Quantitative Analysis Course Research Articles

Pharmacy students' perceptions and satisfaction with blended instruction in quantitative chemical analysis course

Background: Course satisfaction in blended learning has become a priority among educators to keep students on track during their studies. This study investigated the Community of Inquiry (CoI) three key components, i.e. teaching, social, and cognitive presences and other factors that affect student satisfaction at Lebanese International University (LIU). Objective: The study aimed to examine pharmacy undergraduate students who enrolled in, and the effect of blended learning courses on learning environment perceptions, learning outcomes, and overall academic performance. Methods: Exactly 283 second-year students from a private School of Pharmacy registered in the Quantitative Chemical Analysis course participated in this study. Data were collected using an online survey, assessing students' prior pre-pharmacy course experiences. Results: The majority of students (58%) commended the course content, organisation, teaching resources, course design, and clarity of directions. Course satisfaction significantly correlated with age and social, cognitive, and instructional presences (Spearman’s Rho: 0.739-0.750, p < 0.05). Discussion: Studies found that blended instruction can improve student engagement, satisfaction, and learning outcomes, which are influenced by the quality of online materials, communication, feedback, and the degree of student and instructor interaction. Conclusion: The outcomes of this study support the assumption that blended learning encourages active, in-depth, and self-directed learning.

A Refined Redox Titration Simulation Program for the Simple System

Commonly used methods to simulate the oxidation–reduction (redox) titration curves include the three-step method and the rigorous method. The simple three-step method simulates the redox titration curve with the assumption that the reaction is complete, which is widely used in undergraduate quantitative analysis courses. For the rigorous simulation method, the concentrations of the components are obtained throughout the titration by solving the equilibrium equation, and then the potential is obtained based on the Nernst equation. However, both methods have certain defects. In this work, a user-friendly program that uses an optimized rigorous algorithm to simulate the redox titration curve of a simple system with n1 = n2 = 1 at different potentials was built with LabVIEW. The program was then applied to the teaching of redox titration, and questionnaires from 15 students were used for evaluation. The results showed that the program improved students’ understanding of the principles of redox titration and deepened their graphical impression of Nernst equations.

Designing a Hybrid Project-Based Laboratory Curriculum for an Undergraduate Quantitative Analysis Course

Designing a Hybrid Project-Based Laboratory Curriculum for an Undergraduate Quantitative Analysis Course

The integration of statistical learning in intelligence education: is the academy equipping tomorrow’s intelligence professionals to analyze data-centric threats?

ABSTRACT ‘We need data-literate analysts’ is a refrain heard from both the intelligence community and the private sector. In this study we ascertain the degree to which graduate programs in intelligence studies 1) meet professional standards and 2) have integrated quantitative analysis courses into their curricula. To better understand the current state of intelligence education we used a modified version of the International Association for Intelligence Education (IAFIE) educational standards to examine 28 United States educational institutions offering a graduate program focused on national security intelligence. One-quarter of the programs (25%) offered classes in all seven educational categories. In addition, of the programs surveyed, 25% have developed curricula that provide statistical learning skills. Considering the significant changes in the US threat environment, and the comparative lack of quantitative analysis content in graduate intelligence programs in the US, there is an urgent need to make intelligence curricula more robust and comprehensive by adding quantitative analysis capabilities. We posit that a well-trained and educated intelligence workforce must include peer-reviewed standards for intelligence education. A debate on the accreditation of intelligence programs is a logical next step to advancing the intelligence profession through continuous improvement of the quality of academic degree programs and curricula.

Online course delivery, assessment, and student satisfaction: The case of Quantitative Chemical Analysis course in the time of COVID-19 pandemic

Background: The COVID-19 pandemic has transformed the concept and perception of normalcy, compelling instructors to switch from face-to-face to online instruction overnight. Meanwhile, the satisfaction of course learning outcomes remains a critical element of modern educational systems and should be monitored during online education. Objective: The purpose of this study was to describe the online delivery and assessment tools of a Quantitative Chemical Analysis course and evaluate student satisfaction. Methods: Formative and summative assessments were used to test students' learning and the application of Quantitative Chemical Analysis concepts using online teaching models. At the end of the semester, a Likert scale survey was sent to all students to get their feedback. Results: Students were extremely satisfied with online learning, believing that the course's intended learning outcomes were met, with student ability to perform calculations and evaluate errors, precision, and accuracy receiving the highest scores, and student ability to explore multiple solutions for a given problem receiving the lowest scores.

Educating Consumers and Producers of Data: Review of <em>Making Sense of Numbers</em> by Jane E. Miller (2022)

Author Jane E. Miller has brought her considerable experience writing and teaching about numerate communication to a new textbook, Making Sense of Numbers. Miller uses clear prose, timely and authentic examples, and thought-provoking exercises to educate the next generation of consumers and producers of data, students in introductory quantitative reasoning, research methods, or data analysis courses. While the textbook does not fit the mold of a "typical" quantitative literacy course, creative instructors may find ways to use it in innovative quantitative literacy, data literacy, or introductory data science courses.

Simulating Instrument Design in an Upper Level Instrumental Analysis Course: Bringing the Laboratory into the Lecture Hall

Lecture-only chemistry courses without a dedicated laboratory component present a significant challenge for instructors to reinforce course content with hands-on learning experiences. This is especially true for lecture courses in which students are unable to directly visualize and operate instrumentation. Herein, we present an in-class activity simulating a hands-on instrumentation experience to serve as a cumulative review of Instrumental Analysis course material, and the activity would also be suitable for Analytical Chemistry or Quantitative Analysis courses. The activity utilizes select clips from an online video tied to a previously published study on the quantification and visualization of Hg0 vapor emitted from religious objects. Students are guided through a series of questions designed to apply their skills and knowledge gained during the semester to a real-world application of atomic absorption spectroscopy. Students report that this activity increases their understanding of sampling, instrument design, atomic spectroscopy, limitations in atomic spectroscopy applications, and block diagrams. The activity incorporates primary literature in the undergraduate course and provides a real-world application of course content from techniques covered in Instrumental Analysis.

Remote pandemic teaching in quantitative and instrumental chemical analysis courses at a Hispanic serving institution.

Remote pandemic teaching in quantitative and instrumental chemical analysis courses at a Hispanic serving institution.

VISUAL COMMUNICATION TECHNIQUE TO ENHANCE TEACHING AND LEARNING PROCESSES IN QUANTITATIVE ANALYSIS AND INSTRUMENTATION COURSE

Visual communication has become an important technique for the 21st century’s education. Images and videos are essential tools for better understanding in science and technology subjects. The science and technology subjects can be better understood through a combination of visual communication and application of the theory can be practiced. 40 students from quantitative analysis and instrumentation course were given an assignment using the separation concept. Only two students were unable to perform the task well and these students were also among the students who failed to answer the examination questions involving the application of separation techniques. Correlation tests between assignment and examination scores (involving separation concept questions) showed a positive correlation (r= 61.1). Despite the small number of respondents, the results showed a relatively strong correlation. To address this issue, students were encouraged to share their video among them, so that they can understand the separation techniques excellently.

Determination of Zinc Oxide in Pharmaceutical Preparations by EDTA Titration: A Practical Class for a Quantitative Analysis Course

Zinc oxide is a common additive in food, cosmetics, and medicines. Here, we describe the validation of methods to analyze two pharmaceutical samples containing ZnO—talc powder and dermal ointment—by ethylenediaminetetraacetic acid (EDTA) titration. The methods developed were implemented as a practical class to students of a Quantitative Analysis course, and the statistical analysis of the results were performed with the students in order to compare experimental results with label information. The practical class allowed students to see an interesting application of EDTA titration in quality control and provided better practical comprehension of important contents in complexometric titrations, statistical analysis, and laboratory techniques.

Flipped Classroom as a Learning and an Evaluation Strategy in a Pharmaceutical Quantitative Analysis Course at the Pharmacy Faculty of the Universidad de Costa Rica

Flipped Classroom as a Learning and an Evaluation Strategy in a Pharmaceutical Quantitative Analysis Course at the Pharmacy Faculty of the Universidad de Costa Rica

The Effect of Adopting Blended Learning Approach on Students’ Achievement and Satisfaction with Learning in a Post Graduate Course in Educational Statistics

Many postgraduate students face difficulties in learning the educational statistics topics because of their mathematical nature. Adopting innovative learning technologies has opened up a wide range of options to extend the learning strategies in higher education and support students` learning outcomes. The current study aimed to assess the effectiveness of a blended learning BL approach with 18 Master’s Degree students enrolled in two postgraduate courses in statistics i.e. (introduction to educational statistics and quantitative research data analysis courses) taught at the Arabian Gulf University Distance Teaching & Training Master Program in Bahrain. The courses were enrolled as Blended Learning with the College of Graduate Studies-CGS Moodle Learning Management System during the second semester of the academic year 20182019/. The students were assessed using online quizzes, 2 written tests, two assignments: one in descriptive and the other in inferential statistics, one open book exam and a final examination. Data analysis revealed that the blended learning approach helped the students to learn the course content i.e. (students` grades ranged from B+ to A). The learning satisfaction survey administered at the end of the course revealed a high degree of satisfaction with the course material and the teaching approach used. In conclusion, blended learning is viewed as feasible for teaching statistics courses and is beneficial to both students and instructors.

Project-Based Integrated Lecture and Laboratory Quantitative Analysis Course

Students entering into a quantitative analysis course often struggle with connecting theoretical aspects of concepts from lecture to hands-on applications in the laboratory setting. A one-semester quantitative analysis course was redesigned to integrate active learning with a project-based curriculum that incorporated structured review of fundamental concepts as needed. This approach includes moving away from a traditional separate lecture/lab format, into an integrated lecture/lab course model incorporating problem-based learning. In an effort to help students draw relationships between the theoretical concepts and the physical world, the course was designed around laboratory activities first and exploration of underlying chemical concepts second. Each project is centered around a specific laboratory experiment and provided opportunities for review of fundamental concepts, continued use of methods and skills from previous experiments, and hands-on application of new concepts. In addition, the projects we...

PENINGKATAN KOMPETENSI ANALISIS DATA KUANTITATIF PADA MAHASISWA DENGAN MODEL PEMBELAJARAN KOOPERATIF JIGSAW II

This study aimed to describe the use / application of Jigsaw II cooperative learning in enhancing the ability of quantitative data analysis courses students of educational research 5th semester, Indonesian Language and Literature Teaching, FKIP , Universitas Sarjanawiyata Tamansiswa Yogyakarta. Data action type of cooperative learning of Jigsaw II is collected by observation. Data on the student's ability quantitative analysis of the data collected by the testing techniques. Student response data on cooperative learning of Jigsaw II is collected by interview. The analyzed data is qualitative data is data from the learning process of planning, action, reflection to assign actions I. Based on the results of research and discussion since the first cycle to cycle dengan III can be concluded that cooperative learning of Jigsaw model II (1) improve the ability to apply the formula of quantitative analysis in the course of educational research. Increased ability proved that (a) the competence of the central tendency meenerapkan formula of 60%, 75% to 90%; (B) the competence to apply the formula of correlation analysis with a standard deviation of 72%, 84%, to 84%; (C) the competence to apply the formula of correlation analysis with a deviation of 40%, 66%, to 85%; (D) the competence to apply the formula of correlation analysis with the original data of 40%, 68%, to 88%; € competencies and comparative analysis with t test of 56%, 64% to 80%. (2) can improve the quality of learning characterized by increasingly effective student learning time with the group and the more effective in assessing the quality of the students themselves

Reinforcing Mass Spectrometry Concepts through an Undergraduate Laboratory Exercise Utilizing a Direct Analysis in Real Time Enabled Mass Spectrometer

Identification and quantification of an unknown illicit drug (cocaine) from both simulated drug paraphernalia and simulated urine can be achieved via direct analysis in real time (DART) triple quadrupole linear ion trap (QTRAP) mass spectrometry (MS). We describe a novel, hands-on laboratory activity which utilizes the recent DART technology interfaced with a tandem mass spectrometer for the purpose of integrating recent technology into a quantitative analysis course, reinforcing chemical concepts, improving critical thinking and written communication skills, and providing a context for real-life analyses. The hands-on laboratory activity requires students to use good laboratory practice, perform common laboratory calculations, and think critically to perform both qualitative and quantitative analyses and answer real-life forensic questions. Assessments include prelaboratory activity questions, observations during the activity, postlaboratory activity written report, and anonymous summative activity.

Improving Student Understanding of Qualitative and Quantitative Analysis via GC/MS using a Rapid SPME-Based Method for Determination of Trihalomethanes in Drinking Water

This paper describes a method for determination of trihalomethanes (THMs) in drinking water via solid-phase microextraction (SPME) GC/MS as a means to develop and improve student understanding of the use of GC/MS for qualitative and quantitative analysis. In the classroom, students are introduced to SPME, GC/MS instrumentation, and the use of MS data for compound identification and quantification through traditional lectures and in-class problem solving. In the lab, they are introduced to GC/MS tuning and method development, learn how to use the GC/MS data system, and apply their knowledge to identify and quantify THMs in tap water samples. The method for this application is relatively simple, fast, and effective, and is based on the use of autosampler, SPME headspace sampling, a GC quadrupole ion trap MS instrument, and fluorobenzene as an internal standard. Data from analyses of standards demonstrated 1 ppb LODs, good linearity in the 5–100 ppb range, RSDs of 6% or lower, and good recoveries from spikes of a tap water sample. This method as described is appropriate for environmental analysis, instrumental analysis, or quantitative analysis courses. It provides students with hands-on experience in the use of SPME-based sampling methods and GC/MS for reliable identification and accurate quantitative analysis at low ppb levels.

Project-Based Learning in Undergraduate Environmental Chemistry Laboratory: Using EPA Methods To Guide Student Method Development for Pesticide Quantitation

Presented is a project-based learning (PBL) laboratory approach for an upper-division environmental chemistry or quantitative analysis course. In this work, a combined laboratory class of 11 environmental chemistry students developed a method based on published EPA methods for the extraction of dichlorodiphenyltrichloroethane (DDT) and its environmental degradation products (dichlorodiphenyldichloroethane [DDD] and dichlorodiphenyldichloroethylene [DDE]) through Soxhlet extraction and quantitation using gas chromatography–mass spectrometry (GC–MS). From the derived procedures, the students spent the remainder of the semester performing extractions and analyses to detect pesticide drift from the San Joaquin Valley of California into the Sierra Nevada Mountain Range. The EPA methods used allow for a multitude of research-level questions which could be answered within a similar course with a specific question appropriate to student interest and regional environmental issues. This pedagogical approach provide...

Titration and HPLC Characterization of Kombucha Fermentation: A Laboratory Experiment in Food Analysis

Quantification of the many constituents that make up our food, whether they are desirable (vitamins, antioxidants, nutrients) or undesirable (pesticides, toxins), is one of the most practical applications of chemistry. In this study, kombucha, a popular fermented tea beverage, was analyzed using acid–base titration and high-performance liquid chromatography (HPLC). Kombucha is made via the fermentation of sweetened black tea with a symbiotic culture of bacteria and yeast (SCOBY), which produces acetic acid in addition to a variety of other organic acids and vitamins. The aim of this study was to analyze the acid content of kombucha over a 21-day fermentation period in order to characterize the fermentation kinetics. Titrimetric analysis revealed that the total acidity increased linearly with fermentation time at a rate of 1.5 mM/day. The acetic acid content was also quantified by HPLC at 7-day intervals by standard addition and compared to the total acidity determined by titration. A paired Student’s t test was used to validate the methods. In an extension of the lab, HPLC was also used to identify and quantify the caffeine content of kombucha. The experiments utilized in this study provide a means to characterize beverages and fermentation as well as teach important quantitative and statistical skills. This study was implemented as a three-week teaching lab in a quantitative analysis course for undergraduate chemistry majors.

Development of a handheld fluorescence imaging device to investigate the characteristics of protoporphyrin IX fluorescence in healthy and diseased skin

BackgroundTopical Photodynamic therapy (PDT) is an effective treatment for superficial non-melanoma skin cancers (NMSC) and dysplasia. During PDT light activates the photosensitiser (PpIX), metabolised from a topical pro-drug. A combination of PpIX, light and molecular oxygen results in inflammation and cell death. However, the outcomes of the treatment could be better. Insufficient biosynthesis of PpIX may be one of the causes of incomplete response or recurrence. Measuring surface fluorescence is usually employed as a means of studying PpIX formation. The aim of this work was to develop a device and a method for convenient fluorescence imaging in clinical settings to gather information on PpIX metabolism in healthy skin and NMSC with a view to improving PDT regimes. MethodsA handheld fluorescence camera and a time course imaging method was developed and used in healthy volunteers and patients diagnosed with basal cell carcinoma (BCC) and actinic keratosis (AK). The photosensitiser (precursor) creams used were 5-aminolaevulinic acid (ALA; Ameluz®) and methyl aminolevulinate (MAL; Metvix®). Pain was assessed using a visual analogue score immediately after the PDT. ResultsFluorescence due to PpIX increases over three hours incubation in healthy skin and in lesional BCC and AK. Distribution of PpIX fluorescence varies between the lesion types and between subjects. There was no significant correlation between PpIX fluorescence characteristics and pro-drug, diagnosis or pain experienced. However, there was a clear dependence on body site. ConclusionThe device and the method developed can be used to assess the characteristics of PpIX fluorescence, quantitative analysis and time course. Our findings show that body site influences PpIX fluorescence which we suggest may be due to the difference in skin temperature at different body sites.

Teaching Fundamental Skills in Microsoft Excel to First-Year Students in Quantitative Analysis

Despite their technological savvy, most students entering university lack the necessary computer skills to succeed in a quantitative analysis course, in which they are often expected to input, analyze, and plot results of experiments without any previous formal education in Microsoft Excel or similar programs. This lack of formal education results in increased anxiety, students spending large amounts of time using the process of “trial and error” to complete the assignments, and detracts from the students’ learning of the chemistry. Microsoft Excel tutorials that were previously introduced have either been not specific to chemistry, require multiple assignments throughout the semester to acquire the necessary skills, or are designed for deprecated versions of the software. In this work, we present an argument for implementing a chemistry-specific, version-agnostic spreadsheet interactive laboratory exercise that uses basic, general chemistry concepts to have students explore and learn the computer skills ...