Carlos M. Torres Díaz


Chemistry Undergraduate Program Professor
e-mail: carlos.torres39@upr.edu
office: CN-100
office extension: 88498

Research Interests
-Education
-Physical Chemistry
-Computational Modeling

Research
Computational Chemistry Modeling:
By means of post ab initio electronic structure theory and advanced basis sets, the interaction energies, distances and potential energy curves were obtained to study the non-covalent binding forces between six-member heteronuclear molecules.

Improving and creation experimental experiences for the Physical Chemistry Laboratory:
In an effort to transform the classical laboratory experiences to an educational environment in which the student, in an active way, deeply enhance the mastery of concepts behind experimentation using inquiry-based learning, different experiences were adapted or integrated in the Physical Chemistry laboratory. This include: concept visualization by means of computational modeling calculating physical properties through quantum chemistry theory, mathematical modeling using animated graphs for kinetics problems, use of educational approaches where the student empowers of his learning process, and the incorporation of new lab experiences related to the field of material sciences and nanotechnology. As part of this improvement effort I am in charge of the experimentation, characterization, and development of materials used in the photocatalysis process, the study of the effectiveness of the process and its kinetics in the Physical Chemistry laboratory as part of the CAHREUS (Center for the Advancement of Hybrid Research for Underrepresented Students) project.

Publication in Educational Research:
Díaz-Vázquez, Liz M.; Montes, Barbara Casañas; Echevarría Vargas, Ileabett M.; Hernandez-Cancel, Griselle; Gonzalez, Fernando; Molina, Anna M.; Morales-Cruz, Moraima; Torres-Díaz, Carlos M.; and Griebenow, Kai (2012). An Investigative, Cooperative Learning Approach for General Chemistry Laboratories. International Journal for the Scholarship of Teaching and Learning, 6(2), Article 20.
Available at: http://digitalcommons.georgiasouthern.edu/ij-sotl/vol6/iss2/20