Mass spectrometers are ever-increasingly powerful, user-friendly, and affordable. Thus, the addition of mass spectrometry experiments into the undergraduate laboratory curriculum is now both feasible and an effective tool to introduce students to relevant instrumentation. Here an experiment demonstrating the use of a highresolution electrospray ionization mass spectrometer (ESI-HRMS) for the identification of peptide sequences and the differentiation of isomeric peptides was developed and implemented in a biochemistry laboratory course for third-year chemistry major undergraduate students. This lab activity was a first introduction to mass spectrometry for undergraduate biochemistry students. As a prelab assignment, students were tasked to predict the mass-to-charge ratios and the fragmentation patterns for six given peptides using an online fragmentation prediction tool (Protein Prospector's MS-Product tool). Students then analyzed two unknown peptides using ESI-HRMS. The theoretical and experimental results were compared to reveal the identity of the two unknown peptides. The student success rate of recognizing the unknown peptide sequences was 87.5%. This laboratory experiment provided students with hands-on experience using a research-grade ESI-HRMS instrument to solve a bioanalytical problemspecifically, the identification of the primary structure of a peptide of unknown sequence. Learning outcomes were evaluated for this experiment, which showed student understanding of peptide sequencing using mass spectrometry.
This study investigates the impact of peer-focused, active-learning recitation sessions with the large-enrollment sections of General Chemistry I courses at Mississippi State University (MSState). Over a period of four semesters beginning in Spring 2016, recitation sessions were implemented into the General Chemistry I (CH1213) courses at MSState. In order to assess the influence of the active learning instructional hour, we studied departmental final (standardized ACS) exam scores, pass/fail rates for the course, and the success of students continuing on to General Chemistry II (CH1223) courses. Student attitudes toward the peer-focused recitation program were surveyed. The peer-focused recitation program has supported improvement on the standardized final, with students in peer-focused recitation program scoring 7.76 exam questions (17.76 percentile points) higher than the no recitation control students. The rise of exam scores with recitation learning impacted all students equally irrespective of gender, ethnicity, or math competency level (as measured by math ACT score). In addition, student pass rates for CH1213 significantly increased even though instructors greatly increased the rigor of the course. Students had improved success in the second semester of General Chemistry, CH1223, which may translate into academic confidence and continuation in STEM majors as a broader impact of the recitation program.
This paper presents an experimental lab designed for undergraduate students which focuses on soil science and chemistry. Students perform a series of tests to classify soil's phosphate retaining characteristics, texture, pH, organic matter content, and permeability with the addition of a novel soil amendment, Al Mg biochar. This lab has minimal cost as most chemicals are inexpensive and a soil column is crafted from a used water bottle, filter paper, and masking tape. Students apply their measurements to understand how agriculture plays a role in ocean and watershed health and how soil-testing, soil amendments, and responsible farming practices can minimize agriculture's footprint. It is important for agriculturally focused students to understand how soil chemistry relates to crop yields, and the importance of responsible agricultural practices. Learning outcomes and student attitudes from this experiment were assessed to evaluate the experiment.
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