Analytical Chemistry Course Research Articles

Laboratory Skills Assignments as a Teaching Tool to Develop Undergraduate Chemistry Students’ Conceptual Understanding of Practical Laboratory Skills

Laboratory skills assignments were developed as a novel approach to providing students with the opportunity to engage in hands-on laboratory skills development outside of the lab during the COVID-19 pandemic. Initially, the assignments were implemented within a second-year forensic chemistry course of 48 students and redesigned and modified to be implemented within a large in-person second-year analytical chemistry course of 208 students as a complement to the laboratory experiments. Five laboratory skills were chosen to coincide with those used within the laboratory experiments of the course: pipetting, quantitative transfer, serial dilutions, buret use within titrations, and weight-by-difference mass measurements. Each skills assignment consisted of two videos demonstrating the selected skill: one in which the skill was performed properly and one in which deliberate errors have been included. For each skills assignment, students were tasked with distinguishing between the two videos along with identifying the included errors and the consequences each error would have on either the accuracy and reproducibility of the collected data or the safety of the experimental procedure. Student feedback on the skills assignments is also reported.

An Open Platform Microcontroller-Based Laser Refractometer

This exercise encompassed the construction and use of a microcontroller-based laser refractometer. The instrument, which does not require a high skill level to build, primarily consisted of a line laser, optical sensor, several 3-D printed parts and printed circuit boards, and a microcontroller development board. Construction and testing of the device occurred in upper division analytical chemistry courses, either quantitative analysis or instrumental methods, and data analysis of real-world samples took place in the general chemistry laboratory. Open-source software was used to (a) communicate between a laptop and microcontroller and (b) record data in real-time directly to an Excel spreadsheet utilizing visual Basic for applications (VBA) an event driven programming language that is part of Microsoft Office applications. In addition to collecting the data, general chemistry students used Excel to generate a calibration curve and determine the concentration of ethylene glycol in an antifreeze sample. Student engagement was assessed using a Likert-type survey, and the results were analyzed using statistical methods. Laboratory reports and a postlab quiz were used to assess student learning outcomes.

Effectiveness of Formative Assessment As Learning Tool in Quantitative Analytical Chemistry Remote Learning

The effectiveness of learning tools in remote learning mode during the COVID-19 pandemic was investigated in The Quantitative Analytical Chemistry Course in University of the Philippines-Diliman. The effectiveness of formative assessments with feedback was determined by comparing students’ performance in the pretest and posttest assessments. Dependent sample t-test analysis of over-all performance of student showed that as a cohort, there was a statistically significant improvement in the posttest ( M = 8.44, SD = 1.63) performance compared to pretest (M = 5.46, SD = 2.19), t(49) = 9.926, p < 0.001). The dependent t-test analysis indicate that there was a statistically significant improvement in nine topics while there was no statistically significant improvement in two topics. Results of the study indicate that in three of the topics with Problem Solving/Analyze/Evaluate type of questions, less than 55% of the students were able to fully answer the problem in the posttest. The findings indicate that for multistep problem solving and evaluate type of questions, additional learning strategies are needed for majority of students to be fully competent on the topics. This study also aimed to assess effectiveness of commercially available online learning platforms as learning tool. The data indicate that only 50% (28 out of 54 students) of the students accessed at least once the online learning platform during the duration of the course.

Exploration and Practice of Pedagogical Reforms in Inorganic and Analytical Chemistry Course in Agricultural and Forestry Universities

Exploration and Practice of Pedagogical Reforms in Inorganic and Analytical Chemistry Course in Agricultural and Forestry Universities

Practice of Implementing Blended Teaching in Shared Analytical Chemistry Course

Practice of Implementing Blended Teaching in Shared Analytical Chemistry Course

Exploration on the Construction of Virtual Teaching and Research Section of Analytical Chemistry Course

Exploration on the Construction of Virtual Teaching and Research Section of Analytical Chemistry Course

The effectiveness of analytical chemistry problem based learning model on student learning outcomes

This study aims to get a value of the effectiveness of students in learning analytical chemistry. The subjects carried out in this study were 30 Tanjungbalai Polytechnic students. The method used is to analyze the pre-test and post-test as well as data on the frequency distribution of the G factor. From the results of the study it can be concluded as follows 1). The value of the pre-test results showed that out of 30 students there was 1 person (3.33%) with the highest score with a score of 74. For 29 people (97.67%) were declared not to have passed because the score was below 74. 2). The standard deviation value is 6.33 with a variance of 40.110. 3). the posttest score of 5 people with the highest score of 90 with a percentage of 16.67%, and 83.33% showed a score below 90 and passed the PBL Chemistry Analysis lesson. The conclusion from the results of the increased learning outcomes in the analytical chemistry course was obtained that the g factor value was 0.56 in the moderate category and a percentage of 56.16% in the quite effective category.

PROJECT-BASED LEARNING PADA MATA KULIAH KIMIA ANALITIK DASAR MENGGUNAKAN YOUTUBE UNTUK PENINGKATAN KETERAMPILAN ABAD 21

In recent years, the development of information and digitalization is growing very rapidly, especially in the state of distance learning due to the COVID-19 pandemic. In addition, this era leads to the need for 21st-century skills possessed by students to be survived amid several disruptions in various conventional fields. Assignments based on project-based learning have been carried out to the chemistry students at Indonesia University of Education in the Basic Analytical Chemistry course to learn the effect of project based learning using youtube as the publication media to improve various 21st-century skills. 6 videos explained the advanced methods applied in the analytical chemistry field have been resulted in. These videos were uploaded to YouTube with a total of 2662 viewers, 1577 likes, as well as 235 comments. Descriptive studies were used as a research method to get some respon from students according to the implementation of 21st-century skills. In addition, we collected qualitative respons from viewers related to the content of explanatory videos that have been made. Through a survey, around 85% of students stated agree and strongly agree that this project-based learning could improve their collaboration skill (4.34/5 scale), scientific literature literacy (4.40/5), creative thinking (4,49/5), communication (4.54/5) as well as critical thinking (4.7/5). Finally, positive and supportive respon from audiences strengthened arguments that this assignment could be exercising the teaching and communication skills of students

Activity: Teaching Coding in R through Discipline-Focused Problem-Solving in an Analytical Chemistry Course

Activity: Teaching Coding in R through Discipline-Focused Problem-Solving in an Analytical Chemistry Course

Survey of the Undergraduate Analytical Chemistry Curriculum

This article reports the results of a curriculum survey of 322 analytical chemistry instructors (92% U.S.-based) conducted during Spring 2021. This snapshot of current course formats, topics, and pedagogical methods will be useful to both seasoned and novice teachers of analytical chemistry. The majority of respondents reported that their major requires two analytical chemistry courses, and 97% of respondents reported that at least one analytical course is required. Over 80% reported a required analytical lab course. The topic rated most important was standardization and calibration methods, followed by UV–vis absorbance spectroscopy, data handling, HPLC, GC, statistical analysis, general chromatographic theory, sources and types of error, mass spectrometry, and acid–base theory/equilibria/buffers. In general, topics that were rated as important were likely to be taught in required courses and addressed in hands-on laboratories. Over 80% of instructors reported the use of at least one evidence-based active learning strategy. In response to open-ended questions, instructors shared their strategies for student career preparation, project-based learning, and inclusive teaching, with these responses summarized using thematic analysis. Responses from 117 instructors give a snapshot of current efforts to promote diversity, equity, and inclusion, including cultivation of an inclusive environment, implementation of active learning, and examples of diverse scientists and culturally relevant examples. Respondents also reported the biggest challenge to their teaching, which was most frequently associated with obtaining and maintaining instrumentation. The results of this survey will help inform curricular updates in individual courses and programs and may inspire larger community-wide efforts to improve undergraduate analytical instruction.

A new resource to help instructors incorporate active learning into analytical chemistry courses.

A new resource to help instructors incorporate active learning into analytical chemistry courses.

Understanding the electrochemical sensors’ figures of merit using a H2O2 sensitive, low-cost ferrite powder first generation electrode

The development of electrochemical sensors capable of quantifying either chemical, biological, or environmental parameters of interest endorses both the increased academic and educational relevance of electrochemistry. As a result, understanding quantitative electrochemical sensing characterization and performance analysis through analytical figures of merit stands as a curricular requirement from both a theoretical and methodological standpoint as it involves the development of several skills which are highly transferable into further electrochemical education and professional practices. On the other hand, due to popular fields of applications such as non-invasive wearable electrochemical sensors for monitoring electrolytes in sweat on high-performance athletes, students are well-aware of its potential, increasing their willingness to partake in electrochemical activities. Addressing the aforementioned, the experience described herein is divided into two main sections. Firstly, a theoretical introduction regarding electrochemical sensors and electrochemical performance validation techniques known as electroanalytical figures of merit are proposed. Secondly, a hands-on experience using a H2O2sensitive ferrite powder working electrode is carried out by performing voltammetric and chronoamperometric techniques so that students develop a basic understanding of the redox processes occurring at the working electrode surface and obtain analytical performance parameters that allow conclusions to be drawn regarding the ferrite powder sensing capabilities towards H2O2 reduction. As for implementation requirements, the proposed four-hour laboratory protocol is suitable for graduate/upper-level undergraduate physical or analytical chemistry courses and, due to its length, is recommended to be conducted in groups of two to three students.

Leveraging the Analytical Chemistry Primary Literature for Authentic, Integrated Content Knowledge and Process Skill Development

Students develop process skills through repeated practice of data interpretation, problem solving, and critical thinking. The primary literature provides a rich source of data and application problems to engage students in this practice within the context of chemistry content knowledge. However, most existing classroom activities based on the literature involve reading full articles. To offer students more frequent practice, we suggest that instructors prepare assignments based on data excerpted from articles. Herein, we demonstrate the pedagogical goals, design strategy, and implementation of such assignments, using over 40 examples from our own analytical chemistry courses. These examples are provided for direct use or as models in the Supporting Information.

Identifying Cereals through Elemental Analysis with Microwave Plasma Optical Emission Spectroscopy: Experiment for Analytical Chemistry Lab

Elemental analysis is performed in a variety of ways in food and environmental sciences; thus, we have designed an activity in which students gain experience with research-level lab techniques in a real-world context through the quantification of key elements in breakfast cereals using microwave plasma optical emission spectroscopy (MP-OES). The experiment described here is a skill building assignment to scaffold into more advanced projects with research-level instrumentation and in analytical chemistry courses. Students compare their results to the nutrition facts published by the distributors in order to identify their cereals, emphasizing precision and accuracy in instrumental analysis and good standard operating procedures (SOPs). Although cereals were chosen on the basis of the relevance of fortified minerals in this study, variations of this method may be used for the analysis of different food products. The student learning objectives of this experiment include developing SOPs for emission spectroscopy, creating and using standard curves to determine detection limits and elemental concentrations, presenting results using the proper format along with using statistical techniques such as standard deviation and method detection limit, and writing a report following the form of a technical journal article. MP-OES is a relatively new, sensitive, and inexpensive technique for elemental analysis, making it a practical choice for an undergraduate laboratory.

Digital Tool for the Analysis of UV–Vis Spectra of Olive Oils and Educational Activities with High School and Undergraduate Students

UV–vis absorption spectroscopy is one of the most accessible spectroscopic techniques at the high school educational level, and it is usually introduced in analytical chemistry courses due to its high versatility and to the wide range of applications in many fields of chemistry. Within this framework, we have developed an easy-to-use “simulation tool” to identify and quantify the main pigments in a relatively complex food matrix, such as olive oil and seeds’ oils. This digital software, freely available, can be used by high school students and first-year undergraduate students to analyze the UV–vis absorption spectrum of olive oils recorded in the bulk without any chemical treatment. In this paper, we are reporting the basic principles of the spectroscopic method and the way to use the “simulation tool” with several examples and explanations that are useful for students and teachers. In the second part of the paper, several examples of activities about the chemistry of olive oil, realized with the fifth classes’ students of a high school technical institute (K–12 level) and undergraduate students of an introductory course in spectroscopy in the second year of the Chemistry Degree Course, are reported. These activities were performed partially face-to-face and partially in distance learning mode during the COVID-19 pandemic. The main learning outcomes, methodological issues, and students’ feedback resulting from these experiences are reported and commented on, showing the potential of the simulation tool for educational purposes.

Teaching Design and Practice of Integrating Ideological and Political Education into Analytical Chemistry Course

Teaching Design and Practice of Integrating Ideological and Political Education into Analytical Chemistry Course

Designing and Implementing Mixed Teaching in Industrial Analytical Chemistry Courses Based on a “Learning” Focus

Designing and Implementing Mixed Teaching in Industrial Analytical Chemistry Courses Based on a “Learning” Focus

The Application Exploitation of Integrating Mind-Mapping into TaskDriven Teaching Method in Analytical Chemistry Course

The Application Exploitation of Integrating Mind-Mapping into TaskDriven Teaching Method in Analytical Chemistry Course

Investigation and Practice on Level-Teaching of Inorganic and Analytical Chemistry Course in the Ethnic Institutes

Investigation and Practice on Level-Teaching of Inorganic and Analytical Chemistry Course in the Ethnic Institutes

Reform of Analytical Chemistry Courses in Higher Vocational Education in Medicine and Health Considering a Diverse Student Background

Reform of Analytical Chemistry Courses in Higher Vocational Education in Medicine and Health Considering a Diverse Student Background