Incorporating a Student-Centered Approach with Collaborative Learning into Methods in Quantitative Element Analysis

Abstract

This paper summarizes a project seminar in analytical chemistry that includes a method comparison approach and collaborative learning. In this project seminar, 12 students worked in four groups, each of which focused on one method for quantitative element analysis, including flame atomic absorption spectroscopy, inductively coupled plasma mass spectrometry, inductively coupled plasma optical emission spectroscopy, and X-ray fluorescence spectroscopy. The seminar was structured into two phases. In the first phase, students became familiar with their method and instrumentation through characterizing the method’s capabilities for the analysis of a steel reference sample and then sharing and comparing results between groups. In the second phase, all groups used insights gained during the first phase to design and perform experiments with their methods to solve an analytical challenge. Specifically, the aim of each group was to quantify major, minor, and trace element concentrations from periglacial sediment layers from the hills southeast of Zürich, Switzerland. At the end of phase two, the student-groups presented and compared their results in a joint public poster presentation. Assessment was based on material produced by the participants: posters, teaching materials, method profiles, and written reports. The course evaluation indicates a high satisfaction with the course. The student-centered approach enabled students to get extensive hands-on experience in order to acquire subject-specific skills as well as soft skills. It is well-suited for upper-level undergraduate and graduate students for specialization in analytical chemistry. Further insights, observations, potential for improvement, and limitations are discussed.

Study and Research Path for Learning General Chemistry: Analyzing the Quality of Drinking Water

“…Many previous works have shown the benefits of adopting project-based learning (PjBL) methods to improve the students’ performance in chemistry, achieve deeper understanding, higher-order abilities of evaluation and analysis, and engage students. , PjBL approaches in addition help to develop students’ creative thinking skills as compared to “cookbook” practices . PjBL has been used for the teaching of different chemistry courses, such as physical–chemistry laboratory, analytical chemistry, instrumental analysis, quantitative element analysis, and biochemistry courses . The majority of chemistry PjBL experiences reported in the literature have been conducted in specialized, upper-level courses (e.g., refs − ,,, ), whereas implementations reported in general chemistry are scarcer. − …”

“…PjBL has been used for the teaching of different chemistry courses, such as physical–chemistry laboratory, analytical chemistry, instrumental analysis, quantitative element analysis, and biochemistry courses . The majority of chemistry PjBL experiences reported in the literature have been conducted in specialized, upper-level courses (e.g., refs − ,,, ), whereas implementations reported in general chemistry are scarcer. − …”

“…Our own experience teaching general chemistry to Industrial Engineering freshmen at EUSS confirms this problematic issue. Abundant literature has shown the benefits of using different forms of active-learning methods (e.g., PjBL, problem based learning (PBL), process-oriented guided-inquiry learning (POGIL), or peer led team learning (PLTL)) for teaching chemistry courses to students of chemistry-related degrees (Chemistry, ,, Pharmacy, Biochemistry, Physical Chemistry, Chemical Engineering, Applied Chemistry). In addition, these approaches seem to be particularly effective in improving the attitudes and performance of non-chemistry majors, as shown by works reporting experiences in Dietetics and Nutrition, Nursing, Psychology, or Environmental Studies. ,, …”

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

“…Elemental analysis is essential in meeting such requirements and is most often carried out by the use of emission spectroscopy. 20,21 In this experiment, students create standard curves, determine method detection limits (MDLs), and prepare preparation blanks to determine elemental concentrations and assess precision and potential errors associated with the experimental methods. These techniques are vital to research areas involving QA/QC and elemental analysis, and students are likely to become highly engaged in experiments that develop scientific skills having applications outside of academia.…”

“…The principles of atomic emission spectroscopy are usually taught in senior undergraduate courses, and this experiment offers a simple and practical approach to utilizing this method of analysis. 20,21 Upon completion of this experiment students will have gained the skills to (1) follow and describe methodology clearly from a given set of SOPs in emission spectroscopy; (2) create a series of diluted standards to develop standard curves used to determine elemental concentrations and assess precision of the instrumental/analytical method based on r 2 values; (3) construct tables, equations, charts, and figures along with statistical techniques such as standard deviation and method detection limit; (4) and create a report in the form of a technical journal article in order to develop career-ready communication skills.…”