Undergraduate Analytical Chemistry 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

A Multiweek Experimental Project Bringing Real-World Lithium Batteries into a Third-Year Undergraduate Analytical Chemistry Laboratory

A Multiweek Experimental Project Bringing Real-World Lithium Batteries into a Third-Year Undergraduate Analytical Chemistry Laboratory

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.

Emerging Areas in Undergraduate Analytical Chemistry Education: Microfluidics, Microcontrollers, and Chemometrics.

Analytical chemistry is a fast-paced field with frequent introduction of new techniques via research labs; however, incorporation of new techniques into academic curricula lags their adoption in research and industry. This review describes the recent educational literature on microfluidics, microcontrollers, and chemometrics in the undergraduate analytical chemistry curriculum. Each section highlights opportunities for nonexpert faculty to get started with these techniques and more advanced implementations suitable for experienced practitioners. While the addition of new topics to any curriculum brings some opportunity costs, student engagement with cutting edge techniques brings many benefits, including enhanced preparation for graduate school and professional careers and development of transferable skills, such as coding. Formal assessment of student outcomes is encouraged to promote broader adoption of these techniques.

Laser Ablation Inductively Coupled Plasma Mass Spectrometry as a Powerful Tool for Spatially Resolved Analysis: An Experiment for Undergraduate Analytical Chemistry Laboratory

Laser Ablation Inductively Coupled Plasma Mass Spectrometry as a Powerful Tool for Spatially Resolved Analysis: An Experiment for Undergraduate Analytical Chemistry Laboratory

Using Project-Based Learning to Assess the Effectiveness of Water Filtration Devices in Removing Chemical Analytes in an Undergraduate Analytical Chemistry Laboratory

Using Project-Based Learning to Assess the Effectiveness of Water Filtration Devices in Removing Chemical Analytes in an Undergraduate Analytical Chemistry Laboratory

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.

Incorporating Lateral Flow Assays into Undergraduate Analytical Chemistry Lab Curricula for In-Person, Hybrid, and Remote Learning Formats

Incorporating Lateral Flow Assays into Undergraduate Analytical Chemistry Lab Curricula for In-Person, Hybrid, and Remote Learning Formats

Determination of Linalool in Essential Oils by SPME-GC-MS: Using the Internal Standard Method

A novel undergraduate analytical chemistry experiment involving the identification and quantification of linalool in essential oils was developed. The experiment uses the internal standard method with headspace solid phase microextraction (SPME) and gas chromatography–mass spectrometry (GC-MS). This method is applicable to any linalool-containing essential oil sample but could be expanded to quantify other components. Initial experiments demonstrated the effectiveness of the internal standard method, with the regression analysis of the internal standard calibration curve having excellent linearity (R2 ≥ 0.98) compared to external standard calibration (R2 < 0.50). Several essential oils were tested, and the quantified concentrations were typically within 20% of the expected concentrations from manufacturer data or literature results. With >30% linalool, lavender oil was found to contain the highest concentration of linalool compared to all oils tested. This experiment introduces method development, SPME, GC-MS, and the internal standard method to sophomore and junior level chemistry students. This lab was used in analytical and organic chemistry classes but could be used with any students interested in quantitative instrumental analysis methods. In a survey of three separate groups of students who performed the lab, most students responded that the experiment provided them a better understanding of SPME, GC-MS, and the internal standard calibration method.

Crime Scene Investigation: Simulated Post-mortem LC–MS/MS Analysis of Cocaine and Cocaine Metabolites in Synthetic Human Serum

This laboratory experiment introduces upper-division undergraduate analytical chemistry students to liquid chromatography–tandem mass spectrometry (LC–MS/MS) in a forensic application: the analysis of cocaine and metabolites of cocaine in simulated serum ostensibly from drug overdose victims. For this investigation, students developed the analytical methods. First, the students determined the multiple reaction monitoring (MRM) transitions and optimized collision energy. The MS methods developed were then added to an LC method for LC–MS/MS quantitation with a 2.5 min run time. Students successfully quantified the drugs and metabolites, and they were able to identify which samples indicated cocaine use and overdose.

Use of Portable Capillary Liquid Chromatography for Common Educational Demonstrations Involving Separations

High-performance liquid chromatography is one of the primary techniques covered in the undergraduate analytical chemistry curriculum. This technology report describes the use of a portable capillary-scale instrument that can provide similar performance to a benchtop instrument but generates less solvent waste and enables operation in nonlaboratory settings. Comparisons between the two instrument types were made for single-standard calibration analysis of caffeine in diet soda and aspirin content in over-the-counter tablets, with relative percent differences between the standards and samples under 5% for both instrument types and both samples. The capability to use the instrument in lecture and outreach demonstration activities was also explored. Portable instruments can serve similar pedagogical purposes to traditional instruments as well as provide a platform to introduce discussions on green analytical chemistry based on differences in solvent waste generation and power consumption.

Capillary Electrophoresis with Laser-Induced Fluorescence Detection for the Diagnosis of Phenylketonuria: A Versatile Wet or Dry Laboratory Experiment in Upper-Level Undergraduate Analytical Chemistry

Capillary electrophoresis is a powerful separation tool with a wide range of analytes for diverse applications and is compatible with various detection methods. While some more established separation techniques like gas or liquid chromatography are utilized heavily in analytical chemistry laboratory courses, newer commercial capillary electrophoresis instrumentation remains underrepresented in undergraduate laboratories, with the concepts being largely in the realm of lecture alone in analytical chemistry curricula. Despite its proven power and wide application, an undergraduate laboratory experiment utilizing capillary electrophoresis with laser-induced fluorescence detection (CE-LIF) has yet to be published. Here, we present an experiment for third- and fourth-year undergraduate analytical chemistry courses in which the students use CE-LIF to optimize system parameters, analyze the amino acid profile of a mock “patient sample”, and use calibration standards coupled with statistical analysis to provide a phenylketonuria (PKU) diagnosis. This experiment is easily adaptable to a dry lab, making this technique available to laboratories without the resources needed to acquire a CE-LIF system. We also demonstrate that the dry lab analysis can be accomplished in an online format, requiring no student presence in the laboratory, which is especially relevant due to recent events concerning the COVID-19 pandemic.

Student experiences of project-based learning in an analytical chemistry laboratory course in higher education

Abstract This study describes students’ experiences in project-based learning (PjBL) incorporated as part of a revised undergraduate analytical chemistry laboratory course. We examined which phases were the easiest as well as the most challenging and what student skills developed during the research project. The research data were collected between 2016 and 2018 via two questionnaires. They were analyzed both quantitatively and qualitatively. One questionnaire focused on the whole course (in 2016–2018, n = 127) of which only the answers on the research project questions were analyzed. The other questionnaire focused on only the research project (in 2018, n = 42). Based on the results of our study, students felt that the research project was useful for their future laboratory experiments. Several sets working life skills as well as self-assessment skills were also developed during the project. These included skills related to laboratory work, group working, planning the research, problem solving and data collection. The students named the easiest phases to be the concrete laboratory experiments, making the seminar presentation, drawing up the research plan and reporting the results. As the most challenging phases, they named the design phase of the project, challenges related to experimental works and data collection. For example, students experienced uncertainty when gathering information and the whole project appeared challenging during the design phase. However, when students started to work, they saw that the work progressed smoothly if they had designed it well. When students have an opportunity to create their own research project, they acquire meaningful learning experiences.

Collaborative Group Learning in Remotely Taught Analytical Chemistry Courses

The use of synchronous remote teaching methods in two undergraduate analytical chemistry courses during the COVID-19 pandemic is described. Classes were convened using cloud-based video conferencing software, and the majority of class time involved students working in small groups on worksheets. All group activities were followed by a whole-class session in which students reported out and discussed the answers. Discussions allowed us to resolve differences in answers among the different groups, discuss interesting questions that arose in some of the groups during their discussion, and summarize the expected answers for questions on the worksheets. The incorporation of a group component into the final exam in one of the courses is described. Students indicated that they preferred the use of synchronous instruction to the asynchronous instruction that occurred in other courses. They also preferred having the opportunity to work in small groups. The active learning materials used in the two courses are available to instructors and students for free through the Analytical Sciences Digital Library. While class sizes in this report were small, the potential for using collaborative groups in larger classes is described.

Preliminary Evidence on the Effect of an Open-Source Textbook in Second-Year Undergraduate Analytical Chemistry Courses

The use of open-source materials is growing in popularity throughout higher education. This Communication investigates the impact on student performance in a second-year undergraduate analytical ch...

Curve Fitting, Linear Algebra, and Solver in an Analytical Chemistry Course: A Facile and Safe Activity Suitable for the Classroom Setting

Undergraduate analytical chemistry courses emphasize fundamental stoichiometric and physicochemical analytical techniques with statistical analysis and linear calibrations. Higher-level data analys...

Use of Augmented Reality in the Instruction of Analytical Instrumentation Design

Instruction on the design of analytical instrumentation is a critical component of the analytical chemistry curriculum. To simplify this process and enable students to directly see how the instruments that are in their own laboratory setting work, the use of augmented reality technology can be implemented. In this report, the HP Reveal platform was used to create digital overlays that are triggered when students view an analytical instrument through their smartphone camera. From here, further information on the components and operation of the instrument can be presented to students. To demonstrate this technology, various overlays were created for four analytical instruments commonly taught in second-year undergraduate analytical chemistry courses: flame atomic absorption spectrometer, gas chromatograph–mass spectrometer, liquid chromatograph, and double-beam UV–vis spectrophotometer.

Laser Polarimeter Laboratory for Measuring Scattering in Undergraduate Analytical Chemistry

In a university third-year instrumental chemistry laboratory students build a laser based polarimeter for determining light scattering with commercially available optical components used in modern optics research laboratories. During this laboratory experiment, students learn that solutions containing molecules which scatter light also influence the polarization properties of the laser beam by measuring Stokes parameters to calculate the degree of linearly polarized light. They also discover how the polarization properties of a laser beam are affected by half- and quarter-wave plates. Lastly, students are asked to recognize and assess the sources of error associated with the experiment including background intensity, integration time, and polarizer angle accuracy when measuring the Stokes parameters. A majority of students who completed the experiment agreed that this laboratory experiment required more critical thinking than traditional building instrumentation modules that they were exposed to, and that...

Data Linearization Activity for Undergraduate Analytical Chemistry Lectures

Throughout the undergraduate curriculum, students utilize linearized forms of nonlinear equations—from the Clausius–Clapeyron equation in general chemistry to the Michaelis–Menten equation in biochemistry. Presenting the linearized forms of equations as a fait accompli may be a lost opportunity to empower students with understanding the general process of linearization as an analytical tool. This work describes a series of activities that can be implemented and spaced throughout the analytical chemistry curriculum. The activities are low-cost and chemical-free, so they can be implemented in a lecture setting. Distributed practice allows students to attain familiarity with linearization, and the practical guided application in class provides real experience with the otherwise abstract mathematical idea.

Analytical Thinking, Analytical Action: Using Prelab Video Demonstrations and e-Quizzes To Improve Undergraduate Preparedness for Analytical Chemistry Practical Classes

This project utilizes visual and critical thinking approaches to develop a higher-education synergistic prelab training program for a large second-year undergraduate analytical chemistry class, directing more of the cognitive learning to the prelab phase. This enabled students to engage in more analytical thinking prior to engaging in the analytical action in the laboratory, motivating students to arrive at classes prepared to engage in the material rather than the mechanics (physical processes) of the practical exercises. This reduced the likelihood of cognitive overload at the beginning of the class. Video demonstrations were developed providing both visual demonstrations with audio explanations to reinforce each concept, and students were guided to these through compulsory prelab e-quizzes. The effectiveness of the program was evaluated by academic performance and an attitudinal survey. Attitudes toward the prelab program were very positive, particularly for the e-quizzes. There was no improvement on a...