Intergration of Undergraduate Research Activities in the Geology and Biology Environmental Science Curriculum Using an Inductively Coupled Plasma Spectrometer

地质学（42）我们已经实施了一套分层的研究练习（例如，Johnson & Stahl， 1997年，密歇根大学；Videtich， 1997年，大峡谷州立大学；Niemitz， 1996年，迪金森学院），在密歇根州立大学地质学和生物学专业的环境科学专业的大二到高年级课程中使用ICP-AES。1)序列的初始练习着重于大二环境分析化学和土壤科学课程中空气、水和土壤样品的实际样品采集、制备和分析技术。这些课程将作为未来运用ICP和其他现有分析设备（如XRD， SEM，离子色谱）的分析基础。2)初级阶段的学生使用ICP逐步完成更复杂的基于课程的指导性研究，用于应用环境微生物学、地质水文和环境地球化学等高级课程的应用。练习建立在实验设计，实施和分析技能，并允许学生有机会利用可变的分析策略。在每个练习中，学生准备一份书面、视觉和/或口头的结果报告，其中包括数据展示和解释部分。初级水平的学生在地质学专业的岩石学和矿物学课程中使用ICP进行涉及岩石和矿物分析的探究式研究项目。3)作为环境科学课程的顶点，高年级学生使用ICP-AES设备在环境科学高级研讨会课程中设计和实施一个独立的、长达一个学期的研究项目。研究项目要么与正在进行的教师研究相关，要么完全由学生自己设计。学生参与研究的所有阶段，从计划和实施，样本收集和分析，到最终的数据解释和展示。该项目最终以一份实质性的书面报告和学期末课堂研讨会上的口头报告告终。在教师导师的指导下，ICP也被用来完成环境科学、地质学、化学和生物学等领域更实质性、更独立的高级项目（论文）。其中许多项目在科学会议上提出，并发表正式出版物。ICP-AES为学生在环境行业的就业做好了准备，并为那些进入研究生院的学生培养了独立的研究技能。

Geology (42) We have implemented a hierarchical set of research exercises (e.g., Johnson & Stahl, 1997, Central Michigan University; Videtich, 1997, Grand Valley State University; Niemitz, 1996, Dickinson College) that utilize the ICP-AES across sophomore to senior level courses in the environmental science concentration within the geology and biology majors at MSU. 1) Initial exercises in the sequence stress practical sample collection, preparation, and analysis techniques for air, water, and soil samples in sophomore level environmental analytical chemistry and soil science courses. These courses serve as the analytical foundation for future exercises that utilize the ICP and other existing analytical equipment (e.g. XRD, SEM, ion chromatography). 2) Junior-level students complete progressively more complex course-based guided research using the ICP for applications specific to upper-level courses in applied environmental microbiology, geohydrology, and environmental geochemistry. The exercises build on experimental design, implementation, and analysis skills and allow students the opportunity to utilize variable analytical strategies. With each exercise students prepare a written, visual, and/or oral presentation of the results that includes data presentation and interpretation components. Junior level students use the ICP for inquiry-based research projects involving the analysis of rocks and minerals in the petrology and mineralogy courses for geology majors. 3) As a capstone to the environmental science curriculum, senior-level students use the ICP-AES facility to design and implement an independent, semester-long research project in a senior seminar course in environmental science. Research projects are either associated with on-going faculty research or completely of the students' own design. Students are involved in all phases of the research from planning and implementation, to sample collection and analysis, to final data interpretation and presentation. The project culminates in a substantial written report and an oral presentation at a semester-end class symposium. The ICP is also being used to complete more substantial, independent, senior projects (theses) in environmental science, geology, chemistry, and biology with the guidance of faculty mentors. Many of these projects are presented at scientific conferences and result in formal publications. The ICP-AES has prepared students for employment in the environmental industry and for developing independent research skills for those attending graduate school.