Linking Laboratory Experiences to the Real World: The Extraction of Octylphenoxyacetic Acid from Water

Loyo-Rosales, Jorge E.; Torrents, Alba; Rosales-Rivera, Georgina C.; Rice, Clifford P.

doi:10.1021/ed083p248

Cited by 14 publications

(15 citation statements)

References 6 publications

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“…Specifically, the students design and then execute an LLE to extract a contaminant from water, similar to Rice et al (SI pp S33−S36). 11 During the prelab lecture, the basics of LLE are reviewed to reinforce their learning from the previous week. Then, students learn about how LLE can be used in determining the concentration of undesirable substances in the environment.…”

Section: Weekmentioning

confidence: 99%

“…8 Liquid−liquid extraction (LLE) is challenging for students to learn, even at the graduate and postgraduate level, 9 because it requires an understanding of how solution pH impacts chemical structure, and how these structural changes and solvent polarity impact solubility and partition equilibria. Despite these challenges, many experiments in this Journal invoke LLE, either as part of a reaction workup, 10 or to extract compounds from water, 11 artificial mixtures, 12 drug formulations, 13 lotions, 14 tea, 15 plants, 15,16 essential oils, 17,18 food, 19,20 and beverages. 21,22 Another common LLE experiment involves separating colored dyes from mixtures.…”

Section: ■ Introductionmentioning

confidence: 99%

“…Liquid–liquid extraction (LLE) is challenging for students to learn, even at the graduate and postgraduate level, because it requires an understanding of how solution pH impacts chemical structure, and how these structural changes and solvent polarity impact solubility and partition equilibria. Despite these challenges, many experiments in this Journal invoke LLE, either as part of a reaction workup, or to extract compounds from water, artificial mixtures, drug formulations, lotions, tea, plants, , essential oils, , food, , and beverages. , Another common LLE experiment involves separating colored dyes from mixtures. − Most of these experiments focus on students executing the technique by providing recipes for them to follow. Several experiments go farther, for example, by having students examine the relationship between pH and solubility. ,, Some inquiry-based LLE experiments have been reported, which usually involve students designing an LLE to isolate a specific compound. ,,− For example, Pontrello’s students designed an LLE procedure that was peer-reviewed and then given to another student for testing .…”

Section: Introductionmentioning

confidence: 99%

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Adapting Meaningful Learning Strategies to Teach Liquid–Liquid Extractions

Kubo

Hall

et al. 2019

J. Chem. Educ.

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Although teaching laboratories offer students the opportunity to act and think like chemists, in many cases students simply follow written procedures to generate predetermined outcomes. In recent years, there has been a movement toward inquiry-, problem-, and discovery-based learning. In a similar vein, the first-semester introductory organic chemistry laboratory curriculum at the University of Michigan was recently overhauled, informed by the strategies of meaningful learning. The new course consists of three interconnected modules, and we present herein the second module, which focuses on liquid−liquid extraction (LLE). In the first week, students learn how to perform LLE by designing their own separation of a dye mixture, gaining an understanding of how the solution pH impacts molecular structure and solubility. In the second week, they practice using LLE by designing a separation method to remove a pollutant from water, and then, in the third week, they apply LLE to isolate a reaction product. We assessed student learning through a writing assignment at the end of the three-week module. We also assessed how the overall course affects student understanding of LLE concepts and their confidence in the lab. Our findings suggest that this learn, practice, apply approach for teaching LLE leads to modest learning gains and increased confidence.

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Section: Weekmentioning

confidence: 99%

Section: ■ Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Adapting Meaningful Learning Strategies to Teach Liquid–Liquid Extractions

Kubo

Hall

et al. 2019

J. Chem. Educ.

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“…Our goal in designing thereof was to make it easy for students to make clear observations and limit the experimental complexity associated with using unfamiliar laboratory glassware, such as separatory funnels. (Horowitz 2003, Loyo-Rosales et al 2006 We made this choice as student's focus on fundamental chemistry is easily shifted toward the mechanical task of building complex pieces of apparatus. While such mechanical skills are important in science, laboratory experiment's practical complexity can misguide students from the deeper fundamental phenomenon.…”

Section: Introductionmentioning

confidence: 99%

Upper Secondary School and University Level Students’ Perceptions of Extractions in Context: Experiences from a Simple Laboratory Experiment

Nurmi

Siitonen

2021

Preprint

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We discuss the pedagogical challenges associated with the current way of introducing extraction in upper secondary school chemistry education. These challenges were identified based on a survey of upper secondary school textbooks and verified through a questionnaire study. To address the identified challenges, we introduce a simple and effective extraction experiment which focuses on building a deeper conceptual understanding of extraction processes. The operationally simple extraction experiment and the accompanying questionnaire revealed that while students have several chemical misconceptions arising from the use of superficial everyday examples, they have all the necessary knowledge for developing a deeper understanding of chemistry. Providing a suitable experimental platform for developing and re-evaluating their knowledge allows the students to reasonably independently re-conceptualize their thinking toward a more coherent view of the surrounding world and the related scientific models. Furthermore, the work analyses the challenges that can be encountered when using everyday examples in teaching, and demonstrates that student-discovered examples of chemical systems can be a powerful method for generating meaningful and relevant ways to introduce scientific phenomena in STEM education.

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“…The determination of ternary phase diagrams of ATPS composed of water, sodium carbonate and PEG of different molecular weights is proposed. Several laboratory experiments aimed at teaching liquid-liquid extraction have been reported, [7][8][9][10][11][12][13][14] yet few involve the determination of the ternary liquid-liquid phase diagrams. [15][16][17][18][19] Since ATPS are here proposed, this work also provides the opportunity to discuss the environmental advantages associated to water-rich systems.…”

mentioning

confidence: 99%