Integrating an Inductively Coupled Plasma Mass Spectrometer into the Analytical Geochemistry and Chemistry Curricula

在本科地质学和化学课程中，电感耦合等离子体质谱仪已经适应了探究式学习和个人研究项目。协作式探究式学习方法借鉴了达特茅斯大学成功的课堂项目（环境地质学课程，冯夏红博士，以及Stern， L. A., c.p. Chamberlain， J. D. Blum和M. L. Fogel，《啤酒瓶中的同位素课程》，J.地球科学版，1997年第45期，157-161页）和其他机构(fos， A. M.，《将课堂研究项目整合到传统的地球化学实验课程》，J.地球科学版，45期；322 - 324, 1997)。在高年级的地质和化学课上，学生设计和执行班级、小组和个人项目，获得科学探究方法的直接经验。学生确定一个有科学价值的问题，设计并执行采样和分析策略，收集和解释数据，并提出结果。环境地球化学班利用ICP-MS进行了一个班级项目，以确定当地的环境问题，包括矿区附近的水和土壤污染。我们也采用成功的教学模式，将个人研究项目整合到课堂中，包括高露洁大学的Karen Harpp教授的研究项目，以及基于我们自己使用自动x射线粉末衍射仪（NSF ILI Grant -DUE 9651022）的经验。通识教育学生、职前教师和当地高中生参加了一个关注水质问题的区域水项目。通过这个项目，他们接触到了数据收集和分析的过程，这种经历增强了他们批判性地理解科学原理的能力（例如，Smith G. L.，在海洋学入门课程中使用当地水体的实地和实验室练习来教授基本概念，J Geoscience Ed, 43,480-484, 1995）。这项补助金带来的重要课程变化包括ICP-MS的实践经验、学生的合作努力、多周的实验、更强调对真实数据的分析，以及增加个人和小组报告的数量。通过使用最先进的分析仪器，实施以探究为基础的教学方法，为我们的学生提供了批判性思维和解决问题能力的机会，同时为他们在21世纪成功的职业生涯做好准备。

Earth Systems Science (40) The Inductively Coupled Plasma Mass Spectrometer has been adapted for use with inquiry-based learning and individual research projects in the undergraduate Geology and Chemistry curricula. Collaborative inquiry-based learning methods are adapted from successful class projects at Dartmouth University (Environmental Geology class, Dr. Xiahong Feng, and Isotopes as Tracers in the Environmental class described in Stern, L. A., C. P. Chamberlain, J. D. Blum and M. L. Fogel, Isotopic Lessons in a Beer Bottle, J Geoscience Ed, 45, 157-161, 1997), and other institutions (Foos, A. M., Integration of a Class Research Project into a Traditional Geochemistry Lab Course, J Geoscience Ed, 45, 322-324, 1997). In upper division Geology and Chemistry classes, students design and execute class, group, and individual projects gaining direct experience with methods of scientific inquiry. Students identify a question of scientific merit, design and execute a sampling and analysis strategy, collect and interpret data, and present results. The Environmental Geochemistry class has performed a class project by utilizing the ICP-MS in identifying local environmental problems involving water and soil contamination near mine sites. We are also adapting successful pedagogical models that integrate individual research projects into classes, including those of Professor Karen Harpp (Colgate University) and those based on our own experiences with the automated x-ray powder diffractometer purchased by NSF ILI Grant -DUE 9651022. General education students, pre-service teachers, and local high school students participate in a regional water project focusing on water quality issues. Through this project, they have gained exposure to the processes of data collection and analysis, an experience that enhances their ability to critically understand scientific principles (e.g., Smith G. L., Using Field and Laboratory Exercises on Local Water Bodies to Teach Fundamental Concepts in an Introductory Oceanography Course, J Geoscience Ed, 43,480-484, 1995). Important curricular changes resulting from this grant include hands-on experience with the ICP-MS, collaborative student effort, multi-week experiments, more emphasis on analysis of authentic data, and an increased number of individual and group presentations. Implementation of an inquiry-based approach to teaching and learning through use of state-of-the-art analytical instrumentation has provided opportunities for our students in critical thinking and problem-solving skills while preparing them for successful career ventures in the 21st century.