Learning through Writing about Environmentally Significant Analysis using Atomic Absorption Spectroscopy

化学（12）弗朗西斯科大学（USF）的化学专业学生在他们的入门实验室课程中完成了许多传统的湿化学技术。在这个项目中，我们利用原子吸收分光光度计（AAS）和基于网络的写作学习技术（校准同行评议，CPR）来探索一般和分析化学课程中的环境化学问题。我们正在从化学教育文献中改编一些对环境有重要意义的化学实验，以提高对技术科目的概念理解，培养内容阅读和科学写作的技能，并将写作作业与使用原子吸收光谱法的动手实验联系起来。关于环境问题的在线源材料和使用原子吸收光谱法的已发表实验正在适应实验前和实验后的要求。实验室写作作业，使用基于网络的校准同行评议（CPR）程序开发的NSF资助的分子科学项目。一般和分析化学专业的一年级和二年级理科学生，以及通识教育课程中的一组非理科专业学生都受到该项目的影响。这些实验旨在探索AAS定量分析如何帮助识别环境问题。直接的影响包括：（一）通过阅读的内容和同行评议的写作作业的CPR教学法对环境问题有了更深入的了解，（二）介绍学生接触高质量的分析仪器，（三）对定量化学更有信心和兴趣。我们正在评估学生的信心和学习进行调查跟踪他们的考试成绩，他们的写作作业，并通过安排与学生的非正式讨论。

Chemistry (12)Chemistry students at the University of San Francisco (USF) complete many traditional wet chemistry techniques in their introductory lab courses. With this project, we are making use of an atomic absorption spectrophotometer (AAS) and web-based writing-to-learn technology (Calibrated Peer Review, CPR) to explore environmental chemistry problems in general and analytical chemistry courses. We are adapting a number of environmentally significant chemistry experiments from the chemical education literature to improve conceptual understanding of technical subjects, to develop skills in reading for content and in scientific writing, and to link the writing assignment to hands-on experiments using atomic absorption spectroscopy.On-line source material on environmental problems and published experiments using AAS are being adapted for pre-lab and post-lab writing assignments using the web-based Calibrated Peer Review (CPR) program developed by the NSF-funded Molecular Science Project. First and second year science students in general and analytical chemistry, plus a group of non-science majors in a general education course are impacted by the project. Assignments are designed to explore how quantitative analysis by AAS can help identify environmental problems. The immediate impact includes (i) a deeper understanding of an environmental problem via the CPR pedagogy of reading for content and peer-review of writing assignments, (ii) exposure of introductory students to high quality analytical instrumentation, and (iii) more confidence and interest in quantitative chemistry. We are assessing student confidence and learning by conducting surveys tracking their exam performance, their writing assignments and by arranging informal discussions with students.