Analytical Chemistry Course Research Articles

A Case Study of the East Palestine, Ohio Train Derailment Disaster for Upper-Level Undergraduate Analytical Chemistry Courses

A Case Study of the East Palestine, Ohio Train Derailment Disaster for Upper-Level Undergraduate Analytical Chemistry Courses

Undergraduate Pharmacy student’s perspectives and attitudes toward the online teaching of analytical chemistry courses: A cross-sectional study

Undergraduate Pharmacy student’s perspectives and attitudes toward the online teaching of analytical chemistry courses: A cross-sectional study

Reform of Inorganic and Analytical Chemistry Course Teaching Model in Biology Major under the New Situations

Inorganic and analytical chemistry is a compulsory basic course for students majoring in biology. The goal of this course is to provide them with the necessary chemical knowledge and experimental skills and to lay the foundation for the subsequent professional courses. This study explores the teaching model reform of inorganic and analytical chemistry teaching for non-chemistry majors according to the current situation, hoping to explore a suitable course teaching model for biology majors by optimizing teaching content, stimulating students’ interest, and improving teaching methods.

Electrifying Fruit Juice: Integrating Applied Electroanalytical Chemistry into the Undergraduate Curriculum.

Electroanalytical chemistry has been advanced through portable devices, providing methods and sensors for the detection of analytes with high sensitivity and accuracy. This subfield of electrochemistry has the potential to be utilized in industry and analytical quality control, in general. This results in an increasing demand for trained personnel, capable of operating benchtop and portable electroanalytical equipment. Although electrochemical techniques are routinely taught in theoretical undergraduate courses, they need to be more often incorporated into experimental didactic activities. Herein, we describe the application of an effective, hands-on, and low-maintenance experiment that can enhance the learning experience of electroanalytical methods and their use in industrial quality control settings. This activity is based on the detection of ascorbic acid (vitamin C) by employing cyclic voltammetry at unmodified glassy carbon electrodes (GCE) in real juice samples. This didactic experiment teaches students about the theoretical concepts of cyclic voltammetry, three-electrode cell setup, chemical reversibility, data treatment, and quantitative analysis. This teaching approach was conducted in a second-year analytical chemistry course and was easily adapted to social distancing measures imposed by the COVID-19 pandemic.

Integrating Virtual Tools Into the Face-To-Face Teaching of Undergraduate Analytical Chemistry

At the National University of Luján, traditional classroom-based instruction characterized the analytical chemistry courses. However, in response to evolving educational needs, a transition to hybrid education combining virtual and face-to-face activities is occurring. In this context, some questions arise: Can all face-to-face activities be replaced by virtual activities? What benefits does the inclusion of virtual activities bring to the curriculum? Reflecting on the experiences gained during the virtual instruction period that occurred due to the pandemic, the teaching group recognized the value of integrating virtual and face-to-face components. In a comparative assessment of teaching tools, the consensus emerged that a blended approach is crucial for effective analytical chemistry education in the current educational landscape. The findings indicated that, for theoretical lessons, a hybrid approach with face-to-face sessions complemented by asynchronous virtual tools proved to be advantageous. This allowed students the flexibility to review lessons at their convenience. Regarding bench work, a preference for face-to-face instruction was noted, as it facilitated hands-on experience in laboratories with real equipment and samples. In addition, it was found that the simulation software for gas and liquid chromatography equipment allowed the incorporation of valuable experiences for the study of both methodologies without extending the time required to carry out the practical work or requiring new inputs.

Keeping Analytical Chemistry Training Up-to-Date.

The undergraduate analytical chemistry curriculum serves to equip students with the knowledge and skills for work outside of classroom training. As such, instructors face a challenging task in deciding the breadth and depth of topics for their courses to ensure their syllabi can remain up-to-date with today's needs. We propose that instructors consider covering capillary electrophoresis (CE) and lab-on-a-chip (LOC) technologies in their analytical chemistry courses. Past surveys of the curriculum show a noticeable lack of emphasis on these topics, which we feel is a missed opportunity and one that holds potential for the collective benefit of instructors and students. CE and LOCs are utilized in a diverse array of fields like biochemistry, pharmaceutical production, materials science, and environmental analysis, and their applications are becoming increasingly important amidst the growing movement toward environmentally sustainable practices and green chemistry. They are also more accessible in the analytical chemistry classroom compared with typical benchtop instruments due to the flexibility of their size and cost. This makes them easier to obtain, maintain, and transport for use and demonstration purposes. Additionally, interwoven in these topics are core concepts that are fundamental to analytical chemistry; thus, covering them will inherently reinforce students' understanding of fundamental knowledge. Therefore, we believe increased coverage of CE and LOCs can better prepare undergraduates for modern analytical chemistry work in various industries and fields of research.

Особенности преподавания аналитической химии студентам фармацевтического профиля

The article reveals some features of teaching analytical chemistry as one of the main subjects for training future pharmacists. It is shown that the course of analytical chemistry forms the basic practical skills necessary in subsequent professional activity. The difficulties of teaching analytical chemistry associated with time constraints and a large volume of material that is submitted for consideration at the lecture are noted. This requires a very clear structure and sequence from the teacher, as well as multimedia accompaniment, which contributes to a better perception of the material presented and its assimilation. It is necessary that each practical lesson be provided with methodological recommendations, materials for preparing for a practical lesson, tests for knowledge control, situational tasks, as well as methodological recommendations for independent work of students. Special attention is paid to the importance of solving computational problems, which is an integral part of the practical lesson. This allows you to better understand the basic methods and techniques of chemical analysis, as well as acquire comprehensive chemical knowledge necessary for the successful study of professional disciplines. Assimilation of knowledge in analytical chemistry is a necessary step in preparing students for the conscious perception of specialized disciplines – pharmaceutical chemistry, technology, pharmacology, pharmacognosy, toxicological chemistry.

Formation of Professional Training of Future Chemistry Teachers in the Discipline 'Analytical Chemistry'

Today, the results of training in universities that train chemistry teachers are determined on the basis of the first level of Dublin descriptors for undergraduate studies and are reflected through specific competencies. Therefore, the results of training are formed at all levels of the educational program (EP) that trains chemistry teachers, that is, at the level of a separate discipline, module. High-quality organization of the content of basic disciplines is of particular importance for future chemistry specialists to achieve special competencies. In this regard, the presented article focuses on the methodological aspects of teaching chemical disciplines that contribute to the formation of a broad worldview, a high culture of thinking, an educated person in the training of chemistry specialists at the International Kazakh-Turkish university named after Khoja Ahmed Yasawi. The purpose of our research work is a comprehensive analysis of the components of the professional competencies of the Analytical Chemistry course and preparing for future professional activity by creating a methodology that forms the general and professional competencies of the future chemistry teacher. Therefore, as the object of research work, the course “Analytical Chemistry” is taken as a basis. Features, meaningful and effective opportunities for general and professional competencies are provided, which are analyzed for its content, the place and significance of the subject in the chemical education system is determined, and is also formed when teaching other chemical disciplines. The course of the study of the problem of organizing the education system with a focus on the principles of competence was organized in the field of control, data collection, analysis of statistical data, their generalization, oral and written requests. From the results obtained, it follows that in the formation of fundamental chemical-analytical knowledge and professional motivational and value relationships among students, the presence of various tasks focused on effective teaching methods and competencies is of great importance.

Integrating Virtual Tools Into the Face-To-Face Teaching of Undergraduate Analytical Chemistry

At the National University of Luján, traditional classroom-based instruction characterized the analytical chemistry courses. However, in response to evolving educational needs, a transition to hybrid education combining virtual and face-to-face activities is occurring. In this context, some questions arise: Can all face-to-face activities be replaced by virtual activities? What benefits does the inclusion of virtual activities bring to the curriculum? Reflecting on the experiences gained during the virtual instruction period that occurred due to the pandemic, the teaching group recognized the value of integrating virtual and face-to-face components. In a comparative assessment of teaching tools, the consensus emerged that a blended approach is crucial for effective analytical chemistry education in the current educational landscape. The findings indicated that, for theoretical lessons, a hybrid approach with face-to-face sessions complemented by asynchronous virtual tools proved to be advantageous. This allowed students the flexibility to review lessons at their convenience. Regarding practical work, a preference for face-to-face instruction was noted, as it facilitated hands-on experience in laboratories with real equipment and samples. However, it was found that the simulation software for gas and liquid chromatography equipment allowed the incorporation of valuable experiences for the study of both methodologies without extending the time required to carry out the practical work or requiring new inputs.

Exploration and Practice of Ideological and Political Education in Inorganic and Analytical Chemistry Courses

Exploration and Practice of Ideological and Political Education in Inorganic and Analytical Chemistry Courses

Exploration and Practice in Developing a Premier Course in Inorganic and Analytical Chemistry

Exploration and Practice in Developing a Premier Course in Inorganic and Analytical Chemistry

PENINGKATAN KUALITAS PEMBELAJARAN PADA POKOK BAHASAN ANALISIS MOLEKUL MENGGUNAKAN INFRA MERAH (IR) DAN NUCLEAR MAGNETIK RESONANCE (NMR) MELALUI PEMANFAATAN PROGRAM HYPERCHEM DAN CHEMOFFICE

Final grades of student who participated in the Course of Instrumental Analytical Chemistry in Odd Semester, Academic Year of 2022/2023 indicate a low student achievement. The objective of this study was to improve the instruction of Instrumental Analytical Chemistry Course by increasing student learning activities and student achievement on the topic of infra red and nuclear magnetic resonance analysis by utilizing HyperChem and ChemOffice Software. Student and lecturer observation sheet were used for measuring student and lecturer activities, respectively while, an essay test sheet was given to measure student cognitive ability. Student and lecturer activity scores for Cycle 1 were 22 and 27, respectively and fell in “Good” category. Student activity score rose up to the maximum score, 27 while, lecturer activity score remained in maximum score in Cycle 2. Lecturer activity already had a maximum score in Cycle 1 because the lecturer was well-prepared in the instruction as well as successful implementation of learning plan. Increasing student achievement was also recorded from Cycle 1 (average 80.2) to Cycle 2 (average 88.5). The percentage of student who gained score above 65 was 93% in Cycle 1 and went up to 100% in Cycle 2. HyperChem and ChemDraw are able to assist the instruction of Instrumental Analytical Chemistry course on the topic of IR and NMR.

A New Daily Teaching Mode of Analytical Chemistry Course based on the Higher Vocational College Skill Competition

By introducing the standard of vocational college skill competition into the daily teaching of analytical chemistry course in higher vocational college, a more reasonable teaching mode is constructed to improve the enthusiasm of the students on analytical chemistry, and to improve the operational standardization of analytical experiments and accuracy of analytical results, hoping to transport more excellent players for skills competition, and reserve a large number of industrial analysis and testing technical skill talents for the social.

Development of interactive teaching materials based on inquiry based learning models based on the outcome-based education curriculum in analytical chemistry learning

This research to develop an IBL-based electronic e-module integrated with the OBE curriculum in analytical chemistry learning. This research is a development research using the ADDIE model which consists of 5 stages: Analysis. Design, Development, Implementation and Evaluation. The sampling technique uses purposive sampling as many as 28 preservice chemistry teachers. Research data were obtained from a validation questionnaire for media experts, material experts, linguists and student responses to the developed e-module with BSNP criteria. Material expert validation obtained an average content feasibility of 3.22, language eligibility 3.52 and presentation feasibility 3.73 IT expert validation obtained an average for design indicators 3.75, display 3.75 and visual 3.3 and usage 3.75. Student response to learning using an electronic IBL-based e-module integrated with the OBE curriculum for display is 89.99%, content quality is 92.85%, usage is 93.3% and usefulness is 93.15%. Implementation of interactive e-module products based on inquiry based learning in learning that can improve student chemistry learning outcomes in the Analytical Chemistry course with Gain 81.20.

Visualizing 3D Data with Merge Cubes

Education in chemistry often requires students to interpret and manipulate data across three dimensions. In electrochemistry, 3D information can take the form of surface profiles, potential axes, Reinmuth plots, and more. While some students are adept at visualizing and interacting with complex 3D data, others struggle to do so. This creates a barrier and can prove a disadvantage in advanced chemistry courses. To better aid student understanding, Merge Cubes, an augmented reality tool, are introduced to an analytical chemistry course with a focus on equilibrium and electrochemistry. Students can view 3D objects with the smartphone companion app, where objects are superimposed on the cubes and displayed on the phone. The objects can be rotated, manipulated, and annotated to give a better understanding of 3D data. Objects are provided to students throughout the course, showing equilibria, titrations, potentiometry, and voltammetry in 3D space. The objects are used as introductory tools for content, visual aids for graded assignments, and as discussion activities. Student opinion surveys for each content module provide information on the efficacy of Merge Cubes and what format students found most helpful. Figure 1

Using Learning Managemant System in Fundamental of Analytical Chemsitry Course: Effect on Students’ Critical Thinking through The Authentic Assessment

Critical thinking is the main skill for connecting relationships between chemical science concepts in a coherent environment. Therefore, a learning and evaluation method is needed to help students master the meaning of chemistry to environmental phenomena. The Fundamental of Analytical Chemistry course invites students to study the technique of determining the concentration of a compound. This is relevant to improve their critical thinking skills. This study aims to analyze the effect of the implementation of Technology-based Authentic Assessment (TbAA) on students' critical thinking skills in Fundamental of Analytical Chemistry course. Designed as a pre-experimental, one group pretest-posttest study was applied. A total of 26 undergraduate Chemistry students were included as samples through purposive sampling. TbAA was held for 7 meetings, then critical thinking skills were assessed through essay instruments covering aspects of interpretation, analysis, evaluation, inference. The validity test was carried out theoretically by 2 learning chemists on 4 critical thinking questions that had been developed. After the data was obtained, descriptive statistics and the Wilcoxon test were carried out to answer the research objectives. Based on the results of the analysis, there is a significant difference in students' critical thinking skills after the application of TbAA.

Quantitative Determination of Ethyl Alcohol in Kombucha Using an Inexpensive Sensing Device

Kombucha, a popular probiotic beverage, contains detectable concentrations of ethyl alcohol. To be sold as a nonalcoholic product, alcohol concentrations in kombucha must be shown to be less than 0.5% by volume. This paper describes the use of an inexpensive, commercially available sensor to reliably and accurately measure alcohol concentrations in kombucha across a variety of undergraduate chemistry laboratory courses. Procedures and assessment data are also provided for two courses: an introductory course for nonchemistry majors and upper-division analytical chemistry. In the case of the analytical chemistry course, results from the alcohol sensor were compared to headspace gas chromatography as a capstone assessment. In all cases, the alcohol content of multiple commercial kombucha samples were determined, and students submitted final reports using appropriate scientific writing aligned with precise learning objectives.

Development of UV-VIS Spectrophotometer Virtual Laboratory Media for Instrumental Analytical Chemistry Digital Practicum

<p><span data-preserver-spaces="true">The demands of 21st Century learning are now in the Industrial Revolution Era 4.0 with 4C learning characters. Educators must develop their creativity to improve the quality of learning so that students can be more creative in learning. </span><em>Instrumental Analytical Chemistry</em><span data-preserver-spaces="true"> is a course that studies modern instrumentation for chemical analysis. The instrumentation is unavailable in the laboratory because it is costly. This research aims to develop a virtual laboratory media UV-Vis Spectrophotometer that can be used in the digital practicum of the Instrumental Analytical Chemistry Course. The method used is development research (R & D) by adapting the multimedia model ID Hannafin & Peck, using Macromedia flash applications. This research shows that the UV-Vis Spectrophotometer virtual lab developed provides excellent feasibility results and is also effective for use in lectures and digital practicum of Instrumental Analytical Chemistry lectures. </span></p>

Teaching Microextraction Techniques During COVID-19 Pandemic through Remote Lab Strategy

Since the appearance of the COVID-19 pandemic and its subsequent stage, the changes produced in the chemistry teaching process have allowed educators to use a wide range of strategies, methodologies, and tools to promote student learning. To carry out laboratory practices, some strategies reported include the use of simulators and educational software, as well as the development of remote lab activities. In recent years, the teaching of microextraction techniques and the greening of the sample treatment process represent an important topic in instrumental analytical chemistry courses, incorporating green chemistry topics in the curricula. In this context, a hands-on activity through a kit of materials, equipment, and reagents delivered to students for teaching microextraction techniques during the pandemic’s learning conditions is presented. The activity was designed to extract a food coloring dye applying four microextraction techniques, including solid-phase extraction (SPE), solid-phase microextraction (SPME), in-tube solid-phase microextraction (IT-SPME), and micro polymeric magnetized bar adsorptive extraction (μ-PMBAE). Finally, for quantitative analysis, a colorimetry and absorbance-based experiment through image acquisitions and RGB analysis was used. The experiments were applied as extracurricular activities, and students’ feedback was fruitful due to the enthusiasm that it produced in them to carry out laboratory tasks after so much time of confinement. Among the successful points of the activity, it is possible to mention the ease of carrying out the experiments from home and the application of green sample treatment techniques that minimize the use of materials and reagents.

Jelly Potentiometry, Do It Yourself

Understanding potentiometry is a difficult task when students in initial courses of Analytical Chemistry are first introduced to instrumental techniques. The closest instrument to them is a pH meter, which is frequently used as a “black box”, without a real understanding of how it works. Here we present the assembly of jelly modules that the students can combine in different ways with the purpose of visualizing what reference and indicator electrodes are and their function when they are used in potentiometric measurements with quantitative purposes. This didactic sequence was used during six semesters in a first course of Analytical Chemistry dictated for students becoming laboratory technicians in Chemistry and Chemical Engineering. It is a hands-on experiment to exemplify both a direct potentiometric analysis and a potentiometric titration (indirect analysis). It is simple, low-cost, and easy to apply. It only requires gelatin, salts, pieces of metal, and a multimeter. The students showed interest in its execution, and they were able to identify the functions of the electrodes, discuss the different analytical implications of potentiometric techniques among themselves, and make the requested graphics with very good results.