Teaching Raman Spectroscopy in Both the Undergraduate Classroom and the Laboratory with a Portable Raman Instrument

Hudspeth, Evan; Cleveland, Danielle; Batchler, Kathleen L.; Nguyen, Phuong; Feaser, Tracey L.; Quattrochi, Lauren E.; Morenz, Jesse; Balram, Shrimati A.; Michel, Robert G.; Zhou, Jack X.; Lombardi, Daniel

doi:10.1080/00387010500434297

Cited by 9 publications

(3 citation statements)

References 32 publications

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“…A number of different immunoassays most using SERS rather than SERRS detection have been reported. , Different approaches have been used to create the assay including silver films, gold nanoparticles, − dye-embedded core−shell nanoparticles, − or bimetallic silver and gold nanoparticle-linked antibodies. − The detection of multiple analytes has been demonstrated . Generally, the sensitivity is much lower than that for enzyme-amplified fluorescence assays or directly determined fluorescence assays, indicating that the more sensitive SERRS technique will be required if detection systems are to rival fluorescence in sensitivity …”

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confidence: 99%

Comparison of Surface-Enhanced Resonance Raman Scattering and Fluorescence for Detection of a Labeled Antibody

et al. 2008

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A comparison is made of the quantitative detection of a labeled antibody by surface-enhanced resonance Raman scattering (SERRS) and by fluorescence using the same instrument with the same laser excitation source. The area under the curve for the fluorescence band is greater than for any single peak in the SERRS spectrum, but the broad fluorescence band is more difficult to discriminate from the background at low concentrations. Using the peak height of one SERRS band and the peak height at the fluorescence maximum, the detection limit for SERRS was lower (1.19 x 10-11 mol.dm-3) than that obtained using fluorescence (3.46 x 10-10 mol.dm-3). The SERRS detection limit is calculated for the concentration of the sample added, but compared to fluorescence, there is an additional dilution step due to the addition of the colloid and the extent of this dilution is dependent on assay format. For comparison with the detection limits found earlier with labeled oligonucleotides, SERRS was remeasured with a 10 s accumulation time, and the final concentration in the cuvette after colloid addition and before any adsorption to the silver was used to calculate a detection limit of 2.79 x 10-13 mol.dm-3. This is comparable to the detection limit found using a similar SERRS procedure for an oligonucleotide labeled with the same dye. This experiment is dependent on many parameters that could affect this result, including the nature of the SERRS substrate, the excitation wavelength, and the dye chosen. However, the result indicates that SERRS can give assay sensitivities comparable or better than fluorescence for quantitative direct assay determination, suggesting that the much greater potential for multiple analyte detection could be exploited.

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Comparison of Surface-Enhanced Resonance Raman Scattering and Fluorescence for Detection of a Labeled Antibody

et al. 2008

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“…The use of educational resources based on practical cases has a key role in course design (Hudspeth et al, 2006). These are useful, especially to teach natural sciences (e.g., physics, earth sciences, life sciences) and applied technologies subjects in pre-primary and primary education.…”

Section: Introductionmentioning

confidence: 99%

Adoption of Digital Storytelling Tool in Natural Sciences and Technology Education by Pre-Service Teachers Using the Technology Acceptance Model

Lazar

Pânişoară

Pânișoară

2020

JBSE

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This research aimed to contribute to the overall understanding of pre-service teachers’ acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers' digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness (β=.571, t=11.958, p<.0001) and intention to use of DS (β=.763, t=19.914, p<.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers’ adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior. Keywords: digital storytelling tool, natural sciences didactics, technology education didactics, pre-service teachers’ digital age, pre-service teachers’ status, TAM model.

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“…More than that, the prerequisite lessons should also be prioritized to facilitate the flow of ideas. Hudspeth et al, advocate the use of a portable Raman instrument as a visual aid 14 . They state that "Having portable Raman instrumentation would allow the instructor to demonstrate the principles of Raman spectroscopy, as well as the concepts of calibration curves, blank subtraction, detection limits and regression analysis.…”

Section: Tenets Of the Creative Chemistry Teachingmentioning

confidence: 99%

Creative Chemistry Teaching

Jahangiri¹,

Hajian²

2013

Asian J. Chem.

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In the present paper, a strong call is issued to reconsider the teaching methods used by teachers in general and chemistry teachers in particular. The study makes an attempt to derive the widely-applicable and practical teaching procedures so as to logically indicate the probabilistic directions in which chemistry teaching has to proceed. For this purpose, specific reference is made to the notions of creativity and problem-solving and the fact that true learning is deeply rooted in these psychological concepts. In the end, creativity is redefined and its critical role, which has often been ignored, is reincorporated in the teaching profession. Specific guidelines are presented to introduce this psychological concept in chemistry classes. . Lippincott, a former editor, stated the Journal's aims well: "to provide chemistry teachers with information, ideas and materials for improving and updating their background and their understanding of the science and for helping them in their teaching and in their effectiveness in developing the talents of students.The question of choice from among and arriving at the most effective method for teaching chemistry has always been a topic of interest in academia with no apparent settlement. Controversy surrounding the most effective method can be traced to two features. First, researchers have too often taken the meanings of such terms as "success" and "learning" for granted thus failing to prepare the groundwork required for the discussion. Secondly, genuine chemistry abilities have neither been formally identified nor catered for. As a result, there has seldom been a trustworthy yardstick by means of which to assess the success of a student's attempt at learning chemistry and his/her potential for future research projects. Bloom identifies the following six categories in the order of decreasing complexity in learning Asian Journal of Chemistry; Vol. 25, No. 1 (2013)

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Teaching Raman Spectroscopy in Both the Undergraduate Classroom and the Laboratory with a Portable Raman Instrument

Cited by 9 publications

References 32 publications

Comparison of Surface-Enhanced Resonance Raman Scattering and Fluorescence for Detection of a Labeled Antibody

Comparison of Surface-Enhanced Resonance Raman Scattering and Fluorescence for Detection of a Labeled Antibody

Adoption of Digital Storytelling Tool in Natural Sciences and Technology Education by Pre-Service Teachers Using the Technology Acceptance Model

Creative Chemistry Teaching

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