Improving Undergraduate Laboratory Experiences by Using Problem-Based Learning for GC/MS Experiments

化学(12)气相色谱/质谱仪(GC/MS)用于扩展和加强有机化学、仪器、环境和物理化学实验室课程以及本科生研究项目的实验室经验。随着学生从有机化学到物理化学实验室课程的进步，一系列原创的基于问题的实验和改编自文献的实验的复杂性增加。这些实验在提供给学生的程序细节数量上有所不同。最初，提供了完整的程序。在较高水平的实验中，采用基于问题的方法，向学生展示一个问题，并要求他们研究文献，开发分析方法，并作为一个团队工作以获得解决方案。这种方法培养了解决社会面临的许多复杂分析问题所需的独立解决问题的技能。在适当的情况下，实验与当前的现实问题有关，例如与环境和能源有关的问题。这种方法的基本原理是，如果学生能够将他们的作业与当前的工业实践联系起来，而不是进行食谱类型的实验，他们就会对实验室实验更感兴趣和更兴奋。这种实验室经验的重新定位使毕业生有能力迎接行业和研究生院的挑战。此外，该项目为该机构化学教育计划中未来的初中和高中教师提供了与环境问题有关的基于发现的学习主题的范例。

Chemistry (12) A gas chromatograph/ mass spectrometer (GC/ MS) is used to expand and enhance laboratory experiences in organic, instrumental, environmental and physical chemistry laboratory courses as well as in undergraduate research projects. A series of original problem- based experiments and experiments adapted from the literature increase in complexity as students progress from organic through physical chemistry laboratory courses. The experiments vary in the amount of procedural detail provided to the students. Initially, complete procedures are provided. In upper level experiments, a problem- based approach is taken where students are presented a problem and required to research the literature, develop a method for analysis and work as a team to obtain a solution. This approach develops independent problem-solving skills needed to address the many complex analytical issues facing society. Where appropriate, experiments are related to current real-life problems, such as environmental and energy-related issues. The rationale for this approach is that students become more interested and excited about laboratory experiments if they can relate their assignments to current industrial practices rather than performing cookbook-type experiments. This redirection in laboratory experiences equips graduates to meet the challenges of industry and graduate schools. In addition, this project provides future middle school and high school teachers in the institution's chemistry education program with examples of discovery-based learning topics related to environmental issues.