The development and application of a simulator designed with Excel spreadsheets to teach procedural skills in atomic absorption spectrometry and atomic emission spectrometry are proposed. For the development of the simulator, different analytical procedures were followed including analysis of pharmaceutical, forensic, and environmental samples. The simulator worksheets enable the students to modify the instrumental conditions (such as type of gas, gas flow, lamp, and wavelength), prepare reagents, standards, and samples, obtain the analytical signals, and perform data analysis and results. The learning activity was tested by 71 students enrolled in the Instrumental Analytical Chemistry I subject and was delivered through a virtual platform environment. Students completed and submitted the activity guide and the Simulator's file. Student feedback demonstrated greater skills in handling MS Excel and instrumentation, operation, and applications of the analytical techniques included in the simulator. In addition, the application of the simulator as a learning activity provided an excellent opportunity to enhance students' understanding of the fundamentals, instrumentation, and application of some spectroscopic techniques.
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.
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