pubs.acs.

org/jchemeduc Commentary

Was This Title Generated by ChatGPT? Considerations for Artificial

Intelligence Text-Generation Software Programs for Chemists and
Chemistry Educators
Mary E. Emenike* and Bright U. Emenike
Cite This: J. Chem. Educ. 2023, 100, 1413−1418 Read Online

ACCESS Metrics & More Article Recommendations *

sı Supporting Information
See https://pubs.acs.org/sharingguidelines for options on how to legitimately share published articles.
Downloaded via 181.51.32.118 on November 14, 2023 at 02:26:08 (UTC).

ABSTRACT: Generative artificial intelligence (GAI) is here; now what? In this commentary, we discuss the potential impacts of
GAI text-based systems for the chemistry community. The recent launch of ChatGPT, a free GAI text-based system by OpenAI, has
sparked concerns regarding academic integrity and student assessment across all educational levels. However, the capabilities of these
systems will impact more than the teaching and learning of chemistry; GAI systems can serve students, faculty, and administrators
for teaching and learning, research, and professional activities. Herein we explore various ways students and faculty might use GAI
systems, identify potential benefits and risks, and consider equity and accessibility issues. We hope to inspire productive discussions
on leveraging GAI technology’s capabilities while recognizing its limitations.
KEYWORDS: General Public, First-Year Undergraduate/General, Second-Year Undergraduate, Upper-Division Undergraduate,
Graduate Education/Research, Curriculum, Communication/Writing, Internet/Web-Based Learning, Professional Development

W as the title of this commentary generated by an artificial

intelligence (AI)? The answer is no, but ChatGPT�a
trainable, question-answering chatbot based on generative
artificial intelligence (GAI) technologies�suggested the
following titles using this commentary’s abstract as a query:
“Exploring the Impact of Generative Artificial Intelli-
gence on the Chemistry Community”
“Leveraging GAI Technology in Chemistry Education:
Opportunities and Challenges”
“GAI Text-Based Systems in Chemistry: Examining
Potential Uses and Risks”
GAIs, such as the recently launched ChatGPT by OpenAI
(https://openai.com/), will potentially revolutionize education
and the field of chemistry itself. ChatGPT’s launch in late 2022
has created a buzz in academia concerning the potential
negative impacts that GAI technologies might pose to
© 2023 American Chemical Society and
Division of Chemical Education, Inc.
1413
education.1−7 A veteran high school teacher pondered whether
GAI technology is the beginning of an end to high-school
English, considering that ChatGPT is more than capable of
creating essays on almost any topic and length.8 Along the
same line of concern, a college professor has argued that
college essays could become a thing of the past.9 There is
concern among faculty and administrators regarding academic
integrity and how to ensure that students are submitting
Received: January 20, 2023
Revised: March 2, 2023
Published: March 20, 2023
https://doi.org/10.1021/acs.jchemed.3c00063
J. Chem. Educ. 2023, 100, 1413−1418
Journal of Chemical Education pubs.acs.org/jchemeduc Commentary

Table 1. Examples of Ways ChatGPT Could Be Used by Students in Chemistry Classes or for Chemistry Research
Activity Type Potential Use
Answers to items on Students can generate answers to open-ended questions, algorithmic questions, and fixed-responses questions
assignments and
assessments
Lab reports Students can generate text for sections of lab reports
Papers/research Undergraduate students can generate text for papers assigned in class, for projects, or for research-related assignments such as capstone
projects, research papers, and senior theses
Graduate students can generate text for their original research proposals; it seems unlikely with the current state of ChatGPT that they
can use it to generate the novel idea
Graduate students can generate text for their thesis or dissertation
Professional Students can generate text for admission essays to undergraduate programs, Master’s or doctoral programs, and summer programs
(e.g., Research Experience for Undergraduates (REU) programs) as well as applications for financial scholarship programs
Studying Students can create summaries of concepts or topics to use as study guides
Students can generate assessment items/prompts with answers
Tutoring system Students can ask questions to the AI system, similar to chat-based tutoring systems where a person is responding

authentic work on assignments and assessments. Because of or assessment items are more likely to generate errors or be
these concerns, some public schools plan to ban students and misleading.
teachers from using ChatGPT.10−12 There are already The conceptual question in Box 1 illustrates a difference in
programmers and companies working to develop tools to ChatGPT’s output using salicylic acid compared to its IUPAC
detect text generated by AI.13−16 Gleason,17 on the other hand,
argues for the need to teach information literacy, “[n]ot least
because upon graduation, students will be using this
technology in the workplace. [···] Information literacy is the
single most important skill to develop if we are to counter the
misinformation that convincing AI-generated text can
produce.”
More articles and posts center on the student perspective
than the various ways for faculty, staff, and administrators to
use GAI technology. A business professor explained how GAI
systems can be used “as a learning companion” and as a
“teacher’s assistant, for help with crafting a syllabus, lecture, an
assignment and a grading rubric for MBA students”.2 The use
of ChatGPT can extend beyond teaching, as a recent article in
ACS Energy Letters demonstrated that GPT-3 can, in fact, write
a reasonable Perspective manuscript.18 Meltzer19 explored
using ChatGPT to draft a conference proposal, generate a
press release for a paper, and prepare blog posts and tweets.
In this commentary, we explore the potential benefits and
risks of ChatGPT and similar GAI systems. How should the
chemistry community react to GAI’s encroachment into
pedagogy, research, and professional spaces? To what extent
do we embrace the technology with a willingness to explore its
potential benefits and limitations?

■ POTENTIAL BENEFITS AND RISKS FOR STUDENTS

Despite the doomsday reaction to ChatGPT, it is worth
considering whether AI could potentially benefit students in
chemistry courses. For example, can ChatGPT serve as a
virtual learning assistant to help students learn and understand
concepts, complete assignments, and increase content knowl-
edge? We posed related questions to ChatGPT using examples
from general chemistry and organic chemistry courses. The
results ranged from quite impressive to inaccurate. We
summarize some of the possible activities ChatGPT can offer
students in Table 1, ranging from generating text for papers,
lab reports, and essays to seeking factual answers to
summarizing information as part of the learning or studying
process. Examples for each category are provided in the
Supporting Information. Summaries of factual chemical
information tend to be correct. Answers to specific questions
1414
name, 2-hydroxybenzoic acid. We encountered cases where we
repeated the same ranking prompt and were provided different
responses. For the algorithmic example in Box 2, two
algorithmic questions were entered into ChatGPT; the first
response was correct, but the second was not. ChatGPT
produces many incorrect answers to algorithmic questions, as
can be observed in the examples in the Supporting
Information. In another example, ChatGPT was asked whether
phosphorus is paramagnetic or diamagnetic. The resulting
back-and-forth with the chat system (see the Supporting
Information) demonstrates the challenge of trying to get the
system to generate an answer we would expect at the general
chemistry level. Every discipline should consider how students
and instructors can apply GAI systems and what GAI system
uses are permissible. For chemistry, at least at this stage,
https://doi.org/10.1021/acs.jchemed.3c00063
J. Chem. Educ. 2023, 100, 1413−1418
Journal of Chemical Education pubs.acs.org/jchemeduc Commentary

ChatGPT does not appear to be upending all our assessment

practices. In addition to conceptual understanding and
algorithmic calculations, our students need to be able to
work with Lewis structures, various protein representations,
and particulate-level representations,20−22 none of which can
be accomplished with text-only systems.
It is foreseeably appealing for students to treat ChatGPT like
a tutoring system because its user interface portrays humanlike
responses generated in real time as if someone were at the
other end of the conversation. The natural human cognitive
process is not equivalent to how a GAI system generates text.
Even when ChatGPT’s output is inaccurate, it is not always
easy to prompt the system to correct itself. This is not to say
that students will not be able to use AI systems for tutoring,
but it seems that ChatGPT can not yet immediately replace
human tutors, at least in chemistry.
Because AI systems are not yet self-aware, students need to
realize that responses from ChatGPT can be wrong. Students
need to apply critical thinking and data and information
literacy skills when using ChatGPT. Laupichler et al. noted in a
review23 that “[···] adults in higher education and beyond
should also have at least a basic understanding of AI (i.e., AI
literacy) to be able to interact effectively with the technology”
(p 100101-1). One of the studies24 in the review found that
“students already understand that AI literacy will be important
in their professional lives and that they would like to see AI
education integrated into their regular curriculum” (p. 100101-
5). If students need to be taught how AI systems work, are we
prepared to incorporate this into our chemistry curricula?
Other potential uses do not necessarily suffer from a concern
about factual correctness in the ways that learning chemistry
needs correctness. For example, students can simulate “factual”
cover letters by entering their relevant experiences and
qualifications into ChatGPT. Would such a letter be
considered illegitimate because it shows nothing of students
writing communication skills? How is this different from
searching the Internet for a cover-letter template and filling in
relevant experiences and details?

■ POTENTIAL BENEFITS AND RISKS FOR FACULTY

For faculty, we grouped the potential uses into three
categories: teaching, research, and professional (Table 2).

Table 2. Examples of Ways ChatGPT Could Be Used by Chemistry Faculty for Teaching, Research, and Professional Activities

Category Activity Type Potential Use

Teaching Assessment items Faculty can generate text for assessment items, including multiple versions and answers
Class and course Faculty can generate text for lecture notes, chapter/topic summaries, study guides, learning objectives, and syllabi
materials
Email responses and Faculty can generate text for email responses and announcements about class assignments/activities
class announcements
Rubrics Faculty can generate rubrics for papers/assignments, lab reports, and open-ended prompts
Research Grant proposals Faculty can generate text for sections of grant proposals, such as narrative, data management plan, project management,
facilities and equipment, and budget justification
Institutional review Faculty can generate text for sections of IRB protocols, such as narratives, data management plans, project management,
board (IRB) protocols consent forms, recruitment letters, and statements of confidentiality for research associates
Manuscripts Faculty can generate text for manuscripts for any type of dissemination�articles, books, book chapters, blog posts
Research tool Faculty (and their students) conducting chemistry education research can generate summaries of text-based qualitative
data, such as websites, survey responses, databases, and social media feeds
Professional Career Faculty can generate text for cover letters, personal statements, research statements, diversity statements, and award
nomination letters
Mentoring Faculty can generate text for letters of recommendation (for both students and colleagues) and award nominations
Promotional materials Faculty can generate text for press releases, websites, and social media posts
Speaking engagements Faculty can generate text for speeches, such as introducing speakers and award acceptances

1415 https://doi.org/10.1021/acs.jchemed.3c00063
J. Chem. Educ. 2023, 100, 1413−1418
Journal of Chemical Education
Many types of activities in the teaching category describe
drafting templates, such as email responses, assessment items,
rubrics, or syllabi. It seems likely that many faculty members
would edit any generic text generated by the GAI system.
Several examples in the Supporting Information demonstrate
that the first ChatGPT output to a template-request prompt is
often substandard. Although the user could go through a series
of back-and-forth iterations with ChatGPT, at some point that
process produces minimal returns.
Grimaldi and Ehrler’s article18 already demonstrated that
GAI systems will impact the dissemination aspect of research
programs. The administrative components of research
programs, such as preparing grant proposals and institutional
review board (IRB) protocols, are also likely to be affected by
ChatGPT; aside from the narratives for research projects, there
are a myriad of other required text and documents associated
with these activities. Established faculty in the field often have
prior versions to start from or use as templates, but new faculty
could benefit from templates generated by a GAI system that
they then modify. The chemistry community will need to
consider whether GAI-drafted templates differ from templates
found elsewhere, such as those provided by funding agencies
and institutions.
For potential professional activities, there seem to be more
ways faculty could use a GAI system than students. While
students can draft application materials (e.g., personal
statements and cover letters) for academic admissions and
job applications, faculty can also write these kinds of
documents in addition to letters of recommendation, award
nominations, speeches, and promotional materials. When
asked to draft a template, ChatGPT responses included
brackets and suggested the text the user should provide for
their context (see examples in the Supporting Information).
Questions have already been posed about whether (or when?)
GAI systems should be credited. Metzler19 added ChatGPT as
a coauthor in her blog post, and Notopoulos25 reported that
CNET has been generating articles using AI with a disclaimer
that editors reviewed, fact-checked, and approved the articles
before publishing. Is it reasonable to demand that authors
declare in the acknowledgment section whether or not a
manuscript was prepared with GAI assistance? Some websites
where faculty submit letters of recommendation ask whether
the student being recommended had any input in the writing
of the letter; will these sites now ask whether a GAI system
drafted the letter? We are again faced with the question of
whether generating a template with a GAI text-based system is
equivalent to or different from accessing a template online.
■ CONSIDERATIONS FOR EQUITY AND
ACCESSIBILITY
There are obvious concerns about GAI text when it is built
from an existing dataset that inherently includes biases.
Mitchell, a former Microsoft and Google researcher, warns,
“Without any additional guardrails in place, they [GAI
systems] are just going to end up reflecting all the biases
and toxic information that is already on the web.”26 Exploring
existing bias in the design of technology and machine learning
is not new,27−30 and chemistry is not immune from this
problem. Recent work has highlighted that the representation
of notable chemists in our textbooks is not representative.31,32
How will systemic biases be identified and mitigated? How will
students be trained to think about and contend with these
biases?
1416
pubs.acs.org/jchemeduc Commentary
Equity and accessibility are already creeping into con-
versations about the use of ChatGPT and other AI text-
generating systems. For example, if a school district bans access
to ChatGPT,10−12 how does this ban disproportionately affect
students who are most likely to be using district devices,
namely, students of color and students from low socio-
economic backgrounds? It is likely that AI systems will not
remain free for long. Karpf33 recently asked, “How will the use
of these tools change as they become profit generators instead
of loss leaders? Will they become paid-subscription products?
Will they run advertisements? Will they power new companies
that undercut existing industries at lower costs?” If, for
instance, colleges and universities are willing to pay for
subscriptions, we will have to consider the equity and
accessibility issues created when large or well-funded
institutions can afford the subscriptions while smaller or
underfunded institutions cannot.
The accessibility of ChatGPT and other GAI text platforms
does not appear to be at the forefront of conversations yet,
except for some reports and blog posts considering the impact
of ChatGPT on digital and web accessibility.34,35 While there
seems to be an obvious focus on the fact that these GAI
systems provide increased accessibility to data and information,
is anyone holding software developers accountable for
following best practices for accessibility and user interfaces,
especially for members of the blind, low-vision, and visually
impaired community who often have to contend with issues
related to digital and web accessibility?
■ CONCLUSIONS AND FUTURE OUTLOOK
Educators’ initial reactions to AI-generated text programs
included concerns about academic integrity, plagiarism, and
accountability for student learning. However, the applications
of GAI text are much broader than simply a tool for learning.
AI-generated text can be used by faculty (and students) as part
of teaching, mentoring, research, and professional activities.
The question will not be whether our chemistry community
incorporates text-based GAI technologies into our practices
but rather how we incorporate it. As ChatGPT and similar
technologies become commonplace, many questions will be
raised:
(1) Should instructors continue to assess students based on
the clarity and formatting of descriptive assignments
(e.g., lab reports, research papers, literature reviews)
knowing that there are now available AI tools to help
accomplish these tasks effectively?
(2) How should instructors incorporate this new tool/
technology to help students develop their critical-
thinking and problem-solving skills?
(3) Should AI-generated texts be allowed in scientific
publications? Does the latter encourage plagiarism and
diminish creativity in writing?
(4) If AI-science becomes the norm, who should be credited
for scientific discoveries?
(5) For professional activities, is there a difference between
finding a template online or asking AI to generate text
that serves as a template?
(6) When currently free AI systems start charging for the
service, what kinds of equity and accessibility concerns
will we need to consider from faculty and student
perspectives?
https://doi.org/10.1021/acs.jchemed.3c00063
J. Chem. Educ. 2023, 100, 1413−1418
Journal of Chemical Education
As higher education, scientific communities, professional
communities, and industry interact with and explore the
potential of this technology�and as the technology adapts and
expands�we will inevitably have to contend with even more
types of applications.
■
*
ASSOCIATED CONTENT
sı Supporting Information
The Supporting Information is available at https://pubs.ac-
s.org/doi/10.1021/acs.jchemed.3c00063.
Example prompts and unedited responses from inter-
actions with ChatGPT (PDF, DOCX)
■ AUTHOR INFORMATION
Corresponding Author
Mary E. Emenike − Department of Chemistry and Chemical
Biology, Rutgers, The State University of New Jersey,
Piscataway, New Jersey 08854, United States; orcid.org/
0000-0002-5739-7024; Email: mary.emenike@rutgers.edu
Author
Bright U. Emenike − Department of Chemistry and Physics,
State University of New York, Old Westbury, New York
11568, United States; orcid.org/0000-0002-9282-4597
Complete contact information is available at:
https://pubs.acs.org/10.1021/acs.jchemed.3c00063
Notes
The authors declare no competing financial interest.
■ REFERENCES
(1) EDITORIAL: OpenAI’s ChatGPT raises concerns over
academic integrity, authenticity. The Daily Targum, December 14,
2022. https://dailytargum.com/article/2022/12/editorial-openais-
chatgpt-raises-concerns-over-academic-integrity (accessed 2023-01-
19).
(2) Bowman, E. A new AI chatbot might do your homework for you.
But it’s still not an A+ student. NPR, December 19, 2022. https://
www.npr.org/2022/12/19/1143912956/chatgpt-ai-chatbot-
homework-academia (accessed 2023-01-19).
(3) Stanford faculty weigh in on ChatGPT’s shake-up in education.
Research Stories. Stanford Graduate School of Education, December
20, 2022. https://ed.stanford.edu/news/stanford-faculty-weigh-new-
ai-chatbot-s-shake-learning-and-teaching (accessed 2023-01-19).
(4) Schroeder, R. GPT in Higher Education. Inside Higher Ed,
January 18, 2023. https://www.insidehighered.com/digital-learning/
blogs/online-trending-now/gpt-higher-education (accessed 2023-01-
19).
(5) Hickey, D.; Luo, Q. What Does the Media Say about ChatGPT
and Education? Re-mediating Assessment, January 5, 2023. http://
remediatingassessment.blogspot.com/2023/01/what-does-media-say-
about-chatgpt-and.html (accessed 2023-01-19).
(6) Hickey, D. ChatGPT vs. Learning: The Podcasts. Re-mediating
Assessment, January 18, 2023. http://remediatingassessment.blogspot.
com/2023/01/chatgpt-vs-learning-podcasts.html (accessed 2023-01-
19).
(7) Hickey, D.; Luo, Q. ChatGPT vs. Online Formative Self-
Assessments and Summative Multiple-Choice Exams. Re-mediating
Assessment, January 11, 2023. http://remediatingassessment.blogspot.
com/2023/01/chatgpt-vs-formative-self-assessments.html (accessed
2023-01-19).
(8) Herman, D. ChatGPT Will End High-School English. The
Atlantic, December 9, 2022. https://www.theatlantic.com/
1417
pubs.acs.org/jchemeduc Commentary
technology/archive/2022/12/openai-chatgpt-writing-high-school-
english-essay/672412/ (accessed 2023-01-19).
(9) Marche, S. Will ChatGPT Kill the Student Essay? The Atlantic,
December 6, 2022. https://www.theatlantic.com/technology/
archive/2022/12/chatgpt-ai-writing-college-student-essays/672371/
(accessed 2023-01-19).
(10) Rosenzweig-Ziff, D. New York City blocks use of ChatGPT bot
in its schools. The Washington Post, January 5, 2023. https://www.
washingtonpost.com/education/2023/01/05/nyc-schools-ban-
chatgpt/ (accessed 2023-01-19).
(11) Lipman, J.; Distler, R. Schools Shouldn’t Ban Access to
ChatGPT. Time, January 11, 2023. https://time.com/6246574/
schools-shouldnt-ban-access-to-chatgpt/ (accessed 2023-01-19).
(12) Daston, C. A new AI tool can write convincing high school
essays. Chicago teachers wonder what to do next. WBEZChicago,
January 13, 2023. https://www.wbez.org/stories/a-new-ai-tool-can-
write-high-school-essays-chicago-schools-are-wondering-what-to-do-
next/a380bebd-ebc3-4b64-87e2-d667515dbba8 (accessed 2023-01-
19).
(13) Hern, A. AI-assisted plagiarism? ChatGPT bot says it has an
answer for that. The Guardian, December 31, 2022. https://www.
theguardian.com/technology/2022/dec/31/ai-assisted-plagiarism-
chatgpt-bot-says-it-has-an-answer-for-that (accessed 2023-01-19).
(14) Bowman, E. A college student created an app that can tell
whether AI wrote an essay. NPR, January 9, 2023. https://www.npr.
org/2023/01/09/1147549845/gptzero-ai-chatgpt-edward-tian-
plagiarism (accessed 2023-01-19).
(15) Mollenkamp, D. Can Anti-Plagiarism Tools Detect When AI
Chatbots Write Student Essays? EdSurge, December 21, 2022.
https://www.edsurge.com/news/2022-12-21-can-anti-plagiarism-
tools-detect-when-ai-chatbots-write-student-essays (accessed 2023-
01-19).
(16) Caren, C. AI writing: The challenge and opportunity in front of
education now. Turnitin, December 15, 2022. https://www.turnitin.
com/blog/ai-writing-the-challenge-and-opportunity-in-front-of-
education-now (accessed 2023-01-19).
(17) Gleason, N. ChatGPT and AI text generators: how HE can
respond. Times Higher Education | THE Campus Learn, Share, Connect,
2022.
(18) Grimaldi, G.; Ehrler, B. AI et al.: Machines Are About to
Change Scientific Publishing Forever. ACS Energy Lett. 2023, 8, 878−
880.
(19) Metzler, K.; ChatGPT. How ChatGPT Could Transform
Higher Education. Social Science Space, December 7, 2022. https://
www.socialsciencespace.com/2022/12/how-chatgpt-could-transform-
higher-education/ (accessed 2023-01-19).
(20) Gabel, D. Enhancing Students’ Conceptual Understanding of
Chemistry through Integrating the Macroscopic, Particle, and
Symbolic Representations of Matter. In Chemists’ Guide to Effective
Teaching; Pienta, N. J., Cooper, M. M., Cooper, T. J., Eds.; Pearson
Prentice Hall: Upper Saddle River, NJ, 2005; pp 77−87.
(21) Johnstone, A. H. Why is science difficult to learn? Things are
seldom what they seem. J. Comput. Assisted Learn. 1991, 7 (2), 75−83.
(22) Towns, M. H.; Raker, J. R.; Becker, N.; Harle, M.; Sutcliffe, J.
The biochemistry tetrahedron and the development of the taxonomy
of biochemistry external representations (TOBER). Chem. Educ. Res.
Pract. 2012, 13 (3), 296−306.
(23) Laupichler, M. C.; Aster, A.; Schirch, J.; Raupach, T. Artificial
intelligence literacy in higher and adult education: A scoping literature
review. Comput. Educ.: Artif. Intell. 2022, 3, 100101.
(24) Wood, E. A.; Ange, B. L.; Miller, D. D. Are We Ready to
Integrate Artificial Intelligence Literacy into Medical School
Curriculum: Students and Faculty Survey. J. Med. Educ. Curric. Dev.
2021, 8, 1−5.
(25) Notopoulos, K. A Tech News Site Has Been Using AI To Write
Articles, So We Did The Same Thing Here. BuzzFeed News, January
12, 2023. https://finance.yahoo.com/news/used-ai-write-article-cnet-
183507634.html?guccounter=1&guce_referrer=
aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer=
https://doi.org/10.1021/acs.jchemed.3c00063
J. Chem. Educ. 2023, 100, 1413−1418
Journal of Chemical Education pubs.acs.org/jchemeduc Commentary

AQAAALc1J3D1XT15NK7aS0DhXK_Lr5_
wLfSeWYMyET2DBZRUi5z5VWj4DVOXSovvkP4mUkClK7EbEE5a
c4O8BIh9bsj5eIdzXDsxmnC2oapha3AwPDSPG6tuMB-
gmnXGXHk1ZuE4nJjc2uoK_dLAQMc7_B-P0VpcZoln_
9jyzAOa395X (accessed 2023-01-19).
(26) Metz, C. AI Is Becoming More Conversational. But Will It Get
More Honest? The New York Times, January 10, 2023. https://www.
nytimes.com/2023/01/10/science/character-ai-chatbot-intelligence.
html (accessed 2023-01-19).
(27) Manyika, J.; Silberg, J.; Presten, B. What Do We Do About the
Biases in AI? Harvard Business Review, October 25, 2019. https://hbr.
org/2019/10/what-do-we-do-about-the-biases-in-ai (accessed 2023-
01-19).
(28) Burgess, M. Just like humans, artificial intelligence can be sexist
and racist. Wired, April 13, 2017. https://www.wired.co.uk/article/
machine-learning-bias-prejudice (accessed 2023-01-19).
(29) Upchurch, T. To work for society, data scientists need a
hippocratic oath with teeth. Wired, April 8, 2018. https://www.wired.
co.uk/article/data-ai-ethics-hippocratic-oath-cathy-o-neil-weapons-of-
math-destruction (accessed 2023-01-19).
(30) Zewe, A. Can machine-learning models overcome biased
datasets? MIT News, February 21, 2022. https://news.mit.edu/2022/
machine-learning-biased-data-0221 (accessed 2023-01-19).
(31) Becker, M. L.; Nilsson, M. R. College Chemistry Textbooks
Fail on Gender Representation. J. Chem. Educ. 2021, 98 (4), 1146−
1151.
(32) Murray, C.; Anderson, Y.; Simms, C. H.; Seery, M. K.
Representations of women and men in popular chemistry textbooks in
the United Kingdom and Republic of Ireland. Chem. Educ. Res. Pract.
2022, 23 (2), 373−384.
(33) Karpf, D. Money Will Kill ChatGPT’s Magic. The Atlantic,
December 21, 2022. https://www.theatlantic.com/technology/
archive/2022/12/chatgpt-ai-chatbots-openai-cost-regulations/
672539/ (accessed 2023-01-19).
(34) Boudreau, D. Will ChatGPT threaten the future of the digital
accessibility field? Medium, January 4, 2023. https://dboudreau.
medium.com/will-chatgpt-threaten-the-future-of-the-digital-
accessibility-field-eb472d62b689 (accessed 2023-01-19).
(35) Lehner, A. A Conversation with ChatGPT about Web
Accessibility and Widespread Myths. Oida, is des org!, December 9,
2022. https://www.oidaisdes.org/chatgpt-accessibility-myths.en/ (ac-
cessed 2023-01-19).

1418 https://doi.org/10.1021/acs.jchemed.3c00063
J. Chem. Educ. 2023, 100, 1413−1418