Covalent bonding is a type of intramolecular force, which means it occurs within a molecule. Covalent bonding is when two atoms share one or more pairs of electrons to achieve a stable configuration. For example, in a water molecule, each hydrogen atom shares one electron with the oxygen atom, forming a covalent bond. Covalent bonds can be single, double, or triple, depending on how many pairs of electrons are shared. Covalent bonds are usually strong and require a lot of energy to break [ ]. 12 Ionic bonds are another type of intramolecular force, which means they also occur within a molecule. Ionic bonds are when one atom transfers one or more electrons to another atom, creating oppositely charged ions that attract each other. For example, in a sodium chloride crystal, each sodium atom loses one electron to become a positive ion (cation), and each chlorine atom gains one electron to become a negative ion (anion). The cations and anions are held together by ionic bonds. Ionic bonds are also strong and require a lot of energy to break [ ]. 12 Hydrogen bonds are a type of intermolecular force, which means they occur between molecules. Hydrogen bonds are when a hydrogen atom that is covalently bonded to an electronegative atom (such as oxygen, nitrogen, or fluorine) forms a weak attraction with another electronegative atom on a different molecule. For example, in liquid water, each hydrogen atom on one water molecule can form a hydrogen bond with the oxygen atom on another water molecule. Hydrogen bonds are much weaker than covalent or ionic bonds and can be easily broken by thermal energy[ ] 12 I hope this helps you understand the difference between covalent bonding, ionic bonds and hydrogen bonds. If you want to learn more about these types of bonds and see some examples, you can visit this website1 or watch this video[3]. *: Covalent bonds, ionic bonds, and hydrogen bonds are all types of chemical bonds. A chemical bond is a force that holds atoms together.* Bard Covalent bonds are formed when two atoms share one or more pairs of electrons. Covalent bonds are typically formed between nonmetals. Examples of covalent bonds include the bonds in water (H2O), methane (CH4), and carbon dioxide (CO2). Ionic bonds are formed when one atom transfers one or more electrons to another atom. This results in two oppositely charged ions, which are attracted to each other by electrostatic forces. Ionic bonds are typically formed between metals and nonmetals. Examples of ionic bonds include the bonds in sodium chloride (NaCl) and calcium chloride (CaCl2). Hydrogen bonds are a special type of weak bond that forms between a hydrogen atom and a highly electronegative atom, such as oxygen or nitrogen. Hydrogen bonds are responsible for many of the unique properties of water, such as its high boiling point and surface tension. Here is a table that summarizes the key differences between covalent bonds, ionic bonds, and hydrogen bonds: * *: No problem, those bonding terms can definitely be confusing! Let's go through them one-by-one:* Claude • Covalent bonds - Shared pairs of electrons between atoms. The electrons are attracted to the nuclei of both atoms, holding them together. Covalent bonds form molecules by connecting atoms. Example: the H2 molecule, with a shared pair of electrons between the H atoms. • Ionic bonds - Electrostatic attraction between positively and negatively charged ions. The ions form from electron transfer between atoms. Ionic bonds hold ionic compounds together in a lattice. Example: table salt (NaCl), formed from Na+ and Cl- ions attracting. • Hydrogen bonds - A special type of dipole-dipole attraction between molecules. It occurs when hydrogen is bonded to highly electronegative atoms (F, O, N) which draws the electron density away. This creates a slightly positive H that can attract the negative end of another molecule. Example: hydrogen bonding between water molecules, which allows ice to maintain structure. The key differences: • Covalent - shared electrons • Ionic - electron transfer • Hydrogen - electrostatic between polar molecules Let me know if you need any clarification or want to go through examples contrasting the different types! Being able to distinguish them will help a lot when learning about chemical bonding. starts using , with a “No worries!,” and by assuring that these concepts “can be a bit confusing initially”. It then employs by breaking down the content into bullet points, which makes it more digestible and making with vivid and relatable examples and analogies like "holding hands," giving “a gift … to another person,” and “weaker handshakes between neighbors” to elucidate the nuances of bonding and the importance of these bonds in understanding the properties of compounds in chemistry. The ending questions “Does this help clarify” and “Would you like to explore” in more detail promote a , respectively. , on the other hand, employs , by providing a concise explanation, with relatable examples, and providing links to websites. It also uses a by saying “I hope this helps” and adding an emoticon at the end and further with “If you want to learn more” and links to websites and videos. offers structured, fact-based information and a few examples, in a more conventional classroom style, with tabulation, representing ideal for learners preferring straightforward factual presentations. However, this approach may lack the other platforms provide. , after an encouraging “No problem” and acknowledging that the subject “can definitely be confusing,” offering , takes a more direct approach, also offering structured, fact-based information and a few examples, in a more conventional classroom style, also incurring in the risk of lacking . with phrases that beckon the learner to seek further clarification or contrastive examples. The ending question “Let me know if you need any clarification” promote a and the invitation to ask for more “examples contrasting the different types” of bonding indicates . The concluding remark, "Being able to distinguish them will help a lot when learning about chemical bonding," underscores the wider importance of grasping the distinction under discussion and aligns with the ". ChatGPT Reinforcement & Feedback Instructional Strategies Use of Analogy & Comparative Illustrations Personalization & Personable Touch and Engagement & Interactivity BingChat Instructional Strategies Analogy & Comparative Illustrations Detail Depth & Content Recommendation Personalization & Personable Touch Detail Depth & Content Recommendation Bard Instructional Strategies Engagement & Interactivity Claude Reinforcement & Feedback Engagement & Interactivity Personalization & Personable Touch Detail Depth & Content Recommendation and Engagement & Interactivity Meta-discussion & Perspective Framing This paper is under CC BY-SA 4.0 DEED license. available on arxiv

GenAIbots Answer Questions About Chemical Bondings

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 plasma, a state of matter *: my teacher said that plasma is the fourth state of matter. but isn't plasma that thing they inject into a vein in the hospital?* P1 *: Your teacher is correct, and I understand the confusion. The term "plasma" is used in both physics and medicine, but they refer to entirely different concepts. Let's break them down:* ChatGPT ***1. Plasma (State of Matter): *** • In physics, plasma is often referred to as the "fourth state of matter" after solids, liquids, and gases. • Plasma is like a gas but with some key differences. In plasma, a significant number of atoms are ionized, meaning they have lost or gained electrons. This gives plasma unique properties, like the ability to conduct electricity and respond strongly to electromagnetic fields. • Examples of plasmas include the sun, lightning, and neon signs. The sun is essentially a giant ball of plasma, with hydrogen atoms undergoing fusion to form helium, releasing a tremendous amount of energy in the process. ***2. Plasma (Biological): *** • In a biological or medical context, plasma refers to the clear, yellowish fluid component of blood. It's what's left after you remove the red and white blood cells and platelets from blood. • Plasma makes up about 55% of total blood volume and contains water, salts, enzymes, hormones, and waste products. It serves as a transport medium for delivering nutrients to the cells and carrying waste products away. • When people donate "plasma" at a donation center, they're donating this component of their blood. So, while the terms are the same, the contexts are quite different. It's essential to know which "plasma" is being referred to based on the topic of discussion. Does this distinction between the two concepts of plasma clear things up for you? *: That’s a very good question. Plasma is indeed the fourth state of matter, but it is also a term used in medicine to describe the liquid part of blood. Let me explain the difference between these two types of plasma.* BingChat Plasma as a state of matter is a gas that has been heated or electrified to the point where some or all of its atoms lose their electrons. This creates a mixture of positively charged ions and negatively charged electrons that can conduct electricity and respond to magnetic fields. Plasma is very common in the universe, as it makes up most of the stars, including the sun. Plasma is also found in lightning, neon lights, and plasma displays[ ]. 123 Plasma as a part of blood is a yellowish fluid that carries water, salts, enzymes, proteins, hormones, and other substances throughout the body. It also helps with immunity, blood clotting, blood pressure, and pH balance. Plasma can be donated to help people who have lost blood due to injury, surgery, or disease. Plasma can also be used to make medicines for people who have certain conditions that affect their blood[ ] 456 So, as you can see, plasma can mean different things depending on the context. Both types of plasma are important for life and science, but they are not the same thing. I hope this helps you understand the difference between plasma as a state of matter and plasma as a part of blood. *: Yes, plasma is the fourth state of matter. It is a highly energized state of matter in which some or all of the atoms have been stripped of one or more of their electrons. This results in a gas of positively charged ions and negatively charged electrons.* Bard Plasma is the most abundant form of matter in the universe, accounting for over 99% of the visible universe. It is found in stars, nebulae, and other celestial objects. Plasma is also found on Earth, in lightning bolts, auroras, and other natural phenomena. Plasma is also used in a variety of industrial applications, such as welding, plasma cutting, and semiconductor manufacturing. The plasma that is injected into veins in the hospital is a type of blood plasma. Blood plasma is the liquid portion of blood that remains after the red blood cells, white blood cells, and platelets have been removed. It is a yellowish liquid that contains proteins, antibodies, and other nutrients. Blood plasma is used to treat a variety of medical conditions, including dehydration, malnutrition, and shock. It is also used to make plasma products, such as albumin and immunoglobulin. So, to summarize, plasma is both the fourth state of matter and a type of blood plasma. The two are not related, but they both have important roles. I hope this helps to clarify things. Please let me know if you have any other questions. *: Great observation! Plasma does indeed have two different meanings in science:* Claude 1. In chemistry and physics, plasma is considered the fourth state of matter, distinct from solids, liquids and gases. Plasma consists of highly ionized gas containing a mix of free electrons, positive ions, and neutral atoms. It can be created by heating a gas to very high temperatures. Natural examples include lightning and the Sun. 2. In medicine, plasma refers to the liquid portion of blood that contains proteins, nutrients, and ions like sodium and chloride. This plasma carries blood cells and helps regulate bodily processes. It makes up about 55% of total blood volume. So in summary: • Scientific plasma is a distinct state of ionized gas, created at extremely high temps. • Medical plasma is the liquid part of blood that suspends blood cells and transports useful substances. While both are important in their respective fields, they have very different definitions and properties. The medical usage of the term is probably more familiar to most people. But the concept of plasma as a state of matter is critical in physics and chemistry when studying things like nuclear fusion reactions. Let me know if this explanation helps differentiate the two meanings! It's an important distinction to understand. ChatGPT starts reassuringly with “Your teacher is correct” and "I understand the confusion," providing . It then proceeds to , addressing the need to differentiate the two meanings systematically with "Let's break them down" and expounding extensively a clear distinction between plasma as the fourth state of matter and blood plasma in the medical context with , as well as with the , recurring to real-world examples to explain the concept, like the “sun, lightning, and neon signs” as well as of people donating “‘plasma’ at a donation center”. It ends the explanation with Engagement & Interactivity by asking "Does this distinction ... clear things up for you?", inviting a response. also starts by giving positive feedback and personal recognition of the user's query with “That’s a very good question," providing . It then proceeds to with "Let me explain the difference," setting the tone for a structured explanation with strategy that contextualizes the significance of both plasmas in the universe and medical science, the referencing the sun, “lightning, neon lights, and plasma displays”, and links to external resources, offering It ends with , emphasizing the significance of the dual meaning of the word, by affirming that "Both types of plasma are important for life and science" and “I hope this helps you understand the difference” followed by an emoticon for a friendly touch of Engagement & Interactivity. Bard begins its Instructional Strategies with the straightforward “Yes” affirmation followed by a detailed distinction of both concepts with Detail Depth & Content Recommendation, progressing from the Use of Analogy & Comparative Illustrations with examples of “lightning bolts, auroras, and other natural phenomena” to a discussing the broader applications “in a variety of industrial applications, such as welding, plasma cutting, and semiconductor manufacturing”, as well “to treat a variety of medical conditions, including dehydration, malnutrition, and shock” to make products, “such as albumin and immunoglobulin”. It ends with in "Please let me know if you have any other questions" and with "I hope this helps to clarify things." initiates its response with a straightforward affirmation, "Yes", demonstrating its Instructional Strategies. It then elaborates in depth about the concepts, highlighting Detail Depth & Content Recommendation. Utilizing the , it gives examples like “lightning bolts, auroras, and other natural phenomena”. Venturing into , it underlines the broader applications in sectors such as “welding, plasma cutting, and semiconductor manufacturing”, and the medical utility “to treat a variety of medical conditions, including dehydration, malnutrition, and shock” and the creation of products like “albumin and immunoglobulin”. Wrapping up, it imparts a with "I hope this helps to clarify things” and fosters with "Please let me know if you have any other questions." also appreciates the user's observation with "Great observation!" demonstrating . It then turns to Instructional Strategies to make a clear distinction between the concepts, utilizing the by giving the examples of “lightning” and the “Sun”. Expanding into , it underlines the concept “is critical in physics and chemistry” with applications to “nuclear fusion reactions”. It ends with a with “Let me know if this explanation helps” and provides , by affirming that “It's an important distinction to understand.” Personalization & Personable Touch Instructional Strategies Detail Depth & Content Recommendation Use of Analogy & Comparative Illustrations BingChat Personalization & Personable Touch Instructional Strategies Meta-discussion & Perspective Framing Use of Analogy & Comparative Illustrations, Detail Depth & Content Recommendation. Reinforcement & Feedback Meta-discussion & Perspective Framing Engagement & Interactivity Personalization & Personable Touch Bard Use of Analogy & Comparative Illustrations Meta-discussion & Perspective Framing Personalization & Personable Touch Engagement & Interactivity Claude Personalization & Personable Touch Use of Analogy & Comparative Illustrations Meta-discussion & Perspective Framing Personalization & Personable Touch Meta-discussion & Perspective Framing This paper is under CC BY-SA 4.0 DEED license. available on arxiv

GenAIbots Answer Questions About Plasma, a State of Matter

GenAIbots প্লাজমা সম্পর্কে প্রশ্নের উত্তর দেয়, একটি পদার্থের অবস্থা

GenAIbots beantworten Fragen zu Plasma, einem Materiezustand

GenAIbots responde preguntas sobre el plasma, un estado de la materia

Les GenAIbots répondent aux questions sur le plasma, un état de la matière

GenAIbots पदार्थ की एक अवस्था, प्लाज्मा के बारे में सवालों के जवाब देते हैं

GenAIbotsがプラズマという物質の状態に関する疑問に答える

GenAIbots는 물질의 상태인 플라즈마에 관한 질문에 답변합니다.

GenAIbots respondem a perguntas sobre o plasma, um estado da matéria

GenAIbots отвечают на вопросы о плазме — состоянии материи

GenAIbot'lar Maddenin Bir Hali Olan Plazma Hakkında Soruları Yanıtlıyor

GenAIbots trả lời các câu hỏi về Plasma, một trạng thái của vật chất

GenAIbots 回答有关等离子体（物质的一种状态）的问题

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 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 changing of state *: You mentioned water and water vapor. this is what my professor calls a change of state, right?* P1 *: Yes, exactly! A change of state, also known as a phase transition, refers to the transformation of a substance from one state of matter to another. The most common states of matter are solid, liquid, and gas. The transitions between these states are typically due to changes in temperature and/or pressure.* ChatGPT Let's go over the primary changes of state: 1. Melting: The transition from solid to liquid. For instance, when ice (solid water) warms up, it melts to form liquid water. *: The transition from liquid to solid. It's the opposite of melting. When liquid water cools down, it freezes to form ice.* 2. Freezing 3. Boiling (or Vaporization): The transition from liquid to gas. When water is heated to its boiling point, it turns into water vapor (steam). 4. Condensation: The transition from gas to liquid. It's the opposite of boiling. When steam cools down, it condenses to form liquid water. 5. Sublimation: The transition directly from solid to gas without passing through the liquid state. Dry ice (solid carbon dioxide) does this—it turns directly into carbon dioxide gas when it warms up. 6. Deposition: The transition directly from gas to solid without passing through the liquid state. It's the opposite of sublimation. Each substance has specific temperatures at which these changes of state occur, called its melting point, freezing point, boiling point, etc. These points can also vary based on external pressure. Does this explanation help clarify the concept of changes of state for you? Would you like to dive deeper into any specific transition or related topic? BingChat: Yes, you are right. Water and water vapour are examples of a change of state. A change of state is a physical change in which a substance changes from one state of matter to another. The three common states of matter are solid, liquid, and gas. Water can exist in all three states, depending on the temperature and pressure. For example, water is a liquid at room temperature and normal atmospheric pressure, but it can change to a solid (ice) when it is cooled below 0°C, or to a gas (water vapour) when it is heated above 100°C[ ] 123 . There are different names for the processes that cause a change of state. For example, when a liquid changes to a gas, it is called vaporization. Vaporization can happen in two ways: evaporation or boiling. Evaporation is when a liquid changes to a gas at the surface, without reaching its boiling point. Boiling is when a liquid changes to a gas throughout the liquid, when it reaches its boiling point. When a gas changes to a liquid, it is called condensation. Condensation is when a gas loses heat and turns into a liquid droplet[ ] 123 A change of state does not affect the chemical composition of a substance. That means the substance does not change into a new substance with different properties. For example, water and water vapour are both made of the same molecules (H2O), but they have different physical properties such as shape, volume, and density. A change of state can be reversed by changing the temperature or pressure again. For example, water vapour can change back to liquid water by cooling it down[ ]. 123 I hope this helps you understand what a change of state is and how it happens. If you want to learn more about the changes of state of water and other substances, you can watch this video or read this article. *: Yes, that is correct. Water and water vapor are two different states of water. Water is a liquid at room temperature, but it can be converted to a gas (water vapor) by heating it.* Bard Conversely, water vapor can be converted to a liquid (water) by cooling it. This process of changing the state of a substance is called a change of state. There are three main states of matter: solid, liquid, and gas. Each state has different properties. For example, solids have a definite shape and volume. Liquids have a definite volume, but they take the shape of their container. Gases have neither a definite shape nor a definite volume. When a substance changes state, it absorbs or releases energy. For example, when water vapor condenses to form liquid water, it releases energy. This energy is what causes the air around us to feel warm when it rains. Changes of state are important in many different natural processes, such as the water cycle and weather formation. They are also used in many different industrial processes, such as food processing and medicine. I hope this helps to explain what a change of state is. Please let me know if you have any other questions. *: Yes, that's correct! When water transitions between liquid water and water vapor, it is undergoing a change of state.* Claude The different states of matter are: • Solid - Fixed shape and volume, tightly packed molecules • Liquid - Fixed volume but variable shape, flowing molecules • Gas - Variable volume and shape, molecules move freely Water can exist in all three states: • Ice (solid) • Liquid water • Water vapor (gas) Some key changes of state for water: • Melting - Solid to liquid, ice melts to water • Freezing - Liquid to solid, water freezes to ice • Evaporation - Liquid to gas, water evaporates to vapor • Condensation - Gas to liquid, vapor condenses into water The processes of evaporation and condensation describe water transitioning between the liquid and gas states. This is what produces water vapor. Other examples of changes of state include: • Boiling - Liquid to gas, water boils to steam • Sublimation - Solid to gas, dry ice (solid CO2) sublimates to CO2 gas Let me know if you need any clarification on changes of state or the different phases of matter! Being comfortable with these concepts is important for understanding many chemical processes. acknowledges the student’s understanding with an “Yes, exactly!,” offering . It then directly tackles the student's question about water and water vapor, providing a thorough and structured breakdown of state changes, leaning to and saying, “Let's go over”. It finishes the explanation recurring to Metadiscussion & Perspective Framing referring that "Each substance has specific temperatures." It concludes with "Does this explanation help clarify" "for you?" offering R and , respectively, and adeptly inviting further exploration with "Would you like to dive deeper", what points to Detail Depth & Content Recommendation. similarly recognizes the student's comprehension by stating "Yes, you are right," providing . It not only offers a clear and presentation including examples, what hit the and Use of Analogy & Comparative Illustrations categories, but also integrates external content recommendations, pointing to . It also adds that "A change of state can be reversed," offering . It finalizes with “I hope this helps”, and a smiley, signs of and Personalization & Personable Touch respectively and “If you want to learn more” “you can watch this video or read this article” pointing to . Bard likewise recognizes the student's grasp by stating, "Yes, that is correct," exhibiting a . It then provides a concise yet illuminating on the implications of state changes being "important in many different natural processes," "water cycle," and "weather formation" and "in many different industrial processes," "food processing" and "medicine", connecting the topic to broader contexts. The explanation concludes with "I hope this helps to explain," showcasing , followed by "Please let me know if you have any other questions," which emphasizes . Like the earlier GenAIbots, Claude begins by recognizing the student's comprehension with “Yes, that's correct!,” adding . It then presents the states of matter and their transitions with clear analogies, leaning to , and extending the explanation with "other examples of changes of state", such as "Boiling" and "Sublimation," what hit the , although its depth might be a tad more concise that the previous ones. It then concludes with “Let me know if you need any clarification,” which emphasizes and includes the remark, “Being comfortable with these concepts is important for understanding many chemical processes,” aligning with the category. ChatGPT Personalization & Personable Touch Instructional Strategies einforcement & Feedback Personalization & Personable Touch BingChat Personalization & Personable Touch Detail Depth & Content Recommendation Depth & Content Recommendation Meta-discussion & Perspective Framing Engagement & Interactivity Detail Depth & Content Recommendation Personalization & Personable Touch Meta-discussion & Perspective Framing Engagement & Interactivity Personalization & Personable Touch Personalization & Personable Touch Instructional Strategies Detail Depth & Content Recommendation Personalization & Personable Touch Meta-discussion & Perspective Framing This paper is under CC BY-SA 4.0 DEED license. available on arxiv

Mastering Basic Chemistry with GenAIbots: Exploring Changes of State with Water and Water Vapor

Design Systems: A Front-End Engineer's Guide to Efficient Atomic Design

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 a graph of gases turning into water over time P1: Look, this stuff of chemical equations, gases turning into water over time and all that always throw me off a bit. Could you show me this in a graph or whatever? : Certainly! Understanding how reactant concentrations change over time can be visualized effectively with a graph. ChatGPT For the combustion of hydrogen gas in the presence of oxygen: • The concentrations of hydrogen and oxygen decrease. • The concentration of water vapor increases. Eventually, when all of the hydrogen and oxygen have reacted, their concentrations drop to zero, and we're left with a maximum concentration of water vapor. To depict this, I'll plot a graph of concentration vs. time for hydrogen, oxygen, and water. Here's a visual representation of how the concentrations of reactants and products change over time during the combustion of hydrogen and oxygen to form water: This graph provides a visual way to understand the dynamics of this chemical reaction over time and how reactant concentrations decrease while product concentration increases. Does this graph help clarify the concept for you? Would you like to delve into any specific aspects further? BingChat: Bard: Sure. Here is a graph of the phase changes of water: The x-axis of the graph is temperature, and the y-axis is pressure. The three different lines on the graph represent the solid, liquid, and gas phases of water. The solid line is the melting point curve. It shows the temperature at which water will melt at a given pressure. For example, at a pressure of 1 atmosphere, water will melt at 0 degrees Celsius. The dashed line is the boiling point curve. It shows the temperature at which water will boil at a given pressure. For example, at a pressure of 1 atmosphere, water will boil at 100 degrees Celsius. The triple point is the point where all three phases of water coexist. It is at a temperature of 0.01 degrees Celsius and a pressure of 0.0060 atmospheres. The critical point is the point above which water cannot exist as a liquid. It is at a temperature of 374 degrees Celsius and a pressure of 218 atmospheres. To show the process of water vapor turning into liquid water over time, we can use the following graph: The x-axis of the graph is time, and the y-axis is temperature. The graph shows that as time goes on, the temperature of the water vapor decreases. Eventually, the temperature will reach the dew point, which is the temperature at which water vapor will condense to form liquid water. Once the temperature reaches the dew point, the water vapor will start to condense to form liquid water. The temperature will remain at the dew point until all of the water vapor has condensed to form liquid water. I hope this helps to clarify things. Please let me know if you have any other questions. *: Sure, visual representations can often help make these chemical concepts more clear.* Claude Here's a simple graph that could demonstrate water vapor condensing into liquid water over time: * In this graph: • The x-axis shows the passage of time • The y-axis shows the amount of water vapor (top line) and liquid water (bottom line) • At the start, there is a large amount of water vapor and minimal liquid water • As time passes, the water vapor condenses into liquid water • So the vapor line trends downwards while the liquid water line trends upwards • At the end, there is no more water vapor left - it has fully condensed I could create similar graphs to show the concentrations of reactants decreasing and products increasing over time for any chemical reaction. Let me know if a visual like this helps explain the concept! I can also work on more complex graphs depicting reaction rates, equilibrium etc. if helpful. At this point, the student asked the GenAIbots for a more detailed illustration of these concept. In response, effectively leveraged its Advanced Data Analysis mode to provide a graph that directly addressed the student's inquiry, elucidating the dynamics of the exemplified chemical reaction over time, demonstrating excellence in the categories. Its graph showcased the decline in reactant concentrations alongside the rise in product concentration over time, making it highly relevant and pedagogically valuable. ChatGPT Instructional Strategies and Detail Depth & Content Recommendation Conversely, , despite having the advantage of direct access to the DALL-E 3 image generator (David, 2023), failed to provide a personalized response to the student's request. While the generated images might have been undeniably high quality, the lack of direct relevance to the student's question and the generic nature of the images suggests shortcomings in the and categories. Despite this, this integration is a welcomed step forward, particularly when reflecting on the limitations of the standalone DALL-E 2 version in tasks like lettering, as it is evident in the example below that resulted from the student asking Bing Image Creator to illustrate the concept of chemical reactions. BingChat Personalization & Personable Touch Instructional Strategies Lacking the capability to generate images, showcased its adaptability by sourcing available online images that depicted graphs of water's phase changes. However, this method inherently risks not being precisely tailored to the question at hand. Even though it might have tapped into , the reliance on pre-existing content might not always be the most effective way to address specific inquiries. did attempt to employ Instructional Strategies by executing an internal code to generate a graph showcasing the dynamics of the chemical reaction over time, but the visual representation was of inferior quality, possibly confusing rather than clarifying, and weakening the effectiveness of the and categories. Bard Detail Depth & Content Recommendation Claude Engagement & Interactivity Use of Analogy & Comparative Illustrations It is worth noting that DALL-E 3 is also integrated into ChatGPT (Metz & Hsu, 2023) but as a distinct mode separate from the Advanced Data Analysis mode utilised in this session. To access its capabilities, the student would need to initiate a new chat session in that mode and reiterate the question. However, the images produced in this mode would be much more closely aligned with the student's query, as seen below. This paper is under CC BY-SA 4.0 DEED license. available on arxiv

How GenAIbots Explain Condensation 

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 combustion : P1 wait. that's combustion, isn't it? how do you burn something and get gas and a liquid? ChatGPT: Ah, you've touched upon an intriguing concept! The reaction I mentioned earlier is indeed a combustion reaction, specifically the combustion of hydrogen gas. Combustion, in a broad sense, refers to a substance reacting with oxygen to produce heat and light. To address your question about producing both a gas and a liquid: Let's delve deeper into the specific reaction of hydrogen and oxygen. When hydrogen burns in the presence of oxygen, it produces water. Now, whether this water is in the form of a gas (steam) or a liquid depends on the temperature of the reaction. Typically, in the combustion of hydrogen, the reaction is so exothermic (releases a lot of heat) that the water produced is in the form of steam or water vapor. However, as this steam cools down, it can condense to form liquid water. Now, let's think about this: Have you ever seen a kettle boiling water? The water turns into steam (gas), but when this steam hits a cooler surface, like a window or the lid of the kettle, it condenses back into water droplets (liquid). The same principle applies to the combustion of hydrogen. Does this clarify the idea of producing both a gas and a liquid in a combustion reaction? : BingChat Yes, that’s combustion. Combustion is a type of chemical reaction in which a substance reacts with oxygen gas, releasing energy in the form of light and heat. When you burn something, you are breaking the bonds between the atoms in the substance and forming new bonds with oxygen. Depending on the substance and the conditions, the products of combustion can be solid, liquid, or gas. For example, when you burn a piece of wood, you are mainly combusting cellulose, which is a complex carbohydrate with the formula C6H10O5. The products of this combustion are carbon dioxide (CO2) and water (H2O), both in the gas state. The balanced equation for this reaction is: C6H10O5(s) + 6O2(g) → 6CO2(g) + 5H2O(g) However, not all combustion reactions are complete, meaning that not all of the substance is converted to carbon dioxide and water. Sometimes, there is not enough oxygen available, or the reaction is too fast or too slow. In these cases, some of the substance may remain unburned, or form other products such as carbon monoxide (CO), carbon (C), or ash. These products are usually solid or liquid. For example, when you burn a candle, you are mainly combusting paraffin wax, which is a hydrocarbon with the formula C25H52. The ideal products of this combustion are carbon dioxide and water, both in the gas state. The balanced equation for this reaction is: C25H52(s) + 38O2(g) → 25CO2(g) + 26H2O(g) However, in reality, some of the wax may not burn completely, or may form other products such as soot (carbon), smoke (a mixture of gases and particles), or wax vapor (a liquid). These products are usually solid or liquid. So, as you can see, the state of matter of the products of combustion depends on the substance being burned and the conditions of the reaction. I hope this helps you understand how you can burn something and get gas and a liquid. : Bard Yes, that's combustion - a chemical reaction between a fuel and an oxidizer (usually oxygen) that produces heat and light. The products of combustion vary depending on the fuel and oxidizer used, but they typically include carbon dioxide, water, and other gases. In the case of a candle, the fuel is the wax and the oxidizer is the oxygen in the air. When you light the candle, the wax melts and vaporizes. The wax vapor then reacts with the oxygen to produce carbon dioxide, water, and heat. The heat from the reaction melts more wax, which vaporizes and reacts with oxygen to produce more carbon dioxide, water, and heat. This cycle continues until the candle runs out of wax. The carbon dioxide and water produced in the combustion reaction are both gases. However, the water vapor can also condense to form a liquid, especially if the flame is cool. This is why you sometimes see water droplets forming on the outside of a candle jar. Here is a more detailed explanation of the combustion reaction that occurs when a candle burns: Wax + O2 → CO2 + H2O + Heat The wax is a hydrocarbon, which means that it is made up of carbon and hydrogen atoms. The oxygen in the air is made up of two oxygen atoms. When the wax and oxygen react, the carbon atoms in the wax combine with the oxygen atoms to form carbon dioxide (CO2). The hydrogen atoms in the wax combine with the oxygen atoms to form water (H2O). The heat produced in the reaction is what makes the candle flame hot. I hope this explanation is helpful. Please let me know if you have any other questions. Claude: Good catch! You're absolutely right that cooking an egg is a type of combustion reaction. I should have chosen a better introductory example that doesn't involve burning something. Let me try again with a more straightforward chemical reaction: A good example is mixing an acid with a base to form water and a salt. For instance, when you mix hydrochloric acid (HCl) and sodium hydroxide (NaOH), the H+ ions from the acid react with the OH- ions from the base to form water (H2O). The Na+ and Cl- ions are left over as sodium chloride (NaCl), or table salt. The key points are: • The acid and base (reactants) transform into different substances - water and salt (products). Their molecular structures have rearranged. • No atoms have been created or destroyed, just reconfigured. We still have the same number of Na, H, O, Cl atoms. • The properties are different. The acid and base are dangerous, but the products are benign. This reaction shows how chemical reactions involve the rearrangement of atoms to form new substances with new properties. No combustion required! Does this help illustrate the concept more clearly? Please let me know if you need any clarification or have additional examples you'd like me to walk through. ChatGPT effectively uses by acknowledging it is an "intriguing concept", inviting the student to "delve deeper", and prompting further "think about this". It also employs the through the example of the kettle boiling water. It dives into Detail Depth & Content Recommendation by giving a when it seeks to clarify and confirm the student's understanding by asking, “Does this clarify the idea?”. also uses by acknowledging, “Yes, that's combustion”. It then offers a detailed explanation, aligning with It taps into the Use of Analogy & Comparative Illustrations by providing varied examples. There's also a clear for breaking down the combustion of both wood and wax. mention of “a more detailed explanation” and the step-by-step breakdown of the combustion of a candle emphasises . Its closing remarks, "I hope this explanation is helpful", provide an element of Reinforcement & Feedback. The phrase “Please let me know if you have any other questions” invites further queries, fostering Finally, using the smiley emoticon ":)” at the end hints at comment, "Good catch" points to . Its approach of saying, “You're absolutely right”, admitting the oversight, and trying to present a clearer example indicates The "key points" section represents Engagement & Interactivity Use of Analogy & Comparative Illustrations concise reaction formula and a more detailed explanation. There is also a touch of Personalization & Personable Touch BingChat Engagement & Interactivity Detail Depth & Content Recommendation. Instructional Strategy Bard's Detail Depth & Content Recommendation Engagement & Interactivity. Personalization & Personable Touch. Claude’s Personalization & Personable Touch Reinforcement & Feedback. Meta-discussion & Perspective Framing. This paper is under CC BY-SA 4.0 DEED license. available on arxiv

How GenAIbots Explain Combustion Reactions 

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