Integrated Guided-Inquiry Laboratories with the use of HPLC Across Undergraduate Chemistry Curriculum

化学（12）建立在我们以前的努力，围绕发现为基础的学习的概念建立一个实验室计划，我们通过合并讲座和实验室为我们的介绍，有机，生物化学和化学分析课程，通过块调度和使用HPLC系统联网到相邻的教室，扩大了这种教学的角度。这种方法的关键是快速获取，分析和共享学生收集的化学数据。这些任务是通过综合使用现代仪器如NMR，UV-VIS，AA和HPLC来完成的，以加快分析，从而为发现，思考和学习创造更多的时间。我们正在调整由美国国家科学基金会（NSF）以威斯康星州大学为中心的新概念化学倡议所认可的几个实验和方法，以及其他发表在教育化学文献中的实验和方法，主要是化学教育杂志。一个典型的理科学生接触这种综合格式发生在六个不同的课程，其中四个采用HPLC。由于该项目的特点是结合实施块调度，它提供了更多的机会，实验室查询比传统的调度经验。通过反复遇到当代仪器和基于问题的教学方法，学生能够探索各种分析方法，并培养他们在实验过程中的独立决策作用。我们计划通过在两年一度的化学教育会议以及地方和区域ACS会议上发表演讲，在当地和更广泛的化学教育界传播该项目的成果。该项目产生的新实验室调查结果也将提交《化学教育杂志》发表。

Chemistry (12) Building on our previous efforts in establishing a laboratory program around the concept of discovery-based learning, we are expanding on this pedagogical perspective by merging lecture and laboratory for our Introductory, Organic, Biochemistry, and Chemical Analysis courses through block scheduling and using an HPLC system networked to adjacent classrooms. Essential to this approach is the rapid acquisition, analysis, and sharing of chemical data collected by students. These tasks are accomplished through the integrated use of contemporary instrumentation such as NMR, UV-VIS, AA and HPLC to expedite analysis and thereby create more time for discovering, thinking, and learning. We are adapting several experiments and methods endorsed by the NSF New Traditions Chemistry Initiative, centered at the University of Wisconsin, and others published in the educational chemical literature, primarily the Journal of Chemical Education. A typical science student's exposure to this integrated format occurs in six different courses, four of which employ HPLC. Because this project features the combined implementation of block scheduling, it provides more opportunity for laboratory inquiries than experienced in traditional scheduling. By repeatedly encountering contemporary instrumentation and the problem-based approach to instruction, students are able to explore various methods of analysis and nurture their independent decision-making role in the experimental process. We plan to disseminate the results from this project locally and to the broader chemical education community by giving presentations at the Biennial Conference on Chemical Education as well as at the local and regional ACS meetings. Results on new laboratory inquiries produced from this project will be also be submitted for publication in the Journal of Chemical Education.