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

化学（12）在我们之前围绕发现为基础的学习概念建立实验室项目的基础上，我们正在扩展这一教学视角，通过分组调度和使用与相邻教室联网的高效液相色谱系统，将课堂和实验室合并为入门、有机、生物化学和化学分析课程。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。我们正在采用一些实验和方法，这些实验和方法是由美国国家科学基金会新传统化学倡议认可的，以威斯康星大学为中心，以及其他发表在教育化学文献上的实验和方法，主要是《化学教育杂志》。一个典型的理科生会在六门不同的课程中接触到这种综合形式，其中四门课程使用HPLC。由于本项目采用了分组调度的组合实现，因此比传统调度提供了更多的实验室查询机会。通过反复接触现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，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次的化学教育会议以及当地和区域化学教育协会会议上发表报告，在当地和更广泛的化学教育界传播这个项目的成果。从这个项目中产生的新的实验室调查结果也将提交在化学教育杂志上发表。

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.